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Evidence Guide: CHCDFV817B - Manage domestic and family violence and abuse screening and risk assessment processes

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

 

CHCDFV817B - Manage domestic and family violence and abuse screening and risk assessment processes

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

Establish screening and risk assessment procedures

  1. Identify and assess risk for clients in relation to domestic and family violence.
  2. Analyse work practices that contribute to risk for clients
  3. Analyse the impact of gender and culture on screening and risk assessment procedures
  4. Determine screening and risk assessment procedures appropriate for the organisation
  5. Determine staff roles appropriate to conduct either screening and/or risk assessment
  6. Select or develop appropriate screening and/or riskassessment tools
Identify and assess risk for clients in relation to domestic and family violence.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse work practices that contribute to risk for clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the impact of gender and culture on screening and risk assessment procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine screening and risk assessment procedures appropriate for the organisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine staff roles appropriate to conduct either screening and/or risk assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select or develop appropriate screening and/or riskassessment tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply screening and risk assessment procedures

  1. Develop organisation consistency for the implementation of screening and risk assessment procedures
  2. Ensure staff are familiar with screening and risk assessment procedures
  3. Ensure staff are familiar with use of specific screening and risk assessment tools
Develop organisation consistency for the implementation of screening and risk assessment procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure staff are familiar with screening and risk assessment procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure staff are familiar with use of specific screening and risk assessment tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review screening and risk assessment practices

  1. Discuss and review decisions in relation to risk assessment
  2. Analyse impact of screening and risk assessment for clients
  3. Analyse impact of screening and risk assessment for staff
  4. Analyse and discuss impact of screening and risk assessment with external partnerships and stakeholders
Discuss and review decisions in relation to risk assessment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse impact of screening and risk assessment for clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse impact of screening and risk assessment for staff

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse and discuss impact of screening and risk assessment with external partnerships and stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify work practices and procedures to promote client safety.

  1. Ensure administrative practices support client safety
  2. Ensure service interventions promote client safety
  3. Ensure referral systems are in place to support client safety
Ensure administrative practices support client safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure service interventions promote client safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure referral systems are in place to support client safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to analyse the dynamics of domestic and family violence and ensure appropriate screening and risk assessment is conducted

Assessment of performance should be over a period of time covering all categories within the Range Statement statements that are applicable to the work environment

In particular, assessment must confirm the ability to:

accurately identify the safety needs of people subject of domestic and family violence through the appropriate use of screening and risk assessment processes

accurately review screening and risk assessment procedures of the organisation

build networks with and refer to relevant programs which meet the needs of a wide variety of clients

accurately interpret and comply with legal and procedural requirements

understand own work role and responsibilities in relation to service delivery

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations

Method of assessment

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment in delivering services to clients living with and affected by domestic and family violence

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios

observation of processes and procedures, oral and/or written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

The assessment environment should not disadvantage the candidate

Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English

Where the candidate has a disability, reasonable adjustment may be applied during assessment

Language and literacy demands of the assessment task should not be higher than those of the work role

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Knowledge of the social context of domestic violence, including power and control, gender, child abuse, motivation for change and criminal issues

Knowledge of theoretical perspectives that inform domestic and family violence work with people affected by violence

Knowledge of theoretical perspectives informing behaviour change programs which emphasise accountability, responsibility, people's capacity for behaviour change and moves towards acceptable and constructive alternatives to harmful behaviour

Knowledge of the cultural, age and language groups represented within the local community, and an understanding of cultural issues that arise when working with those groups

Understanding of the prevalence of beliefs in the broader society which condone violence, and individuals' rights to safety and autonomy

Knowledge of prevalence of domestic and family violence

Knowledge of respectful strategies that will assist clients to take steps toward safety

Knowledge of legislative requirements and provisions relevant to area of service delivery Knowledge which incorporates theories and concepts of planning and control procedures, resource management and risk management

A knowledge of techniques for dealing with stressed and traumatised clients

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

Knowledge of potential obstacles and opportunities for clients that may impact on safety planning

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate response skills that support clients to engage with safety plans

Use questioning and active listening (paraphrasing, clarifying, summarising, relationship building and engaging) techniques to develop a trusting relationship and facilitate accurate and relevant exchange of information

Demonstrate goal setting and strategy development skills for ensuring safety

Apply self management skills within a supervision framework

Use assessment skills to identify needs and related issues which impact on people subject to violence

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate counselling skills which promote respect and support for safety

Use problem solving skills for a broad range of unpredictable problems involving analysis, assessment, evaluation and the ability to adjust plans and acquire additional resources to assist people who are subject to violence

Use literacy and communication skills in relation to analysis, evaluation and presentation of information including preparing documents and reports related to client needs and service delivery issues

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Risk may refer to but not limited to:

Being physically hurt, intimidated, bullied, harassed or controlled

Threatened with physical harm, intimidation, bullying or harassment

Harm or threat of harm to children

Harm or threat of harm to pets and loved ones

Harm or threat of harm to property

Inability or reduced ability to effectively participate in significant events such as compulsory family dispute resolution

Inability or reduced ability to negotiate free and fair arrangements whether by reason of a history of domestic violence or otherwise

Having residential address known by a person who uses violence against you

Screening may refer to:

Processes for proactively enquiring about the presence of domestic and family violence with the intention of preventing further violence or harm

Risk assessment refers to:

Processes for evaluating the nature of specific risks to safety for individual clients using tools and structured clinical judgement

The content of risk may relate to:

exposure to further violence

mental health issues

children's and parenting issues

Risk assessment tools refers to:

Documented questionnaires and procedures for gathering information in relation to risk

Scripts and preambles

Defined questions

Measures and rating scales of risk

External partnerships and stakeholders may refer to:

Other agencies and service providers

Clients

Funding bodies

Referral systems may include:

Hot (going with client), warm (setting up appointments and direct links) or cold (information for clients to make own contact) referrals

Referrals to:

crisis intervention services

legal or medical services

family domestic services

child support services

culturally specific services

accommodation services

access to services/information

financial services

child support agency

mediation and counselling services

living skills and problem solving programs

educational programs

specialist services