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Evidence Guide: CHCDFV818C - Provide programs for people who have been subject to 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

 

CHCDFV818C - Provide programs for people who have been subject to domestic and family violence

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

Engage person in a supportive process

  1. Establish an appropriate physical space that conveys safety and privacy
  2. Establish trust including explanation of the process
  3. Use engagement and questioning techniques that invite the person to share their perspectives and concerns
  4. Maintain an ethical relationship with the person.
  5. Attend to an appropriate cultural context for the client
Establish an appropriate physical space that conveys safety and privacy

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish trust including explanation of the process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use engagement and questioning techniques that invite the person to share their perspectives and concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain an ethical relationship with the person.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend to an appropriate cultural context for the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the seriousness of domestic and family violence on individual well being

  1. Convey messages that acknowledge the traumatic impact of domestic and family violence
  2. Listen for the specific safetyconcerns of the individual involved
  3. Interrupt self-blame
  4. Recognise the dynamics of domestic and family violence on the individual's ability to make decisions and plan
  5. Recognise the impact of domestic and family violence on the health status of individuals
Convey messages that acknowledge the traumatic impact of domestic and family violence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen for the specific safetyconcerns of the individual involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interrupt self-blame

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the dynamics of domestic and family violence on the individual's ability to make decisions and plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the impact of domestic and family violence on the health status of individuals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prioritise safe interventions

  1. Clarify the current situation and circumstances of the individual and her/his dependents
  2. Clarify the client's perception of safety
  3. Manage dynamics of power in worker client relationship
  4. Prepare a relevant safety plan with the client
  5. Provide legal information if relevant
  6. Make relevant referrals
Clarify the current situation and circumstances of the individual and her/his dependents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify the client's perception of safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage dynamics of power in worker client relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare a relevant safety plan with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide legal information if relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make relevant referrals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explore presenting problems

  1. Encourage individuals to describe the presenting problems and explore their understanding of their concerns
  2. Encourage the person to notice and discuss their concerns in relation to associated behaviours or situations
  3. Elicit the individuals understandings of attempts to previously manage their concerns in the past
  4. Encourage the person to describe actions she/he has taken to resist, minimise and avoid violence
  5. Encourage the person to describe relationships of respect and trust he or she have experienced
  6. Elicit the individual's understanding of ways to build respectful and trusting relationships
Encourage individuals to describe the presenting problems and explore their understanding of their concerns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to notice and discuss their concerns in relation to associated behaviours or situations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit the individuals understandings of attempts to previously manage their concerns in the past

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to describe actions she/he has taken to resist, minimise and avoid violence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the person to describe relationships of respect and trust he or she have experienced

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Elicit the individual's understanding of ways to build respectful and trusting relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend to practical concerns

  1. Explore safe accommodation options for the client.
  2. Explore financial concerns and limitations that may impact on the clients situation
  3. Explore client support networks
  4. Explore legal issues with the client
  5. Explore impact of DFV on work relationships
  6. Make relevant referrals according to organisation policies and procedures
Explore safe accommodation options for the client.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore financial concerns and limitations that may impact on the clients situation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore client support networks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore legal issues with the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore impact of DFV on work relationships

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make relevant referrals according to organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Promote realistic and achievable actions that support safety.

  1. Recognise the impact of diversity and cultural obligations on the client's ability to change her/his circumstances
  2. Recognise the significance of the client's perception and assessment of safety
  3. Recognise the client's ability to take appropriate actions in the timing most appropriate for the individual involved
  4. Support and encourage actions that promote the individual's control of her/his situation
Recognise the impact of diversity and cultural obligations on the client's ability to change her/his circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the significance of the client's perception and assessment of safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise the client's ability to take appropriate actions in the timing most appropriate for the individual involved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support and encourage actions that promote the individual's control of her/his situation

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 in the learning environment

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

Related units:

This unit of competency should be assessed in conjunction with either of the following related units:

CHCFDV816B Safety planning with people who have been subjected to domestic and family violence

or

CHCFDV817B Manage domestic and family violence screening and risk assessment processes

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:

Variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches

Recognise strengths, limitations, and contraindications of specific therapy models, including risks of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit

Personal awareness of values, family of origin work, in depth analysis

Understand the development of theories of intervention

Working knowledge of the following counselling models, solution focused, narrative, image, CBT, systemic

