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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 environmentThis 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 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 andor 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 nonworkplace 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 nonworkplace 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 andor written questions on Essential knowledge and skills and consideration of required attitudes where performance is not directly observed andor is required to be demonstrated over a period of time andor 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 CHCDFVC Manage own professional development in responding to domestic and family violence 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 CHCCHILDA Support the rights and safety of children and young people CHCCHILD404A Support the rights and safety of children and young people CHCADD Advocate for clients CHCAD401D Advocate for clients CHCCSD Deliver and develop client service CHCCS412D Deliver and develop client service CHCCMD Establish and monitor a case plan CHCCM402D Establish and monitor a case plan

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.

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

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CHCDFV408C - Provide support to children affected by domestic and family violence

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement