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 CHCDFV006, 'Counsel clients 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 'Counsel clients 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 | 1.1 Review existing case information as the basis for work 1.2 Use interpersonal skills to establish a professional relationship with clients based on confidence and support 1.3 Conduct interviews and interactions with clients in a 1.4 Show sensitivity to cultural, family and individual differences and any specific needs 1.5 Explain and promote rights and responsibilities of client, 1.6 Mutually determine appropriate structures, timeframes and protocols 1.7 Apply organisation standards and procedures and comply with legislative and statutory requirements |
2. Explore issues | 2.1 Use appropriate questioning to encourage clients to explore and acknowledge their fears, concerns and personal capabilities 2.2 Encourage those who use violence to take personal responsibility for their actions 2.3 Use facilitation skills to encourage exploration of emotions and experiences that will assist in reflection of issues 2.4 Analyse and respond to any indications of risk or threats to safety according to the degree and nature of the risk to client, their family and/or worker 2.5 Explore services and resources 2.6 Provide accurate and relevant information designed to develop awareness and understanding of domestic violence 2.7 Encourage client self- determination by using opportunities which assist clients to identify issues, set personal goals and make informed choices to enhance the safety of the client and their family 2.8 Encourage clients to recognise decisions and changes needed to assist them to achieve their goals 2.9 Acknowledge progress and encourage and support self-management of issues |
3. Identify future directions | 3.1 Identify and document future services and support required by the client and plan their delivery in consultation with client, their family and other appropriate people 3.2 Jointly identify client information needs and agree and implement actions to satisfy these as appropriate 3.3 Provide opportunities for client and their family to obtain information and develop skills 3.4 Use questioning and reflection to assist the client to make positive choices and changes as necessary 3.5 Maintain records of participation and progress according to organisation standards and procedures |
4. Evaluate own communication | 4.1 Reflect on and evaluate own communication with clients 4.2 Recognise the effect of own values and beliefs on communication with clients 4.3 Identify and respond to the need for development of own skills and knowledge |