Working knowledge of group work models

Advocacy, community work and community development models

Distinguish between content and process issues

Issues affecting family relationships, including: domestic and family violence, all abuse types, mental health, disability, post traumatic stress disorder, socioeconomics, inter generational issues

Interpretation of legislation relevant to job role including: family law, child protection, domestic violence, child support agency, work health and safety (WHS)

Knowledge and application of ethical behaviour and legal frameworks for the therapeutic relationship

Support groups available to people who have lived with family violence

Self Awareness to facilitate a supportive intervention process in a range of settings

Boundaries and limitations to therapeutic interventions

Difference between supportive and interventionist counselling

Understanding a wide range of client groups and cultural diversity including same sex couples

Organisation policy and procedures

Understand dynamics of intimate relationships

Timing and appropriate termination counselling

Knowledge of legal parameters for working with clients experiencing sexual, physical and emotional abuse, mental health issues

Complex interpersonal interactions, power in relationships, abuse and conflict

Essential skills:

It is critical that the candidate demonstrate the ability to:

Manage stress and complex intervention environments

Respond to trauma

Undertake suicide prevention

Screen for survivors of domestic and family violence and child abuse

Undertake safety planning for domestic and family violence

Undertake case planning

Demonstrate effective report writing

Undertake specialist communication

Undertake risk assessment and referral

Work in multidisciplinary team

Use interactive skills, congruence, non-judgemental

Seek out clinical supervision and professional development opportunities to ensure best practice and to meet duty of care requirements

Maintain a solid theoretical base

Provide transparent service and be accountable for actions

Apply ethical standards

Apply systemic conceptualisation

Formulate hypotheses about presenting client problems

Work with voluntary and involuntary clients

Match intervention modalities and techniques to clients needs, goals, and values

Deliver interventions in a way that is sensitive to special needs of clients (gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, family of origin, larger systems issues of the client)

Set appropriate boundaries, manage issues of triangulation, and develop collaborative working relationships

Articulate rationales for interventions related to treatment goals, plans, assessment, information, and systemic understanding of clients context and dynamics

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.

Engagement and questioning techniques may include:

Conversation - non problem focused

Discuss role as worker

Display respect and non-judgemental attitude

Use open questioning in a non threatening manner

Empathy and rapport

Questioning technique may include but is not limited to:

Questioning to scan relationship web

Reflexive questioning

Relational questioning

Circular questioning

Presenting problems may include but are not limited to:

Parenting issues

Self respect and self blame

Trauma

Mental health issues including depression and self harming

Alcohol and other drugs

Social isolation

Suicide ideation

Dynamics of domestic and family violence refer to:

Power relations and controlling behaviour

Behaviours may include:

physical abuse

economic abuse

sexual abuse

controlling behaviour

intimidation and harassment

The blame for abuse and violence is generally attributed to the person who is subject to the violence

The use of abuse and violence is often explained and/or excused by external circumstances such as alcohol, unemployment etc

The person/s subject to violence often take responsibility for the violence

Safety plan may refer to but is not limited to:

Specific documents that record and document safety strategies identified by the client

Procedures that support clients who are subject to violence to attend services safely

Organisation arrangements that allow clients who have been subject to violence to participate free from violence and intimidation

Interrupt self-blame may involve but not be limited to:

Sharing information and research about the tendency for people subjected to violence to take responsibility for violence

Outlining the way legal interpretations of domestic and family violence set community standard for non-violent behaviour

Stating organisation principals

Describing an accountability framework

Dependants may include but not be limited to:

Children

Aged parents or family members

Grown children or siblings with a disability

Family members who do not speak English

Pets

Practical concerns my include but are not limited to:

Accommodation

Finances

Legal situation

Child protection and parenting arrangements

Social obligations and explanations of circumstances

Referral may include:

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

Diversity refers to but is not limited to:

People who:

have a disability

come from diverse cultural and sub-cultural backgrounds

have a preferred or first language that is not English

are aged or a young

reside in a remote or rural location

have same-sex relationships

have different religious beliefs or practices

have a dual diagnosis

have addiction or dependency issues

are of an aboriginal background or Torres Strait Islander background

have mental health issues

Cultural obligations may refer to but is not limited to:

Cultural commitments to people within and beyond their family

Parenting responsibilities

Employment commitments

Social and cultural responsibilities

Multiple vulnerabilities may refer to but is not limited to:

Any combination of the following:

mental health problems

mental health difficulties

disabilities

poverty

limited literacy

alcohol and other drug issues

parenting difficulties

social isolation

lack of care for self

limited sense of future