Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

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 (eg. 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

Child/young person's rights 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 (eg. Freedom of Information legislation)
Guidelines relating to parameters of confidentiality/client consent

Organisational 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
Organisational 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 (eg. 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

Child/young person's needs should be distinguishable to those of other family members and could 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 (eg. 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:
Organisational 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 could 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, eg. Puppets, sand-play, toys, drawing, and storytelling

Follow-up of children/young people should be conducted in their environment and can 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

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Critical aspects of assessment:
Assessment must confirm sufficient ability to use appropriate interpersonal skills and knowledge to provide support to children affected by domestic violence to obtain relevant client information and respond appropriately.
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.

In particular, assessment must confirm the ability to:

Establish trust and confidence with children/young people through age and developmentally appropriate interpersonal styles and methods
Provide a welcoming and safe environment for children/young people using age and developmentally appropriate resources
Assist children/young people and their care-givers to make informed choices by providing them with age and developmentally appropriate information
Identify and assess children/young people's needs and develop strategies to address them considering their physical and emotional safety and the wishes of their care-giver/parent, if appropriate
Access and utilise age and developmentally appropriate communication resources (eg. Toys, puppets, drawings)
Ensure that any further needs of children/young people are met by providing appropriate follow-up actions
Accurately interpret and comply with legal and procedural requirements
Understand own work role and responsibilities in relation to service delivery.

Interdependent assessment of units:

This unit must be assessed after, or in conjunction, with the attainment of competency in the following unit(s):

CHCDFV2A - 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 unit(s):

CHCCHILD2A - Support the rights and safety of children within duty of care requirements
CHCAD1A - Advocate for clients
CHCCS2A - Deliver and develop client service
CHCCM2A - Establish and monitor a case plan

Essential knowledge:
Understanding of recognising the links between domestic violence and other forms of child abuse such as sexual abuse, physical abuse, psychological abuse and neglect
Understanding of legal obligations, and legislative requirements particularly in relation to child protection
Understanding of current organisational procedures, practices and standards for client assessment, allocation of services, case management, interviewing, code of conduct, confidentiality, use of resources, programmed intervention and duty of care requirements
Knowledge of services available for children/young people and their families that they can access within the community
Knowledge of the various groups represented within the local community (eg. Cultural, religious, language, sexual identity, age and disability) and an understanding of the issues that arise when working with those groups
Knowledge of the appropriate range of referral sources and associated protocols
Knowledge of provisions relevant to area of service delivery and delegated responsibility
Understanding of specific limitations of work role, responsibility and professional abilities
Awareness of own values and attitudes and their potential impact on children/young people
Knowledge of age and developmentally appropriate resources and strategies
Knowledge of age, development and language levels of children.

Essential skills:
Skills in responding sensitively to disclosures/ability to maintain confidentiality within parameters of legislation and organisation's procedures when working with children/young people affected by domestic violence
Assessment skills for a broad range of unpredictable problems involving analysis, assessment and evaluation - for example, identifying varying levels of risk to a child/young person's safety
Problem solving skills for a defined range of predictable problems, for example when child/young person's needs are identified as lying outside a worker's particular professional role the worker should be able to provide current information about appropriate services
Collaboration skills between worker and child/young person, and between services and workers across occupational groups
Basic age and developmentally appropriate facilitation skills such as questioning and active listening (paraphrasing, clarifying, summarising, story telling) techniques, including non-judgemental and empathic approaches
Age and developmentally appropriate literacy and communication skills for presentation of information to children/young people.

Resource implications:
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 non-workplace 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 non-workplace assessment paths are utilised.

Consistency in performance:
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance over the Range Statement. 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.

Context of assessment:
Evidence will be determined by selection 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 of the range statement statements 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 and/or written questions on Essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or 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.