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Evidence Guide: CHCDFV009 - Establish change promoting relationship with users of domestic and family violence

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCDFV009 - Establish change promoting relationship with users of domestic and family violence

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish willingness to address violent and abusive behaviour

  1. Analyse existing case information about the user of domestic and family violence as the basis for work
  2. Use questioning to explore how the user understands and locates the responsibility for their violence and abuse
  3. Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive
  4. Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations
  5. Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures
Analyse existing case information about the user of domestic and family violence as the basis for work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use questioning to explore how the user understands and locates the responsibility for their violence and abuse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish focus on user’s responsibility for change and conditions for intervention

  1. Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause
  2. Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners
  3. Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker
Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use reflective practice to minimise potential for collusion

  1. Enact and maintain accountability processes throughout the intervention process
  2. Recognise, resist and challenge instances provided by the user for collusion
  3. Examine own practices with the user for their potential to replicate dominant behaviours
  4. Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse
  5. Maintain processes that ensure gender accountability between workers
Enact and maintain accountability processes throughout the intervention process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise, resist and challenge instances provided by the user for collusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine own practices with the user for their potential to replicate dominant behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain processes that ensure gender accountability between workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish respectful and safe practices

  1. Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice
  2. Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged
  3. Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture
Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the user to plan, initiate and monitor changes

  1. Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour
  2. Provide opportunities for the user to demonstrate their responsible and respectful behaviour
  3. Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour
Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the user to demonstrate their responsible and respectful behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish focus on user’s responsibility for change and conditions for intervention

  1. Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause
  2. Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners
  3. Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker
Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish willingness to address violent and abusive behaviour

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

1.2 Use questioning to explore how the user understands and locates the responsibility for their violence and abuse

1.3 Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive

1.4 Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations

1.5 Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures

2. Establish focus on user’s responsibility for change and conditions for intervention

2.1 Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause

2.2 Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

2.3 Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker

3. Use reflective practice to minimise potential for collusion

3.1 Enact and maintain accountability processes throughout the intervention process

3.2 Recognise, resist and challenge instances provided by the user for collusion

3.3 Examine own practices with the user for their potential to replicate dominant behaviours

3.4 Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse

3.5 Maintain processes that ensure gender accountability between workers

4. Establish respectful and safe practices

4.1 Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice

4.2 Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged

4.3 Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture

5. Provide opportunities for the user to plan, initiate and monitor changes

5.1 Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour

5.2 Provide opportunities for the user to demonstrate their responsible and respectful behaviour

5.3 Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Establish willingness to address violent and abusive behaviour

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

1.2 Use questioning to explore how the user understands and locates the responsibility for their violence and abuse

1.3 Encourage the user of domestic and family violence to recognise the advantages of behaving in ways that are non-violent and non-abusive

1.4 Explore the user’s aspirations for future relationships to examine how their violence undermines fulfilment of those aspirations

1.5 Characterise interactions with the user with respect, honesty and a concern for children and partner safety and in accordance with agency/organisation policies and procedures

2. Establish focus on user’s responsibility for change and conditions for intervention

2.1 Acknowledge and challenge as the focus for change the user’s understanding of the problems their violent and abusive behaviour cause

2.2 Establish a written contract for the intervention which clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

2.3 Clarify and agree on expectations for mutually respectful behaviours and use of language, including challenging by the worker

3. Use reflective practice to minimise potential for collusion

3.1 Enact and maintain accountability processes throughout the intervention process

3.2 Recognise, resist and challenge instances provided by the user for collusion

3.3 Examine own practices with the user for their potential to replicate dominant behaviours

3.4 Examine own values and attitudes towards constructions of gender to determine the potential for collusion with the user’s account of their use of violence and abuse

3.5 Maintain processes that ensure gender accountability between workers

4. Establish respectful and safe practices

4.1 Establish and maintain practices and strategies that are sensitive to the user’s experiences in relation to membership of a minority culture or experiences of injustice

4.2 Acknowledge respectfully the user’s experiences of injustice, victimisations, prejudice or discrimination while ensuring that any attribution of causality or responsibility for abusive practices to these experiences is challenged

4.3 Assist the user to seek and acknowledge evidence of respectful, just and equitable values and practices in their culture

5. Provide opportunities for the user to plan, initiate and monitor changes

5.1 Encourage the user to make and implement realistic plans to cease all forms of violent and abusive behaviour

5.2 Provide opportunities for the user to demonstrate their responsible and respectful behaviour

5.3 Encourage the user to establish and maintain active involvement in ongoing networks of support for responsible and respectful behaviour

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:

worked intensively to establish relationships with at least 3 different users of domestic and family violence to assist them to change, including:

making a critical assessment of willingness to change

drafting a written contract for each intervention that clearly focuses on the user’s responsibility, the potential for change and the priority of the safety of children and partners

monitoring and critically evaluating changes in the light of information from a variety of sources, including:

the user

user’s family members

colleagues

used the following counselling skills and violence intervention models:

challenging/confrontation

negotiation

undertaken a structured process of reflection to minimise collusion based on work with 3 users of domestic and family violence.

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 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 including issues surrounding potential collusion

privacy, confidentiality and disclosure

policy frameworks

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence

work role boundaries – responsibilities and limitations

work health and safety

current and emerging domestic and family violence theory and practice

gender analysis of domestic violence

tactics and politics of abuse

restrictive constructions of masculinity

theories of change

types of user responsible and respectful behaviour, including:

self responsibility

self reliance

self confrontation

separateness/independence from partner

supervision and debriefing models in community services

collaborative practice in working with users of domestic and family violence, including benefits, different models and opportunities

self knowledge, including own biases and the potential impact on work practices.