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Evidence Guide: CHCDFV002 - Provide support to children affected by domestic and family violence

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCDFV002 - Provide support to children affected by domestic and family violence

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish confidence and rapport with children

  1. Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person
  2. Encourage children and young people to communicate their feelings, experiences and fear
  3. Show sensitivity to cultural, family, individual differences and any specific needs
  4. Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people
  5. Make children and/or young people aware of their rights, service and support options
  6. Apply organisation standards and procedures and comply with legislative and statutory requirements
Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage children and young people to communicate their feelings, experiences and fear

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Show sensitivity to cultural, family, individual differences and any specific needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make children and/or young people aware of their rights, service and support options

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply organisation standards and procedures and comply with legislative and statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore issues and develop plans

  1. Use interpersonal skills to ensure the needs of children/young people are accurately identified
  2. Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements
  3. Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons
  4. Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery
  5. Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver
Use interpersonal skills to ensure the needs of children/young people are accurately identified

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support, advocacy and information

  1. Use strategies that account for children’s age, developmental level and their physical and emotional safety
  2. Provide services and referrals to support key relationships for the child/young person
  3. Put in place mechanisms that support appropriate parenting
  4. Provide support services and information to the family according to individual needs
  5. Provide short term follow up to the child/young person to help maintain their safety and to address any further needs
  6. Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver
  7. Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements
Use strategies that account for children’s age, developmental level and their physical and emotional safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide services and referrals to support key relationships for the child/young person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Put in place mechanisms that support appropriate parenting

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support services and information to the family according to individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide short term follow up to the child/young person to help maintain their safety and to address any further needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish confidence and rapport with children

1.1 Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person

1.2 Encourage children and young people to communicate their feelings, experiences and fear

1.3 Show sensitivity to cultural, family, individual differences and any specific needs

1.4 Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people

1.5 Make children and/or young people aware of their rights, service and support options

1.6 Apply organisation standards and procedures and comply with legislative and statutory requirements

2. Explore issues and develop plans

2.1 Use interpersonal skills to ensure the needs of children/young people are accurately identified

2.2 Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements

2.3 Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons

2.4 Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery

2.5 Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver

3. Provide support, advocacy and information

3.1 Use strategies that account for children’s age, developmental level and their physical and emotional safety

3.2 Provide services and referrals to support key relationships for the child/young person

3.3 Put in place mechanisms that support appropriate parenting

3.4 Provide support services and information to the family according to individual needs

3.5 Provide short term follow up to the child/young person to help maintain their safety and to address any further needs

3.6 Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver

3.7 Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish confidence and rapport with children

1.1 Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person

1.2 Encourage children and young people to communicate their feelings, experiences and fear

1.3 Show sensitivity to cultural, family, individual differences and any specific needs

1.4 Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people

1.5 Make children and/or young people aware of their rights, service and support options

1.6 Apply organisation standards and procedures and comply with legislative and statutory requirements

2. Explore issues and develop plans

2.1 Use interpersonal skills to ensure the needs of children/young people are accurately identified

2.2 Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements

2.3 Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons

2.4 Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery

2.5 Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver

3. Provide support, advocacy and information

3.1 Use strategies that account for children’s age, developmental level and their physical and emotional safety

3.2 Provide services and referrals to support key relationships for the child/young person

3.3 Put in place mechanisms that support appropriate parenting

3.4 Provide support services and information to the family according to individual needs

3.5 Provide short term follow up to the child/young person to help maintain their safety and to address any further needs

3.6 Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver

3.7 Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

provided support to at least 3 children affected by domestic and family violence according to legal and ethical requirements using a process of:

establishing a relationship with the child

exploring issues and concerns

developing a support plan

providing ongoing support and information

identified and responded appropriately to 3 different situations where there are immediate safety concerns

used age-appropriate interpersonal and communication skills when interacting with children, including:

questioning

active listening

rapport building

storytelling

used age-appropriate resources and techniques, including:

information resources

physical resources

activities.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations (national and state/territory) for working with children affected by domestic and family violence, and how these are applied in organisations and individual practice:

codes of conduct

duty of care

human rights

mandatory reporting

privacy, confidentiality and disclosure

records management

rights and responsibilities of:

workers and employers

individuals, families, the community and society to minimise or prevent domestic violence

specific legislation that applies, including:

child protection

work role boundaries – responsibilities and limitations

work health and safety

potential effects of witnessing/experiencing domestic violence on children and young people including the effects on their overall development

age and developmentally appropriate resources and strategies

development and language levels of children at different stages/ages

the links between domestic violence and other forms of child abuse such as sexual abuse, physical abuse, psychological abuse and neglect

services available for children/young people and their families

organisation procedures, practices and standards for:

client assessment

allocation of services

case management

interviewing

use of resources

programmed intervention

referral

factors related to domestic violence victimisation that impact upon the care-giver’s ability to parent effectively

groups represented within the local community (cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups

referral sources and associated protocols

own values and attitudes and their potential impact on clients.