Assessor Resource

CHCDFV002
Provide support to children affected by domestic and family violence

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the knowledge and skills required to provide support and information to children and young people living in a home where domestic and family violence occurs. It requires an awareness of the potential effects of domestic and family violence on behaviour and development.

This unit applies to health and community service workers providing services according to established organisation procedures. These workers may not be specialised family violence workers.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with children.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve interactions with children.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person 
Encourage children and young people to communicate their feelings, experiences and fear 
Show sensitivity to cultural, family, individual differences and any specific needs 
Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people 
Make children and/or young people aware of their rights, service and support options 
Apply organisation standards and procedures and comply with legislative and statutory requirements 
Use interpersonal skills to ensure the needs of children/young people are accurately identified 
Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements 
Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons 
Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery 
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 strategies that account for children’s age, developmental level and their physical and emotional safety 
Provide services and referrals to support key relationships for the child/young person 
Put in place mechanisms that support appropriate parenting 
Provide support services and information to the family according to individual needs 
Provide short term follow up to the child/young person to help maintain their safety and to address any further needs 
Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver 
Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements 

Forms

Assessment Cover Sheet

CHCDFV002 - Provide support to children affected by domestic and family violence
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

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

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: