22199VIC Certificate IV in Justice
22197VIC Diploma of Justice
22200VIC Advanced Diploma of Justice
Accredited for the period: 1st July, 2012 to 30th June 2017 under
Parts 4.4 and 4.6 of the Education and Training Reform Act 2006
Version FINAL
19/07/2012
Verson 1
July 2012
Original accredited document
Version 2
November 2015
Updates to VU20866 Apply customs law
enforcement processes within justice
environments to include a change to the unit
name and to replace Customs with Australian
Border Force throughout the unit.
© State of Victoria (Department of Education and Early Childhood Development) 2012
Copyright of this material is reserved to the Crown in the right of the State of Victoria. This work is licensed under a
Creative Commons Attribution-NoDerivs 3.0 Australia licence (http://creativecommons.org/licenses/by-nd/3.0/au/)
You are free to use, copy and distribute to anyone in its original form as long as you attribute Higher Education and
Skills Group, Department of Education and Early Childhood Development as the author, and you license any derivative
work you make available under the same licence.
Disclaimer
In compiling the information contained in and accessed through this resource, the Department of Education and Early
Childhood Development (DEECD) has used its best endeavours to ensure that the information is correct and current at
the time of publication but takes no responsibility for any error, omission or defect therein.
To the extent permitted by law DEECD, its employees, agents and consultants exclude all liability for any loss or
damage (including indirect, special or consequential loss or damage) arising from the use of, or reliance on the
information contained herein, whether caused or not by any negligent act or omission. If any law prohibits the
exclusion of such liability, DEECD limits its liability to the extent permitted by law, for the resupply of the information.
Third party sites
This resource may contain links to third party websites and resources. DEECD is not responsible for the condition or
content of these sites or resources as they are not under its control.
Third party material linked from this resource is subject to the copyright conditions of the third party. Users will need
to consult the copyright notice of the third party sites for conditions of usage.
This qualification has been entered on the TGA (Training.gov.au) http://training.gov.au/
ii
Table of Contents
Section A: Copyright and course classification information .................................................................... 1
1.
2.
3.
4.
5.
6.
7.
8.
Copyright owner of the course ...........................................................................................................1
Address ................................................................................................................................................1
Type of submission..............................................................................................................................1
Copyright acknowledgement ..............................................................................................................1
Licensing and franchise .......................................................................................................................2
Course accrediting body......................................................................................................................2
AVETMISS information ........................................................................................................................3
Period of accreditation........................................................................................................................3
Section B: Course information .............................................................................................................. 5
1.
2.
3.
4.
5.
6.
7.
8.
9.
Nomenclature .....................................................................................................................................5
1.1 Name of the qualification ...........................................................................................................5
1.2 Nominal duration of the course .................................................................................................5
Vocational or educational outcomes of the course ............................................................................5
Development of the course ................................................................................................................6
3.1 Industry / enterprise / community needs ..................................................................................6
3.2 Review for re-accreditation ......................................................................................................10
Course outcomes ..............................................................................................................................11
4.1 Qualification level .....................................................................................................................11
4.2 Employability skills ....................................................................................................................15
4.3 Recognition given to the course ...............................................................................................15
4.4 Licensing / regulatory requirements ........................................................................................15
Course rules.......................................................................................................................................15
5.1 Course structure .......................................................................................................................15
5.2 Entry requirements ...................................................................................................................18
Assessment........................................................................................................................................19
6.1 Assessment strategy .................................................................................................................19
6.2 Assessor competencies .............................................................................................................19
Delivery .............................................................................................................................................20
7.1 Delivery modes .........................................................................................................................20
7.2 Resources ..................................................................................................................................20
Pathways and articulation.................................................................................................................21
Ongoing monitoring and evaluation .................................................................................................21
Section B: Appendices ........................................................................................................................ 23
Appendix 1: Record of stakeholder engagement in course development ............................................. 25
Appendix 2: Course content developed by stakeholders ...................................................................... 26
2.1 Skills and knowledge overview .................................................................................................26
2.2 Training demand/Job Search ....................................................................................................35
2.3 Skills and knowledge mapping ..................................................................................................45
Appendix 3: Transition tables ............................................................................................................. 49
3.1 Certificate IV .............................................................................................................................49
3.2 Diploma .....................................................................................................................................50
3.2 Advanced Diploma ....................................................................................................................52
Appendix 4: Employability Skills Summaries ....................................................................................... 55
iii
4.1 22199VIC Certificate IV in Justice .............................................................................................55
4.2 22197VIC Diploma of Justice ....................................................................................................57
4.3 22200VIC Advanced Diploma of Justice ...................................................................................60
Section C: Units of Competency .......................................................................................................... 63
VU20868: Apply foundation legal principles ..........................................................................................65
VU20869: Work within the criminal justice system ...............................................................................77
VU20870: Apply writing and presentation skills within a justice environment .....................................85
VU20871: Support the management of adult offenders within the Victorian correctional framework93
PSPETHC401A: Uphold and support the values and principles of public service (contextualised)......103
VU20861: Apply criminal law within justice environments .................................................................111
VU20862: Work with family violence contexts within justice environments ......................................123
VU20863: Work with culturally diverse clients within justice environments ......................................132
VU20864: Work with conflict resolution and mediation processes within justice environments.......144
VU20865: Apply management and leadership within justice environments ......................................154
VU20866: Apply Australian Border Force law enforcement processes within justice environments .170
VU20867: Support policing processes within justice environment contexts.......................................180
VU20851: Apply research techniques within justice contexts .............................................................190
VU20852: Apply investigative processes within justice environments................................................202
VU20853: Apply sociology concepts and principles to justice contexts ..............................................219
VU20854: Research criminology and crime prevention for application to practice within justice
environments .......................................................................................................................................229
VU20855: Implement human rights principles with justice environments .........................................239
VU20856: Apply psychological concepts and principles within justice environments ........................247
VU20857: Identify and respond to complex issues within a criminal justice environment .................259
VU20858: Undertake case-management in a justice environment .....................................................271
VU20859: Apply law and advocacy to support justice clients experiencing justiciable event/s .........281
VU20860: Work with young offenders in justice environments ..........................................................290
iv
Section A: Copyright and course classification information
Section A: Copyright and course classification information
1. Copyright owner of
the course
Copyright of this document is held by the Department of Education
and Early Childhood Development (DEECD) Victoria
© State of Victoria 2012
Day to day contact:
Alan Daniel
Curriculum Maintenance Manager – Business Industries
Chisholm Institute
PO Box 684, Dandenong, Victoria, 3175
Ph: (03) 9238 8501
Fax: (03) 9238 8504
email: alan.daniel@chisholm.vic.edu.au
2. Address
Department of Education and Early Childhood Development (DEECD)
Executive Director
Pathways, Participation and Youth
GPO Box 266
Melbourne
Victoria, 3001
3. Type of submission
This qualification is being submitted for re-accreditation.
Previous codes and nomenclature:
21792VIC Certificate IV in Justice
21791VIC Diploma of Justice
21790VIC Advanced Diploma of Justice
4. Copyright
acknowledgement
Copyright of this material is reserved to the Crown in the right of the
State of Victoria.
© State of Victoria (Department of Education and Early Childhood
Development) 2012
The following units of competency:

PSPOHS401B Implement Workplace Safety Procedures and
Programs

PSPETHC401A Uphold and Support the Values and Principles of
Public Service
are from the PSP04 Public Sector Training package administered by the
Commonwealth of Australia. © Commonwealth of Australia.
The following units of competency:

BSBMGT616A: Develop and implement strategic plans

BSBPMG510A: Manage projects

BSBRSK501B: Manage risk
are from the BSB07 Business Services Training package administered by
the Commonwealth of Australia. © Commonwealth of Australia.
©State of Victoria 2012
1
Section A: Copyright and course classification information
The following unit of competency:

LGACOM406A: Investigate alleged breaches of legislation and
prepare documentation
is from the LGA04 Local Government Training package administered by
the Commonwealth of Australia. © Commonwealth of Australia.
The following unit of competency:

CSCORG507A: Manage projects in justice and offender services
is from the CSC012 Correctional Service Training package administered
by the Commonwealth of Australia. © Commonwealth of Australia.
The following units of competency:

CHCCHILD401B: Identify and respond to children and young
people at risk

CHCCHILD403B: Promote the safety, well being and welfare of
children, young people and their families

CHCCHILD404B:Support the rights and safety of children and
young people

CHCCHILD505B: Work effectively in child protection and out of
home care for children and young people
are from the CHC08 Community Services Training package
administered by the Commonwealth of Australia. © Commonwealth of
Australia.
5. Licensing and
franchise
This work is licensed under a Creative Commons Attribution – NoDerivs
3.0 Australia licence: http://creativecommons.org/licenses/bynd/3.0/au/. You are free to use, copy and distribute to anyone in its
original form as long as you attribute the, Department of Education
and Early Childhood Development as the author, and you license any
derivative work you make available under the same licence.
Copies of this publication may be downloaded, free of charge, from the
Training Support network website:
http://trainingsupport.skills.vic.gov.au
6. Course accrediting
body
2
Victorian Registration and Qualifications Authority (VRQA)
Level 6,
35 Spring Street
Melbourne Vic 3002
Ph: (03) 9637 2806
Website: http://www.vrqa.vic.gov.au/
©State of Victoria 2012
Section A: Copyright and course classification information
7. AVETMISS
information
8. Period of
accreditation
©State of Victoria 2012
ANZSCO code
(Australian and New Zealand
Standard Classification of
Occupations)
271299
Judicial and Other Legal
Professionals nec
ANZSIC code
(Australian and New Zealand
Standard industrial Classification –
industry type)
8120 Justice
ASCED code
(Field of Education)
0911 Justice and Law Enforcement
National course code
22199VIC Certificate IV in Justice
22197VIC Diploma of Justice
22200VIC Advanced Diploma of Justice
1st July, 2012 to 30th June, 2017
3
Section A: Copyright and course classification information
4
©State of Victoria 2012
Section B: Course Information
Section B: Course information
1. Nomenclature
1.1 Name of the
qualification
Standard 1 for Accredited Courses
22199VIC Certificate IV in Justice
22197VIC Diploma of Justice
22200VIC Advanced Diploma of Justice
1.2 Nominal
duration of the
course
2. Vocational or
educational
outcomes of the
course
Certificate IV in Justice: 325 – 355 hours
Diploma of Justice: 300 – 310 hours
Advanced Diploma of Justice: 670 – 750 hours
Standard 1 for Accredited Courses
Graduates of the Certificate IV in, Diploma and Advanced Diploma of
Justice will be able to meet the current and future industry requirements
to effectively apply the operational functions, principles and practices of
the Victorian criminal justice system across a variety of legal and justice
environments from intermediate to comprehensive capacity level.
Vocational outcomes of the Certificate IV course are to:

take responsibility for own role in implementing principles and
practices within legal environments

apply effective communication and problem-solving techniques to
underpin working within a range of contexts within the criminal
justice system

apply effective written and oral communication skills to preparation
and presentation of information, documents and briefs

manage self and others in the supervision of adult offenders at an
operational level

comply with legal and regulatory standards and provisions for work
safety within justice environments

supervise self and others in adherence to ethical standards required
of working within the Victorian criminal justice sector at an
operational level
Vocational outcomes of the Diploma course are to:
©State of Victoria 2012

effectively manage a range of justice context functions, including
appropriate application of law, working within family violence
contexts, conflict resolution and client services that address
cultural diversity and special needs

develop the capacity of individuals and groups to actively
participate in team development and change management within
justice environments

develop the capacity of individuals and groups to actively
participate in conflict resolution and mediation strategies

apply and direct effective communication, problem-solving and
emotional intelligence skills to underpin management and
leadership within justice organisational structures and cultures
5
Section B: Course Information

apply quality assurance, legal and regulatory compliance and
safety regulations within justice environment

manage self and others within justice contexts
Vocational outcomes of the Advanced Diploma course are to:
3. Development of
the course
3.1 Industry /
enterprise /
community needs

effectively undertake research and evaluation processes of
justice operations and innovations across a range of justice
contexts

effectively manage complex justice operational functions of
investigation, evidence processes and preparation of cases for
prosecution

effectively develop and manage client services, treatment
planning, case-management and crime prevention that are
underpinned by sociological and psychological analyses and
perspectives

develop the capacity of individuals and groups to actively
participate in the implementation of human rights principles

apply and manage communication skills and problem-solving
skills to questioning, interrogation, interviewing and client
support, interaction, counselling, case-management referral,
advocacy and third party representation at court

apply and manage communication and organisational skills to
develop and maintain reports, records, case notes, evidence
briefs, and other documentation compliance requirements

manage quality assurance, legal and regulatory compliance and
safety regulations within justice environment

manage self and lead others within justice contexts
Standard 1 and 2 for Accredited Courses
The Justice suite of qualifications continues to enjoy strong support from
organisations within Victorian judicial system and other related State
and Federal agencies. They report that the qualifications provide
vocational pathways into long-term careers within the justice field. The
courses equip students to work in both supervised and unsupervised
capacities in a variety of legal environments demonstrating the
vocational outcomes outlined in 2.1 above.
As the criminal justice system experiences a strong demand for
paralegals/justice officers working in both custodial and non-custodial
areas, so significant developments in relation to protecting Australia’s
borders and anti-terrorism strategies are driving strong employment
growth in the Australian Border Force for graduates of the course.
Additionally, within the sphere of investigation, law enforcement and
support services, the justice industry requires officers who are trained to
meet the pressures of demographic fluctuation, cultural diversity and
changes in society that have significant impact of legal provisions. In
corollary, this drives strong employment demand for administrators,
6
©State of Victoria 2012
Section B: Course Information
counsellors, clinicians, and case-managers able to work with a wide
variety of clients across a wide range of justice environments.
Victorian Police, and other policing agencies, state that there are
opportunities across a number of capacities within policing programs,
and report, “recruits who have completed, or are completing, the
Advanced Diploma of Justice are at an advantage when participating in
the application process for employment with Victoria Police, because
they have a more rounded and broader knowledge of the justice
industry..”1
Completion of the three qualifications will produce graduates, who,
within the specificity of Australian and Victorian legal framework, will
provide the leadership, management, planning, co-ordination, research,
analysis and application capabilities that are requirements for
practitioners in modern legal environments. Hence, they support the
legal framework through providing the continuum between care and
control.
Similarly, completion of the three qualifications will produce wellprepared candidates for further study.
Currently the qualifications are delivered by six Registered Training
Organisations (RTOs) with close to 800 students enrolled in 2011.
These RTOs report a high interest in the new course structure of three
discrete Justice qualifications, and, with the enrolment figures for 2012
showing a significant increase on previous years, expect the courses to
continue to enjoy strong demand into the future with graduates
experiencing high employment rates in the abovementioned fields.
See Figures 3.1 and 3.2 below, for enrolment data from 2007 to 2012.
Figure 3.1: Enrolment data – Student Contact Hours Victorian RTOs 2007 to 2010
2007 SCH
2008 SCH
2009 SCH
2010 enrolments
21792VIC Cert IV
76
1,065
141,635
183
21791VIC Diploma
242
32,148
50
21790VIC Advanced Diploma
71,508
67,227
38,739
592
71,826
68,292
212,522
825
Figure 3.2: Enrolment data 2011 /2012 by key RTOs
NB: NMIT began delivering the Justice qualifications in 2011 and therefore will commence the
Adv. Dip for the first time in Semester 2 - 2012
21792VIC Certificate IV
(1st year of RTO delivery
structure)
©State of Victoria 2012
2011 Enrolments
2012 Enrolments
First semester only
Kangan
180
112
Holmesglen
119
111
NMIT
31
50
Chisholm
25
40
7
Section B: Course Information
21791VIC Diploma
NB: Diploma enrolments are
nested within Adv. Dip
figures (2nd year of RTO
delivery structure)
21790VIC Advanced Diploma
HESG state total
126
N/A
Kangan
63
73
Holmesglen
56
82
NMIT
N/A
18
Chisholm
154
190
HESG state total
0
N/A
Kangan
27
18
Holmesglen
56
82
NMIT
N/A
N/A
Chisholm
160
190
HESG state total
772
N/A
146,779
151,481
25
25
RMIT – Nested program
SCH data only
Part-time enrolments across
all three qualifications
Holmesglen
The Higher Education and Skills Group has funded the project to reaccredit 21792VIC Certificate IV in Justice; 21791VIC Diploma of Justice
and the 21790VIC Advanced Diploma of Justice due to this established
need.
After mapping vocational outcomes against National Training Packages,
it was found that there is no qualification that provides training in the
vocational outcomes (Section B 2. above) required for effective
contribution to the functional operations of the justice sector.
The main target groups comprise:
Certificate IV:

those wishing to complete the full suite of Justice qualifications

those wishing to enter local government with a minimum entry
requirement in order to undertake on-the-job training as:
o local/municipal
o statutory
law enforcement officers
compliance officers

mature-aged students wishing to gain entry to Victorian Police or
other policing roles

those beginning a pathway to higher education
NB: Students who enter the workforce after completion of Certificate IV
do so primarily in local government.
Diploma
8

those wishing to complete the full suite of Justice qualifications in
order to follow a specific career path

those continuing a pathway to higher education
©State of Victoria 2012
Section B: Course Information

those working within the industry or related fields wishing to
increase career options, or to specialise
Advanced Diploma

those wishing to complete the full suite of Justice qualifications in
order to follow a specific career path

those continuing a pathway to higher education

those working within the industry or related fields wishing to
increase career options, or to specialise
Chisholm, Kangan, Holmesglen and RMIT report that at least 40% of
graduates go on to further education and 60% obtain employment. As
stated above NMIT will be delivering the Advanced Diploma for the first
time in semester two, 2012 and expects its graduates to follow the
trends of the other RTOs.
Anticipated employment opportunities within the justice industry
include the following fields:
o Australian
Border Force
support work
o Community-based corrections case-management
o Courts services officer
o Criminology
o Criminology research/analysis
o Investigation
o Legal support services
o Legal Aid
o Local government traffic and local law implementation
o Local government work
o Loss prevention work
o Parole work
o Police and law enforcement agency work
o Prison officer and custodial positions
o Registrar or Deputy Registrar of Courts
o Client
Appendix 2: Course content developed by stakeholders for details of the
skills and knowledge outcomes provided by the proposed course.
Industry support is confirmed through the endorsement and active
participation of the Steering Committee. See Appendix 1: Record of
stakeholder engagement in course development, and Accreditation
Support Documents: Minutes of Steering Committee; Letters of support
from industry. Letters of support include: Ms Kylie Crawford, Senior
Community Corrections Officer, Department of Justice; Mr Greg Roberts
JP, PSO Co-ordinator Victoria Police; Ms Robyn Horner, Manager
Statutory Education and Compliance, City of Kingston; Mr David Provan,
General Manager - Adult Parole Board.
Members of the Steering Committee:
Chair - Scott Ashley: Director, Community Legal Service
 Alan Daniel: Curriculum Maintenance Manager – Business Industries,
Chisholm Institute
©State of Victoria 2012
9
Section B: Course Information
 Damian Capobianco: Registrar, Dandenong Magistrates Court
 Joseph Spiteri: Manager - Community Amenity, Ballarat City Council
 Dave Yeoman: Detective Sergeant, Victoria Police Academy
 Melissa Brown: Private Consultant/Practitioner - Child protection and
related fields
 Anthony Trevan: Staff Development Manager, Corrections Victoria
 Sandi Mihoulis: Workforce Planning Officer/Project Officer,
Department of Justice
 Mark Higginbotham: Sergeant, Victoria Police
 Alan Ogilvie: Discipline Head - Justice Studies, RMIT
 Jessica Burley: Senior Educator - Justice courses, Holmesglen Institute
 Carla Martins: Assistant Manager - Justice and Legal Studies, Kangan
Institute
 Genevieve Walker: Program co-ordinator- Legal, Justice and Business
Administration, NMIT
 Irene Pagliarella: Program Manager- Justice studies (VET), RMIT
 Jim Vatousios: Senior Educator – Justice courses, Chisholm Institute
 Georgy Dumas: Senior Educator – Justice and Community Safety,
RMIT
In Attendance:
 Marg Liddell Senior Lecturer – Criminal Justice Programs, RMIT
 Karen Linstrom: Teacher – Justice courses, RMIT
 Gabrielle Hodson: Teacher – Justice courses, Kangan Institute
 Cindy Pandazopoulos: Teacher - Justice courses, Chisholm Institute
 Lauren Weaver: Program co-ordinator – Justice courses, RMIT
 Mandy Splatt: Manager – Department of Community Services,
Chisholm Institute
 Elizabeth Howard: Curriculum Projects Officer, Department of
Tertiary Development and Accreditation, Chisholm Institute
Refer to Accreditation Support Documents: Steering Committee Details
1
3.2 Review for reaccreditation
Detective Sergeant D Yeoman, Victoria Police: Centre for Investigator Training
Standard 1 and 2 for Accredited Courses
Modifications to Course Documentation during period of accreditation
are as follows:

Version 2 - September 2010

The following modifications were made to the Justice courses
21792VIC Certificate IV in Justice
10

VBQU370 Work within the Current Industrial Relations Climate
was amended and updated to reflect current legislation. The
revised unit was re-coded as VU20285 Work within the Current
Industrial Relations Climate and moved from core to elective.

The number of required electives were increased from two to
©State of Victoria 2012
Section B: Course Information
three units
21791VIC Diploma of Justice

CHCCM4B Promote high quality case management in the core
was replaced with CHCCM503C Develop, facilitate and monitor all
aspects of case management

BSBMGT602A Contribute to the development and
implementation of strategic plans was moved to a newly created
elective section in order to allow choice of selection from other
training packages
21790VIC Advanced Diploma of Justice

VBQU385 Arrange legal representation for criminal justice clients
and BSBMGT609A Manage risk were moved to the elective bank

The number of required electives was increased from one to
three
[The entry requirements for the Diploma and Advanced Diploma of
Justice were retained from Version 1 in order to ensure continuity of
transition arrangements.]
Monitoring and evaluation of: 21792VIC Certificate IV in Justice;
21791VIC Diploma of Justice, and 21790VIC Advanced Diploma of Justice,
have been taken into account in the revised course.
Revisions are based on formal and informal data collected from RTO
teaching staff, student feedback and experts, and through input from the
Steering Committee and Stakeholders. Please see Appendix 1: Record of
stakeholder engagement in course development; Appendix 2: Course
content developed by stakeholders, and Support Documentation 2:
Minutes of Steering Committee.
Learners currently enrolled in the existing course may convert to:
22199VIC Certificate IV in Justice; 22197VIC Diploma of Justice; and
22200VIC Advanced Diploma of Justice.
Please see Appendix 3: Transition tables for transition arrangements.
No new enrolments into: 21792VIC Certificate IV in Justice; 21791VIC
Diploma of Justice, or 21790VIC Advanced Diploma of Justice, after 31 st
December, 2012 are permitted.
4. Course outcomes
4.1 Qualification
level
Standard 1 and 2 for Accredited Courses
This qualification is consistent with the criteria and specifications of the
AQF Certificate IV as outlined in the Australian Qualification Framework
July 2011, as follows:

Knowledge: Graduates at this level will have broad factual,
technical and theoretical knowledge in a specialised field of work
and learning, through:
o ethics
©State of Victoria 2012
and codes of conduct for justice contexts
o legal
and criminal justice systems: criminal, civil and family law
o legal
and regulatory standards and provisions for justice
11
Section B: Course Information
contexts
o safe

work practices in justice environments
Skills: Graduates at this level will have a broad range of cognitive,
technical and communication skills to select and apply a range of
methods, tools materials and information to:
o complete
routine and non-routine activities such as: developing
formal and informal documents and presenting information
across a range of circumstances from organisational to
courtroom; following court etiquette and protocols; following
privacy standards, and recognising and responding to specific
client needs, e.g. adult offenders
o provide
and transmit solutions to a variety of predictable and
sometimes unpredictable problems through effective
communication and problem-solving techniques in justice
environments

Application of knowledge and skills: Graduates at this level will
apply knowledge and skills to demonstrate autonomy, judgement
and limited responsibility in known or changing contexts and
within established parameters through:
o meeting
required legislation, regulations, provisions and
standards for work in justice environments
o team participation
o responding to adult offenders and
other clients within justice
contexts
o researching and presenting
information in a variety of formats
appropriate to specific justice environments
o adhering to
ethical standards specific to justice environments
o managing self

and others to implement workplace safety
Volume of Learning: The nominal duration of the course (335 – 355
hours) is the anticipated hours of supervised learning deemed
necessary to adequately present the educational material of the
course. A significant number of additional hours of unsupervised
learning are expected including work experience and/or industry
placement to support successful course completion. The volume of
learning will exceed 0.5 of a year.
This qualification is consistent with the criteria and specifications of the
AQF Diploma as outlined in the Australian Qualification Framework July
2011, as follows:

Knowledge: Graduates of a Diploma will have technical
theoretical knowledge and concepts, with depth in some areas
within a field of work and learning, such as:
o criminal
law, concepts and elements of crime, prosecutions,
defences and liabilities
o organisational structure, functions and
12
culture within justice
©State of Victoria 2012
Section B: Course Information
environments
o leadership, management and communication
strategies within
justice environments

Skills: Graduates at this level will have a broad range of cognitive,
technical and communication skills to select and apply methods and
technologies to:
o analyse
information to complete a range of activities, such as:
debates on criminality, family violence, child abuse,
corrections, conflict resolution and mediation practices
o provide
and transmit solutions to sometimes complex problems,
such as: critical analysis of response options across a wide
range of legal issues and offences; working with cultural
diversity within justice contexts
o transmit
information and skills to others, through: conflict
resolution and mediation strategies; leadership and
management; change management, and reflective practice

Application of knowledge and skills: Graduates at this level will
apply knowledge and skills to demonstrate autonomy, judgement and
defined responsibility in known or changing contexts and within
broad but established parameters.
o specialisation
in applying criminal law to a range of occurrences
within justice environments
o judgement
required in compliance with legislation, regulations,
provisions and standards relevant to justice environments
o initiative
and judgement in determining responses to a range of
complex justice contexts such as: cultural diversity; family
violence; emergency management; and/or Australian Border
Force law enforcement
o managing
self and others in: conflict resolution for clients and
colleagues; team development, and, implementing
continuous improvement and quality assurance practices for
justice environments

Volume of Learning: The nominal duration of the course (300 – 310
hours) is the anticipated hours of supervised learning deemed
necessary to adequately present the educational material of the
course. A significant number of additional hours of unsupervised
learning are expected including research, work experience and/or
industry placement to support successful course completion.
Together with the restrictive entry requirements, the volume of
learning will exceed one year.
This qualification is consistent with the criteria and specifications of the
AQF Advanced Diploma as outlined in the Australian Qualification
Framework July 2011, as follows:

©State of Victoria 2012
Knowledge: Graduates of an Advanced Diplomas will have
specialised and integrated technical and theoretical knowledge
13
Section B: Course Information
with depth within one or more fields of work and learning, such
as:
o investigative,
adjudicative and sentencing principles, processes
and procedures applicable to justice work
o criminological,
sociological and psychological methodologies
applicable to law enforcement, corrections and treatment,
complexity of clients and human rights issues within justice
work
o organisational strategic planning for justice
o research

environments
methodologies
Skills: Graduates at this level will have a broad range of cognitive,
technical and communication skills to select and apply methods
and technologies to:
o analyse
information to complete a range of activities such as:
investigations, including evidence processes, interviewing,
interrogation and preparations of prosecution briefs;
treatment and response evaluation; client support,
counselling referral, advocacy and third party representation;
case-management strategies
o interpret
and transmit solutions to unpredictable and sometimes
complex problems, such as: responses to complexity of client
needs; adult and young offenders; human rights issues;
prosecutions, and advocacy
o transmit
information and skills to others though: highly
developed oral and written communication skills; leadership;
management planning; reflective practice; organisational
strategic planning, and project management in justice
contexts

Application of knowledge and skills: Graduates at this level will
apply knowledge and skills to demonstrate autonomy, judgement
and defined responsibility:
o in
contexts that are subject to change, such as: well-developed
judgement required to analyse circumstances, respond
effectively and monitor implementation of response within
justice contexts
o within
broad parameters to provide specialist advice and
functions, such as: application of sociological and
psychological thinking to inform responses to justice
functions and operations; development, implementation,
monitoring and review of case management strategies,
treatment programs and responses to wide range of justice
clients; managing non-routine situations on procedure
development, risk and contingency management and coordination of own and others’ contributions to justice
environments

14
Volume of Learning: The nominal duration of the course (670 – 750
©State of Victoria 2012
Section B: Course Information
hours) is the anticipated hours of supervised learning deemed
necessary to adequately present the educational material of the
course. A significant number of additional hours of unsupervised
learning are expected including research, work experience and/or
industry placement to support successful course completion.
Together with the restrictive entry requirements, the volume of
learning will be in the range of 1.5 to 2 years.
4.2 Employability
skills
Standard 4 for Accredited Courses
This qualification has been mapped to national employability skills.
Refer to Appendix 4: Employability skills summaries
4.3 Recognition
given to the course
Standard 5 for Accredited Courses
4.4 Licensing /
regulatory
requirements
Standard 5 for Accredited Courses
Not applicable
Not applicable
5. Course rules
5.1 Course
structure
Standard 2, 6 and 7 for Accredited Courses
22199VIC Certificate IV in Justice comprises seven (7) compulsory units:

Six (6) core units

One (1) elective unit
A Statement of Attainment will be issued for any unit of competency
completed if the full qualification is not completed.
Unit of
competency/
module code
Field of
Education
code
(6 digit)
Unit of competency/module title
Prerequisite
Nominal
hours
Complete six core units
VU20868
091199
Apply foundation legal principles
Nil
70
VU20869
091199
Work within the criminal justice system
Nil
50
091199
Apply writing and presentation skills within a justice
environment
Nil
091199
Support the management of adult offenders within the
Victorian correctional framework
Nil
PSPOHS401B
Implement Workplace Safety Procedures and Programs
Nil
PSPETHC401A
Uphold and Support the Values and Principles of Public
Service (Contextualised)
Nil
VU20870
VU20871
40
60
35
40
Complete one elective unit to be selected from the XXXXXVIC Diploma of Justice or any relevant unit from any
currently endorsed Training Package or accredited course at either the same AQF level; one above, or one below
Nominal hours average for elective
30 - 60
Total nominal hours
©State of Victoria 2012
325 - 355
15
Section B: Course Information
Standard 2, 6 and 7 for Accredited Courses
22197VIC Diploma of Justice comprises six (6) compulsory units.

Five (5) core units

One (1) elective unit
A Statement of Attainment will be issued for any unit of competency
completed if the full qualification is not completed.
Unit of
competency/
module code
Field of
Education
code
(6 digit)
Unit of competency/module title
Prerequisite
Nominal
hours
80
Complete five core units
VU20861
VU20862
VU20863
VU20864
VU20865
091199
Apply criminal law within justice environments
Nil
091199
Work with family violence contexts within justice
environments
Nil
091199
Work with culturally diverse clients within justice
environments
Nil
091199
Work with conflict resolution and mediation processes
within justice environments
Nil
091199
Apply management and leadership within justice
environments
Nil
50
50
40
50
Complete one elective unit to be selected from the list of suggested units and any relevant units from any currently
endorsed Training Package or accredited course at either the same AQF level; one above, or one below.
VU20866
091199
Apply Australian Border Force law enforcement processes
within justice environments
Nil
40
091199
Support policing processes within justice environment
contexts
Nil
40
LGACOM406A
Investigate alleged breaches of legislation and prepare
documentation
Nil
40
CHCCHILD401A
Identify and respond to children and young people at risk
Nil
30
CHCCHILD403B
Promote the safety, well being and welfare of children,
young people and their families
Nil
40
CHCCHILD404B
Support the rights and safety of children and young people
Nil
40
VU20867
Total nominal hours
16
300 - 310
©State of Victoria 2012
Section B: Course Information
Standard 2, 6 and 7 for Accredited Courses
22200VIC Advanced Diploma of Justice comprises twelve (12)
compulsory units.

eight (8) core units

four (4) elective units
A Statement of Attainment will be issued for any unit of competency
completed if the full qualification is not completed.
Field of
Education
code
(6 digit)
Complete eight core units
Unit of
competency/
module code
Prerequisite
Unit of competency/module title
Nominal
hours
VU20851
091199
Apply research techniques within justice contexts
60
VU20852
091199
Apply investigative processes within justice environments
80
VU20853
091199
Apply sociology concepts and principles to justice contexts
50
091199
Research criminology and crime prevention for application
to practice within justice environments
80
091199
Implement human rights principles within justice
environments
50
091199
Apply psychological concepts and principles within justice
environments
50
091199
Identify and respond to client complex issues within a
criminal justice environment
50
091199
Undertake case-management in a justice environment
50
VU20854
VU20855
VU20856
VU20857
VU20858
Complete four elective units selected from the following list of suggested units or any relevant units from any
currently endorsed Training Package or accredited course at either the same AQF level or one below.
VU20859
091199
Apply law and advocacy to support justice clients
experiencing justiciable event/s
50
VU20860
091199
Work with young offenders in justice environments
50
CHCCHILD505B
Work effectively in child protection and out of home care
for children and young people
80
BSBMGT616A
Develop and implement strategic plans
80
CSCORG507A
Manage projects in justice and offender services
40
BSBPMG510A
Manage projects
60
BSBRSK501B
Manage risk
60
Total nominal hours
©State of Victoria 2012
670 - 750
17
Section B: Course Information
5.2 Entry
requirements
Standard 9 for Accredited Courses
22199VIC Certificate IV in Justice
Applicants for the 22199VIC Certificate IV in Justice are expected to:

have a demonstrated capacity in learning, reading, writing,
oracy and numeracy competencies to Level 3 of the Australian
Core Skills Framework (ACSF). See http://www.deewr.gov.au

be able to use a personal computer, including basic word
processing, spreadsheet, and electronic communication
platforms and internet search engines.
22197VIC Diploma of Justice

The entry requirement for the 22197VIC Diploma of Justice is
the successful completion of, or demonstrated equivalence to,
the following units of competency:

VU20868: Apply foundation legal principles

VU20869: Work within the criminal justice system

VU20870: Apply writing and presentation skills within a justice
environment

VU20871: Support the management of adult offenders within
the Victorian correctional framework

PSPOHS401B: Implement Workplace Safety Procedures and
Programs

PSPETHC401A: Uphold and Support the Values and Principles of
Public Service (Contextualised)
These units of competency comprise the core units of the 22199VIC
Certificate IV in Justice.
22200VIC Advanced Diploma of Justice

The entry requirement for the 22200VIC Advanced Diploma of
Justice is the successful completion of, or demonstrated
equivalence to, the following units of competency:

VU20861: Apply criminal law within justice environments

VU20862: Work with family violence contexts within justice
environments

VU20863 Work with culturally diverse clients within justice
environments

VU20864: Work with conflict resolution and mediation
processes within justice environments

VU20865 Apply management and leadership within justice
environments
These units of competency comprise the core units of the 22197VIC
Diploma of Justice.
18
©State of Victoria 2012
Section B: Course Information
6. Assessment
6.1 Assessment
strategy
Standard 10 for Accredited Courses
All assessment will be consistent with:

Standard 1.2 of the Australian Quality Training Framework
Essential Conditions and Standards for Continuing (or Initial)
Registration
See:

AQTF User guides to the Essential Conditions and Standards for
Continuing (or Initial) Registration:
http://www.training.com.au/documents/AQTF Essential Conditions
and Standards for Continuing Registration.pdf
Imported units of competencies must be assessed according to the
rules of the relevant Training Package.
Assessment methods and collection of evidence will involve application
of knowledge and skills to justice sector workplaces or simulated
environments.
All assessment activities will be related to a justice sector context.
A range of assessment methods will be used, such as:
- action learning projects in real, or simulated, justice
industry settings
- research projects in justice work
- portfolio
- practical exercises
- observation
- direct questioning
- presentation
- third party reports
Where the learning is conducted in simulated worksites, the individual
needs of the learner will be reflected in the assessment methods.
Consistent with Standard 1, Element 5 of the Australian Quality
Training Framework Essential Conditions and Standards for Continuing
(or Initial) Registration, RTOs must ensure that Recognition of Prior
Learning (RPL) is offered to all applicants in determining competency
for Credit.
There is no mandatory workplace assessment.
6.2 Assessor
competencies
Standard 12 for Accredited Courses
The Australian Quality Training Framework Essential Conditions and
Standards for Continuing (or Initial) Registration, Standard 1.4 states
the requirements for the competence of persons assessing the course.
See AQTF User guides to the Essential Conditions and Standards for
Continuing (or Initial) Registration:
http://www.training.com.au/documents/AQTF Essential Conditions
and Standards for Continuing Registration.pdf
Assessors of the imported units of competency must meet the
guidelines of the relevant Training Package and/or accredited Course.
Documentation.
©State of Victoria 2012
19
Section B: Course Information
7. Delivery
7.1 Delivery modes
Standard 11 for Accredited Courses
Delivery of units of competency from the relevant Training Packages
must be consistent with the guidelines of the relevant Training
Package.
Delivery of units of competency imported from Training Packages
should be contextualised to justice environments, whilst ensuring that
the delivery guidelines are adhered to. The following rules apply for
contextualisation:

elements and associated performance criteria must not be
altered in any way

the ranges statement may be expanded as long as it does not
increase the complexity of the unit

the evidence guide may be expanded as long as it retains the
integrity of the unit and does not jeopardise the student’s
potential to achieve the competency

learning and assessment resources may be tailored to the
specific needs of the target group, while maintaining their
validity.
Delivery of units of competency will take into consideration the
individual needs of students and will involve blended delivery mode
including:
-
workshops
individual assignments
team-based assignments
applied learning in the workplace or simulated justice
environment
Learners may be supported through: on-line (internet, social media,
email and telephony); face-to-face conferencing, mentoring and
interviews; ad hoc arrangements, and regular progress monitoring,
particularly for practical work.
The course may be delivered part-time or full-time.
There is no mandatory workplace delivery.
7.2 Resources
Standard 12 for Accredited Courses
Resources include:

20
teachers/trainers who meet the Australian Quality Training
Framework Essential Conditions and Standards for Continuing
(or Initial) Registration Standard 1.4. See AQTF User guides to
the Essential Conditions and Standards for Continuing (or Initial)
Registration: http://www.training.com.au/documents/AQTF
Essential Conditions and Standards for Continuing
Registration.pdf

access to computers and internet

access to workplace or simulated justice environments
©State of Victoria 2012
Section B: Course Information

8. Pathways and
articulation
access to appropriate equipment, materials and resources to
support delivery and to undertake assessment
Standard 8 for Accredited Courses
This qualification comprises nationally endorsed units of competency
from the following Training Packages:
o PSP04 Public
Sector
o BSB07
Business Services
o LGA04
Local Government
o CSC07
Correctional Service
o CHC08
Community Services
Participants who successfully complete any of these units will, upon
enrolment, gain credit into other qualifications that require those same
units.
Likewise, those participants who have successfully completed any of
these units of competency from the Training Packages will, upon
enrolment into the relevant justice qualification, gain credit for those
same units.
Clear articulation pathways exist between the Certificate IV, Diploma
and Advanced Diploma in Justice.
Though there are no formal articulation arrangements into Higher
Education courses of study at present, there are several universities
and providers of such higher education courses that offer credit for the
Justice course suite of units.
9. Ongoing monitoring
and evaluation
Standard 13 for Accredited Courses
The Curriculum Maintenance Manager (CMM), Business Industries is
responsible for monitoring and evaluation of the Certificate IV in
Justice; the Diploma of Justice and the Advanced Diploma of Justice.
The Certificate IV in Justice; the Diploma of Justice and the Advanced
Diploma of Justice will be reviewed at mid-point of accreditation
period. Evaluations will involve consultation with:
-
course participants
justice industry representatives
teaching staff
assessors
Any significant changes to the course resulting from course monitoring
and evaluation procedures will be reported to the VRQA through a
formal amendment process.
©State of Victoria 2012
21
Section B: Course Information
22
©State of Victoria 2012
Section B: Course Information - Appendices
Section B: Appendices
Appendix 1: Record of Stakeholder engagement in course development
Appendix 2: Course content developed by the Steering Committee
2.1: Skills and knowledge overview
2.2: Training demand/Job Search
2.3: Skills and knowledge mapping
Appendix 3: Transition tables
3.1: Certificate IV
3.2 Diploma
3.3 Advanced Diploma
Appendix 4: Employability skills summary
©State of Victoria 2012
23
Section B: Course Information - Appendices
24
©State of Victoria 2012
Section B: Course Information Appendices
Appendix 1: Record of stakeholder engagement in course development
Appendix 1: Record of stakeholder engagement in course development
The following table describes the consultation that was undertaken with industry, community or other relevant
stakeholders in the development and validation of the outcomes, structure and assessment strategy of this course.
(See Support Documentation for Evidentiary documentation of engagement)
Date
Stakeholder/s
Engagement
Evidentiary document
[See Support Documentation: Other emails
and recorded notes available on request]
25/6/11
Steering Committee
Meeting #1
Minutes
19/8/11
Working group
Unit development
Workshop/ Working Group report
July - Nov
Working group subgroups
17/10/11
Steering Committee
Meeting #2
Minutes
17/10/11
Working group
Unit development
Draft units/
12/12/12
Steering Committee
Meeting #3
Minutes
Email and telephone
Working group subgroups
January /
February
2012
Consultation with
working group subgroups
Certificate IV /
Diploma / Adv.
Diploma
Email and telephone
29/3/12
RTO representatives four hour meeting
Unit review
Edited units V4
3rd April
Consultation with
working group subgroups
Full day unit writing
expert advice
4th April to
17th April
Steering
Committee/working
group members/
other industry
representatives
Feed back on course
documentation/cours
e structure/ letters of
support for course
Emails and telephone
23/4/12
Steering Committee
Meeting #4
Minutes
©State of Victoria 2012
Face-to-face meetings
25
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
Appendix 2: Course content developed by stakeholders
Required skills and knowledge research and mapping to units of competency
2.1 Skills and knowledge overview
Steering Committee and project team members have identified the skills and knowledge areas
required for practitioners in justice work at the three levels of job role addressed by the suite of
qualifications.
Table 2.1: Draft Course Structure and content
[Developed by expert sub-committee (See Appendix 1) and amended and confirmed by Steering Committee: see Accreditation
Support Documentation: Minutes of Steering Committee Meetings]
Each course is a standalone qualification
Course structure
Certificate IV in
Justice
Diploma of Justice
6 Core units
5 Core units
1 Elective unit
1 Elective unit
Advanced Diploma of
Justice
8 Core units
4 Elective units
Skills and knowledge
overview:
The essential role of graduates is to recognise, respond, report and refer
within the responsibility of their job role and qualification level.
Graduates are not qualified to conduct therapeutic counselling. Rather
they are qualified to communicate and/or counsel by advice and
facilitation which may involve research; organising and managing;
implementation, and monitoring of response plans and strategies.
Legal and justice
environment
SKILLS
SKILLS
SKILLS
Research
Research
Research
[Functional systems
and application of
Law]
Adult and youth
offender supervision
strategies
Crime prevention
strategies
Crime prevention
strategies
Application of law
enforcement
strategies within legal
environment/s:
Application of law
enforcement
strategies within legal
environment/s:
-
Australian Border
Force
-
Australian Border
Force
-
Local Government
-
Local Government
-
Sheriff’s office
-
Sheriff’s office
-
Police and policing
-
Police and policing
-
Community
Corrections
-
Community
Corrections
-
Office of
Corrections
-
Office of
Corrections
-
Industrial Relations -
Etiquette and
protocols for
attendance at court
Justice environment
ethical and
professional values
and principles
Working with adult
offenders
Safe work practices
Industrial Relations
Investigative processes Adult and youth
offender supervision
Compiling briefs of
strategies
evidence
Arranging legal
representation
Arranging referral to
26
Investigative processes
Arranging legal
representation
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
appropriate agency
Working with adult
offenders
Working with young
people
Working with people
involved in
family/domestic
violence
Working in culturally
diverse contexts
Risk management
when dealing with
clients
Working with adult
offenders
Working with young
people
Working with people
involved in
family/domestic
violence
Working in culturally
diverse contexts
Management of
Human rights issues
Application of
emergency processes
and procedures
Case management
Conflict
resolution/Mediation
facilitation
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
Key Justice
terminology
Key Justice
terminology
Key Justice
terminology
Overview of Australian
Law
Basics of Australian
Law and relevance to
Victorian legal system
Australian Law and
relationship with
Victorian legal and
justice systems
Structure and
jurisdiction of the
Victorian courts and
tribunals
Natural justice
Types of laws - their
salient features and
applications
Structure and
jurisdiction of the
Victorian courts and
tribunals
Types of laws - their
salient features and
applications
Natural justice
-
Criminal law
-
Civil Law
-
Family Law
-
Criminal law
Types of laws - their
salient features and
applications
-
Civil Law
-
Criminal law
-
Family Law
-
Civil Law
Justice systemcomponents - Theory
and practice
-
Family Law
Legal environment/s:
Justice systemcomponents - Theory
and practice
©State of Victoria 2012
Arranging referral to
appropriate agency
-
Australian Border
Force
Legal environment/s:
Justice systemcomponents - Theory
and practice
-
Local Government
-
A
Legal environment/s:
-
Sheriff’s office
-
Local Government
-
-
Police and policing
-
Sheriff’s office
Australian Border
Force
Police and policing
Local Government
-
-
-
Community
Corrections
-
Community
Corrections
-
Sheriff’s office
-
-
Police and policing
Office of
Corrections
27
Section B: Course Information Appendices
-
Office of
Corrections
Appendix 2: Course content developed by stakeholders
-
Community
Corrections
Law and Law
enforcement
Law making
-
Components of the
criminal justice system
Office of
Corrections
Criminology-types and
concept of crime
Law making
Victimology
Components of the
criminal justice system
Types of defences
Prosecutions, defences
and liabilities
History of corrections,
punishment,
incarceration
Overview of:
-
Law and Law
enforcement
-
Investigative
processes
-
Sentencing
principles
-
Crime prevention
-
Corrections
-
History of
corrections,
punishment,
incarceration
Adult offender
supervision strategies,
including role and
functions of Adult
Parole Board
Bail
Current debates on
law enforcement,
prison governance
Ethics, codes of
practice
Legal ethics
Equity and access to
systems
Safe work practices
Nature and complexity
Law and Law
of arresting,
enforcement
investigating,
Investigative processes evidence, proof and
sentencing
Crime prevention
debates and strategies Investigative processes
Crime prevention
Concepts and
debates and strategies
elements of crime
Family violence work
History of corrections,
punishment,
incarceration
History and machinery
of law making
Current debates on
law enforcement,
prison governance
History and machinery
of law making
Current debates on
law enforcement,
prison governance
Ethics, codes of
practice
Legal ethics
Local government
environment
Equity and access to
systems
Road and traffic law
Vicissitudes of cultural
diversity
Australian Border
Force services, related
legislation and major
offences under the
Customs Act
Safe work practices
Ethics, codes of
practice
Legal ethics
Equity and access to
systems
Vicissitudes of cultural
diversity
Safe work practices
Communication and
Management
SKILLS
Interpersonal
(Professional Practice - communication
functional and
28
SKILLS
SKILLS
Interpersonal
communication
Interpersonal
communication
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
operational role in:
Assertiveness
Conducting interviews
Emotional intelligence
-
Interpersonal
communication
Written
communication
Presenting evidence
Conducting interviews
-
Written
communication
Record and document
keeping
Written
communication
Questioning/interroga
ting
Presentation of
information
Presentation of
information to courts,
clients, colleagues
Record and document
keeping
Presenting evidence
-
Leadership and
management)
Report writing
Presentation of
information to courts,
clients, colleagues
Record and document
keeping
Privacy and
confidentiality
Report writing
Careful reading of and
assessing situations
Negotiation
Presentation of
information to courts,
clients, colleagues
Privacy and
confidentiality
Report writing
Assertiveness
Working effectively
with culturally diverse
clients/programs/situa
tions
Negotiation
Reporting and
referring to
appropriate others
Accessing
support/help/legal
agencies
Working under
pressure
Team participation
Assertiveness
Client facilitation and
management within
parameters of own
role
Maintaining
Dealing with conflict
professional well-being Conflict
Reviewing professional resolution/Mediation
goals
co-ordination
Organisational skills
for task completion
Careful reading of and
assessing situations
Research and analysis
Responding and
reporting to
appropriate others
Australian
Psychological
Association (APA)
referencing method
Analytical and
interpretative skills to
exercise a range
ethical approaches to
justice work
Referring : planning,
arranging referrals to
appropriate agencies
Supervisory skills for
clients and/or
offenders
Accessing
support/help/legal
agencies
Working under
pressure
©State of Victoria 2012
Written
communication
Privacy and
confidentiality
Working effectively
with culturally diverse
clients/programs/situa
tions
Client facilitation and
management within
parameters of own
role
Dealing with conflict
Conflict
resolution/Mediation
facilitation
Case management
facilitation
Careful reading of and
assessing situations
Responding and
reporting to
appropriate others
Referring : planning,
arranging referrals to
appropriate agencies
Arranging legal
representation
Organisational and
leadership
Advocacy and third
party representation in
courts
Team development
Supervisory skills for
29
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
Maintaining
clients and/or
professional well-being offenders
Reviewing professional Risk assessment
goals
Accessing
Organisational skills
support/help/legal
for task completion –
agencies
Project management
Working under
Research and analysis
pressure
Australian
Psychological
Association (APA)
referencing method
Organisational and
leadership
Analytical and
interpretative skills to
exercise a range
ethical approaches to
justice work
Team management
Maintaining
professional well-being
Reviewing professional
goals
Organisational skills
for task completion –
Project management
Research and analysis
Empiricism
Australian
Psychological
Association (APA)
referencing method
Analytical and
interpretative skills to
exercise a range
ethical approaches to
justice work
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
Privacy and
confidentiality
Legal system
Legal system
Local government
environment
Local government
environment
Road and traffic law
Road and traffic law
Privacy and
confidentiality
Privacy and
confidentiality
Ethics and legal ethics
Ethics and legal ethics
Client management
Client management
Risk assessment
Arranging legal
representation
Advocacy strategies
Cultural diversity
Risk assessment
Management and
leadership
Conflict resolution
strategies/mediation
processes
Conflict resolution
strategies/mediation
processes
Ethics and legal ethics
General client
management
Arranging legal
representation
Supervisory skills:
adult offenders
Report writing
30
Risk assessment
Case management
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Australian
Psychological
Association (APA)
referencing method
OHS
Section B: Course Information Appendices
Cultural diversity
methodologies
Management and
leadership
Cultural diversity
Organisational culture
and structures
Management and
leadership
Change management
Change management
Quality assurance
Project management
Project management
Report writing
Report writing
Australian
Psychological
Association (APA)
referencing method
Australian
Psychological
Association (APA)
referencing method
OHS
OHS
Functional and
operational role
within justice work
informed by analyses
and perspectives on:
SKILLS
SKILLS
SKILLS
Application of basic
criminology and
psychology to develop
strategies to:
-
criminology
-
Application of
sociological and
psychological
perspectives to
develop strategies to:
-
sociology and
culture
Application of
criminology,
sociological thinking
and psychological
perspectives to
develop strategies for:
supervise adult
offenders
-
-
law enforcement
and prosecution
crime
prevention/reducti
on
-
conducting
investigative
processes
-
respond to family
violence contexts
-
responding to
criminality
criminality and
approaches to
corrections
-
respond to other
justice clients
-
responding to
victims of crime
-
resolve conflict
-
ethics and codes of
conduct
-
communicate with
clients and
colleagues
prevention/reducti
on
-
resolving conflict
-
counselling
-
treatment
planning
-
client-focused
planning and case
management
-
responding to
complex client
needs
-
responding to
clients
experiencing
-
respond to other
justice clients
-
-
(application to
practice - functional
and operational role
in:
communicate with
clients and
colleagues
Application of
sociology to examine:
-
crime prevention
-
-
investigative
processes
-
law enforcement
-
management of
offenders –
young/adult
-
-
psychology
human rights
issues
-
advocacy
-
ethics and privacy
-
treatment and/or
response programs
for adult, youth
and children
clients, offenders
-
-
work with children
at risks or under
protection
-
mediation
-
ethics and codes
of conduct
-
apply criminal law
-
management and
leadership of self
and others
©State of Victoria 2012
enforce law and
manage
emergencies
change
31
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
and victims)
management
Application of
knowledge of
socio/economic
perspectives to:
-
-
own role within
organisational
structures and
functions
escalation of
problems to legal
intervention
(justiciable events)
-
advocating and
supporting special
needs clients
-
recognising and
responding to
psychotic and nonpsychotic
disorders/mental
illness
-
applying emotional
intelligence to
working within
justice contexts
-
communicating
with clients and
colleagues
-
working with
children at risks or
under protection
-
working with
young offenders
-
mediation
-
ethics and codes
of conduct
-
apply criminal law
-
management and
leadership of self
and others
-
change
management
dealing with
culturally diverse
colleagues and
clients
Application of
knowledge of
socio/economic
perspectives to:
32
-
own role within
organisational
structures and
functions
-
dealing with
culturally diverse
colleagues and
clients
-
upholding /
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
advocating for
clients
experiencing
human rights
violations
-
Strategic planning,
such as:
organisational
planning;
resourcing;
organisational
culture; change
management
KNOWLEDGE
KNOWLEDGE
KNOWLEDGE
Current debate on
issues on causes of,
and definitions of
crime and offenders
Current debate on
issues on causes of,
and definitions of
crime and offenders
Current debate and
initiatives on issues of:
Available services,
referral agencies,
Current debates and
initiatives on:
Risk management
-
Family violence
communication
strategies
-
Child protection
-
Mental health
-
alcohol and other
drugs
-
Crime
prevention/reducti
on strategies
Safe work practices
Current debates and
initiatives on cultural
inclusion strategies for
justice clients and
organisations
Available services/
referral agencies
Support, management
strategies
-
incarceration
rates of people
with mental health
disorders and
other complex
issues
-
Family violence
-
Child protection
-
Mental health
-
Alcohol and other
drugs
-
Crime prevention
strategies/reductio
n strategies
-
Human rights
within justice
contexts
-
Cultural
Theories and
discourses on:
-
Psychology
Safe communication
strategies
-
Criminology
-
Sociology
Conflict resolution
Mediation and case
management
strategies
Mediation processes
and practices
Available services /
referral agencies
Advocacy strategies
©State of Victoria 2012
33
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
Treatment planning
Mental health issues
Support, management
strategies
Justiciable events –
cause and effect
Safe communication
strategies
Safe work practices
34
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
2.2 Training demand/Job Search
Enrolment information
Currently the qualifications are delivered by six Registered Training Organisations (RTOs) with
close to 800 students enrolled in 2011 with the enrolment figures for 2012 showing a significant
increase on previous years. See Section B: 3.1 – Figures 3.1 and 3.2.
Labour market information / Job search
Training demand and course relevance to existing labour market positions is evidenced in research
conducted through: http://australia.recruit.net/; http://jobsearch.careerone.com.au, and
http://www.seek.com.au/ from 31st August, 2011 to 22nd February, 2012
Table 2.2 comprises a representative sample of this research. Key words and phrases in bold
indicate matches to skills and knowledge identified by the Steering Committee. See Appendix 2.1
Skills and knowledge overview.
Table 2.2: Alignment of course content to labour market skills and knowledge requirements
Position title
Job profile/required knowledge and skills
Youth Justice Worker
To support young Aboriginal people who have come into contact with or in
risk of contact with the justice system.
To develop strategies which contribute towards the reduction of young
Aboriginal people coming into contact with the justice system.
Para-legal- Law Clerk
...seeking an enthusiastic candidate with at least 3 to 5 years relevant
experience working in a law firm and in particular in conveyancing. You will
be highly motivated with strong communication skills and eye for detail and
the ability to prioritise tasks and sound computer and typing skills
In order to be considered for this role – you will also have the following
skills and experience:Preparation of legal letters, commercial contracts, and property contracts
of sale;
Management of property files, including client liaison, statements of
adjustments all necessary aspects involved for the successful settlement of
matters;
Answering phone calls and responding to emails;
Attending to client enquiries for Legal matters;
Attending to client enquiries for Notary matters;
Diary management;
Preparation of reports; and
End of month accounting.
Minimum 60 words per minute typing and excellent knowledge of MS
Word, Excel and PowerPoint.
Corporate Presentation
Autonomous file management;
Client and solicitor liaison and correspondence;
Ad hoc matters; and Account rendering.
Mortgage Recovery
Paralegal
Working in this face-paced environment liaising with clients and borrowers,
working towards a commercial solution, preparing proceedings for court,
arranging and attending settlements, and file and diary management.
There is a high level of client contact, so excellent communication and
client management skills are essential. You will also have strong time
©State of Victoria 2012
35
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
management, organisation skills, the ability to multitask and be able work
under pressure while maintaining a high standard of work.
Customs officer
Customs Marine unit
Customs officer – Counter Proliferation Support
Duties -Under direction, Senior Customs Officer, Counter Proliferation
section will:
Undertake research and analysis of trade and other information to
develop, maintain, review and monitor profiles relevant to the
proliferation risk;
Provide timely and accurate advice to internal and external clients;
Contribute to section policy and administrative processes including record
management;
Assist in the preparation and delivery of section briefs (eg. Ministerials and
Executive), presentations and newsletters;
Maintain section intranet and web based information portals;
Liaise with other government agencies including the Department of
Defence (Defence Export Control Office), the Department of Foreign Affairs
and Trade (DFAT), state/territory regulators and the Australian Intelligence
Community in response to referrals, taskings and requests for information;
Work collaboratively with other Customs and Border Protection work
areas, particularly Intelligence and Targeting Division to achieve
organisational objectives;
Provide secretariat support to the Customs and Border Protection
Executive with regard to the Advisory Panel on Prohibited Exports;
Represent the section at inter / intra-agency meetings and forums.
Associate to a Judge in the
Commercial List of the
County Court
Provides operational, administrative and technical legal support to a Judge
both in chambers and in court. The role involves case file management, a
strong emphasis on communication at all levels and may include legal
research.
Undertake the responsibilities of an Associate to a Judge of the County
Court as follows:
Maintain the Judge’s appointment diary and attend to official
correspondence which includes communication with legal practitioners and
other court users.
Accompany the Judge into court each day and record and maintain all
orders/records using the Court’s database.
Maintain accurate records and accept responsibility for the safe keeping of
exhibits tendered during court hearings and retain them until expiration of
appeal period.
Accompany the Judge to circuit courts. This may involve residing out of
Melbourne for a periods of approximately 2 months, Monday to Friday
during the legal year
Develop an understanding of the law relating to the work of the role and
undertake legal research as requested.
Maintain up to date amendments to legislation and procedural texts.
Establish and maintain strong collaborative working relationships with
judicial officers, court staff and other stakeholders to achieve the Court’s
work plans and goals
Undertake other duties as directed including contributing to the Court’s
professional development program
Knowledge & Skills
Written Communication - produce a range of standard written documents,
36
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
providing clear information and using language appropriate to the audience.
Verbal Communication - assesses audience and provides appropriately
tailored and clear information and explanations to a range of groups, in an
effective and confident manner, dealing with challenging behaviour firmly
but politely.
Computer Skills - effectively use departmental computer systems for basic
word processing, email, appointment scheduling, and internet and intranet
functions.
Organising and Planning - plans and reviews daily work and is flexible in
meeting unforeseen circumstances while continuing to meet expectations.
Self-Management - manages skills and knowledge development and own
work program to achieve targets, using sound judgement and effective
communication.
Systems Thinking - knows how systems interact in the work area and makes
improvements in own work to assist these.
Service Excellence - undertakes work efficiently, focusing on client
satisfaction and maintaining service quality despite time constraints while
striving to exceed agreed service targets.
QUALIFICATIONS
The successful applicant must hold a Victorian Driver Licence.
Experience and qualifications in legal practice or an associated field will be
viewed favourably
Community Corrections
Officers
©State of Victoria 2012
Community Corrections Officers (CCO’s) monitor and supervise offenders
who have been sentenced by the Courts to serve community based orders
or have been released from prison on parole by the Adult Parole Board
Monitor and supervise an offender caseload; establish objectives and goals
within the supervision process and monitor level of offender compliance
with community‐based orders.
Plan and implement appropriate developmental programs and the delivery
of specialist services (such as drug and alcohol counselling, employment or
education programs) for offenders.
Direct offenders to attend various programs, which may include;
educational, community work, assessment and treatment programs.
Provide advice to assist the judiciary in the sentencing process or to
facilitate variation of an order in cases of varying complexity, involving
offender assessment at court and court appearance.
Undertake prosecutions of offenders failing to comply with orders, giving
evidence in court if required.
Interview, assess and report on offenders to the Adult Parole Board.
Direct, supervise, monitor and report as required on offenders under the
jurisdiction of the Adult Parole Board, providing pre‐ and post‐release
programs as required.
Participate in the development and provision of new community
corrections programs and initiatives as required.
Participate in the induction of new staff
QUALIFICATIONS
While no formal qualifications are required, a degree in an appropriate
discipline such as Social Work or Criminal Justice is desirable. It is also
helpful to have completed VCE or at least a Year 10 level of secondary
education.
Skills & Knowledge
37
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
Influence & Negotiation – Uses logic‐based persuasion based on concrete
data negotiate on timelines for delivery of goods or services.
Planning & Organising ‐ Plans and reviews daily work and is flexible in
meeting unforeseen circumstances while continuing to meet expectations.
Problem Solving ‐ Solves problems based on operational knowledge and
experience, scanning for useful information, looking for underlying causes,
and suggesting alternative actions to clients.
Verbal Communication ‐ Assesses audience and provides appropriately
tailored and clear information and explanations to a range of groups, in an
effective and confident manner, dealing with challenging behaviour firmly
but politely.
Written Communication ‐ Produce a range of standard written documents,
providing clear information and using language appropriate to the audience.
Treats sensitive information appropriately when drafting documents.
Interpersonal Skills ‐ Delivers information to clients and colleagues in a
professional and appropriate manner, building rapport with others in order
to understand issues and suggest courses of action appropriate to their
needs.
Leadership ‐ Provides clear instructions and support to colleagues and
clients and acts to effectively address conflicts, issues and problems.
Technical Expertise
Case Management (desirable) – Demonstrated experienced in managing a
caseload which includes assessment, supervision and intervention skills.
Local Laws Administration
Officer
38
Position Purpose
To efficiently and effectively undertake administrative tasks within the
Local Laws & Traffic department.
To develop and implement systems and procedures that meet the required
needs of the department.
To provide a high quality of service to customers in an effective and
efficient manner.
To assist, develop and implement various projects within the Local Laws
department as required.
To provide administrative support maintaining the School Crossing
Supervisor program.
KEY RESPONSIBILITIES
Customer Service
Provide excellent service and information to external and internal
customers by satisfying telephone and counter enquiries in accordance with
Council policies, Customer Service Charter and legislative requirements.
Maintain records relating to the Local Laws department’s activities.
Undertake timely and accurate processing of computer records in relation
to:
Dog registrations
Parking infringements
Dog infringements
Local Law infringements
School Crossing coverage and timesheets
Various registers
Other directions under Local Government Act, Domestic Animals Act
Permits and licences under Council Local Laws
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
Debt recovery
Dealing with Customer Requests; i.e. cat cages
Resource Management
Prepare correspondence relating to infringement notices issued and any
other matters as requested by the Coordinator and Team Leaders in Local
Laws.
Identify and support various process improvement projects within the unit.
Have input into the development of policies and procedures relating to the
unit.
Review, in conjunction with the Coordinator, and maintain performance
reporting mechanisms to assist in measuring departmental performance
and trends.
Maintain awareness of legislative changes and review administrative
process and procedures to support changes in consultation with
Coordinator and Team Leaders in Local Laws.
Specialist Skills & Knowledge
Proficient in computer skills, particularly MS Word and Excel.
Familiarity with the Infringement Court system for the enforcement of
infringement notices.
Understand and utilise relevant technology, procedures and processes
within the unit.
Excellent written and oral communication skills required to liaise with a
range of internal and external customers.
Understand policies and regulations as they apply to the unit.
Knowledge of administration and data management procedures and
practices.
QUALIFICATIONS AND EXPERIENCE
VCE or equivalent preferable.
Additional business skills course desirable.
Understanding and implementation of administration systems and
procedures essential.
Current driver’s licence
Local Laws Officer
This council requires an exceptional Local Laws team leader to assist their
team. This varied role will be ideal for an Officer who has gained experience
working for a council in both an Animal Management and Local Laws
capacity.
You will be responsible for the co-ordination team members, work plans
and your division's rostering. Effective time management well developed
communication skills and a high level of OHS procedures will be second
nature to you.
The successful applicant will have proven experience in enforcing Local
Laws for a council and will be able to immediately demonstrate the ability
to do so. You will have a degree or diploma in law enforcement or a
relevant field
Trainee Court Registrar
The duties of Trainee Court Registrar are varied and involve in‐court,
counter and back‐office responsibilities. As a Trainee Court Registrar, you
will be required to transfer through various sections and different locations
of the Magistrates’ Court within the State. You may also be required to
transfer to different jurisdictions e.g. County Court and VCAT.
Court Registrars provide administrative support to the Victorian Court
©State of Victoria 2012
39
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
system, and work in courts located in metropolitan and regional centres
throughout Victoria. Registrars work in an interesting and, at times,
demanding environment in close co‐operation with the Judiciary, the
police, legal profession and community groups.
The role has a high level of contact with members of the public, facilitating
their administrative requirements and providing information and
procedural advice.
Trainee Court Registrars may advance to Deputy Registrar after successfully
gaining relevant experience, meeting performance standards and obtaining
a Certificate IV in Government (Court Services).
Knowledge & Skills
Written Communication – Produce a range of standard written documents,
including court documents and correspondence and checks the completion
of a wide range of other documents, providing clear information and using
language appropriate to the audience and in accordance with legislative
requirements, procedural manuals and practice documents.
Verbal Communication – Assesses audience and provides appropriately
tailored and clear information and explanations on court and tribunal
procedures and practices to stakeholders, liaises with members of the
Judiciary on courtroom processes, and ensures all interactions are tactful,
firm and polite.
Interpersonal Skills – Builds rapport with others in order to understand
issues and suggest courses of action appropriate to their needs.
Organising and Planning – Plans and reviews daily work and is flexible in
meeting unforeseen circumstances while continuing to meet expectations.
Environmental Scanning – Understands own work and the work of others
and uses this knowledge to work effectively in a variety of situations.
Problem solving – Solves problems based on operational knowledge and
experience, scanning for useful information, looking for underlying causes,
and suggesting alternative actions to clients consistent with legislative
requirements, procedural manuals and practice directions.
Service Excellence – Undertakes work efficiently, focusing on client
satisfaction and maintaining service quality despite time constraints while
striving to exceed agreed service targets.
Applicants must meet at least one of the following requirements:
Completed VCE/HSC or equivalent
Completed one year full time of an approved tertiary course in a relevant
field
Work experience in a relevant field.
Registrar of the Magistrates’
Court
40
Registrars of the Magistrates’ Court perform a wide range of administrative
tasks throughout the Court's registries in Victoria. These may include incourt (bench clerk) duties, client-contact (telephone and counter)
enquiries, and back-of-office administrative responsibilities. The role may be
performed in a range of jurisdictional contexts, including Civil, Criminal,
Family Violence, VoCAT, Diversion, as well as the Children’s and Coroner’s
Courts and other jurisdictions (VCAT, County and Supreme Courts) as
required.
Registrars are also required to exercise powers conferred under the
Magistrates' Court Act 1989, other Acts and Rules. These powers involve
the preparation and processing of administrative and statutory
documentation and the exercise of discretionary quasi-judicial and
statutory powers using professional judgement in applying legislative
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
requirements, established rules and precedents, and the Court’s Practice
Directions.
Key Accountabilities
As a Registrar of the Magistrates’ Court, perform appropriate legal,
administrative and quasi-judicial functions relating to the day-to-day and
ongoing operations of the Court, under limited direction from the Registrar
of the court.
Provide information and authoritative advice on court and tribunal
procedures and practices, including applying legislation relating to the
Magistrates’ Court of Victoria, to relevant stakeholders including legal
practitioners, police and corrections officers, government agencies, clients
and the general public.
Liaise with the judiciary, magistracy, external organisations, groups and
individuals that interface with the court.
Operate relevant computer systems, including case-management systems
such as Courtlink, CLMS, ICMS and other technologies.
Assist with the direction, supervision and training of staff.
Assist in the development, evaluation and implementation of new policies
and procedures.
Assist in the supervision, security and maintenance of all court buildings
and surrounds, if required.
Other duties as directed.
Technical Expertise
Demonstrated knowledge of Victorian Courts and Tribunals –
Demonstrates knowledge of legislation, practices, policies and procedures
applicable to Victorian Courts and Tribunals.
Knowledge & Skills
Written Communication – Produce a range of complex administrative and
statutory documentation, correspondence and reports meeting legislative
requirements and presenting clear, factual and pertinent information based
on knowledge, research and analysis.
Verbal Communication – Confidently conveys information, using persuasion
and negotiation as required, to provide clear and persuasive information
and respond effectively to audience in a tactful, respectful, yet firm manner.
Interpersonal Skills – Liaises effectively with the Judiciary, external
organisations, bodies and individuals and seeks to understand issues, needs
and motivations of others, establishing trust and mutual respect and
delivering information and decisions in a sensitive and considerate manner.
Self Management – Plans and prioritises legal, administrative and quasijudicial functions, work of self and others, and seeks to understand
alternative views and circumstances in order to address personal preference
or bias and select the most effective method to ensure targets are achieved.
Strategic Planning – Assists in the identification and implementation of
team goals, actions and strategies needed to support work area objectives
and resolves issues consistent with same.
Problem solving – Develops operational responses to recurring issues based
on knowledge and expertise, based on an accurate appraisal of facts,
causes, assumptions, and different points of view.
People Management – Demonstrates an understanding of effective team
supervision and skill development, ensuring individuals understand
direction and feel supported, and the team meets local objectives.
Service Excellence – Works to ensure services delivered are of superior
©State of Victoria 2012
41
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
quality, addressing issues promptly and effectively and encouraging team
members to take pride in their work and seek to continually improve service
provision.
Desirable Qualification
Certificate IV in Government (Court Services) or equivalent.
Specialist Case Workers
42
Corrections Victoria’s Sex Offender Management Branch was established in
2006 in order to provide a coordinated and integrated approach to the
management of sexual offenders across both prison services and
community corrections. The branch is responsible for key elements of sex
offender management within the organisation and comprises a number of
functional areas including policy and project management, assessment and
treatment, and operations.
Specialist Case Workers are required to supervise and monitor high risk,
high profile and high need sex offenders using tact, sound judgement and
practical problem solving skills.
Specialist Case Workers must have strong verbal and written
communication and computer skills, including the ability to negotiate with,
influence and motivate offenders. They will be part of a committed and
professional team
Key Accountabilities
Responsible for supervising, monitoring and motivating offenders residing
at Corella Place Transitional Facility.
Involves a lot of driving – to accompany residents on outings, direct
residents as required, and observe and report on their order compliance
and progress relating to individual case management goals.
Have an active role in developing and maintaining a culture that supports
rehabilitation and transition and reflects Corella Place’s Mission Statement.
Will work with Specialist Case Manager’s (SCMs) to co-case manage
residents, reinforce case goals and encourage appropriate interactions and
pro-social living skills.
Manage offenders in line with the Good Lives Model of Offender
Rehabilitation (a strengths-based approach that is one of the underpinnings
of Corrections Victoria’s Offender Management Framework), and utilize
motivational interaction interviewing techniques.
Report incidents and breaches as required in accordance with reporting
procedures.
Interview, assess & report on offenders to the Adult Parole Board, the
Courts and Corrections Victoria when required.
Promote and demonstrate a continuous improvement philosophy, engaging
in effective quality assurance practices and procedures.
Perform shiftwork
Manage the Electronic Monitoring Centre – which requires computer skills
and accuracy.
Technical Expertise
Capacity to understand and apply relevant legislation, procedures,
guidelines and policies within the Criminal Justice System of Victoria.
Proven case management skills, demonstrating interpersonal, assessment
and intervention skills.
Motivation and commitment to work towards rehabilitation of offenders.
Knowledge & Skills
Communication: Verbal - Confidently conveys information, using
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
persuasion and bargaining as required, to provide clear and persuasive
information and respond effectively to audience in a tactful, respectful, yet
firm manner. Written - Produce a range of more complex business
correspondence and reports presenting clear, factual and pertinent
information based on knowledge, research and analysis.
Problem Solving: Develops operational responses to recurring issues based
on knowledge and expertise, based on an accurate appraisal of facts,
causes, assumptions, and different points of view.
Influence and Negotiation: Establishes trust with others, gathers
information and develops persuasive arguments based on facts, precedents
and common views to advocate own viewpoint and gain agreement while
maintaining good relations.
Interpersonal Skills: Seeks to understand issues, needs and motivations of
others and establishes trust and mutual respect in support of others and
providing information and decisions in a sensitive and considerate manner.
Environmental Scanning: Understands operational environment and
organises others to work effectively, responding to changes, implementing
responses, and providing analyses and suggesting improvements to support
decision-making.
Self Management: Plans and prioritises work of self and others, and seeks
to understand alternate views and circumstances in order to address
personal preference or bias and select the most effective method to ensure
targets are achieved.
Youth Justice Conference
Convenor
Youth Justice Conferencing (YJC) is a community based response to
offending behaviour by young people.
Conference Convenors facilitate youth justice conferences in our local
communities with young people, victims and other stake holders to help
young people take responsibility for their offending behaviour.
Selection criteria
Provide details and examples of your effective group facilitation skills
Describe your ability to work effectively with local community networks
Describe your ability to display awareness of, and sensitivity to, the needs
of young offenders and victims from diverse cultural and social
backgrounds
Describe how you would implement the principles of the Young Offenders
Act 1997 (section 7 and section 34) in preparation and facilitation of a Youth
Justice Conference
How have you demonstrated effective oral and written communication
skills?
Describe how you have demonstrated an ability to work with limited
supervision, manage time and meet strict deadlines
Please provide any other information in support of your application
Youth Justice
The youth justice program works with young offenders aged between 1020 years old who will generally be on a Children's Court, or in some cases,
adult court order. Youth justice workers work across three main areas:
youth justice custodial centres, youth justice units and courts.
Job Description:
In a youth custodial centre a youth justice worker is responsible for
providing care, supervision, safety and support for young people sentenced
or on remand.
In a youth justice unit, a youth justice worker provides care and supervision
©State of Victoria 2012
43
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
for young people on community-based orders and advice to courts to assist
them to make informed decisions.
Qualifications
Youth Justice Centres
It is highly desirable to have one of the following qualifications:
Certificate IV in Youth Work (Juvenile Justice/Youth Justice) or
Certificate IV Youth Justice or equivalent
We also welcome people with qualifications in social work, welfare work,
psychology and criminal justice.
Legal Services Officer
(Tasmania)
44
Administer the operations of the Legal Services Unit including information
systems, assisting the Manager with workflow arrangements for the unit,
provide initial point of contact for phone advice, assist with coordination of
phone and email requests, assist the manager with RTI applications. Ensure
a comprehensive level of executive assistance and administrative support
to the Manager.
The employee is responsible for providing effective high level
administrative and para-legal assistance to the Manager and for the
efficient day to day administration of the Unit.
Primary Duties
Undertake research into a range of para-legal issues for the Manager and
draft associated reports and correspondence.
Coordinate the administrative processes around the department’s RTI
applications including assisting the manager with determinations and
managing and tracking the application for the purpose of ensuring
adherence to timelines and for the department’s required reporting
Administer the department’s ex gratia claims with guidance from the
Manager. Manage the administrative processes around the department’s
public liability claims including the reporting requirements.
Coordinate incoming correspondence and assist the Manager to maintain
and monitor the appropriate workflow within the Unit.
Coordinate the flow of information within the Unit including initiation and
composition of correspondence and reports, and referral of matters for
comment or further action to the appropriate team member in accordance
with the manager’s directions, ensuring that the Manager is informed of
important developments.
Coordinate and ensure effective liaison between the LSU, learning services,
school based staff, business support service and other stakeholders.
Provide advice to departmental staff on protocols and procedures for
dealing with Legal issues covered by the legal issues for schools guidelines
and other relevant policies.
Provide high level administrative support to the LSU including telephone
screening; management of appointments where necessary and assistance
with word and data presentation using a range of office software products.
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
2.3 Skills and knowledge mapping
The following Table 2.3 shows the mapping of the key skills areas of justice work, identified by the
Steering Committee and stakeholders, against core units and electives including those suggested
electives selected from nationally endorsed Training Packages and accredited qualifications.
Where identified skills areas not covered by existing Training Packages and accredited
qualifications, new units of competency have been developed.
Table 2.3: Required skills and knowledge mapping to course content
Knowledge and skill
areas
Mapped to endorsed/accredited
units
Mapped to new units
Application of law
Legal
VU20868: Apply foundation legal principles
VU20869: Work within the criminal justice
system
VU20861: Apply criminal law within justice
environments
VU20852: Apply investigative processes
within justice environments
Criminology
VU20853:Apply sociology concepts and
principles to justice contexts
VU20854: Research criminology and crime
prevention for application to practice
within justice environments
VU20859: Apply law and advocacy to
support justice clients experiencing
justiciable event/s
Crime prevention
VU20854: Research criminology and crime
prevention for application to practice
within justice environments
VU20856: Apply psychological concepts and
principles within justice environments
Investigative
processes
VU20867 Support policing processes within
justice environment contexts
VU20852: Apply investigative processes
within justice environments
Law enforcement
LGACOM406A: Investigate
alleged breaches of legislation
and prepare documentation
VU20861: Apply criminal law within justice
environments
VU20866: Apply Australian Border Force
law enforcement processes within justice
environments
VU20867: Support policing processes
within justice environment contexts
©State of Victoria 2012
45
Section B: Course Information Appendices
Management of
adult offenders
Appendix 2: Course content developed by stakeholders
VU20871: Support the management of
adult offenders within the Victorian
correctional framework
VU20856: Apply psychological concepts and
principles within justice environments
VU20857: Identify and respond to client
complex issues within a criminal justice
environment
VU20858: Undertake case-management in
a justice environment
Safe work practices
PSPOHS401B: Implement
Workplace Safety Procedures
and Programs
Human rights
VU20855: Implement human rights
principles within justice environments
Professional practice
Communication
skills
VU20870: Apply writing and presentation
skills within a justice environment
VU20863: Work with culturally diverse
clients within justice environments
Research and report
writing
VU20870: Apply writing and presentation
skills within a justice environment
VU20851: Apply research techniques within
justice contexts
Leadership and
Management
BSBMGT616A: Develop and
implement strategic plans
VU20865: Apply management and
leadership within justice environments
CSCORG507A: Manage
projects in justice and offender
services
BSBPMG510A: Manage
projects
Ethics /Privacy and
confidentiality
Conflict resolution
PSPETHC401A:Uphold and
Support the Values and
Principles of Public Service
(Contextualised)
All units
VU20864: Work with conflict resolution and
mediation processes within justice
environments
VU20858 Undertake case-management in a
justice environment
46
©State of Victoria 2012
Appendix 2: Course content developed by stakeholders
Section B: Course Information Appendices
Application of sociology and psychology
Family Violence
VU20862 Work with family violence
contexts within justice environments
VU20857: Identify and respond to client
complex issues within a criminal justice
environment
Young offenders
Children at risk/child
protection/youth
offenders
VU20860: Work with young offenders and
child protection clients in justice
environments
CHCCHILD401A: Identify and
respond to children and young
people at risk
VU20860: Work with young offenders in
justice environments
CHCCHILD403B: Promote the
safety, well being and welfare
of children, young people and
their families
CHCCHILD404B: Support the
rights and safety of children
and young people
CHCCHILD505B: Work
effectively in child protection
and out of home care for
children and young people
Complex needs
VU20863: Work with culturally diverse
clients within justice environments
VU20864: Work with conflict resolution and
mediation processes within justice
environments
VU20857 Identify and respond to client
complex issues within a criminal justice
environment
Advocacy
VU20855: Implement human rights
principles within justice environments
VU20859: Apply law and advocacy to
support justice clients experiencing
justiciable event/s
Socio/economic
issues
VU20863: Work with culturally diverse
clients within justice environments
VU20853:Apply sociology concepts and
principles to justice contexts
©State of Victoria 2012
47
Section B: Course Information Appendices
Appendix 2: Course content developed by stakeholders
VU20855: Implement human rights
principles within justice environments
Case management
48
VU20858: Undertake case-management in
a justice environment
©State of Victoria 2012
Section B: Course Information Appendices
Appendix 3: Transition tables
Appendix 3: Transition tables
3.1 Certificate IV
22199VIC Certificate IV in Justice is equivalent to and replaces 21792VIC Certificate IV in Justice.
No new enrolments into 21792VIC Certificate IV in Justice after 31st December, 2012 are
permitted.
New unit in 22199VIC
Replaced unit from 21792VIC
Comments
VU20868: Apply foundation
legal principles
VBQU367: Work in a Legal
Environment
Updated and equivalent
VU20869: Work within
Criminal Justice System
VBQM389: Introduction to
Criminal Justice System
Updated and equivalent
VU20870: Apply writing and
presentation skills within a
justice environment
VBQU372: Apply Oral and
Written Communication Skills
in a Justice Environment
Updated and equivalent
VU20871: Support the
management of adult
offenders within the Victorian
correctional framework
VBQU376: Provide Supervision
of and Support to Adult
Offenders within a Correction
Framework
Updated and equivalent
PSPOHS401B: Implement
Workplace Safety Procedures
and Programs
PSPOHS401B: Implement
Workplace Safety Procedures
and Programs
PSPETHC401A: Uphold and
Support the Values and
Principles of Public Service
PSPETHC401A: Uphold and
Support the Values and
Principles of Public Service
©State of Victoria 2012
Contextualised and equivalent
49
Appendix 3: Transition tables
Section B: Course Information Appendices
3.2 Diploma
22197VIC Diploma of Justice is equivalent to and replaces 21791VIC Diploma of Justice.
No new enrolments into 21791VIC Diploma of Justice after 31st December, 2012 are permitted.
New unit in 22197VIC
VU20861: Apply criminal law
within justice environments
Replaced unit from 21791VIC
VBQM390: Criminal Law in a
Justice Environment
Comments
Updated and equivalent
VU20862: Work with family
violence contexts within
justice environments
New unit – no equivalent
VU20863: Work with culturally VBQU381: Work with culturally
diverse clients within justice
diverse clients in a justice
environments
environment
Updated and equivalent
VU20864: Work with conflict
resolution and mediation
processes within justice
environments
VBQU373: Implement the
mediation process in a justice
environment
Updated and equivalent
VBQU374: Apply principles and
practices of management and
leadership in a justice
environment
Updated and equivalent
VU20866: Apply Australian
Border Force law enforcement
processes within justice
environments
VBQU378: Apply the law
enforcement processes within
the customs environment
Updated and equivalent
VU20867: Support policing
processes within justice
environment contexts
VBQU379: Apply policing
principles and practices in a
justice environment
Updated and equivalent
LGACOM406: Investigate
alleged breaches of legislation
and prepare documentation
VBQU375: Apply municipal law
within a local government
environment
Equivalent
VU20865: Apply management
and leadership within justice
environments
CHCCHILD401A: Identify and
respond to children and young
people at risk
New elective suggestion
CHCCHILD403B: Promote the
safety, well being and welfare
of children, young people and
their families
New elective suggestion
50
©State of Victoria 2012
Section B: Course Information Appendices
Appendix 3: Transition tables
CHCCHILD404B: Support the
rights and safety of children
and young people
©State of Victoria 2012
New elective suggestion
VU20285: Work within the
current industrial relations
climate
Removed
VBQU377 Apply the law
enforcement processes within
the Sheriff’s Office
Removed
51
Appendix 3: Transition tables
Section B: Course Information Appendices
3.2 Advanced Diploma
22200VIC Advanced Diploma of Justice is equivalent to and replaces 21790VIC Advanced
Diploma of Justice.
No new enrolments into 21790VIC Advanced Diploma of Justice after 31st December, 2012 are
permitted.
New unit in 22200VIC
Replaced unit from 21790VIC
Comments
VU20851: Apply research
techniques within justice
contexts
VBQU369: Apply Research
Techniques within a Justice
Framework
Updated and equivalent
VU20852: Apply investigative
processes within justice
environments
VBQU368: Apply investigative
processes in a justice
environment
Updated and equivalent
VU20853: Apply sociology
concepts and principles to
justice contexts
VBQM392: Sociology
Updated and equivalent
VU20854: Research
criminology and crime
prevention for application to
practice within justice
environments
VBQM391: Criminology
VBQU382: Formulate and
apply crime prevention
strategies incorporated into
VU20854: Research
criminology and crime
prevention for application to
practice within justice
environments
Both units updated and
equivalent
VU20855: Implement human
rights principles within justice
environments
VBQU384: Implement human
rights principles in a justice
environment
Updated and equivalent
VU20856: Apply psychological
concepts and principles within
justice environments
VBQU380: Apply Psychological
Concepts and Principles within
a Justice Environment
Re-written as units VU20856:
Apply psychological concepts
and principles within justice
environments and VU20857:
Identify and respond to client
complex issues within a
criminal justice environment
Equivalence means gaining
competency in both units
VU20856 and VU20857
VU20857: Identify and
respond to client complex
issues within a criminal justice
environment
52
VBQU380: Apply Psychological
Concepts and Principles within
a Justice Environment
Re-written as units VU20856:
Apply psychological concepts
and principles within justice
environments and VU20857:
©State of Victoria 2012
Section B: Course Information Appendices
Appendix 3: Transition tables
Identify and respond to client
complex issues within a
criminal justice environment
Equivalence means gaining
competency in both units
VU20856 and VU20857
VU20858: Undertake casemanagement in a justice
environment
New unit
Some equivalence with
elective - CHCCM503C:
Develop, facilitate and monitor
all aspects of case
management
VU20859: Apply law and
advocacy to support justice
clients experiencing justiciable
event/s
VBQU385: Arrange legal
representation for criminal
justice clients
Updated and equivalent
VU20860: Work with young
offenders in justice
environments
VBQU386: Provide Support
/Supervision to Young
Offenders within a Justice
Environment
Updated and equivalent
CHCCHILD505B: Work
effectively in child protection
and out of home care for
children and young people
CHCCHILD5A: Orientation to
Child Protection and Out of
Home Care for Children and
Young People
Equivalent
BSBMGT616A: Develop and
implement strategic plans
New elective suggestion
CSCORG507A: Manage
projects in justice and
offender services
New elective suggestion
BSBRSK501B: Manage risk
BSBPMG510A: Manage
projects
©State of Victoria 2012
BSBMGT609A: Manage risk
Superseded in BSB07 Training
Package by BSBRSK501A:
Manage risk which has been
superseded by BSBRSKB:
Manage risk where range
statement has been updated
to incorporate current
Australian Standards
New elective suggestion
53
Appendix 3: Transition tables
Section B: Course Information Appendices
VBQU382: Formulate and apply
crime prevention strategies
Merged with VU20853:
Research criminology and
crime prevention for
application to practice within
justice environments
Updated and equivalent
VBQU383: Plan and organise
human resource in a justice
environment
54
Removed
©State of Victoria 2012
Appendix 4: Employability skills summaries
Section B: Course Information Appendices
Appendix 4: Employability Skills Summaries
4.1 22199VIC Certificate IV in Justice
Employability Skills Summary
Qualification Code:
22199VIC
Qualification Title:
Certificate IV in Justice
The following table contains a summary of the employability skills required for this qualification. This table should be interpreted in
conjunction with the detailed requirements of each unit of competency packaged in this qualification. The Employability Skills
facets described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill
Communication that
contributes to productive and
harmonious relations across
employees and customers
Teamwork that contributes
to productive working
relationships and outcomes
Problem-solving that
contributes to productive
outcomes
©State of Victoria 2012
Industry/enterprise requirements for this qualification include the
following facets:

liaising, listening and consulting to communicate ideas and
develop strategies to achieve agreed outcomes

modelling open and supportive communication

using language appropriate to the needs of others and the
justice industry

responding to feedback and instructions

sharing industry information with colleagues and peers

researching and evaluating information to prepare
presentations and documents required across a range of justice
environment functions

interacting effectively with others, as an individual or as a team
member, to achieve a shared goal

working effectively in diverse teams and with individual
differences

effectively acknowledging cultural protocols and legal protocols

working collaboratively with, and recognising and supporting
the contribution of, relevant professionals

evaluating and challenging ideas for effective solutions

finding, analysing and interpreting data to address
contingencies

sourcing relevant specialists to provide assistance where
required

referring non-routine problems to a nominated person

analysing relevant workplace data in order to identify hazards
to and monitor risks

maintaining record-keeping, monitoring and evaluation systems
55
Section B: Course Information Appendices
Initiative and enterprise
that contribute to innovative
outcomes
Planning and organising
that contribute to long and
short-term strategic planning
Self-management that
contributes to employee
satisfaction and growth
Learning that contributes to
ongoing improvement and
expansion in employee and
company operations and
outcomes
Technology that
contributes to the effective
carrying out of tasks
56
Appendix 4: Employability skills summaries

applying learning about support processes, procedures and
continuous improvement

designing reports and documents to effectively present
information within justice environment contexts

referring non-routine problems to a nominated person

identifying and acting upon learning and support opportunities
for implementation of justice industry processes and
procedures

organising tasks, resources, equipment and time lines

planning for contingencies

collecting, analysing and organising information

accessing and systematically searching electronic databases

evaluating the relevance, reliability and authority of
information and research

developing strategies to self-manage, self-motivate and selfdirect to achieve critical performance outcomes

evaluating and taking responsibility for own performance and
identifying areas for improvement

responding appropriately to constructive feedback on
performance

participating in professional development opportunities to
obtain and maintain knowledge and skills

researching current models and theories of practice and
process within the justice industry

using IT programs and electronic communication platforms
relevant to performance requirements within the justice
industry
©State of Victoria 2012
Appendix 4: Employability skills summaries
Section B: Course Information Appendices
4.2 22197VIC Diploma of Justice
Employability Skills Summary
Qualification Code:
22197VIC
Qualification Title:
Diploma of Justice
The following table contains a summary of the employability skills required for this qualification. This table should be interpreted in
conjunction with the detailed requirements of each unit of competency packaged in this qualification. The Employability Skills
facets described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill
Industry/enterprise requirements for this qualification include the
following facets:
Communication that

contributes to productive and
harmonious relations across
employees and customers
liaising, listening and consulting to negotiate deals and plans to
achieve agreed outcomes

discussing and negotiating with stakeholders on matters
relating to justice issues

consulting with others to develop effective working strategies

researching information

negotiating solutions to new and emerging issues

developing and writing reports

compiling data, preparing presentations and ad hoc reports as
required

interacting effectively with others, as an individual or as a team
member, to achieve a shared goal. This may involve:
Teamwork that contributes
to productive working
relationships and outcomes
o working
effectively in diverse teams
o effectively
o knowing
acknowledging cultural protocols
how to define the roles within a team
o identifying the
o working
Problem solving that
strengths of team members
towards consensus in a team environment

working collaboratively with clients, colleagues, and other
relevant people to manage change and to build trust

providing feedback on team performance to relevant colleagues

applying creative problem solving strategies by:
contributes to productive
outcomes
o analysing
and researching to provide solutions and effective
models to a number of different circumstances, in a range
of justice contexts and environments
o sourcing
relevant specialists and help agencies to provide
assistance and services
©State of Victoria 2012

analysing relevant information in order to manage risk

dealing with complex and non-routine difficulties

establishing and maintaining record-keeping, monitoring and
evaluation systems
57
Section B: Course Information Appendices
Initiative and enterprise
Appendix 4: Employability skills summaries

applying learning about legal and criminal justice systems to
develop improved processes within own current/potential job
role

developing reports to effectively present information

managing, fostering and facilitating change

developing and maintaining professional industry networks

encouraging sustainability practices in justice environments

managing work time and priorities through setting clear goals
and deliverables, time lines and milestones, for self and with
others

planning the use of resources and adapting resource allocations
to cope with contingencies

allocating people and other resources to tasks

participating in continuous improvement and planning
processes

collecting, analysing and organising information

accessing and systematically searching electronic databases

evaluating the relevance, reliability and authority of
information and research
Self-management that

developing personal goals and the strategies to achieve them
contributes to employee
satisfaction and growth

reflecting on and taking responsibility for own performance

developing strategies to self-manage, self-motivate and selfdirect to achieve goals and objectives

developing strategies for self-care appropriate to own
current/potential job role within a justice context

identifying and acting upon professional development
opportunities
Learning that contributes to

ongoing improvement and
expansion in employee and
company operations and
outcomes
seeking feedback and integrating constructive advice into own
professional practice

developing and maintaining personal competence

indentifying and acting upon professional development
opportunities

maintaining currency of knowledge of legislation, regulations
and provisions relevant to own current/potential job role within
the justice industry

assisting others to acquire new knowledge and skills to improve
team and individual performance

using IT programs and electronic communication platforms
relevant to workplace efficiency

using technology to assist the management of information and
to assist planning processes

applying ergonomics to developing improved occupational
health and safety in using technology
that contribute to innovative
outcomes
Planning and organising
that contribute to long and
short-term strategic planning
Technology that
contributes to the effective
carrying out of tasks
58
©State of Victoria 2012
Appendix 4: Employability skills summaries
©State of Victoria 2012
Section B: Course Information Appendices
59
Section B: Course Information Appendices
Appendix 4: Employability skills summaries
4.3 22200VIC Advanced Diploma of Justice
Employability Skills Summary
Qualification Code:
22200VIC
Qualification Title:
Advanced Diploma of Justice
The following table contains a summary of the employability skills required for this qualification. This table should be interpreted in
conjunction with the detailed requirements of each unit of competency packaged in this qualification. The Employability Skills
facets described here are broad industry requirements that may vary depending on the packaging options.
Employability Skill
Industry/enterprise requirements for this qualification include the
following facets:
Communication that

contributes to productive and
harmonious relations across
employees and customers






Teamwork that contributes

to productive working
relationships and outcomes





Problem solving that

contributes to productive
outcomes

60
liaising, listening and consulting to negotiate and plan to
achieve agreed outcomes
liaising, listening and consulting with colleagues, management
and stakeholders to encourage participation, and clarify and
evaluate issues
utilising interpersonal skills to research and evaluate
sociological and psychological impacts on criminality
discussing and negotiating with stakeholders on matters
relating to human rights principles
conducting research to collect and analyse information
discussing and negotiating with stakeholders when researching
and preparing a wide range of reports, project briefs
obtaining and interpreting information to ensure currency of
work practice
managing and developing others to be effective and
empowered team members
managing and providing feedback on individual and team
performance
working with and motivating others to gather information,
prepare plans, and implement projects
working co-operatively in planning and contributing to
effectiveness and meeting objectives
seeking expertise from other/s as nominated or required
working co-operatively with people from different ages, gender,
social, ethnic, religious and cultural backgrounds, and, physical
and intellectual ability
analysing and selecting information for relevance and accuracy
high-level research to provide innovative approaches to complex
justice client issues

developing and managing risk management and contingency
plans

selecting from a range problem solving and decision making
strategies

sourcing relevant people to provide consultative assistance and
specialised information where required
©State of Victoria 2012
Appendix 4: Employability skills summaries
Initiative and enterprise
that contribute to innovative
outcomes

developing strategies and implementation plans

applying creative approaches to justice work strategies and
issues
reviewing evaluation processes to inform future activity
applying learning to innovative and responsive approaches to
justice issues
applying learning and reflective practice to develop improved
processes
designing strategies and reports to effectively present
information
identifying trends in the justice sector





Planning and organising
that contribute to long and
short-term strategic planning






Self-management that

contributes to employee
satisfaction and growth



Learning that contributes to

ongoing improvement and
expansion in employee and
company operations and
outcomes




Technology that
contributes to the effective
carrying out of tasks



©State of Victoria 2012
Section B: Course Information Appendices
reviewing, and adapting approaches to, current and emerging
national and international trends in justice work and
consulting with stakeholders and others on developing and
managing a range of plan and projects
contributing to managing project completion through time
management, setting priorities, timelines, targets and
milestones for self and with others
maintaining information systems, records, and reporting
procedures
evaluating the relevance, reliability and authority of
information
developing systems that are flexible and responsive to changing
circumstances
developing and planning own work within task requirements
selecting and prioritising projects within scope of one's role
critically reflecting on own performance
identifying and acting on professional development
opportunities dealing with contingencies
seeking feedback and integrating constructive advice into own
professional practice
developing and maintaining personal competence
seeking and undertaking opportunities for professional
development and maintaining currency of knowledge
maintaining currency of knowledge of relevant legislation and
Codes of Practice
participating in networks relevant to justice work practice
using IT programs and electronic communication platforms
relevant to workplace efficiency
using technology to assist the management of information and
to assist planning processes
applying ergonomics to developing improved occupational
health and safety in using technology
61
Section B: Course Information Appendices
62
Appendix 4: Employability skills summaries
©State of Victoria 2012
Section C: Units of competency
Section C: Units of Competency
Imported units from training packages
PSP04 Public Sector
PSPOHS401B: Implement workplace safety procedures and programs
LGA04 Local Government
LGACOM406A: Investigate alleged breaches of legislation and prepare documentation
CHC08 Community Services
CHCCHILD401A: Identify and respond to children and young people at risk
CHCCHILD403B: Promote the safety, well-being and welfare of children, young people and their
families
CHCCHILD404B: Support the rights and safety of children and young people
CHCCHILD505B: Work effectively in child protection and out of home care for children and young
people
BSB07 Business Services
BSBMGT616A: Develop and implement strategic plans
BSBRSK501B: Manage risk
BSBPMG510A: Manage projects
CSC12 Correctional Services
CSCORG507A: Manage projects in justice and offender services
Units of competency developed for this course:
PSPETHC401A Uphold and support the values and principles of public service (contextualised for
delivery in a Justice environment)
VU20851 Apply research techniques within justice contexts
VU20852 Apply investigative processes within justice environments
VU20853 Apply sociology concepts and principles to justice contexts
VU20854 Research criminology and crime prevention for application to practice within justice
environments
VU20855 Implement human rights principles within justice environments
VU20856 Apply psychological concepts and principles within justice environments
VU20857 Identify and respond to client complex issues within a criminal justice environment
VU20858 Undertake case-management in a justice environment
VU20859 Apply law and advocacy to support justice clients experiencing justiciable event/s
VU20860 Work with young offenders in justice environments
VU20861 Apply criminal law within justice environments
VU20862 Work with family violence contexts within justice environments
VU20863 Work with culturally diverse clients within justice environments
VU20864 Work with conflict resolution and mediation processes within justice environments
©State of Victoria 2012
63
Section C: Units of competency
VU20865 Apply management and leadership within justice environments
VU20866 Apply Australian Border Force law enforcement processes within justice environments
VU20867 Support policing processes within justice environment contexts
VU20868 Apply foundation legal principles
VU20869 Work within the criminal justice system
VU20870 Apply writing and presentation skills within a justice environment
VU20871 Support the management of adult offenders within the Victorian correctional framework
64
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20868: Apply foundation legal principles
VU20868: Apply foundation legal principles
Unit Descriptor
This unit describes the skills and knowledge required to apply various aspects of law and
jurisdiction processes and procedures relevant to working within the Victorian criminal justice
system.
This unit provides an introduction to the Victorian and Australian legal system including the
Constitution; legislative and law making bodies; adjudication and enforcement.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of legal support officers engaged across a range of job roles and
jurisdictions within the Victorian justice environment.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Australian law prior to federation is delineated
Investigate the
origins and the
sources of State and
Federal law and their
application to the
Victorian justice
environment
1.2 Federal and State Constitutional powers and their limitations
are identified
1.3 Law making through Parliament, the Courts and sub-ordinate
authorities are investigated
1.4 Main aims and elements of administrative, civil and criminal
law and their application to Victorian justice environment are
explored
2.
Explore the function,
operation and
jurisdiction of
Victorian Courts and
Tribunals within the
Australian Court
system
2.1 Structure and jurisdiction of the Victorian courts and tribunals
are delineated
2.2 Process of civil and criminal actions and appeals, including the
function and responsibilities of the parties involved are
identified
2.3 Different approaches and applications to statutory
interpretation are analysed, evaluated and applied to legal
matters
2.4 Therapeutic justice principles, within a court framework, are
examined
©State of Victoria 2012
65
VU20868: Apply foundation legal principles
3.
Explore role of
administrative law in
the Victorian justice
system
Section C: Units of competency - Certificate IV
3.1 Principles of natural justice are analysed
3.2 Grounds on which an administrative decision/action may be
reviewed or challenged in the courts and tribunals are examined
3.3 Legislative and common law provisions relating to the judicial
review by the courts and tribunals are examined
4.
Identify and apply
4.1 Application of the law, its functions and process within
appropriate
current/potential justice environment job roles is delineated
elements of Victorian
and practised
legal system to
4.2 Skills, knowledge and attitudes appropriate for conducting job
current/potential
role within legal contexts are determined and applied
justice environment
job roles
4.3 Etiquette and protocols for attendance/appearance at courts
and tribunals is researched and practised
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently or within a team

interpersonal and organising skills to engage with formal support mechanisms and clients
in the justice environment

research and analytical skills to interpret and apply case law and legislation

research and analytical skills to identify sources of information

reading and comprehension skills to extrapolate information relating to the sources of law,
its origin, the powers of constitutions, the making and interpretation of the law

organisational and interpersonal skill to follow written and verbal instructions to meet
performance requirements within a justice environment

organisation skills to meet targets, milestones and schedules

writing and technical skills to prepare formal and informal reports as required

problem solving skills in applying statute and common law principles

using appropriate technology to research case law and legislation

interpersonal and organisational skills to identify sources of information

problem solving skills to identify and report risks, contingencies and opportunities for
improvement
Required Knowledge
66

general knowledge of the sources of law, its origin, the Federal and State Constitution

processes of law making by parliament, the courts and delegate authorities

criminal and civil law procedures to a variety of justice issues
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20868: Apply foundation legal principles

dispute resolution and adjudicative procedure within a state and commonwealth context

relevant Federal, State , local government legislative and regulatory requirements

administrative procedures and reviews/appeals within a legal environment

the operation of the adjudication and enforcement process with the Victorian legal system

pre-trial, trial, and post trial procedure for summary, indictable offences and civil matters

processes of therapeutic justice principles

ethics policies and privacy rules relevant to working with victims, accused and person in
custody

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Law may refer to:

origin of Australian law:
o English
law
o common

law/precedent
sources of law:
o state and
federal statute law including:
- treaties and international conventions
o local
government and other delegated authorities
o common

Constitutional powers
may include:

law - courts
types of law:
o federal
and state statute laws
o federal
and state common law
o local
laws
o rules
and regulations made by delegated authorities
federal and state systems of government:
o bicameral
system
o representative/responsible government
o Commonwealth and State Constitutions
o separation of powers
- extent
- consequences

legislative powers of the Commonwealth and the State
o specific
powers
o exclusive powers
o concurrent powers
o residual powers of the state
o powers under Commonwealth constitution– sections 51, 52,
106 - 109, 122, 128
©State of Victoria 2012
67
VU20868: Apply foundation legal principles

Section C: Units of competency - Certificate IV
Commonwealth and State Parliaments
o structure
o functions
Limitations (of
constitutional powers)
may refer to:
Law making through
Parliament may refer to:

implied limitation

specific powers

express restriction

State powers v/s Commonwealth powers

introduction

bill

process through the lower & upper house

the Act

royal assent

commencement

elements of an Act of Parliament, such as:
o long title and
short titles
o commencement date
o preambles
o definitions/dictionary
o head notes
o parts and
o sections
and headings
divisions
and subsections
o paragraphs
o footnotes
and subparagraphs
and marginal notes
o schedules
o amendments/
version and reprint number
o provisos/conditions
Law making through
Courts may refer to:
Law making through subordinate authorities may
refer to:

publication

common law

question of law

appeals

courts of appeal

ratio decidendi/obiter dictum

binding or persuasive

enabling Acts/sections
delegated authorities
drafting
tabling and scrutiny by parliament



68
©State of Victoria 2012
Section C: Units of competency - Certificate IV




Administrative law refers
to:



Civil law refers to:



Criminal law may refer
to:



©State of Victoria 2012
VU20868: Apply foundation legal principles
scrutiny/review by courts – ultra vires
commencement
publication
alteration
public powers/laws – addressing the relationships between
individual and government/authority
aim:
o grant the power to institutions to govern and/or, restrain
that power, or redress a wrong
elements, such as:
o authority and accountability
o decisions, reasons, information access
o judicial reviews, such as:
- natural justice
- legal error
- other grounds
private laws – addressing the nature of legal relationships
which arises between individuals, such as:
o civil wrongs
o litigation
o civil remedies
aim:
o restoration to original condition prior to incident
elements, such as:
o burden of proof
o common law
o mediation, arbitration
public laws – addressing the conduct of individuals in gross
violation of social norms, such as:
o breach of law, rules and regulations resulting in a penalty
aim:
o punishment
o retribution
o deterrent
o rehabilitation
elements, such as:
o burden of proof
o common law/precedent
o statutes/regulations
o investigative processes
o pre-trial, trial and post-trial procedures
o appeals
69
VU20868: Apply foundation legal principles
Application, of
administrative law to
Victorian justice system,
may refer to:

Section C: Units of competency - Certificate IV
reviews against decisions made or actions taken by person/s in
authority through courts/tribunals, such as:
o Victorian
Civil and Administrative Tribunal (VCAT)
- Civil division
- Administrative division
o Victorian
Supreme Court
Application of Civil law to
Victorian justice system,
may refer to:

Alternative Dispute Resolution (ADR)

litigation through courts
Application of Criminal
law to Victorian justice
system, may refer to:

cautioning program

criminal diversion program

legal processes through the courts
Structure and jurisdiction
of Victorian courts and
tribunals, may refer to:

powers of State Constitution

hierarchy of Victorian Courts

relationship to Federal Courts, such as:
o High
Court of Australia
o Federal Court
o Federal Magistrates
court

structure of Victorian Courts

structure of Victorian tribunals

types of tribunal

jurisdiction of the courts/tribunals may include
o statutes of
limitation
o separation
of judicial and executive functions
o investment of
federal jurisdiction on the state courts
- pre-trial and court procedures
- sentencing
- evidence
o inconsistency
between State and Federal laws
o immunity
-
diplomatic staff
witness
children
sovereign
defence personnel and visiting forces
law enforcement agencies
o relevant
70
Acts of parliament
©State of Victoria 2012
Section C: Units of competency - Certificate IV
Victorian courts and
tribunals may include:
VU20868: Apply foundation legal principles

Supreme Court including the Appeals Court

County Court

Magistrates’ Court including the:
o Koori
Court
o Drug
Court
o Family
Civil actions and appeals
may refer to:
Violence Court

Children’ Court

Coroner’s Court

State and Commonwealth Administrative Tribunals including

Victorian Civil and Administrative Tribunal (VCAT)

Victims of Crime Assistance Tribunal (VOCAT)

Racing Appeals Tribunal

civil litigation at all levels

factors to be considered before civil action is taken, such as:
o Alternative Dispute
Resolution (ADR)
o tribunals and mediation
o offer
centres
of compromise
o settling
out of court

advantages and disadvantages

pre-trial proceedings, such as:
o letter
of demand
o pleading,
such as:
- writ, statement of claim
- notice of appearance
- defence
- counter claim/s
o discovery,
such as:
- documents
- interrogatories
- oral examination
- other information exchanged
o direction hearing,
such as:
- effect of pre-trial proceedings
o certificate
o trial,
of readiness
such as:
- with or without jury
- plaintiff present case
©State of Victoria 2012
71
VU20868: Apply foundation legal principles
Section C: Units of competency - Certificate IV
- defence present case
- decision
- claim dismissed/upheld
- cost/remedy/damage awarded
- appeal

types of remedies, such as:

action for damages, such as:
- nominal damages
- special damages
- general damages
- exemplary damages

action for an injunction, such as:
- prohibitory injunction
- mandatory injunction
- interlocutory injunction
Criminal actions and
appeals may refer to:

offence reported/committed/discovered

police or other law enforcement investigation

arrest, search and seizure including detention for questioning
and/or investigation

methods of obtaining evidence, such as:
o formal interviews
o statement
o audio/video
o forensic
recording
procedures

rights of person of interest/accused

charge/summons/infringement notices

bail, which may include:
o legislation
o when
o who
bail may be granted
may grant bail
o criteria

and the nature of bail
and appeal
procedure on hearing summary offences, including indictable
offences triable summarily:
o person
charged
o mention
procedure, including:
- criminal diversion program
o guilty plea,
such as:
- defendant appears/does not appear
- summary of evidence/sanction
72
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20868: Apply foundation legal principles
o not
guilty plea, such as:
- contest mention
- charges withdrawn- case dismissed
- guilty plea to some charges
- case proceed to full hearing
o prosecution
present case
o defence present case
o decision/verdict
o sanctions and
other alternatives, such as:
- four key aims of punishment
- hierarchy of sentencing

trial of indictable offence, which may include:
o committal proceedings
o magistrate
to commit or discharge
o hand-up brief
procedure
o relevant
factors in choosing between summary jurisdiction
and trial by judge and jury
Function and
responsibilities of the
parties may include:

Civil:
o Parties, such as:
- complainant
- defendant
- legal representative

Criminal:
o parties, such as:
- informant
- accused
- legal representative
- prosecution

magistrate, judge and jury

burden of proof

pleas and defences

evidence

strict liability offences including road safety/transport/others

domestic violence processes

special rules in relation to:
o sexual
offences
o Koori
Court
o Drugs
Court
o Children’s
o domestic
©State of Victoria 2012
Court
violence situations
73
VU20868: Apply foundation legal principles
Statutory interpretation
may refer to:

Section C: Units of competency - Certificate IV
elements of the State Interpretation of legislation Act which
may include:
o Sections 12, 37, 44, 45, 49,
51

literal rule

golden rule

mischief rule

spirit (intent) rule

class rule

common law rule, presumptions and maxims

reasons for interpretation

ambiguity

unclear words

obscure meanings

other reasons

precedent in our legal system, such as:
o role
and application
o doctrine
o advantages/disadvantages
o reasons for precedents,
Therapeutic justice may
refer to:
such as:
binding precedents
distinguished one case from another
reversing an earlier decision
over ruling decision
disapproving an earlier decision

heal, restore and reconcile, instead of punishment and
revenge

negotiate instead of impose

regular monitoring and supervision

therapeutic effects on:
o victim
o offender
Natural justice may refer
to:
74

social intervention rather than by harsher sentences

development of specialist courts

development of restorative justice

procedural fairness in decision making

the hearing rule

the bias rule

application to all aspects of judicial process and decision
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20868: Apply foundation legal principles
making
Grounds on which an
administrative
decision/action may be
reviewed or challenged in
the courts and tribunals
are examined, may refer
to:

standing

judicial review grounds, such as:
o ultra vires
o jurisdictional error
o errors
of law on the face of the record
o breach of
natural justice

merit reviews

seeking redress by way of writ, such as:
o certiorari
o prohibition
o mandamus
o quo warranto
o habeas corpus
Legislative and common
law provisions relating to
the judicial review, may
refer to:

specific power conferred upon by legislation

common law power

judicial review, including:
o whether
or not decisions made by an administrative body are
legal
o review on
Etiquette and protocols
may include:
the merits

formal acknowledgement of the adjudicator - judge and
magistrate as he enters or leaves the Court/tribunal

remaining standing until adjudicator is seated

not speaking in the court/tribunal unless required to do so

using appropriate form of address to adjudicator

formal entering and exiting court/tribunal during proceedings

dress standard

other matters as applicable to specific court/tribunal
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
©State of Victoria 2012
A person who demonstrates competency in this unit must provide
evidence of:

application of law, functions and processes of the Victorian
legal system relevant to current/potential justice environment
job roles

application of correct etiquette and protocols for
attendance/appearance at Victorian courts and/or tribunals

knowledge of powers and functions of law, law courts and
sub-ordinate authorities of the civil, criminal and
75
VU20868: Apply foundation legal principles
Section C: Units of competency - Certificate IV
administrative components of the Victorian legal system
Context of and specific
resources for assessment
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
Guidance information for
assessment
76

access to suitable simulated or real workplace/learning
opportunities

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project into one or more functions, operations
and jurisdictions of the Victorian legal system

review of portfolio of research the law making processes by
parliament, the courts and subordinate authorities

evaluation of project into principles of natural justice and
judicial review process

practical exercises in etiquette and protocols/criminal
procedures

oral and written questioning

case studies

presentations

role play scenarios
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20869: Work within the criminal justice system
VU20869: Work within the criminal justice system
Unit Descriptor
This unit describes the skills and knowledge required to define and apply own role within the
criminal justice system and in particular the adjudicative phase
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of legal support officers engaged in roles commensurate with
requirements of the investigative, adjudicative and correctional components of the criminal justice
system. Typically, practitioners will have a greater role in matters relating to the adjudicative
component of the criminal justice system.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Purpose and functions of the Victorian criminal justice system
and the interrelationship of its main components are delineated
Review the
components of the
criminal justice
system
1.2 Context of the investigative phase of the criminal justice system
is analysed
1.3 Range of law enforcement agencies and their roles and powers
of investigation and jurisdiction are identified
1.4 Impact of contemporary issues within the criminal justice
system are identified, investigated and debated
2.
Examine the
adjudicative
component of the
criminal justice
system
2.1 Adjudicative component of the criminal justice system is
described and its internal stakeholders identified
2.2 Key principles of criminal justice are identified and applied
2.3 Development and impact of specialist and therapeutic courts on
the criminal justice system are investigated and debated
2.4 Sentencing principles are investigated against the underpinning
principles of criminal justice
©State of Victoria 2012
77
VU20869: Work within the criminal justice system
3.
Review criminal
justice system for
application to
practice
Section C: Units of competency - Certificate IV
3.1 Relationship between purpose, functions and components of
the criminal justice system and current/potential job roles is
delineated and developed
3.2 Skills, knowledge and attitudes appropriate for conducting job
role within criminal justice system contexts are determined and
applied
3.3 Responsiveness to debates on contemporary issues is
incorporated into professional practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently, or within a team

interpersonal and organising skills to engage with formal support mechanisms for
participants within criminal justice contexts

research and analytical skills to identify sources of information

reading and comprehension skills to extrapolate information about criminal justice systems

organisational and interpersonal skills to follow written and verbal instructions to meet
performance requirements within criminal justice contexts and practices

organisation skills to meet targets, milestones and schedules

writing and technical skills to prepare formal and informal reports

problem-solving skills to identify and report risks, contingencies and opportunities for
improvement

communication and analytical skills to candidly seek feedback from others on own
performance
Required Knowledge
78

roles, responsibilities and functions of the criminal justice system

principles of criminal justice

role and jurisdiction of various law enforcement agencies and their powers of investigation

role and function adjudicative component of the criminal justice system

role and function of the sentencing

relevant Federal, State and local legislative and regulatory requirements

contemporary issues arising within criminal justice

safe work practices
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20869: Work within the criminal justice system
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. Bold italicised wording in the performance criteria is detailed below.
Criminal justice system
may refer to:

legislative powers of Australian states and territories under
the federal system of government to administer criminal
justice

Victorian system of:
o police
o courts
o prisons
o juvenile institutions
Main components may
include:
Investigative phase may
refer to:
o corrective
services
o treatment
services

principles of criminal justice

access to justice

investigative component

adjudicative component

correctional component

identification of offences

reporting of offences

investigation of offences, such as:
o interception
of communications
o fingerprints
o DNA
o handwriting analysis
o search
warrants
o tracking
and listening devices

arrest of offenders

charging of offenders

authorisation of brief

presentment of offenders, such as:
o summons
o bail
o remand
©State of Victoria 2012
79
VU20869: Work within the criminal justice system
Law enforcement
agencies may include:
Section C: Units of competency - Certificate IV

State Police

Federal Police

Australian Border Force

Australian Taxation Office (ATO)

Australian Securities and Investments Commission (ASIC)

Australian Security Intelligence Organisation (ASIO)

Investigation and
jurisdiction may refer to:
powers of investigation of specific law enforcement agencies,
such as:
o searching property
and premises
o surveillance
o phone tapping
o access
to private records
o access
to workplace and personal computers and telephones
o confiscation of
property
o detention
o removal

Contemporary issues may
include:
of person/s at risk
issues in dealing with diverse offenders, such as:
o offenders
with an intellectual disability
o offenders
with mental health issues, including dual diagnosis
o drug
and alcohol dependent offenders
o sex-offenders
o CALD
offenders
o Indigenous offenders
o young
80
offenders
o offenders
with acquired brain injury
o offenders
who are homeless
o offenders
with autism spectrum disorder
o offenders
with neurological impairment

combined justice and treatment

plea-bargaining and over charging

treatment modalities

home detention

specialist courts

therapeutic court services

impact of public opinion of criminal justice principles

impact of public opinion on sentencing

mandatory sentencing

use of police as prosecutors and prosecutorial decision making
©State of Victoria 2012
Section C: Units of competency - Certificate IV

Adjudicative component
may refer to:
VU20869: Work within the criminal justice system
rights of victims in the criminal justice system

jurisdiction of the Children’s Court in criminal matters

jurisdiction of the Magistrates’ Court in criminal matters

jurisdiction of the County Court in criminal matters

jurisdiction of the Supreme Court in criminal matters

jurisdiction of the High Court in criminal matters

appeal processes

internal stakeholders

role and function of judicial officers, such as:
o magistrates
o judges
o justices

role and function of court officers, such as:
o bench clerks
o registrars
o associates
o prothonotaries

role and function of legal practitioners

prosecutorial decision making through role and function of:
o police prosecutors
o Director
o Office
Key principles may
include:
of Public Prosecutions
of Public Prosecutions

Role and function of the Sentencing Advisory Council (Victoria)

role and function of Corrections Victoria

burden of proof in the criminal justice system

elements of a crime, such as:
o mensrea
o actus
Specialist and
therapeutic courts may
refer to:
©State of Victoria 2012
reus

right against self incrimination

rules of natural justice

right to legal representation

presumption of innocence

right to trial by jury

double jeopardy

specialist courts, such as:
o Assessment and
o Enforcement
Referral Court (ARC) List
Review Program (ERP) List
81
VU20869: Work within the criminal justice system
o sex
Section C: Units of competency - Certificate IV
offences list
o Drug
Court of Victoria
o Koori
court
o neighbourhood

justice centre
therapeutic court services, such as:
o Courts
Integrated Services Program (CISP)
o Criminal
Justice Diversion Program (Diversion)
o Enforcement
Review Program (ERP)
o neighbourhood
o Mental
o Gain
justice centre programs
Health Court Liaison Service (MHCLS)
Respect, Increase Personal Power (GRIPP)
o the Ropes Program
Sentencing principles
may refer to:

specific and general deterrence

rehabilitation

denunciation

punishment

protection

restitution

proportionality

totality

parity

mitigation

aggravation

mercy

instinctive synthesis

current sentencing practices
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
82
A person who demonstrates competency in this unit must provide
evidence of:

effectively working with relevant investigative, adjudicative
and correctional agencies, to meet own current/potential job
roles within the criminal justice system

knowledge of the functions and purpose of the criminal justice
system and its main components

knowledge of relevant legislation governing investigation, law
enforcement, punishment and rehabilitation within the
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20869: Work within the criminal justice system
criminal justice system
Context of and specific
resources for assessment
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
Guidance information for
assessment
©State of Victoria 2012

access to suitable simulated or real workplace/learning
opportunities

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project into the key components of the
criminal justice system

review of portfolio of research social, political and/or systemic
issues that have impact within the criminal justice system

evaluation of project in applying aspects of criminal justice
system to own, or potential, job role

oral and written questioning

case studies

presentations

role play scenarios
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
83
VU20869: Work within the criminal justice system
84
Section C: Units of competency - Certificate IV
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20870: Apply writing and presentation skills within a justice environment
VU20870: Apply writing and presentation skills within a justice environment
Unit Descriptor
This unit describes the skills and knowledge required to research, analyse and evaluate, document
and present, information that meet organisational requirements across a range of justice
environment contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of legal support officers from a range of justice contexts responsible
for the preparation of reports, research, analyses, briefing papers and other materials to be
disseminated by oral or written means.
Practitioners may typically work with government and non-government agencies, such as: police;
corrections; court; Australian Border Force; sheriff’s office.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Purpose and objectives, format and specific requirements of
document/s are determined
Plan for writing
complex document/s
for a justice
environment context
1.2 Function and suitable use of descriptive, analytical, evaluative
interpretative and investigative reports is reviewed
1.3 Research information and required resources are delineated
1.4 Appropriate use of language, including grammar and syntax is
examined and practised
1.5 Research referencing requirements for range of written
materials is examined and practised
2.2 Research is conducted and collated
2.3 Document/s is developed in designated format, to discipline
standard and suitable for dissemination objectives
2.4 Feed back on suitability of document is obtained according to
organisational requirements
©State of Victoria 2012
85
VU20870: Apply writing and presentation skills within a justice environment
3.
Present information
in a justice
environment context
Section C: Units of competency - Certificate IV
3.1 Presentation strategies, format and delivery methods that
match the requirements of the target audience location,
resources and required personnel are determined and practised
3.2 Presentation is conducted according to determined strategies,
format and delivery methods
3.3 Feedback is sought from key personnel and used to inform
future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently, or within a team

communication skills to clarify requirements of documents, written materials and
presentations

interpersonal skills to seek assistance in determining and accessing resources

research and analytical skills to identify sources of information

analytical and interpretive skills to evaluate researched information and where required,
draw conclusions and make recommendations

organisational and writing skills to present information in format and language appropriate
to context requirements

organisational skills to produce documents in a timely manner

public speaking and assertiveness skills to present information within a wide range of
justice environment contexts

problem-solving skills to use process flexibly and interchangeably

communication and analytical skills to seek feedback from others on own performance
Required Knowledge
86

differences between sources of information, such as: primary, secondary and tertiary

different purposes and formats of documents and reports suitable to a range of justice
environments

rules and conventions for written English, as defined by general and specialist dictionaries
and books about grammar

strategies for presenting information, both written and oral, across a range of justice
environment contexts

relevant ethical standards and codes of practice

referencing and citation systems required to meet professional and intellectual property
standards

safe work practices
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20870: Apply writing and presentation skills within a justice environment
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. Bold italicised wording in the performance criteria is detailed below.
Purpose and objectives
may refer to:

meet reporting and document writing requirements for Justice
contexts, such as:
o police
o correctors
o juvenile justice
o courts
o Australian
o local
government
o Sheriff’s

Border Force
office
descriptive reports, such as:
o statements
o witness
corroboration
o incident

support documentation for formal reports, such as:
o précis
o executive
summary
o briefing notes
-
incorporating:
terms of reference
- submission timeframes
- mode of delivery or dissemination, such as:
 formal presentation
 information support
 news conference or press release

terms of reference for:
o reporting protocols between
government departments or
non-government agencies
o
scope of materials to be produced, such as:
- incident report
- briefing for a senior officer in the organisation
- witness statement or brief for presentation at court
- Royal Commission
©State of Victoria 2012

conveying research findings

documenting policies, procedures and processes

influencing attitudes, opinions, beliefs

meeting legal requirements
87
VU20870: Apply writing and presentation skills within a justice environment

Section C: Units of competency - Certificate IV
meeting data, information and/or knowledge requirements of
a specific audience, such as:
o mass
media
o clients
and stakeholders
o courts
o health
agencies
o relevant
government and non-government agencies, such as:
- correctional services
Format may refer to:

essay

formal report, such as:
o descriptive
o analytical
o evaluative
o interpretative
o investigative
Specific requirements (of
document) may refer to:
88

instructions

procedures

speeches and presentations

public notices

leaflets, brochures and publications

legal documents

briefing papers

design elements

style

structure

compliance with proformas, standardised reporting
requirements or undertakings made by the organisation about
reporting

organisational policies, procedures and guidelines applying to
writing documents

Intellectual Property considerations

legal or Traditional requirements for the particular document
format

point numbering systems

links to existing information

requirements for illustrations, photographs, graphs, charts,
maps and other illustrative material to explain texts

standards for referencing, footnotes, citations,
acknowledgements
©State of Victoria 2012
Section C: Units of competency - Certificate IV

VU20870: Apply writing and presentation skills within a justice environment
writing styles, including:
o appropriate use of
plain English, legal and technical
terminology
o use
of grammar, syntax and punctuation to Justice context
standards
o catering for languages other than
Research information
may refer to:
English

file types and sizes for online documents

word length

time lines and deadlines

use of primary, secondary, and/or tertiary sources (of
evidence)

individual research

information from other organisations

categorising of information

sequencing of data, information and knowledge

use of precedent documents

online searching using techniques, such as:
o Boolean operators
o key
Resources (required for
research) may include:
words and phrases

primary, secondary and tertiary sources of evidence

State, Territory or Commonwealth organisational policies
relevant in the production of materials

appropriate records, articles, texts, vetted journals, theses,
newspapers or electronically produced materials from
approved web sites

mass media produced materials

databases

procedural standards or practices specific to the discipline

relevant people or stakeholders, such as:
o funding bodies
o experts
o researchers
o participant
Research referencing (of
sources of information)
may refer to:

subject/s
referencing methods of:
o Australian Psychological Association
(APA) (highly
recommended)
o Harvard
o Legal
©State of Victoria 2012
89
VU20870: Apply writing and presentation skills within a justice environment
Section C: Units of competency - Certificate IV
o Oxford
Discipline standard may
refer to:

in-text citation

bibliography

annotated bibliography

referencing page

assumptions and conclusions used in analyses are clear,
justified, supported by evidence and consistent with research
and service provision

substantiated evidence

use of language, such as:
o avoiding pejorative terms
o respectful
o proper

Organisational
requirements may
include:
Strategies (for
presentation of
information)may include:
90
English, such as
no jargon
no abbreviations
no unexplained acronyms
no text message jargon
proof-reading and editing for correct grammar, syntax,
spelling and punctuation

anti-discrimination and related policy

business and performance plans

Code of Conduct/Code of Ethics

defined resource parameters

ethical standards

goals, objectives, plans, systems and processes

information protocols

legal and organisational policies, guidelines and requirements

management and accountability channels

OHS policies, procedures and programs

procedures for updating records

quality management

security and confidentiality requirements

protocols of justice environment context where presentation
is being made

protocols for interaction with audience within a justice
environment

public speaking techniques

confidence and assertiveness strategies

message crafted for the audience
©State of Victoria 2012
Section C: Units of competency - Certificate IV
Format and delivery
methods may include:
VU20870: Apply writing and presentation skills within a justice environment

awareness of audience

non-verbal cues

expected interaction with audience

timeframes

individual presentation

media conference

verbal presentation

presentation aids and materials, such as:
o audiovisual
aids
o print-based
materials
o models
Target audience may
refer to:

mass media outlets, such as:
o print,
radio and television
o on-line
Feedback may refer to:
media

performance evaluation

outcome evaluation

feedback from stakeholders and peers

continuous improvement where future decisions are made
using information gained through monitoring
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

conducting research for report or document

effectively using written and oral skills, to industry standard, in
the development and presentation of a researched document

referencing sources of information through in-text referencing
and bibliography according to specific citation system

knowledge of research and presentation methods

knowledge of privacy legislation, regulations and standards
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
©State of Victoria 2012

access to suitable simulated or real workplace/learning
opportunities

access to appropriate records, texts, vetted journals, articles,
theses, newspapers, and electronic materials

