Assessor Resource

CHCDFV014
Provide programs for people who have been subjected to domestic and family violence

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to work collaboratively with people to acknowledge and explore complex issues and concerns associated with their experience of domestic and family violence, and then to address those concerns.

This unit applies to workers who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

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. Engage person in a supportive process

1.1 Analyse existing case information about the user of domestic and family violence as the basis for work

1.2 Establish an appropriate physical space that conveys safety and privacy

1.3 Establish trust and collaboration with the person who has been subjected to family violence, including explanation of the process

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

1.5 Maintain an ethical relationship with the person with appropriate boundaries

1.6 Attend to the appropriate cultural context for the client

2. Acknowledge the seriousness of domestic and family violence on individual well being

2.1 Convey messages that acknowledge the traumatic impact of domestic and family violence

2.2 Listen for the specific safety concerns of the person involved

2.3 Interrupt self-blame using supportive communication techniques

2.4 Recognise how the dynamics of domestic and family violence have impacted the person’s ability to make decisions and plan

2.5 Recognise how the health status of the person has been impacted by domestic and family violence

3. Prioritise safe interventions

3.1 Clarify the current situation and circumstances of the person and their dependents

3.2 Clarify the client’s perception of safety

3.3 Manage dynamics of power in worker client relationship using interpersonal skills

3.4 Prepare a safety plan with the client based on identified needs

3.5 Provide accurate and current legal information according to the person’s needs

3.6 Identify the need for, and action referrals according to organisation procedures

4. Identify and explore presenting problems

4.1 Encourage the person to describe the presenting problems and explore their understanding of their concerns

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

4.3 Elicit the person’s understandings of attempts to manage their concerns in the past

4.4 Encourage the person to describe actions they have taken to resist, minimise and avoid violence

4.5 Encourage the person to describe relationships of respect and trust they have experienced

4.6 Elicit the person’s understanding of ways to build respectful and trusting relationships

5. Attend to practical concerns

5.1 Explore safe accommodation options for the person

5.2 Collaboratively identify and explore the concerns and issues that impact on the person’s situation and life

5.3 Collaboratively explore the person’s support networks and sources of assistance

5.4 Make relevant referrals according to organisation policies and procedures and the person’s specific needs

6. Promote realistic and achievable actions that support safety

6.1 Recognise and work with the impact of diversity and cultural obligations on the client's ability to change their circumstances

6.2 Recognise and work with the significance of the client's perception and assessment of safety

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

6.4 Support and encourage actions that promote the individual's control of their situation

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 effective interventions and developed and documented plans for at least 5 different clients who have been subjected to domestic and family violence

explored the full range of practical considerations, including:

financial issues

legal issues

work related issues

support networks and assistance

matched intervention modalities and techniques to clients needs, goals, and values, using each of the following on at least 1 occasion:

cognitive behaviour therapy

solution-focused

narrative

image

systemic.

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 for the domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including:

family law

child protection

domestic violence

work role boundaries – responsibilities and limitations in a therapeutic relationship

work health and safety

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

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

the development of theories of intervention

difference between supportive and interventionist counselling

counselling models, their principles and how they are used, including:

cognitive behaviour therapy

solution focused

narrative

image

systemic

how to distinguish between content and process issues

timing and appropriate termination of counselling

group work models and how they are used

advocacy, community work and community development models

issues affecting family relationships and their impacts and dynamics, including:

domestic and family violence

all abuse types

mental health

disability

post-traumatic stress disorder

socioeconomics

inter- generational issues

dynamics of intimate relationships

complex interpersonal interactions, power in relationships, abuse and conflict

support groups available to people who have lived with family violence

issues the affect different groups in the community

own values, family of origin work.

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

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

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. Engage person in a supportive process

1.1 Analyse existing case information about the user of domestic and family violence as the basis for work

1.2 Establish an appropriate physical space that conveys safety and privacy

1.3 Establish trust and collaboration with the person who has been subjected to family violence, including explanation of the process

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

1.5 Maintain an ethical relationship with the person with appropriate boundaries

1.6 Attend to the appropriate cultural context for the client

2. Acknowledge the seriousness of domestic and family violence on individual well being

2.1 Convey messages that acknowledge the traumatic impact of domestic and family violence

2.2 Listen for the specific safety concerns of the person involved

2.3 Interrupt self-blame using supportive communication techniques

2.4 Recognise how the dynamics of domestic and family violence have impacted the person’s ability to make decisions and plan

2.5 Recognise how the health status of the person has been impacted by domestic and family violence

3. Prioritise safe interventions

3.1 Clarify the current situation and circumstances of the person and their dependents

3.2 Clarify the client’s perception of safety

3.3 Manage dynamics of power in worker client relationship using interpersonal skills

3.4 Prepare a safety plan with the client based on identified needs

3.5 Provide accurate and current legal information according to the person’s needs

3.6 Identify the need for, and action referrals according to organisation procedures

4. Identify and explore presenting problems

4.1 Encourage the person to describe the presenting problems and explore their understanding of their concerns

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

4.3 Elicit the person’s understandings of attempts to manage their concerns in the past

4.4 Encourage the person to describe actions they have taken to resist, minimise and avoid violence

4.5 Encourage the person to describe relationships of respect and trust they have experienced

4.6 Elicit the person’s understanding of ways to build respectful and trusting relationships

5. Attend to practical concerns

5.1 Explore safe accommodation options for the person

5.2 Collaboratively identify and explore the concerns and issues that impact on the person’s situation and life

5.3 Collaboratively explore the person’s support networks and sources of assistance

5.4 Make relevant referrals according to organisation policies and procedures and the person’s specific needs

6. Promote realistic and achievable actions that support safety

6.1 Recognise and work with the impact of diversity and cultural obligations on the client's ability to change their circumstances

6.2 Recognise and work with the significance of the client's perception and assessment of safety

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

6.4 Support and encourage actions that promote the individual's control of their situation

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 effective interventions and developed and documented plans for at least 5 different clients who have been subjected to domestic and family violence

explored the full range of practical considerations, including:

financial issues

legal issues

work related issues

support networks and assistance

matched intervention modalities and techniques to clients needs, goals, and values, using each of the following on at least 1 occasion:

cognitive behaviour therapy

solution-focused

narrative

image

systemic.

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 for the domestic and family violence work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure, including limited confidentiality rationale and processes

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including:

family law

child protection

domestic violence

work role boundaries – responsibilities and limitations in a therapeutic relationship

work health and safety

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

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

the development of theories of intervention

difference between supportive and interventionist counselling

counselling models, their principles and how they are used, including:

cognitive behaviour therapy

solution focused

narrative

image

systemic

how to distinguish between content and process issues

timing and appropriate termination of counselling

group work models and how they are used

advocacy, community work and community development models

issues affecting family relationships and their impacts and dynamics, including:

domestic and family violence

all abuse types

mental health

disability

post-traumatic stress disorder

socioeconomics

inter- generational issues

dynamics of intimate relationships

complex interpersonal interactions, power in relationships, abuse and conflict

support groups available to people who have lived with family violence

issues the affect different groups in the community

own values, family of origin work.

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

modelling of industry operating conditions, including:

scenarios that involve complex interactions and problem solving with other people.

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
 
Analyse existing case information about the user of domestic and family violence as the basis for work 
Establish an appropriate physical space that conveys safety and privacy 
Establish trust and collaboration with the person who has been subjected to family violence, including explanation of the process 
Use engagement and questioning techniques that invite the person to share their perspectives and concerns 
Maintain an ethical relationship with the person with appropriate boundaries 
Attend to the appropriate cultural context for the client 
Convey messages that acknowledge the traumatic impact of domestic and family violence 
Listen for the specific safety concerns of the person involved 
Interrupt self-blame using supportive communication techniques 
Recognise how the dynamics of domestic and family violence have impacted the person’s ability to make decisions and plan 
Recognise how the health status of the person has been impacted by domestic and family violence 
Clarify the current situation and circumstances of the person and their dependents 
Clarify the client’s perception of safety 
Manage dynamics of power in worker client relationship using interpersonal skills 
Prepare a safety plan with the client based on identified needs 
Provide accurate and current legal information according to the person’s needs 
Identify the need for, and action referrals according to organisation procedures 
Encourage the person to describe the presenting problems and explore their understanding of their concerns 
Encourage the person to notice and discuss their concerns in relation to associated behaviours or situations 
Elicit the person’s understandings of attempts to manage their concerns in the past 
Encourage the person to describe actions they have taken to resist, minimise and avoid violence 
Encourage the person to describe relationships of respect and trust they have experienced 
Elicit the person’s understanding of ways to build respectful and trusting relationships 
Explore safe accommodation options for the person 
Collaboratively identify and explore the concerns and issues that impact on the person’s situation and life 
Collaboratively explore the person’s support networks and sources of assistance 
Make relevant referrals according to organisation policies and procedures and the person’s specific needs 
6.1 Recognise and work with the impact of diversity and cultural obligations on the client's ability to change their circumstances 
6.2 Recognise and work with the significance of the client's perception and assessment of safety 
6.3 Recognise the client's ability to take appropriate actions in the timing most appropriate for the individual involved 
6.4 Support and encourage actions that promote the individual's control of their situation 

Forms

Assessment Cover Sheet

CHCDFV014 - Provide programs for people who have been subjected to 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

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Assessor name:

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Assessment Record Sheet

CHCDFV014 - Provide programs for people who have been subjected to 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:

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