Assessor Resource

CHCDFV812B
Assist users of domestic and family violence to accept responsibility for their behaviour

Assessment tool

Version 1.0
Issue Date: May 2024


This unit of competency applies to community services work which may involve domestic and family violence and which requires an advanced level of skills and knowledge

This unit focuses on the knowledge, skills and attributes which are used to ensure that the worker adopts a stance where the established basis for the intervention is the safety of people experiencing domestic and family violence with the recognition that users of family domestic violence are solely responsible for their behaviour and that they can choose to relate respectfully to partners and children

The worker's primary role is assisting users of family domestic violence to accept their responsibility to cease all forms of violence and abuse, accept the consequences of their behaviour and understand the impact of this behaviour on those experiencing their abuse and themselves

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

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



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.

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:

This unit requires a demonstrated ability to work with users of family domestic violence to assist them to individually acknowledge their responsibility for their violent and abusive behaviour

In particular, evidence must be obtained on the ability to:

Critically assess a user of family domestic's motivation for change

Promote the user's sole responsibility for their violence and abuse and an awareness of the impact of this behaviour on children and partners

Facilitate processes that enable the user of family domestic violence to make choices about changing thinking and behaviour

Monitor and critically evaluate changes in the light of information from a variety of sources

Evaluate and critically self reflect on the impact of the worker's actions throughout the intervention process

Maintain an evidence-based, good practice basis for working with users of violence and abuse

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

Resources may include:

Literature and information relating to the theory and practice of providing integrated domestic violence services and interventions for users of violence and abuse

Internet resources

Agency/organisation policies and procedures

Literature and information relating to the legislative and criminal justice system in relation to domestic violence

Access to interventions for users of family domestic violence and abuse

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 family domestic 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

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.

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:

Theory relating to domestic violence

Social justice theory relating to domestic violence

Criminal justice system

Masculinities and dominant cultures

Human and social development

Integrated violence intervention models

Essential skills:

It is critical that the candidate demonstrate the ability to:

Apply counselling skills/intervention models

Demonstrate skills in documentation including report writing

Conduct liaison and consultation with women's domestic violence workers

Undertake group work facilitation

Demonstrate cross-cultural skills

Undertake contemporary research

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.

Understanding and history of user of family domestic violence may include, but not be limited to, a range of issues to be explored including:

The user blaming, minimisation and denial of their actions

The user attributions of responsibility for their behaviour

The user ideas in relation to provocation

The location of the user's violence as a choice, not psychological limitations, illness, stress, a life crisis or substance abuse

The user's minimisation and inconsistencies with other accounts about their use of violence and abuse (e.g. reports pushing partner when police or partner report criminal assault)

The user's minimisation of the history, existence, seriousness and frequency of violent actions

The user's minimisation of the impact of their violence/abusive behaviour

Internal and external motivations can include:

Internal:

feelings of shame, guilt, remorse, regret, frustration, sadness, etc

manipulative and coercive behaviour for resumption of relationship with partner, and/or children

preference for non-violent and respectful relating with others

desire to break historical patterns in family of origin

desire for personal change and development

External:

pressures/coercion from statutory authorities (e.g. prison)

loss of relationship

community/family/cultural/religious pressures/status (e.g. employment, social standing)

Stakeholders may include:

Woman/child's domestic violence caseworker

Police officers

Correctional service workers

Police prosecutors and prosecutors

Family law court personnel

Other family members

Health workers/medical practitioners

School teachers

Feedback on performance may include:

Impact of this work on workers

Practice of power, control and levels of respectful practice between workers and clients

Levels of respect shown to issues of individual and cultural diversity

Gendered patterns of relating between workers and clients

Evidence of participation in accountability processes

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
Explore thoroughly with the user of family domestic violence their understanding and history of how they came to be currently involved in contact with the worker/service/agency 
Engage the user of family domestic violence to explore their current dominant internal and external motivations for change 
Use questions to explore blame, minimisation and denial in order to analyse the user of family domestic violence level of ownership of responsibility for use of violence and abuse 
Examine steps that may have been taken and/or future plans to determine the extent to which they support the users of family domestic violence choice to act in respectful ways 
Examine intensively and thoroughly the user of family domestic violence commitment to partner and children's safety and their willingness to comply with court orders 
Contrast the users of family domestic violence understandings of the impact of violence and abuse with their goals for change 
Assist the user of family domestic violence to understand the impact of their violence and abuse on children and partners 
Explore the user of family domestic violence's beliefs, thoughts and decisions to assist them to develop an understanding of how they contribute to their behaviour 
Assist user of family domestic violence to recognise a range of choices and outcomes that are non-oppressive and non-violent 
Demonstrate respect for potential for change of users of family domestic violence and reflect this in all interactions 
Establish a contract with the user of family domestic violence to employ choices and strategies that are non-oppressive and non-violent 
Assess change in user of family domestic violence by their self-reporting, others' experience of their behaviour and worker observation 
Evaluate change in the user of family domestic violence using procedures that are consistent with the goals of intervention 
Intensively analyse information from a range of stakeholders to assess and monitor progress against goals 
Regularly undertake supervision including peer observation and review of work practices to obtain feedback on performance 
Monitor and assess risk to own safety throughout the intervention and report any threats to personal safety according to agency/organisation policies and procedures 
Identify and act upon any practices that may diminish the users of family domestic violence's attempts to take full responsibility for violence and abuse. 
Participate in on going activities to maintain competence including evidence-based, good practice approaches to working with users of family domestic violence 

Forms

Assessment Cover Sheet

CHCDFV812B - Assist users of domestic and family violence to accept responsibility for their behaviour
Assessment task 1: [title]

Student name:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CHCDFV812B - Assist users of domestic and family violence to accept responsibility for their behaviour

Student name:

Student ID:

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

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Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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