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
91
VU20870: Apply writing and presentation skills within a justice environment
Section C: Units of competency - Certificate IV
institutions, courts, and policing/law enforcement premises
Method of assessment
Guidance information for
assessment
92
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project into topic relevant to a specific
justice environment and production and delivery of report on
that research

review of portfolio of research into purpose, sourcing of
information, requisite formats and use of language for a range
of documents and presentations across the justice industry

practical exercises in referencing and in-text citation

practical exercises in the production of simple and complex
documents appropriate to purpose, objectives and standards
required of a range of justice environment contexts

observation

oral and written questioning

presentations

third party reports

role play scenarios
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20871: Support the management of adult offenders within the Victorian
correctional framework
VU20871: Support the management of adult offenders within the Victorian correctional
framework
Unit Descriptor
This unit describes the skills and knowledge required to support the application of legislative and
systemic processes in the management of adult offenders in the Victorian correctional framework.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers within a range of justice environments who are
responsible for handling arrangements for the management of adult offenders.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Evolution of punishment in Western society and the
correctional system in Victoria are researched
Review the key
features of the
Victorian
correctional system
1.2 Current management practices of Victorian prisons including
the impact of the Unit Management method of daily
management of adult custodial offenders are investigated and
reviewed
1.3 Legislative requirements and accountability measures for the
Victorian Correctional system are reviewed
2.
Investigate key
components of the
Victoria correctional
system
2.1 Role of Sentence Management Unit is explained
2.2 Processes of Bail, Fines and Community Integration program are
examined
2.3 Functions and processes of Community Corrections are
evaluated
2.4 Role and functions of the Adult Parole Board are examined
©State of Victoria 2012
93
VU20861: Apply criminal law within justice environments
3.
Develop
professional practice
strategies to support
management of
adult offenders
Section C: Units of competency - Diploma
3.1 Body of theory and debate about current practices related to
management and supervision of adult offenders are identified
and evaluated
3.2 Models and processes of other Australian and overseas
jurisdictions are compared with those of Victoria to inform
approach
3.3 Potential benefits and pitfalls of common approaches to
offender management are analysed to inform own professional
practice
3.4 Communication and assertiveness strategies are identified,
evaluated for efficacy and practised
3.5 Feedback on performance is sought from others and used to
inform future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently, or within a team

interpersonal and organising skills to engage with correctional agencies

research and analytical skills to identify sources of information

reading and comprehension skills to extrapolate information about Victorian corrections
framework for adult offenders

organisational and interpersonal skills to follow written and verbal instructions to meet
performance requirements within Victorian corrections framework for adult offenders

problem-solving skills to identify and report risks, contingencies and opportunities for
improvement

research and comparative analysis skills to source information about alternative adult
offender management frameworks and models and evaluate for application to local
practice

communication and analytical skills to candidly seek feedback from others on own
performance
Required Knowledge
94

general history of evolution of punishment and confinement within Western society and
Victoria

Federal, State and local legislative and regulatory requirements relevant to the Victorian
correctional system

role and functions of the components of the Victorian correctional framework

current local and international debates and theories on management of adult offenders
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20871: Support the management of adult offenders within the Victorian
correctional framework

management of adult offenders frameworks and models other than those of Victoria

duty of care requirements and compliance obligations within the Victorian correctional
framework

relevant ethics and privacy policies

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Evolution of punishment
may refer to:

origins of confinement as a form of punishment

contribution of prison design/architecture in development of
offender management practices, such as:
o Bentham’s
panopticon
o penitentiary
o modern

campus style
major 18th and 19th century theorists whose philosophies
underpin contemporary prison reform, such as:
o Jeremy
Bentham
o John Howard
o Elizabeth
Fry

Quaker influences in America

historical events and conjunctures that influenced
incarceration circumstances

changes is attitudes and approaches to discipline and control

shifts in attitudes to punishment of offenders, such as:
o retribution
o mutilation
o capital punishment
o denunciation,
o ‘just deserts’
o deterrence
o humane treatment of
offenders
o rehabilitation
o restoration
Correctional system may
refer to:

relevant legislation, regulations and provision, such as:
o corrections Regulations
o Corrections Act

©State of Victoria 2012
government and non-government agencies, such as:
95
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
o Department of
Justice through Corrections Victoria
o privately-owned
prisons
o Victorian
Association for the Care and Resettlement of
Offenders (VACRO)

punishment and rehabilitation options in custodial contexts,
such as:
o imprisonment
o detention
and supervision of serious sex offenders
o community
orders
o partially suspended
o treatment
sentence
offender programs
o programs for individuals and

groups with special needs
custodial structures and principles, such as:
o Sentence Management Unit functions
o adherence
to natural justice in sentence classification
o humane treatment of
persons in custody
o humane treatment of
persons in custody with special needs,
such as:
- cognitively low functioning offenders
- persons with physical, psychological or mental health
disabilities

punishment and rehabilitation options in non-custodial
contexts, such as:
o probation
o community
corrections
o conditional release
o parole
o fines
o community
correction orders relating to payment of fines
o community
correction orders, such as:
- supervision
- unpaid community work
- treatment and rehabilitation
- curfews
- bans on entering specified areas or places
- bans on entering many licensed premises and bans on
drinking alcohol in other licensed premises
- bans on contacting or associating with specific people or
group
- residential restrictions or exclusions relating to the
offender’s accommodation
96
©State of Victoria 2012
Section C: Units of competency - Certificate IV
Management practices
may include:

VU20871: Support the management of adult offenders within the Victorian
correctional framework
duty of care by institutions and their staff, such as:
o professional conduct of
o ethics
staff in the management of offenders
and codes of conduct
o legislative
and regulatory requirements

process of internal control and monitoring

offender management systems, such as:
o risk assessment practices
o development
o use
of technology
o application

of programs targeted to specific offenders
prison management systems for special needs offenders, such
as
o sex
offenders
o offenders
with an intellectual disability
o Cultural And
o offenders
o young
o other
Unit management may
refer to:
Legislative requirements
may refer to:
Linguistically Diverse (CALD) offenders
with alcohol and other drugs (AOD) issues
offenders
vulnerable groups

prison disciplinary systems for offences committed whilst in
custody

use of ‘corridor system’ of placement to match offence to
program availability

small group of prisoners living and working together with
consistent staff thus normalising prison experience in order to:
o promote
rapport and relationship
o promote
rehabilitation
o promote
success on integration after release

Sentencing Act

Corrections Management Act

Corrections Regulations

Correctors Act

Interstate Transfer Act

Bail Act

Evidence Act

Mental Health Act

Acts regulating different types of courts, such as:
o Magistrates
o County
©State of Victoria 2012
of risk assessment tools
court
court
97
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
o specialist
Accountability measures
may refer to:
Sentence Management
Unit refers to:
courts

governance by Victorian Department of Justice and jurisdiction
of Corrections Victoria

accountability pathways, compliance and reporting legislation
regulations for both private and public providers

contracts

performance monitoring

minimum standards

offender management framework

sentence management function

sentence management processes, including:
o security
ratings
o specific
prisoner groups and programs
o separation
o prisoners
of prisoners
in police cells
o transfer of
prisoners, within Victoria, interstate and
international
Bail may refer to:
Community Corrections
may refer to:

expectation of administering natural justice in classification
and categorising

forms of bail

conditions of release on bail

granting and refusing bail

conditions / duties of person bailed

appealing against bail decisions

range of sentencing options which are based on the concept
of a graduated restriction of personal liberty

Community Correction Order (CCO)

role of Community Corrections Officer in providing
information, such as:
o court
advice and assessments
o provision

of parole reports
Community Corrections Officer functional parameters in roles,
such as:
o case
management
o fine default program
o extended
supervision program
o preparation of
98
breach reports
©State of Victoria 2012
Section C: Units of competency - Certificate IV
Adult Parole Board may
refer to:
Body of theory and
debates may include
discourse on:
VU20871: Support the management of adult offenders within the Victorian
correctional framework

Community Corrections Officer as prosecutor

legislative basis for the constitution, authority, lines of
accountability and function of the Adult Parole Board (APB)

appraisal of CCO parole reports in decision-making

inclusion of community standards and expectations in the
decision-making management of offenders eligible for parole

discretionary powers

processes for the preparation of Breach of Parole reports

underpinning theories and philosophies that inform current
practice

influence of ideologies and preconceptions in criminal justice
around areas such as:
o sentencing
and treatment
o risk assessment and
o concepts of
management
best practice, effectiveness and efficiency

overseas trends in managing adult offenders

effects of institutionalisation on staff and prisoners in
custodial institutions

relations to power within everyday work practices and
institutional procedures, such as:
o formal and
-
informal relations between:
staff and adult offenders
NGOs and the State
NGOs
staff
offenders and the State

corporate structure of Corrections Victoria

methodologies for determining risk

dealing with mental health and medical issues

dealing with minority and disadvantaged groups and
individuals

relationship between educational and vocational training and
employment for offenders

global and international social trends that influence
management and sentencing of offenders

debates on the impact of society’s changing tolerances to
crime, such as:
o opinions on
©State of Victoria 2012
punishment on sentencing and restorative
99
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
treatments
o progressive/retrogressive
law reform as a result of public
opinion and pressure
Current practices may
refer to:

media role in stimulating production of community attitudes

stereotyping

theories on causation of crime

theories about female offending

institutional procedures and protocols, such as:
o formal and
informal relations between staff
o formal and
informal relations between staff and adult
offenders
o records
and record keeping
o formal and
informal roles of both individual and group
o formal and
informal organisational cultural norms, beliefs
and practices

everyday practices, such as:
o problem-solving
o organisational procedures
o interpersonal
o formal and
Communication and
assertiveness strategies
may refer to:
100
communication (verbal and written)
informal planning and evaluation processes

clarity of oral and written meaning

culturally inclusive and appropriate use of language and
concepts

terminology specific to applied practices

culturally sensitive engagement techniques

clear and concrete presentations of options

verbal or non-verbal language

accurately interpreting non-verbal and verbal messages

questioning to clarify and confirm understanding

active problem solving

team systems

seeking feedback

giving feedback

assertiveness

electronic communication protocols for sharing information

strategic planning

effective time management
©State of Victoria 2012
Section C: Units of competency - Certificate IV
VU20871: Support the management of adult offenders within the Victorian
correctional framework
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
A person who demonstrates competency in this unit must provide
evidence of:

developing and practising strategies, including application of
legal and compliance requirements, problem-solving, and
communication processes, to support the management of
adult offenders across a range of key components of the
Victorian correctional system

knowledge of evolution of theories and practices in
correctional systems that inform contemporary practice and
process

knowledge of relevant legislation and regulatory requirements

knowledge of the functions and purpose of the main
components of the Victorian correctional framework
Context of and specific
resources for assessment
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements relevant to the Victorian correctional
system

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
Method of assessment
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

review of portfolio of research into the development of
contemporary approaches and practices to corrections and
debates around the underpinning theories and philosophies

evaluation of research project into the key components of the
Victorian correctional framework

evaluation of project in developing and applying professional
practice to own, or potential, job role related to supporting
management of adult offenders within the Victoria
correctional framework

oral and written questioning

case studies

presentations
©State of Victoria 2012
101
VU20861: Apply criminal law within justice environments



Guidance information for
assessment
102
Section C: Units of competency - Diploma
role play scenarios
essays
third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
©State of Victoria 2012
Section C: Units of competency – Certificate IV
PSPETHC401A: Uphold and support the values and principles of public service
PSPETHC401A: Uphold and support the values and principles of public service (contextualised)
Unit Descriptor
This unit covers the ethical conduct required of those in public service and the responsibility to
encourage ethical conduct in others, colleagues or supervised staff.
It includes contributing to an ethical public sector workplace and participating in ethical decision
making.
In practice, ethical conduct is demonstrated in the context of other generalist or specialist work
activities such as applying government processes, delivering and monitoring services to clients,
using resources, conducting interviews, giving evidence, awarding contracts, etc.
This is a new unit of competency, added to the Ethics & Accountability Key Area of the Training
Package in 2004.
Contextualisation Statement
This unit of competency has been imported from PSP04 Public Sector Training
Package
According to the Course Documentation for 22199VIC Certificate IV in Justice:

The delivery of this unit of competency must be contextualised to
justice environments requirements whilst remaining consistent with
the packaging rules of PSP04 Public Sector Training Package (See
Section B 7.1 Delivery strategy)

All assessment methods and collection of evidence will involve
application of knowledge and skills to justice industry workplaces or
simulated environments, and,

All assessment activities will be related to a justice industry context.
(See Section B 6.1 Assessment strategy of the course documentation)

Contextualisation additions to this unit appear in the:

Range statement entries as follows:
See: Ethical values and principles:

identification of ethical principles and code of conduct specific to
justice environments

fundamental ethical principles specific to justice environments, such as:
o
ethical formalism
o
utilitarianism
o
relativity, such as:
- objective person test
- subjective person test
- acceptance of other cultures
o
conflict of interest
o
natural law/procedural fairness
o
duty of care, such as:
- ethical and legal responsibility of lawyers
- ethical and legal responsibility of justice workers

‘whistle-blowing’

egoism
See: Unethical conduct

inappropriate use of social networking platforms
©State of Victoria 2012
103
PSPETHC401A: Uphold and support the values and principles of public service
Section C: Units of competency – Certificate IV
Employability Skills - This unit contains employability skills
Application of the Unit
This unit supports the attainment of skills and knowledge required for applying ethical conduct
and accountability required in those working in government employment.
Licensing / Regulatory Information - Not applicable
Pre-requisite Unit(s) - Not applicable
Unit sector - Not applicable
Competency field – Ethics and Accountability
ELEMENTS
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Together, performance criteria specify the requirements for competent performance. Text in
italics is explained in the Range Statement following.
1.
1.1 Information on the ethical values and principles of the
workplace is accessed, its interpretation confirmed with others
and applied accordingly
Contribute to an
ethical public sector
workplace
1.2 Application of ethical values and principles is discussed with
senior management and colleagues to ensure common
understanding and application
1.3 Others are assisted to access and use public sector ethics
legislation and guidelines to ensure their work practices comply
with requirements
1.4 The differences between public sector ethics/values and
personal beliefs/values are explained to others to encourage
understanding and compliance
1.5 Hypothetical work practices that would constitute unethical
conduct are identified and discussed with work colleagues, and
strategies to avoid or deal with them are identified in
accordance with organisational policy and procedures
2.
Participate in ethical
decision making
2.1 Real and potential ethical problems are identified, and decision
making processes are used to resolve or refer them in
accordance with organisational policy and procedures
2.2 Information is regularly accessed to ensure currency in ethical
knowledge, and ethical judgment is developed through
involvement in workplace discussions or ongoing professional
development related to ethical standards and practices
2.3 Other staff are supported as necessary to contribute to ethical
discussions and problem solving to develop their ethical
judgment
2.4 Processes for preventing and reporting unethical conduct are
used and others are assisted in their application
104
©State of Victoria 2012
Section C: Units of competency – Certificate IV
PSPETHC401A: Uphold and support the values and principles of public service
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required skills

accessing legislation and codes of ethics electronically or in hard copy

reading complex and formal documents such as legislation and codes of ethics, applying them
and assisting others to apply them to work practices

applying objective and impartial evaluation of ethical problems

using participative ethical decision making/problem solving

adjusting communication to suit different audiences

preparing written reports that contain information that is impartial, substantiated, accurate
and complete

responding to diversity, including gender and disability

applying occupational health and safety procedures relating to ethical work practices
Required knowledge
Look for evidence that confirms knowledge and understanding of:

the nature of public sector ethics and ethical values as opposed to personal beliefs/value
systems

fundamental ethical principles such as justice, respect for persons and responsible care

other ethics standards such as professional standards

natural justice/procedural fairness

equal employment opportunity, equity and diversity principles

ethical decision making/problem solving models

procedures and protocols for reporting unethical conduct

environmental and occupational health and safety procedures relating to ethical work practice
RANGE STATEMENT
The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for
differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for
different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates
to the unit as a whole. Text in italics in the Performance Criteria is explained here.
Ethical values and
principles may include:

identification of ethical principles and code of conduct specific
to justice environments

fundamental ethical principles specific to justice
environments, such as:
o
ethical formalism
o
utilitarianism
o
relativity, such as:
- objective person test
- subjective person test
- acceptance of other cultures
©State of Victoria 2012
105
PSPETHC401A: Uphold and support the values and principles of public service
Section C: Units of competency – Certificate IV
o
conflict of interest
o
natural law/procedural fairness
o
duty of care, such as:
- ethical and legal responsibility of lawyers
- ethical and legal responsibility of justice workers
o
‘whistle-blowing’
o
egoism

respect for the law

integrity

objectivity

accountability

honesty

openness

responsibility

impartiality

diligence

trustworthiness

confidentiality

respect for persons

responsible care

probity

economy and efficiency

Others may include:
Legislation and
guidelines may include:
106
natural justice/procedural fairness, that is:
o
the right to be heard/put your case
o
the right to be informed of a complaint or case against you
o
the right to know reasons for decisions affecting you
o
the right to know the outcomes/recommendations of an
investigation involving you
o
the right to privacy
o
the right to representation
o
the right to silence
o
the decision maker should not be a judge in his/her own
cause

colleagues

supervised staff

contractors

legislation for public sector management

freedom of information

privacy legislation
©State of Victoria 2012
Section C: Units of competency – Certificate IV
Unethical conduct may
include:

equal employment opportunity and anti-discrimination law

public sector standards

Ministerial directions

State/Territory/Commonwealth codes of ethics

organisational codes for conduct/ethics

organisational mission and values statements

organisational policy, procedures/guidelines

government policy

professional codes of ethics and conduct

equity guidelines, organisational workplace diversity guidelines

inappropriate use of social networking platforms
fraud, corruption, maladministration and waste
unauthorised access to and/or use of information,
money/finances, vehicles, equipment, resources, time
improper actions during contractual processes, such as release of
intellectual property, infringing copyright, release of tender
information, inappropriate disclosure during tender process
improper public comment on matters relating to the government
and/or the organisation
falsifying records
giving false testimonials
dishonesty
improper use of plant and equipment, credit cards, frequent flyer
points, telephones, email and Internet
extravagant or wasteful practices
personal favours
preferential treatment
putting barriers in place, hindering, blocking action
compromising behaviour including sexual harassment
lack of confidentiality
directing others to act unethically
oppressive/coercive management decisions
resorting to illegality to obtain evidence

















Ethical problems which
may need to be referred
rather than resolved at
this level may include:





©State of Victoria 2012
PSPETHC401A: Uphold and support the values and principles of public service
conflict between public sector standards and personal values
conflict between public sector standards and other standards such
as professional standards
conflict between public sector standards and directions of a senior
officer or Minister
tension between two 'rights' - for example, the right to privacy
versus the right to freedom of information
conflict regarding issues of personal and organisational
intellectual property
107
PSPETHC401A: Uphold and support the values and principles of public service
Refer - referrals of ethical
problems may be made
to:
Section C: Units of competency – Certificate IV

line management

human resources

workplace relations officer

grievance officer

chief executive officer

public service commissioner

public sector standards body

organisational ethics committee

internal grievance mechanisms

confidant programs (whistleblower protection programs)

organisational professional reporting procedures

unions and professional bodies

ombudsman
EVIDENCE GUIDE
The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be
read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the
Public Sector Training Package.
Units to be assessed
together

Pre-requisite units that must be achieved prior to this unit: Nil

Co-requisite units that must be assessed with this unit: Nil

Co-assessed units that may be assessed with this unit to increase
the efficiency and realism of the assessment process include, but
are not limited to, a range of (2 or more) generalist or specialist
units of competency in the Certificate IV in Government. Choice
from the following units is recommended:
o
o
o
o
o
o
o
o
o
o
o
o
108
PSPGOV402B Deliver and monitor service to clients
PSPGOV403B Use resources to achieve work unit goals
PSPGOV406B Gather and analyse information
PSPGOV408A Value diversity
PSPGOV411A Deal with conflict
PSPGOV412A Use advanced workplace communication
strategies
PSPGOV414A Provide workplace mentoring
PSPGOV422A Apply government processes
PSPLEGN401A Encourage compliance with legislation in the
public sector
PSPPROC409A Receive and select offers
PSPREG407B Produce formal record of interview
PSPREG410B Give evidencePSPREG411A: Gather information
through interviews
©State of Victoria 2012
Section C: Units of competency – Certificate IV
Overview of evidence
requirements
PSPETHC401A: Uphold and support the values and principles of public service
In addition to integrated demonstration of the elements and their
related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit
the skill requirements of this unit
application of the Key Competencies as they relate to this unit (see
final table for examples)

Resources required to
carry out assessment
Where and how to assess
evidence
ethical conduct demonstrated and supported in others in a
range of (3 or more) contexts (or occasions, over time) where
contexts include generalist or specialist work activities such as
applying government processes, delivering and monitoring
services to clients, using resources, conducting interviews,
giving evidence, awarding contracts, etc
These resources include:

ethics-related legislation and guidelines

codes of conduct and codes of ethics

public sector standards, procedures and protocols

ethical decision making models
Valid assessment of this unit requires:

a workplace environment or one that closely resembles
normal work practice and replicates the range of conditions
likely to be encountered when implementing workplace safety
procedures and programs, including coping with difficulties,
irregularities and breakdowns in routine

ethical conduct demonstrated and supported in others in a
range of (3 or more) contexts (or occasions, over time) where
contexts include generalist or specialist work activities such as
applying government processes, delivering and monitoring
services to clients, using resources, conducting interviews,
giving evidence, awarding contracts, etc
Assessment methods should reflect workplace demands, such as
literacy, and the needs of particular groups, such as:
©State of Victoria 2012

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.
109
PSPETHC401A: Uphold and support the values and principles of public service
Section C: Units of competency – Certificate IV
Assessment methods suitable for valid and reliable assessment of this
competency may include, but are not limited to, a combination of 2 or
more of:
For consistency of
assessment
110

case studies

portfolios

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training
courses
Evidence must be gathered over time in a range of contexts to ensure
the person can achieve the unit outcome and apply the competency
in different situations or environments
©State of Victoria 2012
Section C: Units of competency - Diploma
VU20861: Apply criminal law within justice environments
VU20861: Apply criminal law within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to apply aspects of criminal law within a
range of justice settings.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers engaged in dealing with aspects of criminal law and
the breaching of legislative requirements. Typically practitioners require a comprehensive
knowledge of the relevant aspects of criminal offences, the elements of relevant offences, and the
defences to crime in order to appropriately address issues when dealing with various criminal
activities
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
Examine the concept
of crime
1.1 Concept of crime is delineated
Investigate defences
to crime
2.1 Differences between rebuttable and irrebuttable presumptions
are identified and analysed
2.
1.2 Elements of crime and the factors affecting those elements are
examined and evaluated
2.2 General defences to crime are analysed, evaluated and applied
to practice in justice environment/s
3.
Investigate elements
and defences of
crime against
persons
3.1 Elements and defences of criminal assault and sexual offences
and the factors affecting them are examined
3.2 Law relating to family violence are examined, evaluated and
applied to practice
3.3 Law relating to stalking and its applicability to issues of family
violence are examined and applied to practice
4.
Investigate the
4.1 Culpability of person involved in a crime is analysed, evaluated
concept of culpability
and applied
4.2 Law regarding ‘attempt’ in committing crime is examined and
applied
4.3 Law of theft and its associate offences is examined and applied
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
111
VU20861: Apply criminal law within justice environments
5.
Apply liability of road
safety laws and drug
offences within
justice
environment/s
Section C: Units of competency - Diploma
5.1 Duty of care and the various requirements of the road safety
laws applicable to drivers in Victoria are analysed and practised
5.2 Basic drug laws of possession, use and trafficking in Victoria are
identified and applied to practice
5.3 Strict liability offences and the relevant case law applicable to
those offences are identified and evaluated for application to
practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently, or within a team

interpersonal and organising skills to engage with formal support mechanisms for
participants within criminal justice system contexts

research and analytical skills to identify, interpret and apply case law, legislation and
supporting statistics

reading and comprehension skills to extrapolate information about the criminal law

organisational and interpersonal skills to give and follow written and verbal instructions to
meet performance requirements within criminal justice contexts and practices

writing and technical skills to prepare formal and informal reports and judicial documents

problem-solving skills to identify and report risks, contingencies and opportunities for
improvement

interpersonal and organising skills to engage with formal support mechanisms relevant to
justice environment/s

problem-solving and analytical skills to appropriately apply statute, common law principles
and judicial requirements
Required Knowledge

correct interpretation and sources of criminal law, policies and procedures

roles, responsibilities and functions of parties dealing with criminal offences

relevant federal, state and local legislative and regulatory requirements including rules and
admissibility of evidence, as well as contemporary reforms and amendments

role and jurisdiction of various law enforcement agencies and their powers to investigate
crime

court procedures, evidentiary requirements and current issues arising within the criminal
law

different types of criminal activities and their elements, such as:
o summary
offences
o indictable offences
112
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20861: Apply criminal law within justice environments
o theft
o burglary
o assaults
o sexual
offences
o drugs
o road
safety

criminal law, policies and procedures to a variety of justice issues

operation of adjudication and enforcement process with the Victorian legal system

pre-trial, trial, and post-trial procedures for summary, indictable offences

duty of care requirements and compliance obligations within the criminal justice system

ethics, policies and privacy rules relevant to working with victims, and persons of interest

knowledge of organisational policy and procedure in dealing with criminal activities

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Concept of crime may
refer to:

working definition of crime

purpose of criminal law

sources of criminal law

aim, such as:
o retribution
o just deserts
o deterrence
o rehabilitation
o restorative

justice
subject to criminal law, such as:
o children
and doctrine of doliincapax
o those exempt by

law
classification of offences, such as:
o summary
offences
o indictable offences
o indictable offences triable
o mode of

summarily
hearing/trial
types of crime including, such as:
o property
crime
o crimes
against society
o crimes
against individual
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
113
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
o crimes
of violence
o crimes
without victims
o cyber
Elements of crime may
refer to:

strict and absolute liability offences

relationship between statute law and common law

elements of an offence, such as:
o mensrea –
-
mental or fault elements, including:
intention
recklessness
knowledge
negligence
vicious/malicious will
o actus
Factors (affecting
elements and defences of
crime) may refer to:
crime
reus – external or physical elements, including:
conduct
omission
circumstances
consequences

capacity to commit crime

voluntary conduct

subjective and objective test/standard

defences to offences

rights, privileges and immunity

rules and admissibility of evidence

legal duty to act

criminal responsibility, such as:
o children
o mentally
Rebuttable and
irrebuttable
presumptions may
include:
General defences may
refer to:
114
impaired person

burden of proof and standard of proof

what is a presumption

presumptions under statute law

presumptions at common law

effects on legal process

infancy

automatism

wilful blindness

honest and reasonable mistake of facts

intoxication - drugs/alcohol
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Defences (for crimes
against person) may
include:
VU20861: Apply criminal law within justice environments

mental impairment

self-defence (Zecevic v DPP [1987] CLR 661)

provocation

ignorance of the law

duress

accident/misadventure

superior orders

consent

execution of the law

necessity

abatement of nuisance

beliefs

defence to assault may include:
o consent
o amicable
contest/accident/misadventure
o execution
of the law such
- legal use of force
- force during arrest
- force to prevent suicide
o self

defence
defence to rape may include:
o general defences
o statutory defences, such as:
- age of person
- consent
Assault may include:

belief in marital status to victim

physical harm

fear/apprehension

common assault

elements of unlawfulness

consent or lack of consent

intention and recklessness

aggravated assaults, that may include:
o proof
o on
o in
of assault
females
company with others
o doctrine
of common purpose
o offensive
weapons or instruments
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
115
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
o circumstances of
aggravation

intention

performed in a particular way

committed on particular class of
person(police/volunteers/paramedics/spouses/domestic
partners)

serious assaults involving:
o circumstances
and results
o intention
o inflicting
Sexual offences may refer
to:
of harm intentionally/recklessly

threat to inflict a type of harm

proof of ‘injury’

endangerment

culpable driving

family (domestic) violence

definitions under section 35 Crimes Act 1958 (Vic), such as:
o domestic
o sexual
partner and defacto spouse
penetration
o meaning of
116
Consent

jury directions and guiding principles

indecent assault

elements of indecency

rape including rape in marriage

victim not conscious

use of force

corroboration

sexual offences with person under 16 years/over 16 years

belief in certain factors relating to consent

offences relating to child pornography

knowledge

understand nature or character of acts being performed

sodomy/bestiality

Victorian law definition of incest

street prostitution

forcing person into /remain in prostitution

living off earnings of prostitution

abduction for purpose of sexual offences
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Family violence may refer
to:
VU20861: Apply criminal law within justice environments

admissibility of evidence

related aspects of Family Violence Protection Act 2008 such
as:
o preamble to the
act
o definitions
o meaning of:
-
family violence
economic abuse
emotional or psychological abuse
family member
relevant orders
o police protection before court
o Family
Violence Safety Notice, including against stalker/s
o contravention
o defence to
of Family Violence Safety Notice
contravention
o various forms of
o court
and powers
intervention
jurisdiction, processes and procedures
o contravention
o powers
of Family Violence Intervention Orders
of police
o appeals
Stalking may refer to:

definition of ‘mental harm’

course of conduct, such as:
o follow victim
o unwarranted
o false
communication
o cyber
stalking
o loitering near
o interference
o threats
Applicability may refer to:
contact
victim
with property
– all types

cause of physical/mental harm

creation of fear

elements of offence

defence as to conduct

location of victim

relationship of elements of stalking to victim of family violence

Personal Safety intervention order

court’s authority

vexatious litigant
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
117
VU20861: Apply criminal law within justice environments
Culpability may refer to:
Attempt may include:
Theft may refer to:
Section C: Units of competency - Diploma

elements of proof

doctrine of common purpose

burden of proof

principal offender

scope of the offence

aiding, abetting, counselling or procuring

doctrine of ‘attempts’

nature of attempt

actus reus and mensrea

intent to commit the completed offence

knowledge of relevant circumstances

‘more than merely preparatory’ test

voluntary desistance

impossibility (physical and legal)

relevant sections of the Crimes Act 1958 including:
o intangible property,
o definition
intellectual property, things in action
of property, including receiving property, such as:
- under obligation
- ‘for value’ and ‘in good faith’
- by mistake
- innocently
o dishonesty,
including:
- definition of dishonesty
- belief in legal claim of right, other’s consent, unknown
owner
- willingness to pay
o concept of
appropriation and belonging to another,
including:
- rights of the owner
- hierarchy of ownership
o intention
to permanently deprive owner or dispose of
property
o defence,
such as:
- belief in claim of right, others consent, unknown owner
- abandonment
118
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20861: Apply criminal law within justice environments
- consent
Associated offences may
include:

relevant section/s of the Crimes Act 1958 - obtaining
property by deception:
o elements
of proof
o deception(deliberate
or reckless)
o obtaining property

relevant section/s of the Crimes Act 1958 - obtaining financial
advantage by deception:
o elements
of proof
o obtaining the financial

relevant section/s of the Crimes Act 1958 - robbery and armed
robbery
o the elements of
o the theft
o in
proof
and the force or fear used on any person
order to steal
o immediately
o armed

before or at the time, then and there
with firearm, explosive or offensive weapon
relevant section/s of the Crimes Act 1958 - burglary and
aggravated burglary
o entry as
a trespasser
o to building or part
o intent to steal,
aggravation
o armed
with firearm, explosive or offensive weapon
o person
in the building or part thereof
o mental state as
Road Safety laws may
include:
thereof
assault or cause damage
o circumstances of
Duty of care may include:
advantage
to the condition present

drivers legal responsibilities and obligations

roadworthiness of vehicle

distractions

duty of care to others

road safety law, such as:
o culpable
driving
o under the influence of
alcohol/drugs
o reckless/negligent
o hoon driving
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
119
VU20861: Apply criminal law within justice environments
Section C: Units of competency - Diploma
o dangerous driving
o standard
of care
o unjustifiable risks

road safety regulations, such as:
o obedience to
- signs
- signals
- posted speed limits
o roadworthiness
Possession, use and
trafficking may include:
Strict liability may refer
to:
Relevant case law may
include:
of vehicle

definition of drugs/trafficking/possession/use

elements of proof

quantity

self-use

bail condition

actual possession

knowledge

proof beyond reasonable doubt of prohibited act sufficient

common law presumption of subjective fault element

defence of honest and reasonable mistake of fact

intention of parliament

strict liability versus absolute liability
Precedents through:

He Kaw The v R (1985) 157 CLR 523

Jiminez v R (1992) 173 CLR 572

Proudman v Dayman (1941) 67 CLR 536; (1944) ALR 64
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
120
A person who demonstrates competency in this unit must provide
evidence of:

effective application of judicial policies, procedures and
processes to meet job role requirements within justice
environment/s

knowledge and effective application of relevant aspects of
criminal law and Victorian legislation governing evidence
required to prove offences and satisfy judicial requirements

knowledge of relevant Federal, State and local legislative,
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20861: Apply criminal law within justice environments
regulatory and statutory requirements and provisions,
including rules and admissibility of evidence
Context of and specific
resources for assessment
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
Guidance information for
assessment

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and appropriate texts, policies and
documentation

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project in elements and defences of crimes against
person, property, road safety and drug use

evaluation of research project into role of precedent / case law

review of portfolio of research into crime and associated judicial
processes and procedures

review of a persuasive report/presentation/debate on strict
liability versus absolute liability

practical exercises

case studies

role play scenarios

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
121
VU20861: Apply criminal law within justice environments
122
Section C: Units of competency - Diploma
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20862: Work with family violence contexts within justice environments
VU20862: Work with family violence contexts within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to recognise and respond to family and
domestic violence contexts and to follow organisational requirements to report and refer those
involved to appropriate personnel and help agencies.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers within a range of justice environments who are
responsible for handling initial and on-going arrangements for victims, clients and help
professionals involved in family and domestic violence contexts.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
Identify the
1.1 Legislative and statutory requirements and provisions relevant
legislative framework
to family and domestic violence are identified
for family and
1.2 Functions and roles of organisations and support programs
violence contexts
relevant to the family violence sector are delineated
1.3 Roles and functions of police in family violence matters is
explored
2.
Review theoretical
perspectives on
family violence
2.1 Current and historical local, national and international
approaches, theories, and debates on family violence are
researched and evaluated
2.2 Ideologies underpinning common family violence concepts,
research and practices are delineated and debated
2.3 Concepts of diversity and complexity of clients’ experiences are
analysed
2.4 Own attitudes and values and their possible influence on own
work are identified and discussed
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
123
VU20862: Work with family violence contexts within justice environments
3.
Develop strategies
for working in family
violence contexts
within a justice
environment
Section C: Units of competency - Diploma
3.1 Organisational policies, procedures and protocols are identified
3.2 Strategies for recognising and responding to family violence
contexts are identified and practised
3.3 Reporting and referring procedures are identified and practised
in consultation with relevant people
3.4 Review of efficacy of strategies, including self-care approaches,
is undertaken in consultation with relevant people
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with clients, colleagues, management, and
experts and stakeholders across a range of family violence contexts within the justice
industry

communication skills to articulate and share theoretical concepts and critical approaches to
family violence contexts with colleagues and family violence practitioners

problem-solving and negotiation skills to identify and respond to stakeholder requirements

problem-solving skills to manage risk and contingencies

writing and comprehension skills to obtain information from, and interpret documents,
and to prepare and present reports

organisation skills to prioritise, set and meet targets, milestones and schedules

problem-solving skills to develop and practice self-care strategies

communication and analytical skills to candidly seek feedback from others and apply to
own practice
Required Knowledge
124

Federal, State and local government legislative and statutory requirements and provisions
relevant to family violence sector

current local and international debates and theories on family violence

relevant social theory and its application to the family violence within the justice industry

relevant professional support organisations, individuals and practitioners within the family
violence sector

relevant ethics and privacy policies

theories and debates on key concepts of, and approaches to, self-care

general risk management planning and practices

safe work practices
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20862: Work with family violence contexts within justice environments
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. Bold italicised wording in the performance criteria is detailed below.
Legislative and statutory
requirements and
provisions may refer to:

Victoria Police policies

Family Violence Protection Acts

civil jurisdiction

criminal jurisdiction

Protection orders

Intervention orders

procedures for Intervention Orders

procedures for Safety Notices

breaches of orders

Specialist Courts and programs

Criminal Law definitions of violence, such as:
o physical
harm
o psychological
harm
o stalking
o Federal, State and local
Organisations may
include:

government legislation
government bureaucracies, such as:
o local
government officers or elected officials
o State government departments
or Members of Parliament
o Federal government departments or Members
Support programs may
refer to:
of Parliament

Non-Government Organisations (NGOs)

Quasi Non-Government Organisations (QANGOs)

not-for-profit agencies

for-profit corporate sector

professional sector networks

work unit within a supra-organisation

psychological services and professional listings

Children’s Court clinic

family violence services

women’s legal services

specialist court programs
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
125
VU20862: Work with family violence contexts within justice environments
Current and historical
local, national and
international
approaches, theories,
and debates on family
violence may include:

Section C: Units of competency - Diploma
definitions of family violence, such as:
o gender based
crime
o behaviour by
a person that causes a child to hear or witness
or be exposed to family violence

definitions of family violence client, such as:
o those experiencing entrapment
and coercive control
perpetrated by a male intimate partner or former partner
o those experiencing violence
or coercive control perpetrated
by:
- child to parent
- carer to person with disability
- same sex partners
o one family
member dominating or controlling another family
member
o witnesses
of family violence

types of family violence

impact of family violence on victims, such as:
o children
witnessing family violence considered as
experiencing child abuse
o cycles
of coercions, power and control by perpetrators on
victims
o personal,
social and structural barriers for victims
o specialised
Ideologies may refer to:
groups targeted in family and domestic violence

factors associated with social, cultural and economic
background and their impact on family violence

historical trends in family violence responses

strands of feminist thinking and analysis about family violence

current theoretical, political, economic, cultural, social, and
technological developments extrapolated from global to local
contexts

myths about family violence

range of hegemonic ideas and assumptions encompassed in
common approaches, including:
o best
practice
o effectiveness and
efficiency
o evidence-based practice
o social
inclusion/exclusion
o risk management
o attachment
126
models
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Diversity of clients’
experiences may refer to:
VU20862: Work with family violence contexts within justice environments

social structural causes and influence on personal problems,
such as:
o social
and economic class
o gender institutions
o race
o disability
Complexity may refer to:

material conditions

dominant framing of normalcy and deviance

ideological restrictions

lack of power or opportunity

experience of oppression

awareness of limitations of the authority of experience

application of critical theory to diversity discourse

feminist postmodern ambivalence to identity politics

understanding singular issues and interplay between issues,
such as:
o mental health
o housing
o living
skills
o legal
o medical
o rural
o regional
o Indigenous
o migrant /
Cultural And Linguistically Diverse (CALD)
o age
o disability
o Lesbian, Gay,
Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations
o young people
Organisational policies,
procedures and protocols
may refer to:

approaches to:
o risk management
o service
provision
o case management
o safety planning
o referral
o reporting
o privacy, ethics and codes of practice
o organisational approaches to best practice
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
127
VU20862: Work with family violence contexts within justice environments
Section C: Units of competency - Diploma

formal and informal decision making processes

formal and informal policies

accountability mechanisms

organisational procedures

mechanisms that ensure family violence response is coordinated and appropriate action and support is provided and
monitored

required resources, such as:
o human
resources, such as:
- internal personnel
- external personnel
- expert assistance
o physical
o budgetary
o relevant
professional development
o tools
and resources that support rich and deep thinking
about issues of family violence, such as:
- access to research
- alternative organisational models, processes and dynamics
- action learning with peers and colleagues
Strategies (for
recognising and
responding to family
violence) may refer to:

organisational processes, procedures and protocols

indicators of family violence

methods for identification of client needs

appropriate responses to disclosure of violence by women and
children

assessment tools, such as:
o interview
guidelines
o protocols
o negotiation
regarding practicalities of context

support strategies

communication strategies:
o setting
of boundaries
o facilitating discussion
o developing
rapport with children
o awareness
of impact of own beliefs and attitudes on
response
o awareness
128
of influence of woman’s fear and powerlessness

management of immediate and on-going risks

safety procedures and issues relevant to context
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Reporting and referring
procedures may refer to:
Relevant people may
include:
Review may refer to:
VU20862: Work with family violence contexts within justice environments

law enforcement

legal requirements

organisational reporting systems

record keeping

privacy provisions

suitability of destination recording procedures

law enforcement requirements

family violence support services, organisations and programs

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians

formal and informal feedback from:
o client
o colleagues
o external agency
o formal and

feedback
informal monitoring records
self-reflection, including:
o reflective journal
Self-care approaches may
refer to:

self-care approaches that consider structural and institutional
constraints
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
129
VU20862: Work with family violence contexts within justice environments

Section C: Units of competency - Diploma
recognition of contradictory and fragmented concepts of self
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

developing, practising and reviewing strategies, including
application of legal requirements and effective responses, for
managing family violence contexts

knowledge of relevant legislation, provisions and regulatory
requirements

knowledge of theories and debates about family violence that
inform contemporary practice and process
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
Guidance information for
130

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and appropriate texts, policies and
documentation

