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Evidence Guide: CHCDFV011 - Establish and maintain the safety of people who have experienced 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!

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CHCDFV011 - Establish and maintain the safety of people who have experienced 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 and maintain the safety of other people as the primary focus

  1. Analyse existing case information about the user of domestic and family violence as the basis for work
  2. Explain and reinforce during the period of the intervention the key principleswhich place the safety of other people as the primary focus
  3. Recognise and share informationrelevant to the safety of other people with agencies and workers throughout the intervention
  4. Assess all interventions with the user for their impact on the safety of other people
  5. Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others
Analyse existing case information about the user of domestic and family violence as the basis for work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain and reinforce during the period of the intervention the key principleswhich place the safety of other people as the primary focus

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and share informationrelevant to the safety of other people with agencies and workers throughout the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess all interventions with the user for their impact on the safety of other people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make a responsibility assessment

  1. Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people
  2. Evaluate the user’s acceptance of responsibility for their actions
  3. Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse
  4. Identify, encourage and strengthen indicators which demonstrate acceptance of responsibilitywith the user
  5. Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change
Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the user’s acceptance of responsibility for their actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify, encourage and strengthen indicators which demonstrate acceptance of responsibilitywith the user

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake ongoing risk assessment

  1. Assess risk to safety of other people during every contact with the user
  2. Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse
  3. Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk
  4. Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers
  5. Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people
Assess risk to safety of other people during every contact with the user

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop processes to support limited confidentiality

  1. Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality
  2. Obtain written acceptance of the parameters and need for limited confidentialityfrom the user
  3. Take action in response to risk according to documented protocols relating to safety of others
  4. Maintain, over the period of the intervention, processes to respond to threats to the safety of other people
Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain written acceptance of the parameters and need for limited confidentialityfrom the user

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take action in response to risk according to documented protocols relating to safety of others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain, over the period of the intervention, processes to respond to threats to the safety of other people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish processes for involvement of partners and children

  1. Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people
  2. Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support
  3. Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention
  4. Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation
Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation

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 and maintain the safety of other people as the primary focus

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

1.2 Explain and reinforce during the period of the intervention the key principleswhich place the safety of other people as the primary focus

1.3 Recognise and share informationrelevant to the safety of other people with agencies and workers throughout the intervention

1.4 Assess all interventions with the user for their impact on the safety of other people

1.5 Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others

2. Make a responsibility assessment

2.1 Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people

2.2 Evaluate the user’s acceptance of responsibility for their actions

2.3 Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse

2.4 Identify, encourage and strengthen indicators which demonstrate acceptance of responsibilitywith the user

2.5 Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change

3. Undertake ongoing risk assessment

3.1 Assess risk to safety of other people during every contact with the user

3.2 Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse

3.3 Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk

3.4 Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers

3.5 Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people

4. Develop processes to support limited confidentiality

4.1 Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality

4.2 Obtain written acceptance of the parameters and need for limited confidentialityfrom the user

4.3 Take action in response to risk according to documented protocols relating to safety of others

4.4 Maintain, over the period of the intervention, processes to respond to threats to the safety of other people

5. Establish processes for involvement of partners and children

5.1 Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people

5.2 Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support

5.3 Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention

5.4 Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation

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 and maintain the safety of other people as the primary focus

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

1.2 Explain and reinforce during the period of the intervention the key principleswhich place the safety of other people as the primary focus

1.3 Recognise and share informationrelevant to the safety of other people with agencies and workers throughout the intervention

1.4 Assess all interventions with the user for their impact on the safety of other people

1.5 Document and prepare case notes for the user that makes specific reference to issues affecting the safety of others

2. Make a responsibility assessment

2.1 Explain the rationale for assessment to the user in terms of its contribution to enhancing the safety of other people

2.2 Evaluate the user’s acceptance of responsibility for their actions

2.3 Explore issues of blame, minimisation and denial with the user in order to analyse ownership of responsibility for the violence and abuse

2.4 Identify, encourage and strengthen indicators which demonstrate acceptance of responsibilitywith the user

2.5 Identify in case notes areas where responsibility has been demonstrated, details of the user’s goals for behaviour change and the agreed processes for change

3. Undertake ongoing risk assessment

3.1 Assess risk to safety of other people during every contact with the user

3.2 Engage and explore with the user to whom or what they attribute responsibility for use of violence and abuse

3.3 Reappraise over the period of the intervention current and previous behaviours and levels of risk as indicators of future risk

3.4 Record and act upon, in accordance with policy, discrepancies between the user’s account of their potential for violence and abuse and the account of risks to others safety and other workers

3.5 Assess behaviour for evidence of recognition of responsibility and actions in minimising risk to the other people

4. Develop processes to support limited confidentiality

4.1 Provide to relevant stakeholders, a clear and comprehensive written explanation of the limits to confidentiality

4.2 Obtain written acceptance of the parameters and need for limited confidentialityfrom the user

4.3 Take action in response to risk according to documented protocols relating to safety of others

4.4 Maintain, over the period of the intervention, processes to respond to threats to the safety of other people

5. Establish processes for involvement of partners and children

5.1 Monitor work practices to ensure that they are consistent with statutory processes and services that promote safety of all people

5.2 Make reasonable efforts to contact the partner and children experiencing the domestic and family violence and abuse and offer information and support

5.3 Offer those that have experienced the violence and abuse opportunities to provide information to inform the intervention

5.4 Explain to those people who have experienced the violence and abuse that contact does not place them under any obligation

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 with at least 3 different users of domestic and family, including:

establishing and maintaining the safety of other people as the primary focus of the intervention

conducting an assessment of responsibility with the user

conducting and documenting initial and ongoing risk assessment

developing and documenting processes to support limited confidentiality

establishing processes for intervention to be informed by:

partners

children

preparing reports and case notes that reflect the complexity of practices and processes used in work with users of domestic and family violence

collaborated with other services, including the criminal justice system

used the following counselling skills and violence intervention models:

challenging/confrontation.

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

records management

rights and responsibilities of workers, employers and clients

specific legislative frameworks that apply to domestic and family violence, including the following types of legal orders:

apprehended violence orders (AVO)

domestic violence orders (DVO)

violence restraint orders (VRO)

probation and parole orders

interstate orders (ISO)

child protection orders

family court order

work role boundaries – responsibilities and limitations

work health and safety

current and emerging domestic and family violence research, theory and practice

principles for working with user of domestic and family violence who behave violently and abusively

tactics and dynamics of violence and abuse

principles of good practice in relation to providing integrated services for working with users of domestic and family violence and abuse

domestic and family violence assessment instruments and how they are used

intervention models and practices

gender and power issues/politics of abuse

inter and intra agency protocols and policies (needs more)

collaborative practice in domestic and family violence, including benefits, different models and opportunities

principles of risk assessment in domestic and family violence

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