Provide support to children affected by domestic and family violence

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCDFV002, 'Provide support to children affected by domestic and family violence'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Provide support to children affected by domestic and family violence' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


Elements and Performance Criteria

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Establish confidence and rapport with children

1.1 Use interpersonal skills to establish rapport and develop a trusting relationship with the child/young person

1.2 Encourage children and young people to communicate their feelings, experiences and fear

1.3 Show sensitivity to cultural, family, individual differences and any specific needs

1.4 Conduct interactions with children/young people in a welcoming environment and atmosphere that could be considered safe by children/young people

1.5 Make children and/or young people aware of their rights, service and support options

1.6 Apply organisation standards and procedures and comply with legislative and statutory requirements

2. Explore issues and develop plans

2.1 Use interpersonal skills to ensure the needs of children/young people are accurately identified

2.2 Analyse and immediately respond to any indications of risk or threats to safety according to organisation standards and procedures and legislative and statutory requirements

2.3 Identify own limitations in assessing and addressing the child/young person’s needs and, where appropriate, seek assistance from appropriate persons

2.4 Ensure all relevant information is collected and assessed for complexity, urgency and safety, to identify priorities for service delivery

2.5 Develop and document support plans with each child/young person that take into account their needs or wishes, and, where appropriate, the wishes of their care-giver

3. Provide support, advocacy and information

3.1 Use strategies that account for children’s age, developmental level and their physical and emotional safety

3.2 Provide services and referrals to support key relationships for the child/young person

3.3 Put in place mechanisms that support appropriate parenting

3.4 Provide support services and information to the family according to individual needs

3.5 Provide short term follow up to the child/young person to help maintain their safety and to address any further needs

3.6 Advocate, where appropriate, for the child/young person’s needs and rights to safety in interactions with the care-giver

3.7 Complete record-keeping and reporting in accordance with organisation standards and procedures and legislative and statutory requirements