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project into theories and debates on
cause and effect of family violence

evaluation of research project into theories and debates on
response strategies to family violence within Victorian criminal
justice environment

review of portfolio of research into the legislative framework
for family violence in Victoria

evaluation of project in developing and applying strategies for
managing family violence contexts in own, or potential, job
role

oral and written questioning

case studies

presentations

role play scenarios

third party reports
Holistic assessment with other units relevant to the industry sector,
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
assessment
VU20862: Work with family violence contexts within justice environments
workplace and job role is recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
131
VU20863: Work with culturally diverse clients within justice environments
Section C: Units of competency - Diploma
VU20863: Work with culturally diverse clients within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to develop effective strategies for working
with culturally diverse clients in a justice environment. It covers researching causes and effects of
diversity and developing strategies to foster culturally inclusive practices within justice
environments.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers within a range of justice environments who, in the
course of their duties, work with and support people from culturally diverse backgrounds.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Concepts of culture and cultural identity are examined
Review concepts of
culture and of
cultural diversity
1.2 Processes that originate, maintain and reinforce cultural
identity are extrapolated
1.3 Development of Australian cultural identity is researched and
debated
1.4 Ways in which cultural differences can create tensions between
individuals and groups are investigated
1.5 Ways in which individuals, groups, society and institutions may
precipitate cultural prejudice and discrimination in Australia are
extrapolated
2.
132
Research the
historical and
contemporary
contexts of culture
and cultural groups
in Australia
2.1 Historical and contemporary contexts of Aborigines and Torres
Strait Islanders in Australian society are examined
2.2 Historical and contemporary contexts of immigration and
migrants are examined
2.3 Historical and contemporary contexts of sub-groups, including
those based around sexual /relationship diversity, youth, aging
and ability, are examined
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
3.
VU20863 Work with culturally diverse clients within justice environments
Develop strategies
3.1 Major legal and justice issues relevant to cultural groups are
for culturally
identified and debated
inclusive practice in a
3.2 Research, theories, debates and models relevant to culturally
justice environment
inclusive practice are investigated and assessed to inform own
practice
3.3 Definitions of cultural awareness, respect, cultural competence
and security are delineated and evaluated against own
responses and organisational requirements
3.4 Legislation and provisions, resources and services and that
enable effective approaches to diverse clients are identified and
assessed
3.5 Strategies are practiced and reviewed in consultation with
relevant people and organisational requirements
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with clients, colleagues, management, and experts
and stakeholders across a range of Justice environment contexts

research skills to trace and evaluate the development of cultural identity and difference within
Australian society and, in corollary, the Australian legal and justice system

research and analytical skills to determine major issues and strategies relevant to developing
inclusive practice within justice environments

communication skills to articulate and share theoretical concepts and critical approaches to
working with culturally diverse clients with colleagues and other practitioners

interpersonal and communication skills to respectfully respond to needs of culturally diverse
clients

reflexive praxis to develop strategies for culturally aware and respectful behaviour

problem-solving and negotiation skills to identify and respond to client and other stakeholder
requirements

writing and comprehension skills to obtain information from, and interpret documents, and to
prepare and present reports

organisation skills to prioritise, set and meet targets, milestones and schedules

communication and analytical skills to candidly seek feedback from others and apply to own
practice
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
133
VU20863: Work with culturally diverse clients within justice environments
Section C: Units of competency - Diploma
Required Knowledge

relevant Federal, State and local government legislative and statutory requirements and
provisions

relevant social theory and its application to cultural diversity within justice environments

current local and international debates, theories and models for working with culturally
diverse clients

general strategy planning and risk management informed by cultural inclusivity principles
and practices

relevant professional support organisations and individuals for culturally diverse clients
within justice contexts

relevant ethics and privacy policies

general risk management planning and practices

safe work practices
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. Bold italicised wording in the elements and performance criteria is detailed below.
Culture and cultural
identity may refer to:

differences between individualist and collectivist societies

society

collective way of life

customs

traditions

heritage

habits

mores

likes and dislikes

pervasive values about;
o age
o gender
o ability
o sexuality
o family
structures
o religion
o work
o leisure
o arts
and entertainment
o morals

134
sub-cultures within a culture that still remain recognisable as
part of the dominant culture
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Processes that originate,
maintain and reinforce
may refer to:
VU20863 Work with culturally diverse clients within justice environments

hegemony

cultural production through social institutions, such as:
o media,
-
including:
journalism
cinema and television
story-telling
arts and entertainment
o schools
o family
o architecture and town planning

language

beliefs, confirmed by experience, about human nature

shared history

lifestyle response to climate, geography and natural resources

physiological evolution in response to climate, geography and
natural resources

development of accent and common language

notions seeing particular ways of life as either:
o intrinsic
o instinctual
o innate
o natural
o ingrained
o deep-seated
Australian cultural
identity may refer to:
/ deep-rooted

colonial origins as extension of Britain

critical periods in Australian history that have shaped
character and culture, such as:
o origins
of European settlement
o convict
and free settler migration
o gold
rush migration
o depression
o 20th
century immigration
o 20th
century conflicts and war

attitudes to First Peoples of Australia

history of ethnically-based restrictions

post-federation policies and legislations designed to create a
Australian mono-culture (1901 – 1947)

Impact and influence of post World War II increase in
European immigration
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
135
VU20863: Work with culturally diverse clients within justice environments
Tensions may refer to:
Precipitate cultural
prejudice [Ways in which
individuals, groups,
society and institutions
may] may refer to:
Section C: Units of competency - Diploma

implications of notions of a ‘typical Australian’, including
mateship, on past and present identity

implications of notions of what is ‘un-Australian’

implications on national psyche of debates around ‘cultural
cringe’

changing relationship with Britain as ‘mother country’

impact of globalisation

individual incapacity around cultural difference

individual prejudice towards cultural difference

ethnocentricity

prejudice

fear

discrimination

negative stereotypes, attitudes, and behaviours

homophobia

xenophobia

structural inequalities in the social, economic, health and legal
contexts that disadvantage diverse sub-groups, based on:
o being Aboriginal
o sexuality
o migrant background
o age
o youth
o ability
o social
Aborigines and Torres
Strait Islanders (historical
and contemporary
contexts of) may refer to:
136
and economic class

repressive tolerance

resistance to change

fear of unknown

patriotism

nationalism

impact of European invasion on First Peoples of Australia

impact of colonisation on first peoples

dispossession

history of governmental and colonial racism

disenfranchisement

government protectionist policies 1788 to 1950s

state control
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20863 Work with culturally diverse clients within justice environments

stolen generations:
o motivations
and causes
o implementation
o outcomes

assimilation theories and practices and their impact

marginalisation and disadvantage in health, housing,
employment and access to resources

significant legislation and policy relating to issues, such as:
o citizenship and
suffrage
o land rights:
- Mabo
- Wik

ways in which personal, cultural, institutional and structural
prejudice affect justice system outcomes for Aborigine and
Torres Strait Islander people

past and present legislative framework and precedents that
reveal racism-based disadvantage for Aborigine and Torres
Strait Islanders

access to law and justice

significance of major inquiries into the experiences of
Aborigine and Torres Strait Islanders in relation to Australian
justice system, such as:
o Royal
Commission in Aboriginal Deaths in Custody
(Muirhead)
Immigration and
migrants (historical and
contemporary contexts of)
may refer to:

opposition to land rights and rehabilitation programs

Federal government Emergency Intervention in the Northern
Territory

mandatory sentencing

reconciliation measures and provisions and their impact

impact of White Australia policy and post-federation policies and
legislation designed to create an Australian mono-culture

reasons for intensive immigration programs post-World War II

effects of post-World War II intensive increase in migrant
population on Australian society

past and present legislative framework and precedents that reveal
racism-based disadvantage for migrants

experiences of migrants, such as:
o culture
shock
o settlement
and integration
o learning and using English
o adapting to Australian social
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
norms, customs, values,
137
VU20863: Work with culturally diverse clients within justice environments
Section C: Units of competency - Diploma
structures and practices

problems and barriers faced by migrants in accessing services,
such as:
o education
o housing
o legal
system
o language services
o qualification
recognition

assimilation theories and practices and their impact

lip-service to multiculturalism

relevant Federal, State and local governmental legislation,
regulations and provisions, such as:
o international treaties
o dedicated
and conventions
departments and portfolios
o citizenship
o racial
vilification laws
o human
Sub-groups (historical and
contemporary contexts of)
may refer to:

rights
sub-groups, such as:
o elderly
o young people
o people
with disability
o sexually
diverse groups

past and present structural inequalities in the social,
economic, health and legal contexts that disadvantage diverse
sub-groups

past and present legislative framework and precedents that
disadvantage diverse sub-groups

legal contexts of homosexuality

legal contexts of marriage, families and relationships

history of services and access to services for people with
disabilities

marginalisation and disadvantage in health, housing,
employment and access to resources

assimilation theories and practices and their impact

lip-service to multiculturalism

negative stereotypes, attitudes, behaviours, such as:
o homophobia
o ageism
o incapacity
138
around physical and intellectual disability

community efforts towards inclusion of sub-groups into
mainstream culture

Federal, State and local governmental legislation, regulations
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20863 Work with culturally diverse clients within justice environments
and provisions relevant to sub-groups and their inclusion
Major legal and justice
issues may refer to:

social justice

crime statistics for different groups

over-representation of cultural groups in custody

efforts to link certain crimes to ethnic groups

interpretation of racial vilification legislation

issues around migrants and Aborigine and Torres Strait
Islanders in community justice contexts

effects of cultural, political and economic globalisation on
Australian society

security

impact and responses to International War on Terror, such as:
o changes to:
-
criminal law
powers of arrest
powers of detention
alleged offenders rights
o fear-based
individual, social and structural responses and
attitudes

approaches to asylum seekers

causes and drivers of radicalisation / violent extremism, such
as:
o divisions,
-
such as:
lack of integration
ghettoisation
polarisation
internal community divides
identity crises
isolation
weak community leadership/infrastructure
o grievances,
-
such as:
under-employment
poor education
political /democratic disenfranchisement
discrimination
foreign policy and international conflicts/disputes
o narratives,
such as:
- ideological justifications
- faith
- political movements
o means,
such as:
- socialisation, self-identification and indoctrination
- social/family/criminal networks
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
139
VU20863: Work with culturally diverse clients within justice environments
Section C: Units of competency - Diploma
- vulnerable, risky institutions and places
- vulnerable individuals
- charismatic individuals
Research, theories,
debates and models may
refer to:

debates on cultural production and the development of
‘ingrained sense of superiority by some over others’, such as:
o non-aboriginal over
aboriginal
o heterosexual over other sexualities
o youth over age
o age
over youth
o Anglo-Saxon
Christian roots over other forms of culture and
religion

political and community opposition to multiculturalism

responses to security requirements

debates on the necessity and importance of recognising,
respecting and working with difference

definitions of social justice, such as:
o all
citizens being entitled to the same rights and services as
each other

definitions of culture and cultural inclusion

types of cultural groups

major inquiries and recommendations into experiences of
Aborigine and Torres Strait Islanders of the Australian justice
system

historical trends in responses to culturally diverse clients

current theoretical, political, economic, cultural, social, and
technological developments extrapolated from global to local
contexts

counter-radicalisation strategies and means, such as:
o holistic framework of
social, political, legal, educational and
economic programs designed to deter radicalised
behaviour
Organisational
requirements may refer
to:

models and methods for working with culturally diverse clients
in justice environments and contexts

intercultural communication techniques

cultural competence

vision and mission

purpose and values

business planning, policies, procedures and processes

approaches to:
o service
provision
o risk management
o referral
140
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20863 Work with culturally diverse clients within justice environments
o reporting
o privacy
o professional development

resource requirements and financial considerations

legal and ethical requirements and codes of practice

quality standards and continuous improvement processes

OHS policies, procedures and programs

customer / client satisfaction

mechanisms that ensure responses to working with culturally
diverse clients is co-ordinated and appropriate action and
support is provided and monitored

tools and resources that support rich and deep thinking about
issues of cultural inclusion, such as:
o access
to research
o alternative organisational
o action
Legislation and
provisions, resources and
services may refer to:

models, processes and dynamics
learning with peers and colleagues
legislation specific to:
o security
o asylum
o illegal
seekers
migration
o relationships
o immigration
o racial
vilification
o citizenship
o land rights
o intervention

government bureaucracies, such as:
o Local
government officers or elected officials
o State government departments
or Members of Parliament
o Federal government departments or Members
of Parliament

Non-Government Organisations (NGOs)

Quasi Non-Government Organisations (QANGOs)

Not-for-profit agencies

for-profit corporate sector

professional sector networks

work unit within a supra-organisation

translation and interpreting services

educational services

housing services

legal support
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
141
VU20863: Work with culturally diverse clients within justice environments
Relevant people may
include:
Section C: Units of competency - Diploma

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

relevant services and advocacy agencies

Indigenous organisations

Culturally And Linguistically Diverse (CALD) organisations

Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI)
organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

developing, practising and reviewing culturally aware,
respectful and competent strategies for working with a range
of clients from culturally diverse backgrounds

knowledge of relevant legislation, provisions and regulatory
requirements

knowledge of theories, debates and models about cultural
diversity and inclusion that inform contemporary practice and
process
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
142

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and appropriate texts, policies and
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20863 Work with culturally diverse clients within justice environments
documentation

Method of assessment
Guidance information for
assessment
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project into theories and debates on cause
and effect of prejudice and discrimination

evaluation of research project into theories and debates on
response strategies to people from culturally diverse backgrounds
within a Victorian criminal justice environment

review of portfolio of research into the legislative framework for
multiculturalism in Victoria

evaluation of project in developing and applying strategies for
managing culturally diverse clients in own, or potential, job role

oral and written questioning

case studies

presentations

role play scenarios

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
143
VU20864: Work with conflict resolution and mediation processes within
justice environments
Section C: Units of competency - Diploma
VU20864: Work with conflict resolution and mediation processes within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to address conflict resolution processes and
preparation for mediation requirements across a range of disputes within a range of justice
environments.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers to address immediate and on-going needs of clients
who require support in resolving disputes through resolution or formal mediation processes.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Principles of effective communication are researched, evaluated
for effective application to justice environments, and practised
Develop
communication skills
required for working
in justice
environments
1.2 Models of interpretation of non-verbal communication are
delineated, analysed for application to justice environments,
and practised
1.3 Presentation of documented and written communication is
reviewed against justice environment requirements
2.
Address conflict
resolution and
mediation processes
within a justice
environment
2.1 Models of conflict resolution are researched and analysed for
application to justice environments
2.2 Models and systems for mediation are researched and analysed
for application to justice environments
2.3 Parameters of own role in addressing conflict resolution and
mediation processes are identified in consultation with relevant
people
2.4 In consultation with relevant people, clients are assisted to
undertake conflict resolution and/or mediation processes
2.5 Outcomes are recorded and work is reviewed in accordance
with organisational requirements
144
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20864: Work with conflict resolution and mediation processes within
justice environments
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with clients, colleagues, management, and
experts and stakeholders across a range of justice environments

communication skills to articulate and share theoretical concepts and approaches to
conflict resolution with colleagues and mediation practitioners

problem-solving and negotiation skills to identify and respond to stakeholder requirements

problem-solving skills to manage risk and contingencies

writing and comprehension skills to obtain information from, and interpret documents,
and to prepare and present reports

organisation skills to prioritise, set and meet targets, milestones and schedules

communication and analytical skills to candidly seek feedback from others and apply to
own practice
Required Knowledge

relevant Federal, State and local government legislative and statutory requirements and
provisions

relevant interpersonal communication theory and its application to the conflict resolution
and mediation processes within justice environments

relevant social theory and its application to conflict resolution and mediation processes
within the justice industry

relevant professional mediation support organisations, individuals and practitioners

relevant drugs, alcohol, and mental health support organisations, individuals and
practitioners

relevant ethics and privacy policies

theories and debates on key concepts of, and approaches to, self care

general risk management planning and practices

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Communication may
include:

interpersonal communications, such as:
o definitions of
o polarity
successful interpersonal communication
between understanding meaning and agreement
o speaking to
clarifying meaning
o questioning
and answering to clarify meaning
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
145
VU20864: Work with conflict resolution and mediation processes within
justice environments
o reflecting,
o inference
o point
summarising and paraphrasing
and implication
of view
o effective

Section C: Units of competency - Diploma
listening
written communication, such as:
o language and
o format
grammar
and medium
o organisational protocols and procedures for
reporting and
documenting information
o graphic
communication
o e-communication
Justice environments may
include:
Non-verbal
communication may
include:

assertiveness

stress management and self-care

ethics and codes of practice

barriers to communication

socio-cultural factors that influence communication

techniques to address diversity and complexity of client needs
and backgrounds

self-reflection on own barriers to communication

self-reflection on own responses to conflict

police

corrections

juvenile justice

courts

customs

local government

community justice centres

community legal centres

Legal Aid (Victoria)

sending and receiving wordless messages

body language

gesture

dress

use of props/objects

physical environment, such as:
o temperature
146
etiquette
and lighting
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20864: Work with conflict resolution and mediation processes within
justice environments
o architecture
o impact of
-
Justice environment
requirements (for written
communication)may
include:
context of place, such as
court
police agency
interview room
waiting room
social setting

interpretation of the visual

interpretation of auditory

indicators of stress

indicators of physical and/or intellectual disability

indicators of drug and/or medication use

barriers to accurate interpretation of non-verbal
communication

documentation protocols

preparation of mediation notification/information documents

reporting procedures, such as:
o legal
requirements
o organisational reporting systems
o record
keeping
o privacy
provisions
o suitability
o law

of destination recording procedures
enforcement requirements
referring procedures, such as:
o health
support services, organisations and programs
o mediation
and conflict resolution support services,
organisations and programs
Relevant people may
refer to:

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
147
VU20864: Work with conflict resolution and mediation processes within
justice environments
Models and techniques
for conflict resolution
may include:
Section C: Units of competency - Diploma

women’s services and advocacy agencies

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians

definitions of conflict

theories and research on causation, development (escalation)
and impact

theories on personality typology

approaches to conflict resolution, such as:
o competitive
o co-operative
o informal
negotiation
o formal mediation
o decisions
about appropriate course of action in dispute
o non-resolution
clauses that stipulate progression to
mediation

strategies for recognising and responding to conflict
occurrences, such as:
o organisational processes,
o communication
-
procedures and protocols
skills, including:
interpersonal
non-verbal
written
self-reflection on own responses to conflict
o ensuring
fairness of procedure
o indicators
of stress and/or health issues
o methods for identification
of client needs
o support strategies
o communication
strategies with clients that will encourage
disclosure and resolution
o management of
immediate and on-going risks
o safety procedures and
o law
148
issues relevant to context
enforcement
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Models and systems for
mediation may include:
VU20864: Work with conflict resolution and mediation processes within
justice environments

theories and research on forms and definitions of mediation /
Alternative Dispute Resolution (ADR)

differences between mediation, conciliation, and arbitration

policies and procedures for when and how mediation is the
appropriate course of action

recognising and responding to unsuccessful mediation / ADR
process, such as:
o

proceeding to litigation
organisational policies and procedures for mediation,
including:
o history of
disputes and dispute resolution
o categories of
disputes relevant to different justice
environment/agencies

relevant Australian standards

stages of meditation process, such as:
o determination
of the nature of the dispute through:
- separate interview and discussion
- effective communication to determine position
o information
given to clients, such as:
-
boundaries for allowable options
co-mediation needs and roles
guidelines and procedures of the mediation process
role of clients, mediator and justice organisation/agency in
process
- agreement by parties to proceed with mediation
o preparation for mediation,
such as:
- key personnel and stakeholders informed
- accurate and thorough record of issues
- assessment of any need to seek advice on the legal or
factual complexity of the matter
- assessment of any court orders and/or associated risks
- management of risks and safety procedures relevant to
context
Parameters of own role
may refer to:

degree of authority and responsibility in job role

expectation of breadth and depth of role in conflict resolution
occasions, such as:
o immediate
response and/or referral
o managing stakeholders and
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
significant others
149
VU20864: Work with conflict resolution and mediation processes within
justice environments
Relevant people may
refer to:
Section C: Units of competency - Diploma

expectation of breadth and depth of role in arranging and
supporting mediation processes

individual or team member role

protocols and procedures for responding to clients in conflict
with each other

protocols and procedures for responding to clients in conflict
with each you, other personnel, or your organisation

protocols and procedures for referring clients

protocols and procedures for arranging and/or preparing for
mediation

holding of qualifications/experience required to conduct
formal conflict resolution and/or mediation

holding of qualifications/experience required to assess health
conditions

legal requisites regarding qualification requirements to
conduct certain functions within justice work

access to resources

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

women’s services and advocacy agencies

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ)
organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians
Assisted (clients) may
refer to:

150
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
preparation for mediation through:
o analysis
of dispute to determine best options and strategies
Section C: Units of competency - Diploma
VU20864: Work with conflict resolution and mediation processes within
justice environments
o provision
of thorough and clear information
o checking
the information and process is understood
o communicating to
support clients in the provision of
information
o sourcing documented
-
factual information, such as:
case documentation
information from professionals
information from service providers
previous file records
evidence that is permissible within the court system
o supporting
clients to consider all relevant information in
order to work towards own decision
o exercising
discretion on procedural matters appropriate to
client need and circumstance
Reviewed may refer to:

formal and informal feedback from:
o client
o colleagues
o external agency
o formal and

feedback
informal monitoring records
formal organisational processes, such as
o performance review
o continuous
improvement and quality assurance
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

applying written and oral communication strategies selected
for relevance across a range of justice dispute resolution
contexts

planning for and reviewing conflict resolution and mediation
processes within a range of justice contexts

knowledge of models and systems of conflict resolution and
mediation within the Victorian justice system

knowledge of relevant legislation, provisions regulatory
requirements and standards
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
151
VU20864: Work with conflict resolution and mediation processes within
justice environments
Method of assessment
Guidance information for
assessment
Section C: Units of competency - Diploma

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and appropriate texts, policies and
documentation

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of work-based project in following organisational
procedure for conflict resolution and/or arranging and
preparing for mediation

evaluation of action learning project in communication skills
and their application and efficacy across a range of justice
environments

evaluation of research project into models and strategies for
effective conflict resolution and mediation systems

oral and written questioning

case studies

presentations

role play scenarios

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20862:
Work with family violence contexts within justice
environments
o VU20863:
Work with culturally diverse clients within justice
environments
152
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20864: Work with conflict resolution and mediation processes within
justice environments
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
153
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to apply principles and practices of
management and leadership, including utilisation of organisation resources, to across a range of
justice environments.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers who are involved in management and leadership of
self and others in the support of strategic planning and social objectives of crime prevention and
reduction as well as community safety, within justice organisations.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Models of organisational structures and functions are analysed
for their relevance to justice environments
Examine
organisational
structure within
justice environments
1.2 Perspectives on organisational culture and behaviour are
critically analysed for relevance to justice environments
1.3 Scope for individuals within organisational culture and decisionmaking structures is analysed and debated
2.
Examine
management and
leadership strategies
for application to
justice environments
2.1 Theories of management and leadership are analysed and
debated for their relevance to organisational requirements of
justice environments
2.2 Internal and external systems and factors that may influence
management approaches within justice environments are
identified and discussed
2.3 Policies, procedures and strategies for continuous
improvement, including change-management, are established
and practised
154
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
3.
Develop
management and
leadership
requirements for job
roles within a justice
environment
VU20865: Apply management and leadership within justice environments
3.1 Personality, perceptions and attributes of self and others are
considered in relation to decision-making capacity of
current/potential job roles within justice environments
3.2 Communication and self-efficacy strategies applicable to justice
environment organisational settings are determined and
practised
3.3 Own role in team development and success is determined and
practised
3.4 Strategies for managing resources, work priorities and
contingencies are determined and practised
4.
Review own
performance
4.1 Feedback is sought from relevant people to inform reflective
practice
4.2 Recommendations for continuous improvement are made and
agreed upon in consultation with relevant people and according
to organisational requirements
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, experts and/or
external stakeholders across a range of relevant contexts within the justice industry

communication and leadership skills to work within, and to develop, teams and team
performance

communication and leadership skills to reduce conflict, stress and to solve problems for
self and others in a justice environment

organisational skills to prioritise tasks , set and meet targets, milestones and schedules

research and analytical skills to identify sources of information

research and analytical skills to evaluate management and leadership models and
strategies for application to justice environments

writing and comprehension skills obtain information from, and interpret documents, and
to prepare and present reports

problem-solving skills to identify risks, contingencies and opportunities for improvement

strategic and problem-solving skills to motivate commitment to change

communication, analytical, evaluation skills to access data and seek feedback from others,
and through reflective practice, to inform future practice
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
155
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma
Required Knowledge

principles and practice of management and leadership, including resource planning and
job design

general knowledge of organisational strategic directions and strategic planning

contemporary models of organisational structures and functions

contemporary theories and debates on organisational culture and behaviour and the
resultant advantages and limitations on scope individuals within organisations

general principles and practices of sustainability

quality management and continuous improvement methodologies

theories and models of team building

motivational strategies

time management strategies

risk management strategies

relevant Federal, State and local legislative and regulatory requirements and provisions

safe work practices
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. Bold italicised wording in the elements and performance criteria is detailed below.
Models of organisational
structures may refer to:

determinants of organisational structures

differences between mechanistic and organic structures

structures, such as:
o vertical
hierarchy
o vertical
supportive
o horizontal
controlled
o horizontal
autonomous
o departmentalisation
o silos

job design

processes, such as:
o methods of
communication and co-ordination particular to
structures, such as:
- vertical
- horizontal
o formal and
156
informal:
communication channels
decision making processes
policies
rules
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
- roles
- relations
- records
o accountability mechanisms
o formal and
informal reporting policies and procedures
o stakeholder
management through communication policies
and procedures
o co-ordination
and monitoring procedures
o review procedures
o resourcing
Models of organisational
functions may refer to:

job role design to achieve organisational goals as they may be
applied in the justice environment, such as:
o levels
of management
o functions and
responsibilities of managers
o functions and
responsibilities of those who are managed
o degrees of
responsibility and autonomy
o delegation
o work and performance
planning
o task scheduling
o job
simplification
o job
rotation
o job
sharing
o professional development
o formal and
informal work groups

relationship between organisational structure and design of
personnel roles and responsibilities

justice environment organisational audit functions and
objectives, such as:
o assessment of
currency and relevance of staff skills and
knowledge to work within justice environment
o assessment of
projected key priorities for justice
environments
o assessment of
effectiveness and timeliness of key
accountability and evaluative measures
o identification
o evaluation

of governance strengths and weaknesses
of personnel management processes
people performance management, such as:
o relationship
o clarity
between job design and organisational structure
of job description
o degree and
role of delegation
o planning, prioritising and scheduling
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
workload to suit justice
157
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma
environment
o expectations of
teams and individuals performance and
outcomes within justice environments
o models
and theories of team development and successful
function
o models
and theories on key stages of team development
o methods of
strategic planning to achieve group performance
expectations
o management of
cultural difference in fair decision-making
o performance review

for individuals and teams
performance systems, such as:
o reporting structures
o record
and procedures
keeping
o completion
documentation
o compliance policies and procedures
o quality
assurance policies and procedures
o contingency
o Key
planning
Performance Indicators (KPIs), such as:
- quantifiable outcomes
- set of key measurable performances that give best picture
of how work is progressing in order to understand and
manage it
- measuring the process rather than measuring the
endpoint so that corrective action is taken during the
process
- processes in place to meet long-term goals
- sustainability Triple Bottom Line (TBL) reporting criteria

skills, knowledge and attitudes to promote productive and
healthy working lives, such as;
o communication
skills between individuals and teams
o conflict resolution
o stress
management
o risk management procedures
Perspectives on
organisational culture
and behaviour may refer
to:

elements of organisational culture, such as formal and
informal:
o beliefs
o norms
o ideologies
o artefacts
158

culture and performance

conformity
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments

apparent and implied messages about expectations

organisational responses to non-conformity

integration of organisation mission / vision

changing culture

mechanisms for review

analysis of functional and dysfunctional organisational cultures

application of range of critical theories that seek to uncover
structural power inequalities and ideologies within
organisations

research and scholarly debates on organisational culture and
behaviour, such as:
o theoretical frameworks
o programmatic
frameworks
o possible theoretical frameworks
used to explain working of
organisational strategies

impact of managerialism, such as:
o focus
on outputs and efficiency measures
o technocratisation
o state control
o as

Scope for individuals may
refer to:
of professionalism
and surveillance of workers
a budget control mechanism
approaches to job design, such as:
o job
simplification
o job
rotation
o job
enlargement
o job
enrichment

capacity to influence job design

decision-making models for individuals

self-managed teams and decision-making

organisational influences on:
o creativity
o problem-solving
o job

Theories of management
may refer to:
satisfaction
impact of capacity of organisational structure and culture to
embrace diversity of approach

scientific

administrative

behavioural

organisational / environmental

participative
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
159
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma

consultative

autocratic

democratic

laissez-faire

classical, contemporary and post-modern theories of
management

decision-making models

FIVE Es goals and their strategic requirements for responding to
justice clients and contexts, meaning:
o Effectiveness
- with a critique of scientific rationalist definitions
- employing a political economy perspective
o Efficiency
- administrative, economic and target
o Equity
- justice, fairness, access and participation
o Excellence
- within a political economy perspective
o Expansion
- growing the resources, diversity and range of responses

Theories of leadership
may refer to:
transformational leadership, such as the FOUR Is theory,
meaning:
o Idealised
influence
o Inspirational motivation
o Intellectual stimulation
o Individualised consideration

concepts of leadership process of influencing others toward
organisational goal achievement

orientation and situational aspects of contemporary
leadership models, such as:
o delegation
o coaching/mentoring
o empowerment


transactional leadership
employee motivation

sources and effects of power

conventional power that influences contemporary leadership
models, orientations and structures

powers used by leaders to affect the behaviour of others, such as:
o legitimate
o reward
160
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
o coercive
o experts
o informational
o referent
Organisational
requirements may refer
to:

vision

mission

overall strategic planning, goals and positioning

operational policies and procedures and protocols, including
approaches to working with clients, such as:
o risk management
o service
o case
provision
management
o safety planning
o referral
o reporting
o privacy,
ethics and codes of practice

economic, social and environmental sustainability goals,
initiatives, reporting and protocols

sustainability management systems, procedures and practices

business and performance planning

organisational structure appropriate to strategic goals and
vision

legal and ethical requirements and codes of practice

quality and continuous improvement processes and standards

relevant legislative and regulatory requirements

reporting procedures

OHS policies, procedures and programs

justice environment management systems, procedures and
practices

production/provision processes

knowledge and Intellectual Property (IP) policies

human resource management, including:
o recruitment
policies and procedures
o professional
development
o industrial relations
o employment terms
o relevant
Internal and external
systems and factors may

and conditions
legislation and regulations
legislation
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
161
VU20865: Apply management and leadership within justice environments
refer to:
Section C: Units of competency - Diploma

community requirements

funding bodies

governance

organisational autonomy

skills of personnel

working conditions

industrial relations

contingency planning and systems

situational factors that influence ethical behaviour and
principles for ethical management , such as:
o advantages
and limitations of organisational structure
o advantages
and limitations of internal communication and
co-ordination functions
o operations management methodology
(system and
approaches by which values is added through conversion
inputs to outputs)
Continuous improvement
may refer to:
Change-management
may refer to:

processes of quality assurance

management of contingencies

adjustments made to processes and procedures as a result of
managing contingencies

identification of forces of change

critical analysis of attitude versus behavioural change
programmes

promotion of organisational acceptance of change, such as:
o gaining
and maintaining commitment to across range of
stakeholders
o motivational activities
o promotion
of change as supporting organisational goals and
overall mission

support strategies and systems that ensure relevant personnel
have access to information and material needs to comply with
change, such as:
o education
/ training programs
o strategies
to gain and maintain commitment to change
o strategies
to ensure any resourcing needs are communicated
expeditiously across organisation
o strategies
to encourage skills development required of
change
Personality, perceptions
and attributes may refer

162
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
models and perspectives on role of personality analysis in
organisational structures, recruitment and job design, such as:
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
to:
o advantages
and limitations of using personality type
indicator testing in recruitment and job design
o role
of personality, perceptions, attributes in power relations
and decision-making
o discriminatory
impact of labelling and assumptions about
ability based on unchecked perceptions

personality perceptions and attribute analysis theories and
methodologies, such as:
o personality type indicator
o emotional
systems
intelligence
o domains of
emotional intelligence
o learning styles

advantages and limitations to developing skills in personality,
perception and attribute analysis, in relation to justice
organisational requirements, such as:
o employee motivation
o self-motivation
o team building
o self-efficacy
o capacity
to self-manage
o dealing with diversity
o dealing with complex
o career
o social
development
awareness
o relationship
o stress

client needs
management
management
application of emotional intelligence techniques/definitions,
such as:
o openness,
conscientiousness, extraversion, agreeableness,
and neuroticism
o ability to detect and
o using
decipher emotions in self and others
emotions to problem-solve
o ability to
comprehend vicissitudes and interrelationships of
emotions
o ability to manage or regulate emotions
Communication
strategies may include:

in self and others
interpersonal communication techniques, such as:
o terminology
o verbal
or non-verbal language
o accurately
o two-way
o active
specific to applied practices
interpreting non-verbal and verbal messages
interaction
listening
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
163
VU20865: Apply management and leadership within justice environments
o questioning to
Section C: Units of competency - Diploma
clarify and confirm understanding
o culturally
inclusive and appropriate use of language and
concepts
o culturally
o clear
sensitive engagement techniques
and concrete presentations of options
o seeking
o giving
feedback
feedback
o assertiveness
o negotiation
o electronic
skills
communication protocols for sharing information
o strategic planning

team skills
building trust, respect, reliability and co-operative relationships
across relevant people within, and external to, the justice
organisation

conflict resolution strategies, such as:
o analysis
of causes of conflict
o analysis
of stages of conflict
o development
Self-efficacy strategies
may refer to:
of specific strategies to manage conflict

organisational communication techniques

stakeholder management through communication

formal and informal communication channels and strategies

provision of education and training programs

review of own personality, perception and attributes

ability to make judgements about courses of actions to deal
with prospective situations

realistic and achievable goal setting

management of work and/or workload:
o resources
o task priorities
o contingencies

assertiveness

strategic problem-solving

time management

capacity to influence

mental and emotional skills that support personal workplace
performance, such as:
o motivation
o self-esteem
o recognition
164
of symptoms of anxiety/stress
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
o stress
management within a justice environment, such as:
- analysis of triggers and signs of stress in self and others
- development of strategies to effectively deal with stress
- implementation of strategies
- monitoring and review of strategies
o fear management
o confidence
o awareness and control
o concentration
o relaxation
o visualisation
o reflective practice, such as:
- goal setting
- self-talk
- handling feedback
o maintaining effective communication
with relevant support
staff
Team development and
success may refer to:

conceptual approaches to team development and team
leadership

models of stages in group development

strategies that ensure success, such as:
o team
system
o equal and respectful participation and contribution
o awareness of impact of own and others’ personality,
perceptions and attributes
o motivational strategies
o risk management
o training in, and application of, communication practices, such
as:
- emotional intelligence
- team psychology
- human behaviour
- sociology and sociological impacts on individuals and
teams
o strategic approaches to:
-
developing team system
defining roles within a team
identifying strengths of team members
diversity and cultural protocols
shared decision-making
shared problem-solving, such as:
 focusing on problem rather than individuals involved
 canvassing all points of view within group
 developing opportunities for all participants to
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
165
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma
contribute meaningfully to the process
- reaching consensus
- building trust
- providing feedback on team performance to teams
members and external stakeholders
Resources, work priorities
and contingencies
(strategies for) may refer
to:


166
resourcing, such as:
o human, including:
- internal personnel
- external personnel
- expert assistance
- recruitment processes
o physical
o policies and procedures for resource acquisition, such as:
- legislative and regulatory compliance
- relevant Australian and international standards
- organisational policies for purchasing and procurement
- environmental auditing
- financial auditing
- budgetary requirements
- risk management
- quality assurance
- OHS
o resource management formal policies, procedures and
methodologies for meeting immediate and long-term
resource needs, that may involve:
- human resourcing tools and systems, including:
 professional development
 industrial relations management
 recruitment policies and procedures
 employment terms and conditions
 compliance with relevant legislation and regulations
- E-management tools and systems
- procurement
- Standard Operating Procedures (SOPs)
- resourcing Key Performance Indicators (KPIs)
work prioritising, such as:
o scheduling, including:
- long-terms targets and milestones
- short-term targets
- timeframes
- work breakdown structure
- critical path management
o cumulative and discrete schedules
o time management
o delegation
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments

Relevant people may
refer to:
Reflective practice may
refer to:
contingency strategies, such as:
o risk and contingency planning
o stress management
o delegation
o processes for improvement

management

colleagues

clients

customers

stakeholders

experts

industry professionals

planners

advisors

consultants

regulators

policy makers

theoretically informed practice

where future decisions are made using information gained
through monitoring own performance
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

determining, developing, practising and reviewing leadership
and management skills appropriate to justice environment
requirements within parameters of current/potential job roles

knowledge of models and styles of management and
leadership appropriate to particular justice environment
structures and functions

knowledge of relevant legislation, provisions and regulatory
requirements
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and appropriate texts, policies and
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
167
VU20865: Apply management and leadership within justice environments
Section C: Units of competency - Diploma
documentation

Method of assessment
Guidance information for
assessment
168
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project into management and
leadership styles and models of contemporary justice
environments

evaluation of project on application of emotional intelligence
theory to current/potential job roles

evaluation of critical analysis of types of organisational
structures within justice environments

evaluation of work-based project on development and
implementation of management and leadership strategies in
justice environments

evaluation of project in developing and applying strategies
managing change in justice environments

oral and written questioning

case studies

presentations

role play scenarios

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
VU20865: Apply management and leadership within justice environments
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
169
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Section C: Units of competency - Diploma
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Unit Descriptor
This unit describes the skills and knowledge required to apply the law enforcement requirements of
the Australian Border Force, the Customs Act and related legislation, including the processes and
procedures. It also includes an examination of the function of the Australian Border Force. The
Australian Border Force is the key agency protecting Australia’s borders, performing a vital role in
supporting and protecting the safety, security and commercial interests of Australia. The Australian
Border Force facilitates legitimate trade and travel, prevents the illegal movement of people and
harmful goods across Australia’s borders, and collects border revenue and trade statistics.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of
publication.
Employability Skills The required outcomes described in this unit of competency contain
applicable facets of Employability Skills. The Employability Skills Summary of the qualification
in which this unit is included will assist in identifying employability skill requirements.
Application of the Unit This unit supports the work of justice officers working across a range of
functions and responsibilities within the Australian Border Force within justice industry
parameters and framework.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the
essential outcomes of a
unit of competency.
Performance criteria describe the required performance needed to
demonstrate achievement of the element. Where bold italicised text is
used, further information is detailed in the required skills and
knowledge and/or the range statement. Assessment of performance is
to be consistent with the evidence guide.
1. Examine the role of
the Australian Border
Force
1.1
Australian Border Force community protection role of
frontline, coast watch and border protection is delineated
1.2
Border controls over passengers, crew, goods, vessels and
aircraft are investigated
1.3
Relationship of Australian Border Force to other law
enforcement agencies and to trade is analysed
1.4
Australian Border Force links to United Nation protocols
and conventions and World Trade Organisation functions
are examined and evaluated
170
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
2. Review the legislative
authority and
application of the
Customs Act 1901
within a justice
environment
2.1
2.2
2.3
2.4
3. Determine and apply
risk management in
Australian Border
Force contexts
3.1
3.2
3.3
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Legislative authority of the Customs Act, and
legislative relationship with other State and Federal
acts that support it are examined
Major offences in the Act and related legislation are
identified
Border Force investigations operational methods,
tools and technology and key links with State and
Federal police forces are examined
Key Commonwealth legislation relating to Border
Force are applied to legal disputes and breaches
through Victorian court system
Risk management principles and practices are examined relation
to customs services operations
Risk assessment strategy in the movement of cargo and
passengers is examined and applied
Steps in the Border Force risk management operational cycle are
identified, applied and reviewed for continuous improvement
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with clients, colleagues, management, and
experts and stakeholders across a range of Border Force requirements within the justice
industry

problem-solving and negotiation skills to identify and respond to stakeholder requirements

problem-solving skills to manage risk and contingencies

problem-solving and operational skills to facilitate passenger movement and control

technical and strategic skills to use tools and technologies for border control, anti-terrorism
and detection of illicit articles at border control points.

writing and comprehension skills to obtain information from, and interpret documents, and
to prepare and present reports

organisation skills to prioritise, set and meet targets, milestones and schedules
Required Knowledge

relevant Federal, State and local government legislative and statutory requirements and
provisions, such as:
o
Commonwealth Legislation relating to border protection
o
Customs Act (1901)
o
Australian Federal Police Legislation
o
Immigration legislation

powers, functions and legal duties of the Australian Border Force

approaches to terrorism and counter-terrorism strategies and programs

prohibited imports and exports
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
171
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Section C: Units of competency - Diploma

role of Australian Federal Police and the Department of Immigration and Border
Protection, and Biosecurity Australia in relation to Border protection

risk management provisions for Australian airports and ports

categories of Border Force risk management

economic and financial focus of the Australian Border Force

multi-agency approaches to border protection

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Australian Border Force
includes:

managing the security and integrity of Australia’s border

facilitating the movement of legitimate travellers and goods
across the border

detecting the movement of illicit drugs across Australia’s borders
(including methods of concealment) and effecting arrests of
culprits

detection of materials and persons involved in terrorist activity or
planning

collection border related duties and taxes

Collection of Australian Bureau of Statistics data

strengthening the security of the international supply chain to
facilitate trade for Australian business

improving enforcement of border or border protection related
laws, particularly in relation to drugs and chemical precursors,
through methods, such as:

o
intelligence for law-enforcement purposes
o
information for law-enforcement purposes
supporting whole-of-government initiatives, such as:
o
Border controls may
include:
Law enforcement agencies
172
Australia’s overseas aid programs

regulate immigration (both legal and illegal)

control the movement of passengers, crew, goods, vessels and
aircraft

execute the customs functions such as collecting duty and
excise taxes

prevent smuggling of drugs, weapons, endangered species and
other illegal or hazardous material

assist in the control of exotic pests and the spread of human or
animal diseases

Australian Federal Police
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
may include:
VU20866: Apply Australian Border Force law enforcement processes within justice
environments

Australian Protective Services

Australian Taxation Office

Australian Crime Authority

Biosecurity Australia

Australian Fisheries Management Authority

Australian Competition and Consumer Commission

CrimTrac Agency

Victoria Police

Various Security Agencies

government departments, such as:
o
Department of Immigration and Border Protection
o
Defence Department
o
Attorney-General’s Dept.
o
Australian Security Intelligence Organisation
o
Australian Government Solicitor
o
Australian Transaction Reports and Analysis Centre
o
United Nation Protocols
and Conventions include:
World Trade Organisation
functions may refer to:
Department of Infrastructure & Transport
o
Dept. Foreign Affairs & Trade
o
Dept. Industry & Science
o
Australian Communications and Media Authority
o
Department of Agriculture, Fisheries and Forestry
o
Department of the Environment,

State and Territory agencies

International Law Enforcement Agencies such as:

o
Interpol
o
Federal Bureau of Investigation (FBI)
United Nations Convention Against Transnational Organised
Crime and supplementary protocols, such as:
o
protocols to prevent, suppress and punish trafficking in
persons, especially women and children
o
protocols against the smuggling of migrants by land,
sea and air
o
protocols against the illicit manufacturing and
trafficking in firearms, their parts and components and
ammunition

World Trade Organisation (WTO) deals with the global rules of
trade between nations.

