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:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

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
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

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:

This unit can be delivered and assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

an appropriate workplace where assessment can take place or simulation of realistic workplace setting for assessment

Where assessment is conducted within the workplace there are no resource implications above those normally available in the workplace, unless child specific resources are not available

Where assessment is conducted in a simulated or non-workplace environment then access to the necessary equipment and research resources should be provided

Access to simulated exercises, case studies related to service delivery issues will also be required if non-workplace assessment paths are utilised

Method of assessment:

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

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

demonstration of competency within the working environment in supporting children and young people affected by domestic violence

assessment must be in the workplace, however, where there is not an opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through 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

review of any documentation produced by the candidate related to supporting children and young people affected by domestic violence

Related units:

This unit should be assessed after or in conjunction with related unit:

CHCDFV402C Manage own professional development in responding to domestic and family violence

For the purpose of integrated assessment, this unit may be assessed in conjunction with the following units:

CHCCHILD404A Support the rights and safety of children and young people

CHCAD401D Advocate for clients

CHCCS412D Deliver and develop client service

CHCCM402D Establish and monitor a case plan

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

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

Understanding of legal obligations, and legislative requirements particularly in relation to child protection

Understanding of current organisation procedures, practices and standards for client assessment, allocation of services, case management, interviewing, code of conduct, confidentiality, use of resources, programmed intervention and duty of care requirements

Knowledge of services available for children/young people and their families that they can access within the community

Understanding of the factors related to domestic violence victimisation which impact upon the care-giver's ability to parent effectively

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

Knowledge of the appropriate range of referral sources and associated protocols

Knowledge of provisions relevant to area of service delivery and delegated responsibility

Understanding of specific limitations of work role, responsibility and professional abilities

Awareness of own values and attitudes and their potential impact on children/young people

Knowledge of age and developmentally appropriate resources and strategies

Knowledge of age, development and language levels of children

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use appropriate interpersonal skills and knowledge to provide support to children affected by domestic violence to obtain relevant client information and respond appropriately, in particular, to:

establish trust and confidence with children/young people through age and developmentally appropriate interpersonal styles and methods

provide a welcoming and safe environment for children/young people using age and developmentally appropriate resources

assist children/young people and their care-givers to make informed choices by providing them with age and developmentally appropriate information

identify and assess children/young people's needs and develop strategies to address them considering their physical and emotional safety and the wishes of their care-giver/parent, if appropriate

access and utilise age and developmentally appropriate communication resources (e.g. toys, puppets, drawings)

ensure that any further needs of children/young people are met by providing appropriate follow up actions

accurately interpret and comply with legal and procedural requirements

understand own work role and responsibilities in relation to service delivery

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 application of skills in:

responding sensitively to disclosures/ability to maintain confidentiality within parameters of legislation and organisation's procedures when working with children/young people affected by domestic violence

assessment for a broad range of unpredictable problems involving analysis, assessment and evaluation - for example, identifying varying levels of risk to a child/young person's safety

problem solving for a defined range of predictable problems, for example when child/young person's needs are identified as lying outside a worker's particular professional role the worker should be able to provide current information about appropriate services

collaboration between worker and child/young person, and between services and workers across occupational groups

basic age and developmentally appropriate facilitation, such as questioning and active listening (paraphrasing, clarifying, summarising, story telling) techniques, including non-judgemental and empathic approaches

age and developmentally appropriate literacy and communication for presentation of information to children/young people

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.

Interpersonal skills may include:

Age and developmentally appropriate communication techniques

Storytelling

Means by which an emotionally safe and empathic environment is created

Means for communicating with people with disabilities or where English is not the first language

Methods of communicating with different age, religious, gender and sexual identity groups

Non-judgemental communication techniques

Using strategies that empower the client/young person

Cultural, sub-cultural awareness/sensitivity

Demonstrating empathy

Validating child or young persons emotions

Using appropriate body language

Reflecting, summarising and paraphrasing

Asking open-ended questions

Maintaining confidentiality

The ability to ask direct questions about violence in a sensitive and appropriate way

Active listening

Specific needs relating to children/young people, may include, but are not limited to those:

Who have a disability

Who come from diverse cultural and sub-cultural backgrounds

Where English is not their preferred or main language

Who live in a remote or rural location

Whose parents are in same-sex relationships

Whose religious beliefs or practices need to be considered

Who are in substitute care, including alternative care and residential care

Children with special needs (e.g. who have been abused, who have learning difficulties etc.)

A welcoming environment and atmosphere would include:

Appropriate space - child friendly

Toys, puppets, books and resources appropriate to various ages and which are culturally appropriate

Resources for care-giver and other family members where relevant

Where worker is able to 'control' the environment - a separate child specific and friendly space

Rights of a child or young person may include:

Rights as described in the United Nations Declaration on the Rights of the Child

Rights under common law

Rights under the Constitution

Rights under legislation (e.g. freedom of information legislation)

Guidelines relating to parameters of confidentiality/ client consent

Organisation standards and procedures may include those relating to:

Child protection protocols and procedures

Child/young person and worker safety

Collection and storage of information

Interview protocols and procedures

Code of conduct/code of ethics

Principles and implementation of duty of care and rights of child/young person to self determination

Departmental, inter-departmental regulations, protocols and procedures relevant to work role and responsibilities

Inter-agency practice and protocols

Use of interpreter and interpreter services

Organisation mission statement and/or philosophy

Eligibility criteria for accessing particular services

Completion of forms and applications

Guidelines relating to confidentiality/client consent

Occupational health and safety

Debriefing and supervision

Legislative and statutory requirements may include:

Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, child protection, legal practice legislation, other legislation specific to children and young people)

International conventions relating to the rights of children and young people

Relevant international conventions on civil and human rights

Freedom of information legislation

Needs of children/young people should be distinguishable to those of other family members and may include:

Safety and physical and emotional security

Accommodation

Access to services/information

Counselling

Ongoing assessment

Referrals to specialist services

Referrals to community support and/or education groups

Information provided to care-givers, such as parenting information

Safety plans including protective behaviour techniques

Risk may refer to client, client's family and/or worker and be indicated by the following:

Self identification of risk

Evidence of physical injuries

Threat to safety

Current or previous criminal charges for assault of client by partner/ex-partner

Current or previous police involvement

Objective assessment of care-givers current ability to protect child/young person from further assault or harm

Threat or attempts to self-harm

Feelings of depression, anger, low self-esteem, suicidal thoughts, emotional distress or sleep disturbances

Medical problems such as overuse of tranquillisers, or alcohol, drug or substance abuse

Intimidation and harassment

Child/young person being denied access to required medications

Existing or previous orders relating to domestic violence (e.g. apprehended violence order), or breach of orders

Avoidance of discussion regarding possible abuse

Being denied access to resources or required medications

Implausible explanation for injuries

Repeated requests for financial assistance

Other factors that may indicate a history of violence

Children's behaviour and developmental level

Current behaviours of user of violence

Frequent hospital visits/admissions

Current or previous separation

Family court and/or relationship history

Implied or actual threats to harm the worker by user of violence

Appropriate persons include:

Organisation management, colleagues, supervisor, team members

Acknowledged domestic violence specialists

Various community groups representing cultural, sub-cultural, religious, social, ethnic, gender, sexual identity, and age groupings within the community

Government representatives and service providers

Specialist support services

Family members, friends, care-givers

Support groups such as survivors/victims of violence groups, drug and alcohol groups, community houses, women's networks and refuges, professional associations

Authorities responsible for provision of community and justice administration services, for example, local councils, legal services, such as legal aid, and state and commonwealth agencies

Child protection workers, children's service workers or any worker specialising in working with children

Methods to collect information may include for instance:

Interviews with child/young person, their family, significant others and carers

Applications and other forms such as questionnaires

Case documentation

Using specialist communicators

Classification tools

Information from professionals including medical reports and psychological and developmental assessment

Information from service providers including child protection authorities

Use of specific child appropriate tools, e.g. puppets, sand-play, toys, drawing, and storytelling

Follow up of children and/or young people should be conducted in their environment and may include a range of the following:

Checks with referred agencies to ensure that they appropriately met child/young person's needs

Contacts the child/young person via telephone, face-to-face interview

With a qualified and appropriate interpreter if needed, or other specialist assistance

Legislative and statutory requirements may include:

Relevant State/territory/Commonwealth legislation (e.g. domestic violence, guardianship, disability services, immigration, anti-discrimination, racial discrimination act, and anti-vilification legislation, child protection, legal practice legislation)

International conventions relating to the rights of children and young people

Relevant international conventions on civil and human rights

Freedom of Information legislation