Ensures:
o
smooth, predictable and free as possible flow of trade
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
173
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Section C: Units of competency - Diploma
between nations
o

monitors policies and regulatory requirements

International trade law

The Customs Tariff Act and the use of the Tariff in border
protection
Legislative authority of the 
Australian Border Force Act

(2015) and Customs Act

(1901) covers:
174
co-operation between trade nations
facilitation of trade
protection of Australian borders
geographical location of entry points into Australia

control of movement of passengers and cargo

identification of prohibited imports and exports

identification of methods used to conceal prohibited imports
and exports

technology applicable to border protection

tools and technology applicable to counter-terrorism

legal powers to:
o
search cargo and packages
o
search persons – frisk, external, internal
o
examine
o
seize
o
question
o
arrest
o
patrol
o
carry weapons and Use of Force

powers to control, monitor and regulate the movement of
people in and out of Australia

powers to control, monitor and regulate the import and export
of goods and services
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Customs Act refers to:
Major offences include:
Australian Border Force
investigations may involve:
VU20866: Apply Australian Border Force law enforcement processes within justice
environments

Australian Customs Act 1901 and its revisions

key Commonwealth legislation

importation of illegal weapons

importation of precursor drugs

importation of dangerous goods – including consumer goods
and explosives;

importation of performance and image enhancing drugs
(PIEDs)

importation of offensive publications, including child
pornography

wildlife smuggling

commercial fraud

money laundering

anti-dumping

Illegal immigration

people smuggling

terrorism

officer corruption and abuse/misuse of powers

applicable indictable offences

Breaches of Australian border controls, associated proceeds of
crime and offences against Border Protection legislation, such
as:
o
illegal movement and possession of prohibited and
restricted goods across the Australian border, such as:
Border Controlled Precursors used to make
narcotics
performance and image enhancing drugs
native and exotic wildlife
firearms, ammunition and other weapons
objectionable publications such as child
pornography
defence and strategic goods
goods of concern to Consumer Safety and
Community protection
o
illegal immigration (including Refugees);
o
smuggling and the evasion of Customs duty including
tobacco and cigarette smuggling;
o
proceeds associated with breaches of border controls, such
as:
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
175
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Section C: Units of competency - Diploma
cash
property
o
Tools and technology may
include:
Key Commonwealth
legislation may include:
176
vehicles
threat to, and assault of, officers undertaking duties under
Border Force legislation

issuing and execution of warrants

methods and tools used to counter terrorism

basic and advanced investigative methodology including:
o
computer technology
o
surveillance (covert and overt operations)
o
coastal and marine surveillance – air, sea, satellite
o
liaison and co-operation within Australia and
Internationally

body scanners

e-Passports

biometric scanners

CCTV

trace particle detectors

radiation detection

computer forensics systems

neutron cargo scanners

detector dogs

Remote controlled submersibles

personal protective equipment (PPE)

Anti-Money Laundering and Counter Terrorism Financing Act

Australian Postal Corporation Act 1989

Aviation Transport Security Act 2004

Commonwealth of Australian Constitutions Act 1901

Commerce (Trade Descriptions) Act 1925

Copyright Act 1968

Crimes Act 1944

Customs Act 1901

Customs Regulation 1926

Customs Administrative Act 1985

Customs Tariff Act 1995 and related legislations

Environment Protection and Biodiversity Conservation Act
1999

Fisheries Management Act 1991
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Risk management
principles and practices
may include:
Steps in customs risk
management may include:
VU20866: Apply Australian Border Force law enforcement processes within justice
environments

Migration Act 1958

Work Health and Safety Act 2011 (Federal)

The Occupational Health and Safety Act 2004 (Victoria)

Passenger Movement Charge Act 1978

Privacy Act 1968

Proceeds of Crime Act 2002

Public Service Act 1999

Quarantine Act 1908 Note: The new Biosecurity Act 2015 will
commence on 16 June 2016, 12 months after royal assent,
replacing the Quarantine Act 1908

Trademarks Act 1995

restricted import legislations under various acts, such as:
o
illicit substance
o
pornographic material
o
counterfeit – all types
o
firearms/explosives
o
chemical weapons

Other related laws of the Commonwealth

involvement of multi-agency partnerships

working with other Federal and State law enforcement
agencies

provisions of the Australian Standards as per the AS/NZS ISO
31000:2009 – Risk Management principles and guideline

goals setting

establishment of roles and responsibilities

establishment of risk context

risks identification

risks analysis

risks level estimation

risk level evaluation

risks treatment

monitoring and review
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
177
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Section C: Units of competency - Diploma
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required
Skills and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and
evidence required to
demonstrate
competency in this unit
Context of and specific
resources for
assessment
A person who demonstrates competency in this unit must provide
evidence of:

applying Commonwealth legislation relevant to Australian
Border Force jurisdiction to legal disputes and breaches within
Victorian court system

implementing risk management strategies in relation to border
protection

knowledge of Australian Border Force systems and operations

knowledge of models and systems for risk management within
the Australian Border Force

knowledge of relevant legislation, provisions regulatory
requirements and standards
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
178

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and provisions that apply to border
protection law enforcement processes

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional institutions,
courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of an action learning project in the application of key
legal provisions of the Customs Act in addressing legal disputes
and breaches

evaluation of a work-based project in border protection risk
management processes and strategies

evaluation of a research project in the legislative powers of the
Customs Act and their application

oral and written questioning

case studies

presentations

role play scenarios

third party reports
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency - Diploma
Guidance information
for assessment
VU20866: Apply Australian Border Force law enforcement processes within justice
environments
Holistic assessment with other units relevant to
the industry sector, workplace and job role is
recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
179
VU20867: Support policing processes within justice environment context
Section C: Units of competency - Diploma
VU20867: Support policing processes within justice environment contexts
Unit Descriptor
This unit describes the knowledge and skills required to support the functions, structures and
powers of police and other enforcement and supporting agencies for application to emergency
responses within justice contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers responsible for working with police, other
enforcement and supporting agencies when responding to emergencies, including prescribed
criminal activity, within justice environments. Typically, practitioners require a solid working
knowledge of the functions, structures and powers of policing in Victoria in order to appropriately
address issues related to emergencies.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Origins and historical development of the Victorian and
Australian police forces are examined
Investigate the
history and
accountability of
policing in Australia
1.2 Ethical conduct and accountability of police and the impact of
policing behaviour on community are investigated and discussed
1.3 Role of State government in current policing practices and
procedures is investigated
2.
Analyse the
structural functions
and powers of
policing in Victoria
2.1 Organisational structure of policing organisations is examined
2.2 Contemporary role and functions of police and policing in the
enforcement of the law and within the criminal justice system
are examined
2.3 Functions and powers of public, community and private
policing are identified and conceptual differences, impact on
community and effectiveness are debated
3.
Analyse the role of
police in an
emergency
3.1 Concept of emergency and aims of an emergency management
plan are outlined
3.2 Functions of, and relationships between, governmental and
non-governmental emergency management agencies are
delineated
3.3 Functions of the police and supporting agencies in addressing
emergencies are reviewed
180
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency – Diploma
4.
Review own support
role in relation to
policing practice
VU20867: Support policing processes within justice environment contexts
4.1 Processes and procedures for dealing with emergency, in
preparation for police to take over, are delineated
4.2 Own role in emergency processes and procedures is determined
applied in accordance with organisational and legislative
requirements
4.3 Own performance in applying emergency processes and
procedures is reviewed in consultation with relevant people
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant specialist
personnel under direction, independently, or within a team

interpersonal and organising skills to engage with formal support mechanisms for
addressing emergencies within context of own role in justice environments

analytical and problem-solving skills to apply ethical approaches to dealing with
emergencies in justice contexts

problem-solving and operational skills to access police and policing resources to expedite
justice outcomes

procedural and problem-solving skills to manage emergencies, such as: dangerous
situations, events and /or crime scenes, prior to arrival of police or policing agency

communication, assertiveness and problem-solving skills to manage clients with special
needs in emergency situations

problem-solving skills to manage risk and contingencies

writing and comprehension skills to obtain information from, and interpret documents,
and to prepare and present reports

communication and analytical skills to candidly seek feedback from others and apply to
own practice
Required Knowledge

relevant Federal, State and local government legislative and statutory requirements and
provisions

general historical development of Victorian and Australian police and other law enforcement
agencies

policing structures, operational deployment, policing policies and processes of law
enforcement agencies

legislated policing powers and roles within investigative, adjudicative and public maintenance
components of the criminal justice system

emergency management processes, policy and legislation applicable to policing in Victoria

risk management processes and procedures

safe work practices
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
181
VU20867: Support policing processes within justice environment context
Section C: Units of competency - Diploma
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. Bold italicised wording in the performance criteria is detailed below.
Origins and historical
development may refer
to:
Ethics and accountability
of police may refer to:

definitions of ‘police’

origins of public and private police

historical development of policing in Australia

formation of Australian police forces

function of early policing

structure of early policing

Sir Robert Peel’s influence on the objectives and structure of a
modern police organisation

ethics and accountability of police, such as the charge to:
o act
with care and diligence when on duty
o know
and comply with all legislation, policies, procedures
and guidelines that relate to policing duties
o treat
everyone with respect, courtesy and fairness regardless
of race or creed
o comply
with the law whether on or off duty
o take
steps to avoid conflicts of interest, report those that
cannot be avoided and co-operate in their management
o only
access, use and/or disclose confidential information if
required by his/her police duties and authorised by
legislation and force policy
o not
make improper use of his/her position or police
information or resources
o report the misconduct of
police officers and other law
enforcement agents
o be
accountable to legal processes
o conduct

Role of State Government
may refer to:




182
interrogations according to police procedure
consequences of unethical political behaviour
police management priorities reflecting government policies or
political interest
government funding
prioritisation of police functions
deployment of policing organisations, such as:
o Fisheries officers
o Protective Service Officers (PSOs)
o camera car operators
o Transport Authorised Officers
o Environment Protection Agency (EPA) inspectors
o Workcover inspectors
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency – Diploma

VU20867: Support policing processes within justice environment contexts
separation of powers, may include:
o Governance of
a state distributed across three branches,
with specific functions relative to law and law
enforcement:
- the Executive executes laws
- the Legislative makes laws
- the Judicial interprets laws
Organisational structure
(of policing organisations)
may refer to:

Victorian Police structure versus private police structure

types of structure, such as:
o current
(police service versus police force)
o traditional
o symbolic

chain of command and disciplined structure (para-military)

structure and responsibilities dictating various functions

police organisations, such as:
o Public police (community
interest)
- State sworn police officer
- Federal sworn police officers
- Authorised officers, such as:
 PSOs
 VicRoads enforcement officers
 Fisheries
 transport
o Private police (commercial

Role and functions of
police and policing may
refer to:
interest)
- security organisations
- private agents
- private investigators
- private security providers
- private security companies
Office of Constable - ethical responsibilities and duties of sworn
members

public police functions, such as:
o policing
legislation
o public order maintenance
o powers of police in exercising their duties
o emergency management role
o general public service duties, such as:
- licensing
- welfare service deliveries
o legal
power to investigate crime
o plain
clothes versus uniform police
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
183
VU20867: Support policing processes within justice environment context
Section C: Units of competency - Diploma
o police discretion

private police functions, such as:
o securing
capital
o regulation
o crowd
o asset
of labour
control
protection
o powers
of private police
o support in emergency
o preliminary
o clear
investigation in internal/organisational crime
commercial connection to requirements to clients

policing legislation and Common Law

powers of police in exercising their duties

proactive and reactive policing

best practice policing

gate keeping of criminal justice system

reporting and information gathering

crime prevention

political functions, such as:
o use
Public, community and
private policing may
include:
management
of Protective Service Officers on public transport

structure and responsibilities dictating various functions

distinction between police force and police service

legislative powers

community policing

client focus

commercial connections

contractual connection

reliance on force
Conceptual differences
may refer to:

concept of ‘user pays’ and its impact on the traditional
relationship between the citizen and the criminal justice system
Concept of emergency
may include:

According to the Emergency Management Act 1986 and 2011
amendment:

184
‘an emergency due to the actual or imminent occurrence of an
event which in any way endangers or threatens to endanger
the safety or health of any person in Victoria or which destroys
or damages, or threatens to destroy or damage, any property
in Victoria or endangers or threatens to endanger the
environment or an element of the environment in Victoria
including, without limiting the generality of the foregoing-
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency – Diploma
VU20867: Support policing processes within justice environment contexts
a) an earthquake, flood, wind-storm or other natural event; a
fire; and
b) an explosion; and
c) a road accident or any other accident; and
d) a plague or an epidemic or contamination; and
e) a warlike act or act of terrorism, whether directed at Victoria
or a part of Victoria or at any other State or Territory of the
Commonwealth; and
f) a hi-jack, siege or riot; and
g) a disruption to an essential service;

State and Federal responsibility, such as:
o emergency
management means the organisation and
management of resources for dealing with all aspects of
emergencies
Emergency management
plan may include:

management and organisation of the prevention, response,
and recovery phases of emergencies, involving all relevant
government and non-government agencies

based on definitions of an emergency

policies and procedures of emergency services agencies, such
as:
o Country Fire Authority
o Metropolitan
o Victoria
o any
Fire and Emergency Services Board
State Emergency Service Authority
other prescribed agency
o agency
primarily responsible for responding to the
emergency
Governmental and nongovernmental agencies
may refer to:

State Emergency Response Plan

State Emergency Recovery Plan

role and responsibilities of State Emergency Response
Coordinator

role and responsibility of State Emergency Recovery
Coordinator

role and responsibilities of responsible agencies

any corporate or unincorporated body constituted by or under
any Act for a public purpose

any member or officer of such a body

any person in the service of the Crown in Victoria, whose
function, power, duty or responsibility is conferred by or
under any Act

functions of Victoria Emergency Management Council
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
185
VU20867: Support policing processes within justice environment context
Section C: Units of competency - Diploma

Coordinator in Chief of the Victorian Department of Justice

lead and support agencies

State Emergency Response Plan

National Emergency Management Plan

non-government agency, such as:
oa
voluntary organization
o any
other person or body
o volunteer emergency
worker who engages in emergency
activity upon request
o other
than a government agency
o private sector emergency
o community
Functions of police and
supporting agencies (in
addressing emergencies)
may include:
186
run emergency services

declaration of emergency area

powers of police in respect of emergency area

offences under the act

immunity for volunteer emergency workers

declaring ‘state of disaster’ area

power of the minister during ‘state of disaster’ declaration in
force

control of response to major fires or fires

control of emergency responses other than fire

civil defence, such as:
o
Processes and procedures
may include:
services
the performance of humanitarian tasks intended to protect
the civil population of Victoria against the dangers of, and
to help it recover from, the immediate effects of a war-like
act

concept of ‘Aid to the Civil Community’ as defined in the
Defence Force Act

entry in State Disaster Registry and inquiry system

functions of non-governmental agencies, such as:
o to
assist in crowd control
o to
assist in protection of asset
o as
directed by the combating agency

take control

establish a control facility

establish and maintain a control structure

assess situation and determine priorities

develop control plan

implement control plan
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency – Diploma

Organisational
requirements may refer
to:
Legislative requirements
may include:
Relevant people may
include:
VU20867: Support policing processes within justice environment contexts
conclude emergency activities

review emergency activities

powers in respect of emergency area

identifying agencies which are primarily responsible for
responding to the emergency

coordinating the activities of support agencies

specifying the roles of agencies

specifying the roles and responsibilities of coordinators

defining emergency response regions

approaches to risk management

resource requirements and financial considerations

legal and ethical requirements and codes of practice

quality standards and continuous improvement processes

OHS policies, procedures and programs

Emergency Management Act 1986

Emergency Management Regulations 2003

State Emergency Response Act 2005

Victoria State Emergency Service Act 2005

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

relevant services agencies

regulators

key bureaucrats and politicians
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
A person who demonstrates competency in this unit must provide
evidence of:

applying of processes and procedures for initial response to
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
187
VU20867: Support policing processes within justice environment context
competency in this unit
Context of and specific
resources for assessment
Section C: Units of competency - Diploma
emergencies prior to arrival of police and/or policing agency

knowledge of roles and functions of police and emergency
services in emergency management

knowledge of relevant legislation, provisions, regulatory
requirements and standards in the justice context
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
Guidance information for
assessment
188

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and provisions, policing policies and
processes of law enforcement agencies

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project in emergency management within
parameters of current/potential job roles within justice
environments

evaluation of research project into history of police and policing in
Australia

review of portfolio of research into emergency management and
conceptual and functional differences of private and public
policing in Victoria

practical exercises in emergency situations

oral and written questioning

case studies

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
Section C: Units of competency – Diploma
VU20867: Support policing processes within justice environment contexts
Document1: 22199VIC Certificate IV /22197VIC Dip /22200VIC Adv. Diploma
189
VU20851: Apply research techniques within justice contexts
Section C: Units of competency - Adv. Diploma
VU20851: Apply research techniques within justice contexts
Unit Descriptor
This unit describes the skills and knowledge required to apply research methodologies appropriate
to specific justice context/s.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers, across a range of justice environments, responsible
for applying appropriate research methodologies to projects and/or issues in order to make
recommendations, offer solutions or promote change.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Purpose and limitations of research within justice contexts is
analysed and debated
Determine
requirements for
research within
justice contexts
1.2
Models and theoretical perspectives on research
methodologies are delineated and evaluated for suitability to
justice contexts
1.3 Organisational policies and procedures for conducting research,
collecting and maintaining data are identified
1.4 Opportunities for research are identified and hypotheses
formulated
1.5 Research proposal is developed and scoped in consultation with
relevant people
2.
Conduct research
2.1 Methodology suitable to purpose is determined and resources
attained
2.2 Literature is critically analysed
2.3 Instruments are developed, assessed for usability and validated
in consultation with relevant people
2.4 Ethics and legal requirements are identified and addressed
190
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
3.
Critically analyse and
report findings
VU20851: Apply research techniques within justice contexts
3.1 Research findings and results are reviewed against research
proposal objectives
3.2 Research outcomes are critically analysed, recommendations
and conclusions developed and documented
3.3 Research outcomes are documented and presented according to
organisational and referencing requirements
3.4 Efficacy of research methodology is reviewed to inform future
practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant experts
and/or external stakeholders across a range of relevant contexts

research and analytical skills to identify sources of information

critical analysis skills to evaluate information

organisational skills to maintain data collection systems

analytical skills to develop and test the validity of research instruments

project management and organisational skills to prioritise, set and meet targets,
milestones and schedules

research and analytical skills to evaluate research methodologies for application to justice
environments

research skills to prepare research instruments,

writing skills to prepare and present reports

problem-solving skills to identify risks, contingencies and opportunities for improvement

strategic and problem-solving skills to motivate commitment change

analytical, evaluation skills to access data and seek feedback from others to inform future
practice
Required Knowledge

general models and perspectives on research methodologies

role and functions of evidence-based research within justice contexts

American Psychological Association (APA) referencing system

ethical principles and codes of practice for conducting research within justice contexts

project management methodologies

general principles and practices of sustainability

relevant Federal, State and local legislative and regulatory requirements and provisions

risk management strategies

safe work practices
©State of Victoria 2012
191
VU20851: Apply research techniques within justice contexts
Section C: Units of competency - Adv. Diploma
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. Bold italicised wording in the performance criteria is detailed below.
Purpose may include:

role and functions of research within justice contexts

evidence-based research to inform and practice within justice
environments

collection of data to assist informed decision making, planning
or risk management

research to promote reform and development of legislation
and/or policy relevant to justice industry sector

research into trends, statistics and issues relevant to:
o specific
justice agencies
o criminal
justice system
o criminal
law
o civil
law
o administrative law

data and information relating to strategy, policy, practices, or
work processes developed and implemented by an justice
organisation, such as:
o creation
of indices
o creation
of comparative scales
o process
development
o change
management technique or strategy
o formation
of solutions to complex problems
o information
-
Justice contexts may refer
to:
192
and analysis of:
impact of new policies/legislation
impact of new processes
potential application and impact of new process
legislation development

information and analysis to conduct a strategic or community
campaign, activity or advocacy

information and analysis to conduct industrial relations
bargaining

relationship or relevance of a theory, principle or practice to
an immediate practical problem, issue or to test a proposed
solution

policing

corrections

juvenile justice

courts
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Research methodologies
may refer to:
VU20851: Apply research techniques within justice contexts

specialist courts

customs

local government

community justice

family violence

mediation

corrections

community justice agencies

community legal agencies

Legal Aid (Victoria)

qualitative or quantitative research strategies

pre-existing research instruments

naturalistic methodologies

action research

steps in process of research

considerations of:
o advantages
o ethical
and limitations of different methodologies
values
o professional conduct
o using
research to achieve particular outcomes
o reliability
o quality
and validity
of research
o research
strategies, such as:
o data analysis,
such as:
- statistical analysis
- review of previous research
- data sampling
o documentation
o focus
reviews
groups
o interviewing
o online
colleagues and clients
searching using techniques, such as:
- Boolean operators
- key words and phrases
o databases
Collecting data may
include:
©State of Victoria 2012

collaboration with other experts or mentors

desk research

document research

field study
193
VU20851: Apply research techniques within justice contexts
Maintaining data may
include:
Section C: Units of competency - Adv. Diploma

observation

physical items analysis

interviews

questionnaires

surveys

suitable technology, such as:
o communication
technology and networks
o databases
and the use of spreadsheets, graphs, trend and
time series, and mathematical equations
o hardware and
Hypotheses may include:
Research proposal may
include:
software

conceptual or operational proposition or explanation that will
be tested through the conduct of the applied research

an existing belief that requires confirmation through research

statement of anticipated outcome

purpose / proposition

timeframe

methodology, approach and procedure

hypotheses / key research questions

expected value of research to issue/purpose

variables

participants

data collection methods

sources of information, such as:
o primary
o secondary

resources, such as:
o apparatus and
materials
o technology
o personnel
o experts
o components required
o design
specifications
o infrastructure
o monetary
o physical
o technical manuals
o samples

194
methods for results analysis and summary
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

Scope may refer to:
VU20851: Apply research techniques within justice contexts
implications
project management methods, such as:
alignment to organisational planning
personnel
responsibilities
communication strategies
resource allocation
timelines
targets and milestones
completion of key tasks and project phases
monitoring, review and reporting
agreed reporting requirements
progress reports
final report

contributors, such as:
o individuals
and groups both inside and outside the
organisation who have some direct interest or expertise in
relation to the applied research or who provide data
Relevant people may
include:
©State of Victoria 2012

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

women’s services and advocacy agencies

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ)
organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians
195
VU20851: Apply research techniques within justice contexts
Resources may include:
Literature may include:
Critical analysed may
refer to:
Section C: Units of competency - Adv. Diploma

budget

personnel

literature

organisational policies, procedures and journals

archives

electronic databases

interest research

library research

media publications

industry associations

industry publications

conference proceedings

experts

workplace documentation

questioning

evaluating

making judgements

finding connections

categorising

identifying problems and solutions

making comparisons

stating an argument and supporting it with evidence

relating theory to practice

application of range of critical theories, that seek to uncover
social structural power inequalities and ideologies, such as:
o feminism
o neo-Marxism
o queer
theory
o structural
o work of

race theories
the Frankfurt school of social enquiry
application of theories on social structural causes and
influence on personal problems, such as:
o social
and economic class
o gender
institutions
o race
196
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Instrument may refer to:
VU20851: Apply research techniques within justice contexts

test

questionnaire

interview questions

set of guidelines for observation

measurement procedure

valuation surveys

research tool

considerations of:
o
reliability and validity
o protocols
Validated may refer to:
and ethics

examining the extent to which the instrument measures what
it purports to measure

terminology / types of validity, such as:
o content validity
o face
validity
o construct
o internal
validity
validity
o external validity
o conclusion

validity
reliability factors, such as:
o equivalence
o stability
o

internal consistency
factors affecting reliability and validity of instrument, such as:
o sample
size
o comparing types
of surveys and methods used to increase
validity
o capacity
o access
Ethics may include:
©State of Victoria 2012
to generalise findings across the whole population
appropriate population

client/participant welfare

impact on the individual

impact on a community

cultural practices and considerations

consultation with an ethics committee

sustainability practices

requisite authority and qualifications to conduct interviews

privacy
197
VU20851: Apply research techniques within justice contexts

Legal requirements may
include:
Research findings may
include:
Section C: Units of competency - Adv. Diploma
safety

agreements with third parties who supply research or data

competency standards

contracts

copyright and privacy laws relating to physical materials and
electronic technology

licensing

plagiarism

privacy

Categories and logical sequences of data, information and
knowledge, such as:
o arguments
and rebuttals
o categories and sequences
traditionally used for the particular
type of document being prepared
o chronological,
o facts,
alphabetical or operating sequences
observations, conclusions and recommendations
o illustrative
o linking
case studies and other examples
and summary statements
o recommendations
o development
Reviewed may refer to:
Organisational
requirements may refer
to:
198
and supporting arguments
of structure and content of documents

feasibility of implementing the recommendations

critical comparison of any findings of previous research and those
of current research

original research parameters and brief

quality and credibility of the methodology

value of its usefulness

value of the information and data

vision

overall strategic planning, goals and positioning

privacy, ethics and codes of practice

sustainability management systems, procedures and practices

business and performance planning

processes

legal and ethical requirements and codes of practice

quality and continuous improvement processes and standards

relevant legislative and regulatory requirements

reporting procedures

OHS policies, procedures and programs

justice environment management systems, procedures and
practices
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

Referencing
requirements may
include:
VU20851: Apply research techniques within justice contexts
knowledge and Intellectual Property (IP) policies

referencing methods of:
o Australian Psychological Association
(APA)
o Harvard
o Legal
o Oxford

in-text citation

bibliography

annotated bibliography

referencing page
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

conducting research including development of a research
proposal, collecting and maintaining data, critically analysing
and reporting findings

reviewing efficacy of research methodology

knowledge of methodologies, ethical and legal requirements
for research conducted within justice environments
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
©State of Victoria 2012

access to suitable simulated or real workplace/learning
opportunities

access to relevant Federal, State and local legislative and
regulatory requirements and provisions

access to American Psychological Association (APA)
referencing system

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of research project proposal relevant to
requirements of justice contexts

evaluation of research project into research methodologies
199
VU20851: Apply research techniques within justice contexts
Section C: Units of competency - Adv. Diploma
and their suitability and limitations for justice context
application
Guidance information for
assessment
200

evaluation of action learning project in validation of data
collection instruments and literature analysis

case studies

role plays

practical exercises

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
©State of Victoria 2012
VU20851: Apply research techniques within justice contexts
201
VU20852: Apply investigative processes within justice
environments
Section C: Units of competency - Adv. Diploma
VU20852: Apply investigative processes within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to apply appropriate and relevant
investigative skills and procedure to conduct investigations, gather, record, assess and present
evidence in a court of competent jurisdiction.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers, authorised officers, in-house investigators, as well
as those who, as part of their responsibilities, undertake initial investigation including collecting,
assessing, processing evidence from crime/event scenes, evaluating all relevant and available
evidence for pre-trial requirements and procedure.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
Identify and apply
responsibilities and
legal obligations of
investigative role
within justice
contexts
1.1 Role, principles and responsibilities of an investigator in a
justice environment are analysed
Identify and apply
evidence procedures
2.1 Legal requirements and procedures at crime/events scenes are
identified and applied
2.
1.2 Legal boundaries and operational requirements of a criminal
investigation are delineated and applied
1.3 Laws relating to obtaining information and the methods of
gathering evidence are analysed and applied
2.2 Physical and forensic evidence and their requirements are
identified, collected, recorded, assessed and prepared for court
2.3 Legal requirements of comprehensive statement taking, note
taking and conducting and recording an interview are
identified, examined and applied
2.4 Law relating to admissibility of evidence is examined and
applied and a brief of evidence that complies with current legal
requirements is developed and presented
202
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
3.
Investigate and apply
the legal process of
presenting a case for
prosecution
VU20852: Apply investigative processes within justice environments
3.1 Methods used to bring a person before a court of competent
jurisdiction are examined and applied
3.2 Court procedure involved in a hearing are analysed and applied
3.3 Function and responsibilities, including ethical duties, of
persons and parties involved in criminal hearing are identified
3.4 Moot court is conducted, in consultation with relevant people,
to check and evaluate determined skills, knowledge, attitudes
and functions required for presenting prepared case for
prosecution
3.5 Lessons learned are used to inform final preparation of case for
prosecution
4.
Apply sentencing
principles to
presenting a plea
4.1 Five sentencing principles are critically analysed
4.2 Matters in mitigation are applied to a plea
4.3 Plea is developed, based on relevant sentencing principles and
matters in mitigation, and evaluated in consultation with
relevant people
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management and relevant specialist
personnel under direction, independently, or within a team

interpersonal and communication skills to conduct complex oral exchanges in interviews,
briefing and meetings

organisational and operational skills to monitor legislation, judicial and organisational
compliance requirements of investigation process

writing and technical skills to prepare evidence reports, interview notes and statements that
satisfy evidentiary and judicial requirements

research and analytical skills to interpret information, processes, procedures including case law
and legislation required in an investigation

organisational skills to apply OHS procedures relating to investigation contexts such as crime
scenes

analytical and problem solving skills in locating, gathering and interpreting evidence for
forensic examination and analysis and for courts in relevant cases

organisational skills to meet targets, milestones and schedules

problem-solving skills to prepare briefs of evidence and pleas for court in compliance with
legislation, judicial and organisational requirements

presentation skills in giving evidence in court as an informant or witness in accordance with
courtroom and professional etiquette and formal procedures
©State of Victoria 2012
203
VU20852: Apply investigative processes within justice
environments

Section C: Units of competency - Adv. Diploma
risk management skills to support contingencies or new directions in investigation
Required Knowledge

relevant international, Federal, State and local government legislative and statutory
requirements and provisions for criminal investigation, and evidence gathering and
administration

Australian Government Investigation Standards (AGIS)

relevant legislative, judicial and jurisdictional requirements

rules, ethics and processes of investigation to achieve compliance objectives

key practice standards and procedures in crime scene investigation, management and
gathering of evidence

processes and procedures for gathering, assessing, interpreting and presenting evidence

pre-trial and trial procedures, including principles of disclosure

current investigative methodology, framing of charges and legal requirements of a brief of
evidence

processes and procedures for planning, preparing and submitting a compliant brief of
evidence

points of proof/facts in issue of relevant offences to substantiate legal charges

sentencing principles and matters in mitigation and their application to plea formulation

hearing and trial processes and procedures for the conduct of summary and indictable
cases

court etiquette and roles of parties involved

broad knowledge of political and social forces that may shape selected area of an
investigation and the resulting court case

organisational OHS policies and procedures
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. Bold italicised wording in the performance criteria is detailed below.
Role may include:
204

ensuring an investigation is warranted

assessing the merit of the issue

designing the plan

investigating the issue

collecting and recording of information/evidence

evaluating and deducting from information/evidence

preparing organisational reports or documents for court

briefing/debriefing stakeholders

attending court and giving evidence as informant

ensure a positive and a successful outcome
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Principles may include:
VU20852: Apply investigative processes within justice environments

defining a crime, an investigation and evidence

fundamental rules of investigation

process of an investigation

things involved in a crime

legal boundary of investigation which includes:
o presumption
of innocence
o self-incrimination
Responsibilities may
include:
rule

searching for the truth within the specification of the law

risk management of the investigation

planning for contingencies

proving or disproving the matter under inquiry

objectivity

impartiality

confidentiality and privacy of issues

keeping client, management and colleagues informed

attending to natural justice

continuity of evidence and security of exhibits

ensuring compliance with natural justice

submitting accurate and up-to-date documents which may
include:
o briefs of
evidence
o summaries of
facts and briefing notes
o reports
o requests for medical and other
o statements/records
o victim
specialist reports
of interview and affidavits
impact statements
o contemporaneous
notes
o incident
logs/running sheets as per organisational
requirements
o investigation
plan
o memorandum of
understanding/agreement between
organisations
o terms of
reference
o Standard
Operating Procedures (SOPs), policies and practices
o audio and
©State of Victoria 2012
video recordings
205
VU20852: Apply investigative processes within justice
environments
Section C: Units of competency - Adv. Diploma
o sketches
Investigator may refer to
and diagrams

police (State and Federal)

law enforcement officer (private or public, State or Federal)

authorised officer from government/non-government
agencies

private investigator/agent authorised

in-house investigator

any person from any organisation whose duties are to
investigate

attributes of an investigator, such as:
o analytical
and problem solving qualities
o proficiency
o integrity,
and professionalism
positive attitude and a good listener
o flexibility,
discretion and good observation skills
o objectivity,
impartiality and unbiased
o leadership and decisiveness
o team
skills
o ability to liaise
with others, including external
organisations/experts
Legal boundaries and
operational requirements
may include:

criminal and procedural law of the State

points of proof/facts in issues pertaining to offences

Section 464 of the Crimes Act 1958,

application of the elements of crime

Standard Operating Procedures (SOPs)

other policies and processes

competence and compellability of person involved

relevant provisions of:
o Crimes
Act 1958
o Evidence Act 2008
o Criminal
Procedure Act 2009
o Relevant rules and
o other
Investigation may refer
to:
206
regulations
relevant and appropriate Acts of Parliament

investigation carried out in accordance with the Australian
Government Investigation Standard (AGIS) and application of
Standards to the State of Victoria

search for the truth within the specification of the law
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20852: Apply investigative processes within justice environments

objective assessment of a breach of the law/policies

identification of person of interest

criminal investigation

disciplinary investigation

fact-finding investigations

procedural investigations

the investigator/authorised legal authority

multi-disciplinary approaches

OHS

events/disasters

investigation plan which may include:
o risk management at
all levels of investigation
o compliance with
Australian and New Zealand Risk
Management Standard - AS/NZ ISO 31000:2009
o actions/scope of
o aims/objectives
o factors that
-
of investigation
may affect the investigation, such as:
people involved and their resources
types of evidence to be obtained
points/facts to prove
possible defences at statutes/common law
age/gender/cultural diversity
climatic conditions/topography
resources required
political sensitivities
time frame/statutory limitations
own local knowledge/avenues of inquiry
security and integrity of the investigation
reporting mechanisms
o any

investigation
other information that may impact the plan
investigation techniques, such as:
o doorknocks
o formal and
o forensic
interviews
examinations/analysis
o natural/artificial sources
o computer/data search and
retrieval/analysis
o media
o listening
o other
covert surveillance as authorised
o searches
©State of Victoria 2012
devices as authorised
including search warrants
207
VU20852: Apply investigative processes within justice
environments
Section C: Units of competency - Adv. Diploma
o newly emerging
o security
Laws may include:
Information may include:
techniques
of evidence

Crimes Act 1958

Evidence Act 2008

Criminal Procedure Act 2009

Magistrates Court Act 1989

Evidence (Miscellaneous Provisions) Act 1958

Charter of Human Rights and Responsibilities Act 2006

Victim Charter Act 2006

Children, Youth and Families Act 2005

Privacy Act 1968

Information Privacy Act 2000

Common law relevant to legislation, investigation and matters
under inquiries

Summary Offences Act 1966

Occupational Health and Safety Act

other relevant Acts of Parliament and regulations made under
these Acts

law of natural justice

rules of evidence and admissibility of evidence

all evidence, whether applicable or not to the matter under
inquiry, such as:
o personal
details of witnesses
o relevant
documents including medical/prior
convictions/other legal documents
o oral
Methods of gathering
evidence may include:
208
or documentary testimony of facts

facts relevant to prove or disprove matter under inquiry

information from internal/external agencies

suspects

witnesses including neighbours

victims/complainants/next of kin

others including experts and colleagues

searching and examination of crime scenes or events

responsible gathering of evidence at crime scenes

interrogating person of interest
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20852: Apply investigative processes within justice environments

interviewing public, witnesses, victims and complainant

use of cognitive (psychology) interview

records of interviews

obtaining statements including record of interviews

consulting experts

forensic and document examination and analysis

searching of records, such as:
o internal
agencies, such as:
- State or Federal police
- other law enforcement agencies
- colleagues
o external agencies,
such as:
- VicRoads
- financial institutions
- utility suppliers, such as” gas/electricity/water
o formal, such as
- consumer affairs
- death and birth agencies
- trustees
o informal
– internet, social media, local rumours

surveillance of suspect

corroboration of evidence

electronic data examination and retrieval

recording techniques, such as:
o photography
o video
recording
o audio recording
o contemporaneous

notes and sketches
ethical requirements, such as:
o professional ethics
o role
of ethics in investigation
o Australian
Crime scenes/events
(legal requirements and
procedures) may include:



©State of Victoria 2012
Public Service code of conduct or equivalent
primary crime scene where the vast majority of evidence is
located
secondary crime scene where evidence may be located, such
as:
o obtaining maximum amount of information before attending
crime scene
o observation of surroundings on the way to crime scene
observation of OHS requirements - safety first
209
VU20852: Apply investigative processes within justice
environments


Section C: Units of competency - Adv. Diploma
assessment of scenes on arrival and report and render
assistance as required
containment of scene and prevention of contamination by
natural and /or artificial sources

search of the crime scene

identification and examination of the evidence

interview of:
o
victim
o Witnesses
o public
Physical evidence and
their requirements may
include:

collection, examination and securing of evidence

making of contemporaneous notes

making of diagrams and sketches

searching for ‘modus operandi’

actual real, physical or oral evidence, such as:
o weapons
o hair
samples
o blood
o forged
o any
Forensic evidence and
their requirements may
include:
210
documents
physical or tangible object

forensic evidence

electronic/digital data/images

exhibits located at crime/event scenes

relevant documents/physical evidence obtained during
investigation

any relevant evidence that can be presented to a court

method of collecting evidence

storage

continuity of evidence

all types of evidence that is required to be examined and
analysed by forensic

forensic type evidence

expert required

aide to investigation

process of elimination

avoid contamination

collection and storage
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Statements may include:
Note taking may include:
Conducting and recording
an interview may include:
©State of Victoria 2012
VU20852: Apply investigative processes within justice environments

personal details of witness, including knowledge and
qualifications

time date and place of event

accurate information/details

facts not assumptions or speculations

use of senses: hearing, touch, smell, sight, taste

opinion only if expert

signature

jurat and acknowledgement

contemporaneous notes or notes made at the time or shortly
after

neat and readable

work-related

according to organisational documentation requirements,
policies and procedures

logical sequence

all details present

capable of standing scrutiny and test by defence

written

audio/visually recorded

use of electronic devices

planned in order to gather maximum amount of evidence

preamble

identification of all present, including person
entering/disrupting interview

compliance with section 464 Crime Act 1958

compliance with organisational requirements

caution and rights (including human rights obligations)

placed in situ

all details pertaining to case

facts

questioning methods

no leading questions

single question for single answer
211
VU20852: Apply investigative processes within justice
environments
Admissibility of evidence
may include:
Section C: Units of competency - Adv. Diploma

cover all points of proof and remember standard of proof

cover possible defences

remember fail to ask fail to prove

corroboration of evidence

sketches

formal cautioning and charging

adoption of record of interview

audio confirmation of conversation/admission that occurred
prior to formal interview

rules of evidence, such as:
o
is it relevant?
o it
is admissible?

definition of relevance – Evidence Act 2008

types of evidence

is the evidence what it purports to be – must be proved

evidence not tampered with

continuity of evidence available

view/inspect location/locality/evidence

evidence not subject to any exclusionary rules of evidence,
such as:
o hearsay
rule and exceptions
o discretionary power
o opinion
Brief of evidence may
refer to :
of the court
rule

evidence must be authenticated

admission, including that made prior to and during
investigation

evidence of silence

proof of admission

admission subject to exclusion

credibility evidence

character evidence

summons and subpoena

charge sheets/bail applications

statements by:
o witness
o victim
212
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20852: Apply investigative processes within justice environments
o forensic
o expert
Current legal
requirements may
include:
Methods used to bring a
person before a court,
may include:
Court procedure may
include:

records of interview

admissible evidence

list of witnesses

list of exhibits

relevance to statute and precedent

compliance with current legal requirements of information to
be included in the brief

applicable law of evidence

rules of court applicable to the jurisdiction

prosecution policy of the police, the courts and State

legislative requirements and organisational policy and
procedures

applicable disclosure requirements in the jurisdiction

arrest

summons

bail

human and legal constraints

being advised of obligations prior, during and after court
process

format for giving evidence, including:
o self
presentation – dress and deportment
o court
etiquette
o knowledge
o stages
of oath/affirmation
of evidence
o psychology
of witnesses
o answering to
o how
legal representative questioning
to stay cool under fire
o rights
o obligations/privileged
©State of Victoria 2012

keeping prosecutor, witnesses and victims informed of status

natural justice rule

judicial discretion

human rights considerations

fact finding to be rational

relevant information to be accepted by the court
213
VU20852: Apply investigative processes within justice
environments
Functions and
responsibilities may
include:
Section C: Units of competency - Adv. Diploma

oath/affirmation and unsworn evidence

significance of defendant rights not to testify

competence and compellability of witnesses

available right of defendant family to object in giving evidence

associate defendant obligations

standard of proof and burden of proof

stages of evidence

methods of questioning including leading questions

role of the adjudicator

reviving of memory and use of contemporaneous notes

unfavourable and vulnerable witnesses

special arrangements for certain classes of witnesses

ethical duties, such as:
o professional ethics
o Australian Public
Service code of conduct or equivalent
Moot court refers to:

simulated court hearing/trial where hypothetical
cases/evidence are tested to inform practice
Relevant people may
refer to:

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

regulators

health and help agencies

disability rights agencies

community legal centres

women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations
214
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Five sentencing principles
refers to:
VU20852: Apply investigative processes within justice environments

Sentencing Act

Sentencing Advisory Council

Five sentencing principles of:
o Punishment
o Deterrence
o Rehabilitation
o Denunciation
o Protection

other sentencing principles such as:
o parity
o totality
Matters in mitigation
may refer to:

age

cooperation

cultural background

delay

disability

drug affectation

employment

good character

guilty plea

ill health

intoxication

mental health

reduced culpability

remorse

restitution
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
©State of Victoria 2012
A person who demonstrates competency in this unit must provide
evidence of:

applying legal, ethical and operational requirements to
investigate, gather evidence and prepare a case for
prosecution within the Victorian criminal justice system

applying legal, ethical and operational requirements to
prepare a plea within the Victorian criminal justice system

knowledge of Victorian judicial, ethical and legal requirements
of evidence gathering, recording, assessment of physical
215
VU20852: Apply investigative processes within justice
environments
Section C: Units of competency - Adv. Diploma
evidence and interviewing, including taking of notes and
statements
Context of and specific
resources for assessment

knowledge of Victorian judicial, ethical and legal requirements
of criminal court procedures, preparation of prosecution cases
and pleas

knowledge of Victorian judicial, ethical and legal requirements
of sentencing in Victoria
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to suitable simulated or real workplace/learning
opportunities , including:
o internal
crime scene and facilities
o external crime
o interview
o court
scene and facilities
room with necessary facilities
room set up/environment
o relevant
International, Federal, State and local legislative and
regulatory requirements and provisions for criminal
investigation
o relevant
legislative, judicial and jurisdictional requirements,
policies and procedures

Method of assessment
216
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project in crime scene investigation

evaluation of project in evidence gathering

evaluation of project in prosecution case preparation

evaluation of project in applying sentencing principles and
matters in mitigation to formulation of a plea

evaluation of research project legal ethical and operational
requirements of criminal prosecution within Victorian criminal
justice system

practical exercises

observation

oral and written questioning
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Guidance information for
assessment
©State of Victoria 2012
VU20852: Apply investigative processes within justice environments

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
217
VU20852: Apply investigative processes within justice
environments
218
Section C: Units of competency - Adv. Diploma
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20853: Apply sociology concepts and principles to justice contexts
VU20853: Apply sociology concepts and principles to justice contexts
Unit Descriptor
This unit describes the skills and knowledge required to apply sociological concepts to addressing
needs of clients in justice environments who experience social inequalities or marginalization.
Thereby the unit includes applying knowledge of Australian social and cultural contexts in planning
and implementing processes in justice workplaces.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the justice officers responsible for providing appropriate and effective
responses and services for clients who have experiences of social marginalisation in justice
environments. Typically practitioners will be applying strategies informed by a strong sociological
base.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Key aspects of foundation sociological theories are used to
explain the development of powerful social agents and
institutions in Australia.
Review key social
theories and
perspectives to
explain the causes of
social inequalities
affecting justice
services clients
1.2 Individual, cultural and structural influences that affect social
experiences of justice services clients are identified and debated
1.3 Identify examples of marginalisation of special needs groups
within the contemporary Australian justice environment utilising
key aspects of later sociological theories.
1.4 Apply major theoretical perspectives to explain social
inequalities affecting justice services clients in Australia.
2.
Apply sociological
theories to examine
effects of social
inequality on justice
services clients
2.1 Describe the impacts of social inequalities and marginalisation
on a range of specific client groups within justice environments
2.2 Barriers experienced by specific client groups in accessing
equitable treatment in the justice environments are identified
and remedial strategies canvassed
2.3 Sociological thinking is applied to critique current strategies for
addressing specific needs of marginalised client groups in
justice environments
2.4 Findings are used to determine specific work to be undertaken
and/or services to be provided
©State of Victoria 2012
219
VU20853: Apply sociology concepts and principles to justice contexts
3.
Monitor impact of
social and cultural
factors on justice
clients and service
provision within
justice environments
Section C: Units of competency - Adv. Diploma
3.1 Impact of work undertaken and/or services provided is
monitored in line with sociological thinking
3.2 Effectiveness of work undertaken and/or services provided in
relation to identified social and cultural factors having impact on
clients in justice environments is reviewed
3.3 Revisions to work undertaken, and/or services provided, to
better address social and cultural issues and to improve client
outcomes, are made in consultation with relevant people
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with a complexity of clients, colleagues,
management, and stakeholders across human rights contexts within justice environments

research methodology and critical analysis skills to identify, source, document, evaluate
and debate theories, practices and discourses on impacts of sociological factors on clients
in justice environments

analysis and negotiation skills to identify and respond to stakeholder requirements in
justice environments

research and critical analysis skills to identify and debate key discourses relevant to
contemporary justice system issues

sociological thinking skills to differentiate various stratifications in Australian society and to
analyse their development and impact on justice services clients

analytical and sociological skills to apply social theory to the explanation of features of
Australian society that impact on clients in justice environments

sociological thinking skills to critique and develop strategies to address barriers faced by
clients in justice environments

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage timelines, agreed outcomes and contingency planning

critical reflection skills to evaluate own performance

communication and analytical skills to seek feedback from others to inform future practice
Required Knowledge

220

relevant International, Federal, State and local government legislative and statutory
requirements and provisions

relevant social theory and its application to justice services
critical political and economic theory and systems

current research and critical analyses of social agents and institutions in Australian society

critical political and economic theory and systems

current theories and debates on concepts of inequality and marginalisation in Australian
society
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20853: Apply sociology concepts and principles to justice contexts

current models and theories on approaches and strategies to address inequality and
marginalisation experienced by special needs groups and others within justice
environments and the broader society

current debates and theories on organisational requirements and specific policy decisions
that impact on effect provision of services for justice clients

social characteristics and issues of identified client population

range of services and resources available to specific client groups

safe work practices
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. Bold italicised wording in the elements and performance criteria is detailed below.
Foundation sociological
theories may include:

functionalist theories

hegemony

Marxist theories

social action theory

concepts of culture and behaviour

positivism

social theories and their application, such as:
o cultural awareness
and diversity
o immigration policy
o psychology
o socio
and application
economic grouping and urbanisation
o human
behaviour
o criminality
issues
o class
and social stratification
o class
and strata sub-cultures
o social
mobility
o social
and natural inequalities
o biology
and racial inequality
o natural
and cultural inequality
o social
stratification and functionalist perspectives
o organisation
and planning
o power
o functional
o social
importance
diversions
o inequality and opportunity
©State of Victoria 2012
221
VU20853: Apply sociology concepts and principles to justice contexts
Social agents and
institutions may refer to:











Section C: Units of competency - Adv. Diploma
families in Australian society
gender roles in relation to families
gender roles in relation to the workforce
major institutions in Australian society (such as the media, the
health system) and ways they can impact on the community
the law
legal system
media
economic system
religious systems and practices
formal and informal education
aged care system

factors associated with different age groups in our society,
such as
o cohorts of
different ages and the ways they form their own
micro cultures
o societal perceptions
o ways
of different aged groups
stereotypes and beliefs develop
o positive ways
various age groups contribute to our society

education system

health system

factors that affect health and well being of our society, such
as:
o relationship
between environmental factors, such as:
- types and availability of housing
- population density
- employment factors
- work structures and work places
- geographical location
- sustainability and peak oil
- social isolation
- overcrowding and poor conditions
- access to health and community services
o general health and well being of a community, family and/or
individual
o influence of government policy decisions on general health
and well being

labour market

work

effects and consequences of unemployment in our society,
such as:
o potential
effects of unemployment on people’s lives
o range of outcomes of unemployment on society
222
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20853: Apply sociology concepts and principles to justice contexts
o how

unemployment can impact on a person’s health and
well being
political systems

structural power divisions, such as;
o classes
in Australian society
o power
politics and the State
o health
employment education and family life
o pluralist
o religion
conflict and power approaches
and social change
o migration
and ethnicity
o individual
with special needs
o cultural change
o unemployment
o structural
o micro
Individual, cultural and
structural influences may
refer to:
and economic reform
economic reform

contemporary frameworks and influences underpinning social
policy

economics and economic structures

educational institutions

State and Federal governance of education

employment opportunities

access to resources

access to prosperity

families, such as:
o family
beliefs
o notions of
normalcy within families
o structures of
o power
relations
o concepts of

families
marriage and relationship
dominant social rituals, such as:
o public holidays

and associated events
societal values and their impact in relations to definitions and
law making, such as:
o criminality
o deviance
Special needs groups may
include:
©State of Victoria 2012

Cultural And Linguistically Diverse (CALD)

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ (GLBTIQ)
223
VU20853: Apply sociology concepts and principles to justice contexts
Later sociological
theories may refer to:
Major theoretical
perspectives may refer to:
Social inequalities may
refer to:
















Section C: Units of competency - Adv. Diploma

people with disabilities

Aboriginal and Torres Strait Islander people

symbolic interactionism

feminist theories

post structuralist theories

post-modern theories

post-colonial theories

macro /micro

consensus

conflict

interaction

problem-solving approaches
diminished quality of life
family breakdown
feminism
homelessness
unemployment
impact of unemployment on individuals and society
loss of social contact
paid and unpaid work
peak oil issues
queer theory
racism
social isolation
social, personal and health outcomes of unemployment
sustainability
terrorism
stereotyping, such as:
o societal beliefs
about age and experience
o categorising of
age groups with set of fixed attitudes and
characteristics, such as:
-
teenagers
young marrieds
retirees
older people
Vietnam vets
generation X, Y, Z
baby boomers
o development
224
of stereotypes about special needs groups
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20853: Apply sociology concepts and principles to justice contexts
o societal beliefs
Specific client groups
may include:
Monitored may refer to:
Relevant people may
refer to:
©State of Victoria 2012

about unemployed people

people experiencing social inequality

Cultural And Linguistically Diverse (CALD)

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ (GLBTIQ)

people with disabilities

Aboriginal and Torres Strait Islander people
awareness of own values and attitudes and their potential impact
on clients

privacy issues of own and external agency

regular monitoring

record keeping

reporting systems

progress journal

reflective journal

documents, charts and templates designed to map progress

forms or reports for feedback from relevant people

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

regulators
225
VU20853: Apply sociology concepts and principles to justice contexts
Section C: Units of competency - Adv. Diploma
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

applying sociological thinking to determine and implement
work undertaken, and/or service provision, that addresses
specific needs of marginalised clients in justice environments

monitoring, and review for continuous improvement, of work
undertaken and/or services provided

knowledge of major sociological theories and perspectives
that explain causes and effects of social inequalities affecting
clients in justice environments

knowledge of social thinking in developing approaches and
strategies to address inequality and marginalisation
experienced by special needs groups and others within justice
environments and the broader society
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to:
o suitable
simulated or real workplace/learning opportunities
o access
to relevant international, Federal, State and local
legislative and regulatory requirements and provisions for
criminal investigation
o relevant
social, political and economic theories and current
research

Method of assessment
226
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of a comparative study of using a variety of
sociological concepts to analyse impacts on clients in justice
services and develop appropriate responses

evaluation of project on inequality and power structures that
maintain inequality

evaluation of research project into social planning and policies

review of portfolio of research into equality opportunity
legislation and policies in the context of gender roles,
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20853: Apply sociology concepts and principles to justice contexts
employment, marginality and exclusion
Guidance information for
assessment
©State of Victoria 2012

practical exercises finding and applying criminal statistics

practical exercises

case studies

observation

written and oral questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
227
VU20853: Apply sociology concepts and principles to justice contexts
228
Section C: Units of competency - Adv. Diploma
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20854: Research criminology and crime prevention for application to
practice within justice environments
VU20854: Research criminology and crime prevention for application to practice within justice
environments
Unit Descriptor
This unit describes the skills and knowledge required to apply crime prevention principles and
strategies across a range of justice environments. The unit requires research and evaluation of
criminology theory and body of knowledge for appropriate application to practice across a range
of justice contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers responsible for implementing effective crime
prevention strategies within justice environments. Typically, practitioners will have a working
knowledge of criminology theory and practice, as well as current debate on causes of crime,
victimology and crime prevention either to inform policy and support strategic development and
practice.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
Research and review 1.1 Key vocabulary and theoretical framework of criminology are
researched, critically analysed and discussed
historical and current
approaches to
1.2 Theories of criminality, including patterns and social correlates
criminology
of major forms of criminal behaviour, are researched, critically
analysed and debated
1.3 Theories of victimology are researched, critically analysed and
debated
1.4 Links between criminology and policy making are outlined and
evaluated
2.
Analyse crime in
Victoria
2.1 Nature, extent and patterns of crime internationally, in Australia
and in Victoria are researched, compared and evaluated
2.2 Validity of crime statistics in reporting of crime are critically
evaluated
2.3 Role of criminal profiling and its relevance to criminal
investigation is analysed
2.4 Offender rehabilitation programs are investigated and
evaluated
©State of Victoria 2012
229
VU20854: Research criminology and crime prevention for application to practice
within justice environments
3.
Research and review
crime prevention
strategies for
application to
practice
Section C: Units of competency - Adv. Diploma
3.1 Application of victimology theory to crime prevention strategies
is critically analysed and debated
3.2 Application of key criminological theories to crime prevention
strategies is critically analysed and debated
3.3 Crime prevention strategies relevant to own practice are
formulated and applied in consultation with relevant people
and according to organisational and legislative requirements
3.4 Application of strategies is reviewed to inform future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant experts
and/or external stakeholders across a range of relevant contexts

communication and interview skills to evaluate efficacy of crime prevention strategies

communication and advocacy skills to engage stakeholders in crime prevention strategies

project management and organisational skills to prioritise, set and meet targets,
milestones and schedules

research methodology and critical analysis skills to identify, source, document, evaluate
and perspectives, practices and discourses relevant to contemporary justice system issues

research and analytical skills to determine effective application of criminology principles
and practice and crime prevention strategies in particular

communication, advocacy and leadership skills to work effectively with own and other
relevant organisations

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage timelines, agreed outcomes and contingency planning

problem-solving skills to identify risks, contingencies and opportunities for improvement in
crime prevention strategic planning

analytical, evaluation skills to access data and seek feedback from others to inform future
practice
Required Knowledge
230

relevant international, Federal, State and local government legislative and statutory
requirements and provisions

research methodologies

historical perspectives on criminology, causes of crime and crime prevention

relevant critical social theory and its application to criminology theory and practice

current theories and debates on criminology and crime prevention
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20854: Research criminology and crime prevention for application to
practice within justice environments

current theories victimology and their application to crime prevention

ethical principles and codes of practice for conducting research within justice contexts

project management methodologies

relevant organisational policies and practices that address criminology principles and
practices including crime prevention strategies

documentation requirements and practice

risk management strategies

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Vocabulary may refer to:

Key sociological terms and definitions relevant to critical
analysis of criminological theory and practice, such as:
o aetiology/etiology
o causal
relationships
o objectivity
o subjectivity
o cultural production
o hegemony
o ideology
o identity
and alienation
o deviance
o pathology
o crime
o empiricism
Theoretical framework of
criminology may refer to:

legal, as opposed to sociological, definition of crime

main components of criminology, such as:
o criminal
statistics
o sociology
of law
o aetiology of
crime
o criminal behaviour
systems
o victimology
©State of Victoria 2012

crime prevention strategy

role of sociology

interdisciplinary nature of criminology

diverse approaches to the study of crime
231
VU20854: Research criminology and crime prevention for application to practice
within justice environments

Section C: Units of competency - Adv. Diploma
historical evolution of criminology and the lasting influence of
assumptions and policy on the present, such as:
o early
-
approaches to crime and punishment, including:
Sumerian
Babylonian
Hebrew
Roman
o eighteenth
century classical school of criminology
o nineteenth
century positivist approach to criminology
o late nineteenth
and early twentieth century sociological and
psychological contributions to understanding criminality
o impact of
late twentieth century versions of Marxism,
feminism and other social theory

major criminological theories, such as:
o classical
o positivist
o strain
o labelling
o conflict
Critically analysed may
refer to:

links between criminological theories and policy development

application of range of critical theories that seek to uncover
social structural power inequalities and ideologies, including:
o feminism
o neo-Marxism
o queer
theory
o structural
o work of
Criminality may refer to:

race theories
the Frankfurt school of social enquiry
major forms of criminal behaviour, such as:
o violence,
o family
assault robbery, rape and murder
violence and child abuse
o hate crimes,
o property
mass murder, terrorism
crime, such as:
- arson, burglary, theft, shoplifting, forgery, credit card
frauds, con games
o corporate
and white-collar crime
o organised
crime
o public order
crimes, such as:
- gambling
- prostitution
- pornography
232
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

VU20854: Research criminology and crime prevention for application to
practice within justice environments
known patterns and social correlates of criminal behaviour,
such as:
o dynamics

of violence
major theories on criminality and causes of crime, including :
o aetiology of
criminality
o psychological/mental disorder theories
o links
of crime
between genetic/physical factors and causes of crime
o evolutionary theories
o biobehavioural/biochemical/drugs/alcohol causality
o environmental/socio-economic
Victimology may refer to:
factors
causality factors

theories of victimisation and re-victimisation

nature of victims

correlates of victimisation

role of victim in criminal process

debates about existence of victimless crime

social and economic costs of the major forms of crime in
Australian society

known patterns and correlates of ‘victimisation’ according to:
o age
socio-economic status
o marital
status
o gender
o residential location
o social

relationship
major theories of victimisation, such as:
o the ideal victim
o routine activities
theory
o lifestyle theory; victim precipitation
o deviant
Policy making may refer
to:
place theory

debates about ability of the criminal justice system to provide
justice for victims of crime

policy development informed by criminological study of:
o
causes of crime
o analysis
of risk factors associated with criminality, such as:
- parental and family dysfunction
- school environment dysfunction
- pre and postpartum depression
o factors associated
©State of Victoria 2012
with antisocial and criminal behaviours
233
VU20854: Research criminology and crime prevention for application to practice
within justice environments
o risk factors as
Section C: Units of competency - Adv. Diploma
pathways to criminal behaviour
o relationships
between risk factors, causal pathways and
criminal behaviour

Policy development, such as:
o early
intervention approaches
o developmental prevention
o crime
Validity of crime statistics
may refer to:



prevention
accuracy and inaccuracy of sources of crime statistics
accuracy and inaccuracy of reporting crime
problems with accurate crime reporting associated with:
o race
o gender
o age
o ethnicity
o kin
Crime statistics may refer
to:

victim-associated barriers to the accurate reporting of crime

organisational factors that affect the accurate reporting of
crime

sources of crime statistics, including information on:
o nature of
o location
offence
of offence
o
gender of offender/s
o
socio-economic status of offender/s
o
age of offender/s

‘dark figure’ of crime statistics

statistics methodologies, such as:
o ecological
approach
o frequency
analysis
o descriptive
o inferential
o scientific
o empiricist
Role of criminal profiling
may refer to:
234

concept of criminal profiling

process of criminal profiling

role of criminal profiling in dealing with specific types of
criminal behaviour

advantages and disadvantages of criminal profiling as an
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20854: Research criminology and crime prevention for application to
practice within justice environments
investigative research tool
Offender rehabilitation
programs may refer to:
Crime prevention
strategies may refer to:

current rehabilitation programs used in Australia and
internationally

key aims of rehabilitation programs used within prisons

efficacy of rehabilitation programs used within prisons

link between criminological theory and rehabilitation
programs

link between crime prevention strategies and rehabilitation
programs

early intervention approaches

developmental prevention

pre- and postnatal theories and their contribution to the
prevention of crime

compensation and implications for crime prevention strategies

deterrent of punishment

target-hardening approaches

technology used to control/reduce opportunity for crime, such
as:
o surveillance
o detection
o architectural design
to reduce risk/increase safety
o environment design/
urban planning to reduce risk/increase
safety
Application of key
criminological theories
may refer to:

use of statistics on crime patterns

use of criminal profiling

design of crime prevention strategies based on criminological
analysis of:
o current trends, patterns and extent of
o analysis
o crime
crime
of statistics on crime patterns
mapping and re-victimisation surveys
o criminality
o causes
Relevant to own practice
may refer to:
©State of Victoria 2012
of crime

broken windows theory

crime prevention strategies selection considerations, such as:

need and priority

feasibility and capacity

funding and resources

risk factors

level of support and commitment

timelines and plans for implementation
235
VU20854: Research criminology and crime prevention for application to practice
within justice environments
Relevant people may
include:
Organisational
requirements may
include:
Section C: Units of competency - Adv. Diploma

evaluative framework and processes

organisational strategic requirements

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

regulators

key bureaucrats and politicians

strategic intentions, priorities and practices

commitment for strategy from key stakeholders and other
organisations

funding processes

evaluative framework and processes

policies , procedures and protocols, such as:
o approaches to:
-
236
risk management
service provision
case management
safety planning
referral
reporting
privacy, ethics and codes of practice
o formal and
informal decision making processes
o formal and
informal policies
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20854: Research criminology and crime prevention for application to
practice within justice environments
o accountability mechanisms
o organisational procedures
o mechanisms that ensure treatment
option is co-ordinated
and appropriate action and support is provided and
monitored
o required
resources, such as:
- human resources, such as:
 internal personnel
 external personnel
 expert assistance
- physical
- budgetary
- relevant professional development
Legislative requirements
may include:

relevant international, Federal, State and local government
legislative and statutory requirements and provisions
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

researching and critically analysing criminological theoretical
framework and its application across a range of approaches to
crime prevention

formulating and implementing crime prevention strategies
relevant to own justice environment

knowledge of criminology theoretical framework and its
historical and contemporary application to crime prevention

knowledge of relevant international, Federal, State and local
government legislative and statutory requirements and
provisions
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to:
o
suitable simulated or real workplace/learning opportunities
o relevant
international, Federal, State and local legislative and
regulatory requirements and provisions
o relevant
social theory, ethical principles, codes of practices,
organisational policies and practices

©State of Victoria 2012
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
237
VU20854: Research criminology and crime prevention for application to practice
within justice environments
Section C: Units of competency - Adv. Diploma
institutions, courts, and policing/law enforcement premises
Method of assessment
Guidance information for
assessment
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project into criminality and crime prevention in
Victoria across a range of justice contexts

evaluation of a project into application of victimology theory
to crime prevention strategy design

evaluation of a project into application of criminology theory
to crime prevention strategy design

evaluation of research project into historical development of
criminology

review of portfolio of research into relationship between
sociology and development of criminological theory and policy
development

case studies

role plays

practical exercises

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20851
238
Apply research techniques within justice contexts
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20855: Implement human rights principles with justice environments
VU20855: Implement human rights principles with justice environments
Unit Descriptor
This unit describes the skills and knowledge required to implement legal advocacy and
enforcement of human rights within justice contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers responsible for developing human rights law
enforcement and advocacy strategies for clients across a range of justice environments. Typically,
practitioners work with individuals or groups who are disadvantaged, marginalised or in a minority
in relation to access to representation.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Development of national and international human rights,
including perspectives, legislation, treaties, conventions and
protocols is critically researched
Review human rights
protection in
Australia
1.2 Principles, practices and debates on Australian dualist
traditions of law are delineated and discussed
1.3 Australian legislation and system of courts and tribunals
designed to deal with human rights issues are identified
2.
Respond to justice
enforcement issues
in relation to human
rights violations
2.1 Legislation and inter-jurisdictional processes regarding
trafficking of people are examined
2.2 Issues for justice workers in responding to refugees and victims
of people trafficking are identified and debated
2.3 Responses to enforcement issues within own current justice
context are determined in consultation with relevant people
and practised
3.
Develop advocacy
©State of Victoria 2012
3.1 Groups who experience human rights issues of inequality or
239
VU20855: Implement human rights principles with justice
environments
strategies for groups
and individuals
experiencing
inequality
Section C: Units of competency - Adv. Diploma
marginalisation in Australian society are identified
3.2 Models and theories that inform human rights advocacy
strategies within justice contexts are researched, critically
analysed, documented and evaluated in consultation with
relevant people
3.3 Advocacy strategies are determined and applied to own current
justice context
3.4 Ways to review, share and learn advocacy skills with others are
identified and practised
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with a complexity of clients, colleagues,
management, and stakeholders across human rights contexts within justice environments

research methodology and critical analysis skills to identify, source, document, evaluate
and debate theories, practices and discourses relevant to human rights advocacy and law
enforcement

analysis and negotiation skills to identify and respond to stakeholder requirements in
human rights advocacy and law enforcement

leadership and advocacy skills to promote human rights in justice environments

communication and negotiation skills to develop to articulate and share theoretical
concepts and approaches to practice with relevant people

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage projects, timelines, agreed outcomes and contingency
planning

critical reflection skills to evaluate own performance

communication and analytical skills to seek feedback from others to inform future practice
Required Knowledge
240

relevant International, Federal, State and local government legislative and statutory
requirements and provisions

relevant research and scholarly debate on processes and policies for implementing
effective human rights responses within justice contexts

relevant social theory and its application to human rights issues

general knowledge of machinery of the Australian political system

safe work practices
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20855: Implement human rights principles with justice environments
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. Bold italicised wording in the performance criteria is detailed below.
Development of national
and international human
rights, may include:

political and social historical conjunctures pertaining to
attainment of liberty, justice, equality, franchise, human
rights, opportunity, franchise and so on that have direct
impact on Australian perspectives on human rights

formation of the United Nations

history of United Nations actions on human rights, such as:
o UN
Universal Declaration of Human Rights
o Geneva
o UN
Conventions
Convention on minimum standards for prisoners
o UN
Convention on the Elimination of Trafficking of Women
and Children
o UN
Protocols on the Trafficking of Women and Children for
the Sex Trade
Australian dualist
traditions of law may
include:
Legislation (human
rights) may include:
©State of Victoria 2012
o UN
Convention on the Rights of Child
o UN
Protocol on the Elimination of Child Soldiers
o UN
Convention for the Elimination of Slavery

development of, and differences between,declarations,
treaties , conventions and protocols

International Labour Organisation (ILO)

International Criminal Court (ICC)

application of international law to the Australian domestic
legal system

Legal obligations for treaties, conventions and protocols

human rights internationalism

monist system

comparison with monist traditions of law, such as: Swiss
example

debates in favour of either monist or dualist traditions

cultural perspectives on the interpretation of human rights
provisions in Australia

cultural relativism and universalism

Victorian Charter

ACT legislation

Any future Charters/Acts in Australia
241
VU20855: Implement human rights principles with justice
environments
System of courts and
tribunals may include:
Inter-jurisdictional
processes may include:
Section C: Units of competency - Adv. Diploma

Victorian Civil and Administration Tribunal (VCAT)

County and Supreme Courts of Victoria

High Court of Australia

Victorian Human Rights and Equal Opportunity Commission
Act(VHREOC)

Human Rights and Equal Opportunity Commission Act(HREOC)

Customs and Federal laws

interpretation of State legislation

processes regarding trafficking for:
o adult
sex-work
o child
sex-slavery
o forced
o other
Issues for justice workers
may include:
labour
labour

legislation and protocols regarding people trafficking of
refugees as opposed to illegal entries to Australia

cultural difference

psychological effects of previous human rights violations of
refugee, such as:
o abusive power/authority over
o experience
as child solders
o warfare
o subjugation
o deprivation
o persecution
o imprisonment
o torture

o execution
of family/friends
o nature of
journey to Australia
Australian versus country of origin concepts of authority both
as a result of human rights violations and cultural difference,
such as:
o uniform
worn by justice workers triggering fear based on
past experience
o children
o power
who have been soldiers
relations (control mechanisms) of political regime
o restrictions

Australian law contradistinction with country of origin laws in
areas such as:
o arranged
marriage
o retribution
242
of expression and movement by authority figures
and revenge practices
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20855: Implement human rights principles with justice environments
o religious adherences
that violate Australian law
o female circumcision
o incest
o bigamy
o child
Current justice context
may refer to:
employment/labour

marginalisation of people due to prejudice, racism and
legislation

inequality in access to resources for marginalised social supgroups

composition and nature of the service

intra and inter organisational roles and relationships

obligations and accountability

organisational structures, policies and principles

resources

relationships with other local, national and/or international
organisations:
o networks
o alliances
o related

services
stakeholder requirements, such as:
o attitudes
o values
o beliefs
Relevant people may
refer to:
©State of Victoria 2012

social and family relationships

International, Federal, State and local government legislative
and statutory requirements and provisions

Government directions and initiatives

emerging trends in human rights work

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies
243
VU20855: Implement human rights principles with justice
environments
Groups may refer to:
Section C: Units of competency - Adv. Diploma

relevant services and advocacy agencies

Indigenous organisations

Culturally And Linguistically Diverse (CALD) organisations

Gay, Lesbian, Bisexual, Transgender and Intersex (GLBTI)
organisations

disability rights agencies

community legal centres

regulators

people who experience diminished human rights through
inequality and/or marginalisation, such as:
o elderly people
o Indigenous people
o young people
o homeless people
o people
with disability
o sexually
o asylum
diverse groups
seekers and refugees
o culturally
Models and theories may
refer to and include:

sociological approaches to cultural, ideological and/or
institutional responses to difference that result in inequality
and diminished human rights, such as:
o critical
-
Human rights advocacy
strategies may include:
and linguistically diverse groups
analysis of institutions, such as:
family
the Law
education
the media
the economic system

evidence-based research into cause and effect of human rights
issues

evidence-based research into relationship between limited
access to resources through inequality and/or marginalisation
and human rights

theories of power relations

application of social theory to strategies in justice contexts

strategies to promote human rights in justice contexts, such
as:
o organisational policy
o representation to
development
agencies within legal environment
o organisational restructuring
244
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20855: Implement human rights principles with justice environments
o lobbying government
o community/organisational
o law
education
reform
o professional
networking and alliance building
o provoking debate among practitioners
o negotiating
implementation of changes to practices, policies
and procedures to promote human rights
o developing, negotiating, and promoting
critical analysis skills
to guide organisational and personal practice
o identifying potential sources
of conflict with holders of
power and planning to address such conflict

strategies that:
o are
informed by relevant critical theory
o describe preferred:
-
relations
roles
rules
goals
norms
beliefs
o articulate
relationship with organisational environment
o address power relations
o address relations with clients and other agencies
o engage
and support groups experiencing inequality
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

applying justice enforcement principles and processes to
human rights violations within the parameters of own justice
context

determining and applying advocacy strategies to promote
human rights within the parameters of own justice context for
people experiencing inequality and/or marginalisation

knowledge of legislation, declarations, conventions, treaties
and protocols relevant to Australian approaches to human
rights
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
©State of Victoria 2012
245
VU20855: Implement human rights principles with justice
environments

Section C: Units of competency - Adv. Diploma
access to:
o suitable
simulated or real workplace/learning opportunities
o relevant
legislation, declarations, conventions treaties and
protocols
o relevant
social theory, research, policies and processes in
relation to human rights issues

Method of assessment
Guidance information for
assessment
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of action learning project into implementation of
advocacy strategies within a justice environment to support
people experience human rights issues

evaluation of action learning project into human rights law
enforcement in context of current/potential job roles within
justice environments

evaluation of research project into development of human
rights, role of the United Nations and current debates on
dualist/monist traditions of law

review of portfolio of research into differences between
various human rights provisions, such as: declarations,
protocols, treaties, conventions and legislation

case studies

role plays

practical exercises

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20851:
246
Apply research techniques within justice contexts
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20856: Apply psychological concepts and principles within justice
environments
VU20856: Apply psychological concepts and principles within justice environments
Unit Descriptor
This unit describes the skills and knowledge required to identify and address psychological issues
related to offenders and victims, within the criminal justice contexts, through recognition and
immediate response of counselling and support, to long-term response through referral and
management of treatment programs.
Students are required use the American Psychological Association (APA) referencing system.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers required to identify and respond to immediate client
needs across a wide range of justice contexts and environments. Typically practitioners are called
upon to recognise and respond to immediate and daily psychological needs of offenders in
conjunction with managing referral and longer-term treatment options.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Core concepts of personality theories are researched and
analysed
Research major
social and
psychological
theories that explain
offending behaviour
1.2 Core concepts of human development theories are researched
and critically analysed
1.3 Contemporary psychological theories and discourse that explain
offending behaviour are examined for application to working
with clients in justice contexts
2.
Apply counselling
strategies to
managing offenders
in justice contexts
2.1 Key stages in counselling process are identified
2.2 Core concepts of counselling theories and methodologies are
examined and strategies developed to address offending
behaviour
2.3 Strategies for working with involuntary clients are explored
2.4 Parameters of own role in applying counselling strategies,
informed by psychological theory, are identified in consultation
with relevant people
2.5 Counselling strategies for responding to immediate needs of
offenders are determined and applied in consultation with
relevant people and according to organisational and legislative
requirements
©State of Victoria 2012
247
VU20856: Apply psychological concepts and principles within justice
environments
3.
Develop, monitor
and review
treatment plan
Section C: Units of competency - Adv. Diploma
3.1 Key criminogenic and non-criminogenic factors and behaviours
prevalent in the offender population are critically examined to
inform development of treatment plan
3.2 Needs of specialised groups are delineated and incorporated
into treatment plan
3.3 Available treatment programs and referral options for both
custodial and non-custodial offenders are investigated and
evaluated for inclusion in treatment plan
3.4 Treatment plan is monitored and outcomes reviewed to inform
future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills
248

communication skills to work with clients, colleagues, management, relevant experts
and/or external stakeholders across a range of relevant contexts

interpersonal communication skills to work with a complexity of clients in the criminal
justice system

communication and counselling skills to engage involuntary clients’ participation

research methodology and critical analysis skills to identify, source, document, and
evaluate perspectives and practices relevant to application of psychological concepts and
principles to counselling and treatment planning for offenders

research and analytical skills to select and apply best-fit counselling strategies

research and analytical skills to determine effective offender treatment planning,
monitoring and review

communication, advocacy and leadership skills to work effectively with own and other
relevant organisations

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage timelines, agreed outcomes and contingency planning

critical reflection and problem-solving skills to manage own values and beliefs and value
conflicts with clients

critical reflection skills to evaluate own counselling performance and develop effective selfcare approaches

communication and analytical skills to evaluate efficacy of treatment plan
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20856: Apply psychological concepts and principles within justice
environments
Required Knowledge

major psychological approaches to understanding human behaviour and life-stage
development

psychological theories, debates and discourse on factors that influence, shape and/or
determine personality development

contemporary debates and discourse on causality of offending

characteristics and issues of identified client population

contemporary debates and discourse on categorisation of specialised groups in the justice
environment

contemporary debates and discourse on counselling theories and practices

contemporary debates and discourse on trends in treatment options

range of offender treatment options, programs, services and resources available to clients

relevant organisational policies and procedures including documentation requirements and
practices

American Psychological Association (APA) referencing system

risk management

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Personality theories may
include:
Human development
theories may include:
Psychological theories
and discourse may
include:

psychodynamic theory

behavioural theory

cognitive theory

learning theory

humanistic theory

trait theory

Erikson’s Theory of Psychosocial Development

Freud’s Stages of Psychosexual Development

Piaget’s Theory of Cognitive Development

Kohlberg’s Stages of Moral Development

Psychoanalysis, such as:
o Freud
o Jung
o Adler
o Woodman
o Johnson
©State of Victoria 2012
249
VU20856: Apply psychological concepts and principles within justice
environments

Section C: Units of competency - Adv. Diploma
Defence mechanisms, such as:
o Munsterberg

Humanist, such as:
o Rogers
o Perls
o Yalom
o May
o Frankl

Cognitive, such as:
o Ellis
o Beck
o Cognitive dissonance theory

Learning, such as:
o Bandura

Behaviourism, such as:
o Watson
o Skinner
Key stages of the
counselling process may
include:
Counselling theories and
methodologies may
include:
250

ego psychology

psychopathology

psychological models of offender profiling

forensic psychology

Egan’s stages of counselling:
o Stage 1
– What’s going on?
o Stage 2
– What solutions make sense for me?
o Stage 3
– How do I get what I need or want?

relationship and rapport building

assessment

establishing goals

termination

application of psychological theories

person-centred therapy

solution-focused therapy

Maslow’s hierarchy of needs

motivational interviewing

cognitive-behavioural therapy

Gestalt therapy

narrative therapy
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Strategies (for working
with involuntary clients)
may include:
Parameters of own role
may refer to:
VU20856: Apply psychological concepts and principles within justice
environments

crisis intervention models

evidence-based counselling

group therapy

notion of self-care

solution-focused therapy

motivational interviewing

conflict resolution methodologies

degree of authority and responsibility in job role

expectation of breadth and depth of role in counselling
occasions, such as:
o immediate
response and/or referral
o managing stakeholders and
Counselling strategies,
informed by psychological
theory, may include:
significant others

expectation of breadth and depth of role in undertaking
counselling responses and/or arranging and supporting
treatment options

individual or team member role

protocols and procedures for responding to immediate needs
of clients

protocols and procedures for referring clients

holding of qualifications/experience required to conduct
formal and informal counselling sessions/occasions

holding of qualifications/experience required to assess health
conditions

legal requisites regarding qualification requirements to
conduct certain functions within justice work

access to resources

counselling guidelines and protocols, such as:
o privacy
and confidentiality
o statutory reporting

requirements
engagement techniques, such as:
o developing empathy
o building
o active

rapport
listening
micro-skills, such as:
o open
and closed questions
o paraphrasing
o summarising
o prompting
©State of Victoria 2012
251
VU20856: Apply psychological concepts and principles within justice
environments
Relevant people may
include:
Organisational
requirements may refer
to:
Section C: Units of competency - Adv. Diploma

joint decision making

problem-solving methodologies

developing agreed and realistic goals

setting of boundaries

debriefing and self-care

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

feminist-informed women’s services and advocacy agencies

regulators

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

policies , procedures and protocols, such as:
o approaches to:
-
therapeutic jurisprudence
risk management
service provision
case management
safety planning
referral
reporting
privacy, ethics and codes of practice
o formal and
informal decision making processes
o formal and
informal policies
o accountability mechanisms
o organisational procedures
252
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20856: Apply psychological concepts and principles within justice
environments
o mechanisms that ensure treatment
option is co-ordinated
and appropriate action and support is provided and
monitored
o required
resources, such as:
- human resources, such as:
 internal personnel
 external personnel
 expert assistance
- physical
- budgetary
- relevant professional development
- tools and resources that support rich and deep thinking
about issues of client assessment, counselling
methodologies, and treatment options, such as:
 access to research
 alternative organisational models, processes and
dynamics
 action learning with peers and colleagues
Legislative requirements
may refer to:

relevant international, Federal, State and local government
legislative and statutory requirements and provisions
Criminogenic factors and
behaviours may include:

involvement with criminal associates

anti-social attitudes

anti-social personality patterns, such as:
o lack of
self-control
o risk taking
o impulsiveness
o poor problem-solving abilities
o lack of
empathy
o narcissistic
o anger
and hostility issues

pro-criminal attitudes

factor in offending, such as:
o drugs
and alcohol abuse
o mental health
©State of Victoria 2012
issues

mood states previously associated with offending

direct access to previous victims

inability or unwillingness to think about the consequences of
actions

lacking pro-social attitudes
253
VU20856: Apply psychological concepts and principles within justice
environments
Non-criminogenic factors
and behaviours may
include:
Treatment plan may
include:
Section C: Units of competency - Adv. Diploma
(non-predictive of re-offending)

factor in offending, such as:

financial pressures

social or family pressure

social isolation

unstable accommodation or homelessness

illiteracy or language difficulties

inadequate education

poor employment history

lacking job skills or work experience

lacking pro-social family or associates

lacking pro-social leisure activities

lacking identity documentation

inadequate or unstable outcome

physical or mental barriers to undertaking rehabilitation
programs

anxiety

stress

low self-esteem

intelligence

physical health

mental health

plan of treatment informed by psychological theories and
principles that:
o
aims to:
- address offender issues, such as:
 psychological
 mental
 physical
- assist with rehabilitation
- reduce probability of recidivism
o incorporates critical
approach to:
- clients’ complex needs
- service provision
- risk management
254
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20856: Apply psychological concepts and principles within justice
environments
- safety planning
- relationship with organisational environment
o contains
Specialised groups may
include:
elements, such as:
description / definition / rationale
outcomes and goal setting
resource requirements and allocation
budget
completion phases and timelines
personnel
responsibilities
accountabilities
communication strategies
reporting procedures
privacy and confidentiality protocols and procedures
privacy and confidentiality rules for destination of
information
stakeholder analyses
stakeholder engagement strategies
monitoring and evaluation
definitions of success and failure

sex offenders

aggressive offenders

women offenders

culturally and linguistically diverse offenders

offenders as victims

offenders with disabilities, such as:
o
intellectual
o physical
o acquired
Treatment programs may
include:
Monitored may refer to:
brain injuries

offenders with mental health issues

offenders who use alcohol and/or other drugs

cognitive behaviour programs

sex-offender programs

drug and alcohol programs

violence prevention programs

formal and informal record keeping

formal and informal reporting procedures

formal and informal feedback from:
o client
©State of Victoria 2012
255
VU20856: Apply psychological concepts and principles within justice
environments
Section C: Units of competency - Adv. Diploma
o colleagues
o external agencies

Outcomes reviewed may
refer to:
and service providers
client outcomes, such as:
o reduced probability
of recidivism
o rehabilitation
o improved
capacity to make own decisions and implement
them
o improvement in
mental health
o improvement in physical health
o improved
relationships
o conceptual tools and understanding

review processes, such as:
o protocols,
policies and procedures audit, such as:
- privacy and confidentiality
- reporting procedures
- legislative and statutory requirements
o review report
allowing for results to be reviewed against
prioritised goals
o summative evaluation
o formative
evaluation
o feedback from
stakeholders and peers
o reflexive praxis
where future decisions are made using
information gained through monitoring
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

developing and implementing counselling strategies to address
offender needs across a range of justice contexts

developing, monitoring and reviewing an offender treatment plan
designed to address offender issues, assist with rehabilitation, and
reduce probability of recidivism

knowledge of current theories, approaches, debates and practice
developments on the application of psychological concepts and
principles to justice contexts

knowledge of relevant legislative and statutory requirements
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
256
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Method of assessment
Guidance information for
assessment
VU20856: Apply psychological concepts and principles within justice
environments

access to suitable simulated or real workplace/learning
opportunities

access to relevant organisational policies and procedures,
current theories, approaches, debates and practice
developments, American Psychological Association (APA)
referencing system

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project in offender treatment planning

evaluation of research project into psychological concepts and
principles and their application to analysis of criminality and
offender behaviour

review of portfolio of research into treatment programs and
their efficacy in rehabilitation and/or reduction of probability
of recidivism

practical exercises in counselling strategies

case studies

role plays

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20857
Identify and respond to client complex issues within
a criminal justice environment
o VU20858:
Undertake case-management in a justice
environment
©State of Victoria 2012
257
VU20856: Apply psychological concepts and principles within justice
environments
258
Section C: Units of competency - Adv. Diploma
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20857: Identify and respond to complex issues within a criminal justice
environment
VU20857: Identify and respond to complex issues within a criminal justice environment
Unit Descriptor
This unit describes the skills and knowledge required to recognise, respond and refer clients
presenting with a range of complex issues within justice contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers responsible for making decisions on immediate, and
long-terms service requirements for special needs offenders and victims of crime.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Complex psychological issues and associated behaviours that
impact on youth and adult offenders and other clients
presenting for justice services are identified and delineated
Examine complex
issues faced by
clients presenting for
justice services
1.2 Contemporary theories and discourse on the causes and
treatment of psychological issues are critically analysed for
application to practice
1.3 Key complexities of alcohol and other drugs use by offenders
and other clients presenting for justice services are critically
analysed for application to practice
1.4 Indicators of complex issues in individuals and strategies to
assist them to recognise complex issues in themselves are
identified, evaluated and practised
2.
Respond to client
complex issues
within justice
environments
2.1 Models and scholarly debates are researched to inform
selection and application of response strategies that address
values, attitudes beliefs and stigmas about working with client
complex issues
2.2 Ethical requirements for working therapeutically in the justice
environment are practised in accordance with legislative and
organisational requirements
2.3 Critical self-reflection and professional discourse relevant to
limitations of role of the justice worker when responding to a
range of complex issues is undertaken in consultation with
relevant people
©State of Victoria 2012
259
VU20857: Identify and respond to complex issues within a criminal
justice environment
Section C: Units of competency - Adv. Diploma
2.4 Collaborative relationships with a range of relevant
professionals to facilitate and support client recovery and
relapse prevention are developed and maintained
2.5 Referrals are made to relevant support service/s and
information is provided to both client and service personnel in
accordance with ethical, organisational and legislative
requirements
3.
Monitor and review
response strategies
3.1 Self-care strategies and frameworks for working with client
complex issues are developed, practised and monitored
3.2 Services, support and resources are regularly monitored against
planned goals and objectives
3.3 Periodic adjustments to services, supports and resources, as
required to best meet planned goals and objectives, are
implemented
3.4 Outcomes are critically reviewed in consultation with relevant
people, and where possible in conjunction with client, and
findings documented according to organisational and legislative
requirements
3.5 Findings are used to inform future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills












260
communication skills to work with clients, colleagues, management, relevant experts and/or
external stakeholders across a range of relevant contexts
interpersonal communication skills to work with a complexity of clients in the criminal justice
system
problem-solving and communication skills to work cooperatively with clients
communication and counselling skills to engage clients with multiple and complex issues
research methodology and critical analysis skills to identify, source, document, and evaluate
perspectives and practices relevant to responding to clients with complex needs
research and critical analytical skills to identify and evaluate perspectives and practices on
professional practice in addressing client complexity within justice environments
communication, advocacy and leadership skills to work effectively with own and other relevant
organisations
literacy and technical writing skills to prepare documents and present reports
organisational skills to manage timelines, agreed outcomes and contingency planning
critical reflection and problem-solving skills to manage own values and beliefs and value
conflicts with clients
critical reflection skills to evaluate own performance and develop effective self-care
approaches
communication and analytical skills to monitor and evaluate efficacy of responses to client
complexity
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20857: Identify and respond to complex issues within a criminal justice
environment
Required Knowledge











psychological theories, debates and discourse on factors that influence, shape and/or
determine mental illness
psychological theories, debates and discourse on key indicators of mental illness and substance
abuse and addiction
relevant treatment orders in the criminal justice system
contemporary debates and discourse on counselling theories and practices
contemporary debates and discourse on trends in treatment options
contemporary debates and discourse on models of crisis intervention
range of treatment options, programs, services and resources available to clients
relevant organisational policies and procedures including documentation requirements and
practices
American Psychological Association (APA) referencing system
risk management
safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Complex psychological
issues may include:

mental health issues such as
o depression
o bi-polar disorder
o anxiety
o psychosis
o schizophrenia
o post-traumatic stress disorder
o borderline personality disorder
o anti-social
personality disorder
o suicide and self-harm
©State of Victoria 2012

acquired brain injury

intellectual disability

addiction

trauma responses

suicide and self-harm

mental health disorders

acquired brain injury

abuse and domestic violence

alcohol and other drugs

other issues related to violence

mental illness

causes of mental illness amongst offenders
261
VU20857: Identify and respond to complex issues within a criminal
justice environment
Associated behaviours
may include:
Contemporary theories
and discourse (on the
causes and treatment of
psychological issues)
Section C: Units of competency - Adv. Diploma

effects of social stigma associated with mental illness

sexual assault

suicide

self-harm

patterns of alcohol use

patterns of drug use

effects of alcohol and drug abuse

Psychoanalysis, such as:
o Freud
o Jung
o Adler
o Woodman
o Johnson

Defence mechanisms, such as:
o Munsterberg

Humanist, such as:
o Rogers
o Perls
o Yalom
o May
o Frankl

Cognitive, such as:
o Ellis
o Beck
o Cognitive dissonance theory

Behaviourism, such as:
o Watson
o Skinner
Key complexities of
alcohol and other drugs
use may refer to:
262

ego psychology

psychopathology

psychological models of offender profiling

forensic psychology

dynamics of addiction to substances
o types
of drugs, such as:
- depressants, such as:
- alcohol
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20857: Identify and respond to complex issues within a criminal justice
environment
-
opiates and opioids
cannabis
sedatives
barbiturates
solvents and inhalants
o stimulants,
-
such as:
tobacco
caffeine
amphetamines
ephedrine
cocaine
ecstasy
o hallucinogens, such as:
- LSD
- mescaline

Indicators (of complex
issues) may include:
use of violence:
o physical
o verbal
o psychological
Response strategies may
include:

poor impulse control

complex behaviours

abnormal behaviours

risk factors for suicide

victimisation

research and scholarly debates on responses to complex
behaviours, such as:
o theoretical frameworks
o programmatic
o civil


Legislative requirements
may refer to:
©State of Victoria 2012
frameworks
and criminal responses
models of crisis intervention
communication skills

setting of boundaries

self-care strategies

suicide risk assessment

strategies to work with AOD abuse

relevant international, Federal, State and local government
legislative and statutory requirements and provisions
263
VU20857: Identify and respond to complex issues within a criminal
justice environment
Organisational
requirements may refer
to:

Section C: Units of competency - Adv. Diploma
policies , procedures and protocols, such as:
o approaches to:
-
therapeutic jurisprudence
risk management
service provision
case management
safety planning
referral
reporting
privacy, ethics and codes of practice
o formal and
informal decision making processes
o formal and
informal policies
o accountability mechanisms
o organisational procedures
o mechanisms that ensure response
is co-ordinated and
appropriate action and support is provided and monitored
o required
resources, such as:
- human resources, such as:
 internal personnel
 external personnel
 expert assistance
- physical
- budgetary
- relevant professional development
- tools and resources that support rich and deep thinking
about issues of recognition, response and referral for
client complex issues, such as:
 access to research
 alternative organisational models, processes and
dynamics
 action learning with peers and colleagues
Critical self-reflection
may refer to:

use of critical social theory(ies) to analyse own professional
practice

analysis of own place in relation to:
o intra and
264
inter organisational power relationships
o debates
and policy critiques of family violence
o feminist
and other critical theories

power relations in everyday work practices

ideologies related to mental illness

approaches to self-reflection
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Professional practice and
discourse may include:

VU20857: Identify and respond to complex issues within a criminal justice
environment
institutional procedures and protocols, such as:
o formal and
informal relations between staff
o formal and
informal relations between staff and clients
o formal and
informal records and record keeping
o formal and
informal rules
o formal and
informal roles of both individual and group
o formal and
informal organisational cultural norms, beliefs
and practices

everyday practices, such as:
o problem-solving
o organisational procedures
o interpersonal
o formal and
communication (verbal and written)
informal planning and evaluation processes

development, contestation and adherence to organisational
cultural norms and beliefs

discourse on common concepts about complex issues that are
often in use by agencies and authorities, such as:
o violence
as incident-specific, injurious and non-gendered
o functionalist, medical or individualised explanations for
complex issues
o service provision and rational planning
o meeting target group needs
o managing risk
o key performance indicators

discourse on common research, such as:
o that
which measures incidence of client complex issues
o intra-psychic

or personality-based explanations
discourse on assumptions and taken-for-granteds, such as:
o views
about dynamics of complex issues that appear to be
true or natural
o views
about ways to respond or intervene in complex issues
that appear to be true or natural
Relevant people may
include:
©State of Victoria 2012

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals
265
VU20857: Identify and respond to complex issues within a criminal
justice environment
Range of relevant
professionals may
include:
Referrals may include:
Section C: Units of competency - Adv. Diploma

consultants

health and help agencies

feminist-informed women’s services and advocacy agencies

regulators

Indigenous organisations

Cultural And Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

psychologists

mental health workers

doctors

prison officers

case managers

judiciary

court liaison officers

lawyers

mental health practitioner/s appointed by court

police

local and specialist support services

organisation frameworks to:
o
assist in communicating with clients to gather information
o conduct
preliminary enquiries to assist in appropriate
referral
Information may refer to:

awareness of local and specialist support services and
organisation procedures

critical analysis of attitude versus behavioural change
programmes

information provided to support service, such as:
o confidential
o reports
client information
and case notes
o proposed course of

action
information provided to client, such as:
o appointment
dates and times, locations and follow up
appointments
o information on
o appeals and
o checks
266
nature of service and what to expect
complaints mechanisms
that information is understood
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

Self-care strategies and
frameworks may refer to:
VU20857: Identify and respond to complex issues within a criminal justice
environment
socially informed self-care approach, such as:
o being aware
of risk of self-surveillance
o approach to
self-care that considers structural and
institutional constraints and recognises contradictory and
fragmented concepts of self

Monitored may refer to:
Outcomes may refer to:
stress management

debriefing mechanisms

privacy issues of own and support agency

regular monitoring

record keeping

reporting systems

progress journal

reflective journal

documents, charts and templates designed to map progress

forms or reports for feedback from relevant people

client outcomes, such as:
o reduced probability
of relapse
o rehabilitation
o improved
capacity to make own decisions and implement
them
o improvement in mental health
o improvement
o improved
in physical health
relationships
o conceptual tools and understanding
Critically reviewed may
refer to:
©State of Victoria 2012

review report allowing for results to be reviewed against
prioritised goals

summative evaluation

formative evaluation

feedback from stakeholders and peers

reflexive praxis where future decisions are made using
information gained through monitoring
267
VU20857: Identify and respond to complex issues within a criminal
justice environment
Section C: Units of competency - Adv. Diploma
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

recognising and responding to client complex issues according
to organisational and legislative requirements

monitoring and reviewing response strategies to inform future
practice

knowledge of current theories, approaches, debates and
practices about effective responses to client complex issues in
justice contexts

knowledge of relevant legislative and statutory requirements
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:
Method of assessment
268

access to suitable simulated or real workplace/learning
opportunities

access to relevant psychological theories, approaches,
debates, organisational policies and procedures and the
American Psychological Association (APA) referencing system

training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of an action learning project on recognition and
response strategies to complex client needs within justice
contexts

evaluation of research project in complex issues faced by clients
presenting for justice services

evaluation of research project into causes and effects of
alcohol and other drug use with particular reference to
offenders within the Victorian criminal justice system

review of portfolio of research into special service provisions
and their efficacy in treating client complex issues

practical exercises in response strategies
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Guidance information for
assessment
VU20857: Identify and respond to complex issues within a criminal justice
environment

case studies

role plays

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20856:
Apply psychological concepts and principles within
justice environments
o VU20858:
Undertake case-management in a justice
environment
©State of Victoria 2012
269
VU20857: Identify and respond to complex issues within a criminal
justice environment
270
Section C: Units of competency - Adv. Diploma
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20858: Undertake case-management in a justice environment
VU20858: Undertake case-management in a justice environment
Unit Descriptor
This unit describes the skills and knowledge required to conduct client assessment, plan,
implement and monitor suitable case-management for clients within justice contexts.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers/case managers responsible for conducting client
assessment and subsequently developing, implementing and monitoring and reviewing casemanagement plans within justice environment contexts.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
Review case1.1 Current approaches to case-management processes are
management process
researched and critically analysed
in legal environments
1.2 Complex client issues are identified and feasible responses in
justice contexts researched
1.3 Complex legal, ethical and budgetary issues pertaining to
aspects of case-management process are addressed
1.4 Processes for monitoring and changing case-management plan
are established according to organisation requirements and in
consultation with relevant people
2.
Conduct client
assessment
2.1 Critical review of assessment processes and protocols is
undertaken to inform preparation for assessment
2.2 Client is interviewed using communication strategies to assist
client engagement and collaboration
2.3 Appropriate referrals, information and advocacy are provided in
accordance with ethical, organisational and legislative
requirements
2.4 Client assessment information is recorded in accordance with
ethical, organisational and legislative requirements
©State of Victoria 2012
271
VU20858: Undertake case-management in a justice environment
3.
Develop and
implement casemanagement plan
Section C: Units of competency - Adv. Diploma
3.1 Relevant client assessment information is accessed and used to
inform case-management plan
3.2 Client management plan is developed, and goals set, in
conjunction with client
3.3 Level of case-management support required to implement casemanagement plan is estimated in consultation with relevant
people
3.4 Collaborative relationships with other support/treatment
services are developed and maintained to ensure high-quality
client outcomes
4.
Monitor and review
case-management
4.1 Planned services, support and resources are regularly monitored
against planned goals and objectives
4.2 Periodic adjustments to services, supports and resources, as
required to best meet client-identified goals, are implemented
4.3 Client outcomes are evaluated, where possible in conjunction
with client, and in consultation with relevant people
4.4 Findings are used to inform future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

interpersonal communication skills to work with a complexity of clients, colleagues,
management, and stakeholders across justice contexts

communication and interview skills to conduct client assessment interviews that engage client
participation and decision making

negotiation and problem-solving skills applied to case-management that is informed by
analysis of diversity, complexity and client-centred approaches

research methodology and critical analysis skills to identify, source, document, and evaluate
perspectives, practices and discourses relevant to contemporary justice system issues

research and analytical skills to determine effective case-management planning, monitoring
and review

interpersonal communication and interview skills to develop case-management processes that
address complex client needs

communication, advocacy and leadership skills to work effectively with own and other relevant
organisations

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage timelines, agreed outcomes and contingency planning

critical reflection skills to evaluate own performance and develop effective self-care
approaches

communication and analytical skills to evaluate efficacy of case-management plan
272
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20858: Undertake case-management in a justice environment
Required Knowledge

relevant international, Federal, State and local government legislative and statutory
requirements and provisions

relevant critical social theory and its application to case-management in justice
environments

critical analysis of case-management models and practices literature

characteristics and issues of identified client population

range of services and resources available to clients

funding processes

organisational case-management policies and practices including client complaint and
appeal processes

documentation requirements and practices

risk management

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Approaches may refer to:

theory and practice frameworks

client-centred

application of social theory

theory-driven /practice-driven approaches

application of link between theory and practice such as:
o an
approach to choosing and applying knowledge or theories
that recognises the case management practice within
justice context paradigm
o critical
understanding of theory-practice relationship in
human service work

range of hegemonic ideas, ideologies and assumptions
encompassed in common approaches, including:
o best
practice
o effectiveness and
efficiency
o evidence-based practice
o social
inclusion/exclusion
o risk management
o attachment
©State of Victoria 2012
models
273
VU20858: Undertake case-management in a justice environment
Case-management
process may include:
Section C: Units of competency - Adv. Diploma

goal setting

treatment/action planning

time frames

timelines, targets, and milestones

formal and ad hoc on-going review points

monitoring processes

record keeping and documentation requirements, such as:
o case
notes
o case
plan reports

budgetary requirements

funding

interpersonal communication strategies

use of social support

complex legal and ethical issues

contingencies, such as:
o failure
of process
o complaints

complaints and appeals procedures

strategies for achieving outcomes, such as:
o task-centred
practice
o client-centred practice
o problem-solving strategies
o awareness and responses client diversity and complexity of
clients’ experiences
o five phase approach to problem-solving:
- phase 1: Assessment
- phase 2: Setting Objectives
- phase 3: Planning Interventions
- phase 4: Monitoring and Implementing Interventions
- phase 5: Termination
Critically analysed may
refer to:

strategies for dealing with complex and high risk situations

case closure procedures

application of range of critical theories that seek to uncover
social structural power inequalities and ideologies, including:
o feminism
o neo-Marxism
o queer
274
theory
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20858: Undertake case-management in a justice environment
o structural
race theories
o work of the Frankfurt school of social enquiry

diversity of clients’ experience, such as:
o social
structural causes and influence on personal problems,
such as:
- social and economic class
- gender institutions
- race
o material conditions
o dominant framing of
normalcy and deviance
o ideological restrictions
o lack of

power or opportunity
o experience
of oppression
o awareness
of limitations of the authority of experience
o application
of critical theory to diversity discourse
complexity of clients experiences, such as:
o understanding
singular issues and interplay between issues,
such as:
-
mental health
housing
living skills
legal
medical
rural
regional
Indigenous
migrant /CALD
age

feminist postmodern ambivalence to identity politics

impact of managerialism on planning and practice, such as:
o focus
on outputs and efficiency measures
o technocratisation
o state control
o as
Complex client issues may
refer to:
©State of Victoria 2012
of professionalism
and surveillance of workers and clients
a budget control mechanism

critical theories that question ideologies and institutional
practices implicated in sustaining social injustice

awareness of power relationship between client and assessor

awareness of the impact of gender relations and patriarchy

where a number of different organisations are providing
support

people for whom immediate social context has impact in
275
VU20858: Undertake case-management in a justice environment
Section C: Units of competency - Adv. Diploma
linear or non-linear ways

people with and

special needs of clients, such as:
o mental impairment
o age
o complex
physical
o complex
psychological issues / forensic clients
o chronic
Feasible responses may
refer to:
Processes for monitoring
and changing (casemanagement plan) may
refer to:
and serious drug addiction

people who have been involved with protective and custodial
agencies over a length and/or sustained period

treatment options

assessment tools and treatment options for forensic clients
/clients with psychological issues

capacity for client-centred approaches to problem-solving and
case-management

formal and informal monitoring records, such as:
o case
notes
o case-management
reports
o journals

mechanisms for re-visiting client assessment, provision of ongoing support and co-ordination of case-management plan,
such as:
o formal briefings on
client progress
o access
to specialist expertise for secondary consultations,
advice or assessment
o joint assessment
o case
o use

conferencing
of specialist assessment approaches
formal and informal feedback from:
o client
o colleagues
o external agencies
Organisational
requirements may refer
to:
276

and service providers
policies , procedures and protocols, such as:
o approaches to:
-
risk management
service provision
case management
safety planning
referral
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20858: Undertake case-management in a justice environment
- reporting
- privacy, ethics and codes of practice
o formal and
informal decision making processes
o formal and
informal policies
o accountability mechanisms
o organisational procedures
o mechanisms that ensure
treatment option is co-ordinated
and appropriate action and support is provided and
monitored
o required
resources, such as:
- human resources, such as:
 internal personnel
 external personnel
 expert assistance
- physical
- budgetary
- relevant professional development
- tools and resources that support rich and deep thinking
about issues of client assessment, treatment options and
case management, such as:
 access to research
 alternative organisational models, processes and
dynamics
 action learning with peers and colleagues
Relevant people may
refer to:
©State of Victoria 2012

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

health and help agencies

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies
277
VU20858: Undertake case-management in a justice environment
Critical review, of
assessment processes and
protocols, may refer to:
Section C: Units of competency - Adv. Diploma

community legal centres

regulators

key bureaucrats and politicians

critical understanding of common rational/instrumental
approaches

critical analysis of assessment processes, such as:
o risk assessment
o recording procedures
o assessment tools,
such as:
- interview guidelines
- protocols
- negotiation regarding practicalities of assessment
o assessment reports
o destination of
information

problem-solving in conjunction with client

critical analysis of diversity and complexity of clients’ needs

awareness of relative powerlessness experienced by clients
entering a complex and contested relationship with casemanagement professionals

awareness of power relations, such as:
o avoiding instrumental bureaucratic administrative processes
tending to goal displacement and inappropriate unrealistic
outcome claims
o range of
ways that identification clients’ complex needs can
be avoided or sidelined in the assessment process
o client-centred
o critical
approach as control and surveillance
understanding of risk assessment processes
o critical
understanding of contradictory outcomes of ‘client
empowerment’

critical analysis of self-reflection, such as:
o pitfalls
of negative analysis of own professional practice
o unrealistic
o power
expectations
relations in everyday work practices
o ideologies
around client issues
o application
of social theory to analyse own professional
practice
Communication
strategies may include:

interview guidelines and protocols, such as:
o privacy
and confidentiality
o statutory reporting
278
requirements

engagement techniques

joint decision making strategies
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20858: Undertake case-management in a justice environment

setting of boundaries

problem-solving methodologies

developing agreed and realistic goals
Legislative requirements
may refer to:

relevant international, Federal, State and local government
legislative and statutory requirements and provisions
Client outcomes may
refer to:

health (mental and physical)

safety

freedom

improved capacity to make own decisions and implement
them

shelter

improved relationships

conceptual tools and understanding
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

developing and implementing a case-management plan for a
client within a justice context

monitoring a case-management process using evaluation of
outcomes to inform future practice

knowledge of case-management processes and approaches

knowledge of relevant legislative and statutory requirements
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to:
o suitable
simulated or real workplace/learning opportunities
o relevant
international, Federal, State and local legislative and
regulatory requirements and provisions
o relevant
critical social theory, case-management policies and
practices, organisational policies and procedure

Method of assessment
©State of Victoria 2012
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
279
VU20858: Undertake case-management in a justice environment
Section C: Units of competency - Adv. Diploma
appropriate for this unit:
Guidance information for
assessment

evaluation of a case-management project

evaluation of research project on principles and supporting
theories of case-management

evaluation of research project into approaches to casemanagement and support for clients with complex issues
within justice contexts

case studies

role plays

practical exercises

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20851:
Apply research techniques within justice contexts
o VU20856:
Apply psychological concepts and principles within
justice environments
280
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20859: Apply law and advocacy to support justice clients experiencing
justiciable event/s
VU20859: Apply law and advocacy to support justice clients experiencing justiciable event/s
Unit Descriptor
This unit describes the skills and knowledge required to determine needs of clients experiencing
justiciable event/s and advocate on their behalf in arranging legal representations and support
services. This includes an examination and analysis of the legal and support services and focuses
on how to arrange legal representation by one of these legal services for a justice client. It also
examines and applies the main areas of law and justiciable issues encountered by justice clients
when working in a paralegal environment.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice officers within a range of justice environments who are
responsible for managing and advocating on behalf of justice clients with justiciable issues through
legal and support services available to socially, economically and culturally marginalised indigent/
impecunious justice clients.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Client situation is determined and documented
Identify client
requirements for
justiciable event/s
and apply relevant
law
1.2 Justiciable event/s relevant to the client’s situation are
differentiated
1.3 Differentiated legislation applicable to justiciable event/s is
sourced
1.4 Differentiated common law relevant to the legislation applicable
to justiciable event/s is sourced
1.5 Legislation and common law are applied to justiciable event/s
2.
Advocate for clients
experiencing
justiciable event/s to
determine support
arrangements
2.1 Models and theories of advocacy for clients experiencing
justiciable event/s are examined and debated
2.2 Advocacy and support approach is developed and documented
according to organisational requirements
2.3 Legal and support services available to justice clients are
sourced, evaluated and determined, in consultation with
relevant people
©State of Victoria 2012
281
VU20859: Apply law and advocacy to support justice clients
experiencing justiciable event/s
Section C: Units of competency - Adv. Diploma
2.4 Guidelines of legal service providers in relation to justice clients
are ascertained and followed in arranging legal representation
3.
Monitor and review
advocacy and
support approach
3.1 Legal and support services are regularly monitored against
stated requirements, objectives and obligations, and any
necessary periodic adjustments implemented
3.2 Outcomes are reviewed in conjunction with client and relevant
people and findings documented according to organisational
requirements
3.3 Findings are used to inform future practice
EQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant experts
and/or external stakeholders across a range of relevant contexts

interpersonal and problem-solving skills to work objectively and co-operatively with a
complexity of clients in the criminal justice system

advocacy and leadership skills to work with stakeholders and legal and support service
providers on behalf of justice clients

research methodology and critical analysis skills to identify, source, document, evaluate
and perspectives, practices and discourses relevant to responding to justiciable events

analytical skills to differentiate justiciable events

research and analytical skills to source evaluate and integrate legislation, case law and
common law provisions relevant to differentiated justiciable events

communication, advocacy and leadership skills to work effectively with own and other
relevant organisations

literacy and technical writing skills to prepare documents and present reports

organisational skills to manage timelines, agreed outcomes and contingency planning

problem-solving skills to identify risks, contingencies and opportunities for improvement in
advocacy practices and legal and support arrangements

analytical, evaluation skills to access data and seek feedback from others to inform future
practice
Required Knowledge
282

relevant International, Federal, State and local government legislative and statutory
requirements and provisions

concept justiciable event/s and methodology for differentiating them

current models, theories and debates on approaches to advocacy for clients experiencing
justiciable event/s
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20859: Apply law and advocacy to support justice clients experiencing
justiciable event/s

characteristics and issues of identified client/s

range of services and resources available to specific client groups

guidelines of legal service/s providers

risk management

safe work practices
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. Bold italicised wording in the elements and performance criteria is detailed below.

Client situation may refer
to:
nature of circumstances of a justice client that may be the
result of escalation of issues, such as the following examples:
o person
experiencing breakdown of their mental health that
has lead to homelessness
o mental incapacity that has lead to loss of self-determination
through imposition of guardianship/administration

diversity of client experience that may underpin escalation of
justice related issues, such as:
o material conditions
o dominant framing of
normalcy and deviance
o social structural causes and influence on personal problems,
such as:
- social and economic class
- gender institutions
- race
o ideological restrictions
o lack of power or opportunity
o experience of oppression
o social, economic and cultural marginalisation
Justiciable event/s may
refer to:














©State of Victoria 2012
happenings and circumstances that raise legal issues
issues that can be decided by a court
criminal
civil
tenancy, housing and homelessness
guardianship and administration
mental health
intervention orders
neighbourhood disputes
motor vehicle accidents
credit and debt
youth law
child protection
victims of crime
283
VU20859: Apply law and advocacy to support justice clients
experiencing justiciable event/s
Differentiated may refer
to:

Section C: Units of competency - Adv. Diploma
Steps in differentiation:
o client
situation is a justiciable event/s
o identifying type
of justiciable event/s
o justiciable
event is unpacked – complexity of presenting
issues and occurrences
o review of
legislation to applicable to justiciable event/s
o review of
common law to applicable to justiciable event/s
o select
appropriate legislation and common law to justiciable
event/s
Legislation may refer to:
Models and theories of
advocacy may include:

Crimes Act

Wrongs Act

Residential Tenancies Act

Guardianship and Administration Act

Children, Youth, and Families Act

Family Violence Protection Act

Personal Safety Act

Mental Health Act

Victims of Crime Act

informed by relevant critical theory

application of possible theoretical frameworks used to explain
workings of advocacy strategies

models of advocacy that describe preferred:
o relations
o roles
o rules
o goals
o norms
o beliefs

articulates relationship with organisational environment

addresses:
o power
relations
o relations
Advocacy and support
approach may refer to:

with clients and other agencies
processes and protocols to identify and assess justiciable
events issues, such as:
o privacy
o access
to client information
o recording procedures
o interview guidelines
284
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

VU20859: Apply law and advocacy to support justice clients experiencing
justiciable event/s
advocacy strategies that are:
o client-centred
o client-focused

advocacy strategies that address:
o resourcing and
budgetary requirements
o use
of social support
o use
of interpersonal communication strategies
o complex
legal and ethical issues
o contingencies,
such as
- process failure
Organisational
requirements may refer
to:

professional networking and alliance building

strategic communication

provoking debate among practitioners

negotiating implementation of changes to practices, policies
and procedures and promote to gain support

developing, negotiating, and promoting critical analysis skills
to guide organisational and personal practice

identifying potential sources of conflict with holders of power
and planning to address such conflict

policies , procedures and protocols, such as:
o approaches to:
-
risk management
service provision
case management
safety planning
referral
reporting
privacy, ethics and codes of practice
o formal and
informal decision making processes
o formal and
informal policies
o accountability mechanisms
o organisational procedures
o mechanisms that ensure advocacy
approach is co-ordinated
and appropriate action and support is provided and
monitored
o required
resources, such as:
- human resources, such as:
 internal personnel
 external personnel
 expert assistance
©State of Victoria 2012
285
VU20859: Apply law and advocacy to support justice clients
experiencing justiciable event/s
-
Legal Services may
include:
Support services may
include:
Relevant people may
refer to:
286
Section C: Units of competency - Adv. Diploma
physical
budgetary
relevant professional development
tools and resources that support rich and deep thinking
about issues of recognition, response and referral for
client complex issues, such as:
 access to research
 alternative organisational models, processes and
dynamics
 action learning with peers and colleagues

Community Legal Centres (CLCs)

Specialist Community Legal Centres

Victoria Legal Aid (VLA)

Law Institute of Victoria Legal Referral Scheme

private practitioners

drug and alcohol

housing

disability

mental health

Cultural And Linguistically Diverse (CALD)

Indigenous

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ)

medical

psychiatric and psychological

literacy and language

employment

family violence services

domestic violence services

children services

victims of crime

staff

colleagues

clients

management

community representatives

experts
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Guidelines of legal
service providers may
refer to:
VU20859: Apply law and advocacy to support justice clients experiencing
justiciable event/s

advisors

sector professionals

consultants

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

regulators

Victoria Legal Aid Guidelines
o merits test
o means test
o special
circumstances guidelines
o documentary evidence
Monitored may refer to:
Outcomes may refer to:
Reviewed may refer to:
©State of Victoria 2012

privacy issues of own and external agency

regular monitoring

record keeping

reporting systems

progress journal

reflective journal

documents, charts and templates designed to map progress

forms or reports for feedback from relevant people

health (mental and physical)

safety

freedom

improved capacity to make own decisions and implement
them

shelter

improved relationships

conceptual tools and understanding

review report allowing for results to be reviewed against
prioritised goals

summative evaluation

formative evaluation
287
VU20859: Apply law and advocacy to support justice clients
experiencing justiciable event/s

Section C: Units of competency - Adv. Diploma
feedback from stakeholders and peers
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
Context of and specific
resources for assessment
A person who demonstrates competency in this unit must provide
evidence of:

differentiating justiciable event/s in order to apply relevant
legislation and common law

developing and implementing an advocacy and support
approaches that responsd to justice client/s experiencing
justiciable event/s

knowledge of advocacy and support approach methodologies
applicable to justice environments

knowledge of relevant legislation and common law
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to
o suitable
simulated or real workplace/learning opportunities
o relevant
legal and common law
o relevant
case law
o relevant
international, Federal, State and local legislative and
regulatory requirements and provisions
o relevant

Method of assessment
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:





288
advocacy and support approach methodologies

evaluation of project in determining legislation and/or
common law applicable to justiciable event/s

evaluation of research project into origins of justiciable
event/s

review of portfolio of research advocacy methodologies
applicable to justiciable event/s
practical exercises differentiation of justiciable event/s
other practical exercises
observation
oral and written questioning
presentations
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma

Guidance information for
assessment
©State of Victoria 2012
VU20859: Apply law and advocacy to support justice clients experiencing
justiciable event/s
third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended.
289
VU20860: Work with young offenders in justice environments
Section C: Units of competency – Adv. Diploma
VU20860: Work with young offenders in justice environments
Unit Descriptor
This unit describes the skills and knowledge required to determine, implement and review ethical
strategies for working with young offenders in the justice system.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
Employability Skills
The required outcomes described in this unit of competency contain applicable facets of
Employability Skills. The Employability Skills Summary of the qualification in which this unit is
included will assist in identifying employability skill requirements.
Application of the Unit
This unit supports the work of justice workers responsible for developing and implementing
strategies to support and care for young offenders and/or children under protection within the
Victorian legal system. Practitioners are typically focus on ethical approaches to protecting the
rights of children and young people through protocols, reporting, and review of the provision of
services.
ELEMENT
PERFORMANCE CRITERIA
Elements describe the essential
outcomes of a unit of competency.
Performance criteria describe the required performance needed to demonstrate
achievement of the element. Where bold italicised text is used, further information is
detailed in the required skills and knowledge and/or the range statement. Assessment of
performance is to be consistent with the evidence guide.
1.
1.1 Historical and contemporary developments in youth justice
work are researched and discussed
Examine youth
justice systems and
provisions
1.2 Contemporary theories and discourse on the causes and
treatment of youth offending are reviewed for application to
practice
1.3 Current legislative framework for youth justice are delineated
1.4 Out of home care and detention options for children and young
people are examined
2.
Respond to young
offenders and
children at risk
within justice
contexts
2.1 Treatment programs and support services for young offenders
and children at risk are identified and evaluated against client
needs
2.2 Supervision practices and strategies that are children- and
young people-focused are determined and applied
2.1 Prevention strategies for re-offending behaviours are
determined applied
2.2 Key practice standards within youth justice are reviewed
290
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
3.
Apply ethical
practices that
protect the rights of
children and young
people
VU20860: Work with young offenders in justice environments
3.1 Protocols and duty of care compliance requirements for
working with children and young people are identified and
applied
3.2 Confidentiality compliance requirements are strictly maintained
3.3 Strategies for addressing and/or reporting ethical concerns
about work practices around children and young people are
developed in consultation with relevant people
4.
Monitor and review
response strategies
4.1 Services, support and resources are regularly monitored against
stated requirements, objectives and obligations, and any
necessary periodic adjustments implemented
4.2 Outcomes are critically reviewed in consultation with relevant
people, and where possible in conjunction with client, and
findings documented according to organisational and legislative
requirements
4.3 Findings are used to inform future practice
REQUIRED SKILLS AND KNOWLEDGE
This describes the essential skills and knowledge, and their level, required for this unit.
Required Skills

communication skills to work with clients, colleagues, management, relevant experts
and/or external stakeholders across a range of relevant contexts

interpersonal and problem-solving skills to maintain professional boundaries in working
with children and young people

profession practice skills to uphold duty of care requirements

advocacy and leadership skills to work with stakeholders and legal and support service
providers on behalf of young offenders and children at risk

research and analytical skills to identify, source, document, evaluate and perspectives,
practices and discourses relevant to responding to and supervising young offenders

literacy and technical writing skills to prepare documents and present reports

analytical, and self-evaluation skills to apply principles of ethical decision-making

problem-solving skills to identify risks, contingencies and opportunities for improvement in
work practices related to young offenders

analytical, evaluation skills to access data and seek feedback from others to inform future
practice
©State of Victoria 2012
291
VU20860: Work with young offenders in justice environments
Section C: Units of competency – Adv. Diploma
Required Knowledge

relevant International, Federal, State and local government legislative and statutory
requirements and provisions

youth justice system of Victoria

range of services and resources available to specific client groups

scholarly debates and theories on development and causes of criminality and youth
offending

ethical approaches that incorporate the conventions on the rights of the child, and human
rights

principles of ethical decision-making

responsibilities to clearly define worker and client roles and responsibilities in regard to
ethical conduct and professional relationship boundaries

duty of care responsibilities

relevant requirements and processes for notifying and reporting

safe work practices
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. Bold italicised wording in the performance criteria is detailed below.
Historical and
contemporary
developments may refer
to:

structure and functions of legal provisions and justice services
for young offenders

development and functions of the Children’s Court

development and functions of Dual Track approaches

patterns and trends in youth offending, such as:
o age
to crime category
o circumstances

contemporary sentencing models, such as:
o family
models
o community
models
o diversionary
Contemporary theories
and discourse may
include:
sentencing options

role of sentencing

sentencing hierarchy

factors that influence criminality, such as:
o history of
o parent’s
child abuse
characteristics
o poor child-parental
o life
attachment
stressors
o biological factors
292
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20860: Work with young offenders in justice environments
o psychological factors
o family
factors
o lack of
education
o unemployment
o underemployment
o homelessness
o inequality

concepts of developmental stage of young persons and
teenagers by age and gender

offending patterns and trends

sociological perspectives

psychoanalytic and psychological theories

criminological theories, such as:
o classical
o positivist
o strain
o labelling
o conflict
o social
disorganisation theory
o deviance theory
o youth subculture and
delinquency theory
o feminist theory
Current legislative
framework may include:

links between criminological theories and policy development

relevant international, Federal, State and local government
legislative and statutory requirements and provisions

Current legislation and orders, such as:
o Children,
o relevant
Youth and Families Act (2005)
Youth Justice Orders

sentencing hierarchy

youth justice services, such as:
o juvenile justice
o juvenile forensic health

role and function of the children’s court

Dual Order and Dual Track status

approaches, such as:
o welfare
o justice
model
model
o restorative
©State of Victoria 2012
justice model
293
VU20860: Work with young offenders in justice environments
Out of home care and
detention options may
refer to:
Treatment programs and
support services may
include:
294
Section C: Units of competency – Adv. Diploma

youth residential centres

youth justice centres

secure welfare

residential units

foster care

kinship care

group homes

lead tenant

supported accommodation options

courts

Child Protection

Youth Justice

youth justice centres

children services

victims of crime

secure welfare centres

residential unit staff

foster care agencies

family support agencies

family violence services

domestic violence services

Alcohol and Other Drugs (AOD) services

housing services

mental health services

health services

anger management programs

education and vocational training

police

case managers

local and specialist support services

disability

Cultural And Linguistically Diverse (CALD)

Indigenous

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer (LGBTIQ)

literacy and language services
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
VU20860: Work with young offenders in justice environments

male adolescent program for positive sexuality (MAPPS)

adolescent forensic health services
Supervision practices and
strategies may refer to:

informed by critical theory

application of possible theoretical frameworks use to explain
strategies for working with youth offenders and child
protection

articulate relationship with organisational environment

addresses:
o power
relations
o relations
with clients and other agencies

legal, social and ethical obligations

communication skills

setting of boundaries

self-care strategies

suicide risk assessment

client assessment and case management

co-ordination of linkages with other services, agencies and
personnel

strategies to work with Alcohol and Other Drugs (AOD) abuse

crisis intervention

strategic planning that describe preferred:
o relations
o roles
o rules
o goals
o norms
o beliefs

development, contestation and adherence to organisational
cultural norms and beliefs

risk management

professional networking

everyday practices, such as:
o problem-solving
o organisational procedures
o interpersonal
o formal and
Children- and young
people-focused work
practices may refer to:
©State of Victoria 2012
communication (verbal and written)
informal planning and evaluation processes

age-appropriate communication skills

awareness and sensitivity to children and young persons’ needs

inclusiveness of children and young people in participatory
295
VU20860: Work with young offenders in justice environments
Section C: Units of competency – Adv. Diploma
decision-making process

Prevention strategies
may refer to:
making special allowances to met needs of children and young
people

taking account of developmental stages of young people by
age and gender

ways of engaging children and young people

observance and presence of children and young people as
primary clients

client-centred approaches to risk assessment and casemanagement

clearly defining ethical conduct and setting of professional
relationship boundaries for justice officer

early intervention approaches

developmental prevention

pre- and postnatal theories and their contribution to the
prevention of crime

diversionary programs

police youth liaison officers

community youth programs

impact of Dual Order and Dual Track status

deterrent of punishment

target-hardening approaches

technology used to control/reduce opportunity for crime, such
as:
o surveillance
o detection
o architectural design

Key practice standards
may refer to:
Protocols and duty of
care may refer to:
296
to reduce risk/increase safety
environment design/ urban planning to reduce risk/increase
safety

protocols

manuals

practice standards set by Department of Human Services

assessment

case planning

pre-sentence reports

client service plans

client assessment plans

working with children police check

supervision practices, strategies and obligations
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Confidentiality may refer
to:
Addressing ethical
concerns may refer to:
Reporting ethical
concerns may refer to:
VU20860: Work with young offenders in justice environments

safety requirements and obligations

responsibility for physical and/or mental well-being and safety

children- and young people-focused work practices

privacy regulations

confidentiality procedures

privacy protocols

limits to confidentiality

ethical decision making

awareness of own values, perceptions and beliefs in order to
maintain objectivity

following legal and organisational provisions

reporting

appropriate person, such as:
o supervisor
o manager
o team
Leader
o senior Worker
Ethical concerns may
include:

mandatory reporting requirements and processes

unethical behaviours, such as:
o assault
o physical
and psychological abuse
o witnessing
Relevant people may
include:
©State of Victoria 2012
abuse of others
o breaches of
privacy and confidentiality
o breaches of
protocols

issues of duty of care

legal and regulatory issues

possible contestation to organisational cultural norms and
beliefs

staff

colleagues

clients

management

community representatives

experts

advisors

sector professionals

consultants

feminist-informed women’s services and advocacy agencies

Indigenous organisations

Cultural and Linguistically Diverse (CALD) organisations
297
VU20860: Work with young offenders in justice environments
Monitored may refer to:
Outcomes may refer to:
Section C: Units of competency – Adv. Diploma

Lesbian, Gay, Bisexual, Transgender, Intersex and Queer
(LGBTIQ) organisations

disability rights agencies

community legal centres

privacy issues of own and external agency

regular monitoring

record keeping

reporting systems

progress journal

reflective journal

documents, charts and templates designed to map progress

forms or reports for feedback from relevant people

client outcomes, such as:
o reduced probability
of relapse
o rehabilitation
o improved
capacity to make own decisions and implement
them
o improvement in mental health
o improvement in physical health
o improved
relationships
o conceptual tools and understanding
o safety
o shelter
Critically reviewed may
refer to:

review report allowing for results to be reviewed against
prioritised goals

summative evaluation

formative evaluation

feedback from stakeholders and peers
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills
and Knowledge, Range Statement and the Assessment Guidelines of this qualification.
Critical aspects for
assessment and evidence
required to demonstrate
competency in this unit
298
A person who demonstrates competency in this unit must provide
evidence of:

developing and implementing treatment and/or supervision
strategies, for young offender clients within justice environments

application of key practice standards, relevant legislation and
ethical requirements to development and implementation of
strategies

monitoring and reviewing of implementation to order to make
any necessary adjustments and to inform improved future
practice
©State of Victoria 2012
Section C: Units of competency – Adv. Diploma
Context of and specific
resources for assessment
VU20860: Work with young offenders in justice environments

knowledge of current theories, approaches, debates and practices
about effective and ethical responses to young offenders in justice
contexts

knowledge of relevant legislative and statutory requirements
Assessment must ensure:

activities are related to a Justice environment context
Resources implications for assessment include:

access to:
o suitable
simulated or real workplace/learning opportunities
o relevant
international, Federal, State and local legislative and
regulatory requirements and provisions
o relevant

Method of assessment
Guidance information for
assessment
ethics policy and privacy rules
training staff need to adhere to the ethics policies and privacy
rules when interacting with or attending correctional
institutions, courts, and policing/law enforcement premises
A range of assessment methods should be used to assess practical
skills and knowledge. The following assessment methods are
appropriate for this unit:

evaluation of project in the provision of services for young
offenders

evaluation of project in young people-focused supervision
practises and strategies for young offenders

evaluation of and evaluative research project into definitions
and causes of youth offending and legal and societal
responses

practical exercises

observation

oral and written questioning

presentations

third party reports
Holistic assessment with other units relevant to the industry sector,
workplace and job role is recommended. Suggested units may include
but are not limited to:
o VU20857:
Identify and respond to client complex issues
within a criminal justice environment
©State of Victoria 2012
299