- Assessment Cover Sheet
- This document must be signed by the student for each assessment completed. Submission of Assessments will not be accepted for marking/review without a completed and signed Assessment Cover Sheet.
| Qualification Title | CHC52015 Diploma of Community Services |
|---|---|
| Unit Code | CHCDFV006 |
| Unit Title | Counsel Clients Affected by Domestic and Family Violence |
| Student Name | |
| Student ID | |
| Student Email | |
| Assessor Name | |
| Campus | ☐ Melbourne ☐ Sydney ☐ Perth |
| Due Date | Week 8 |
| Submission Date | |
| Assessment Task | Task 3 – Observation |
Student Agreement:
By signing this Agreement, I confirm that I understand the Assessment Submission Guidelines, as detailed in the Student Handbook and Acknowledge Education’s policies and procedures. In particular:
- The work submitted is my own and does not contain another person’s material represented in my work.
- I understand that I must acknowledge in an appropriate manner all information and sources of assistance used in my assessment work.
- I have followed all submission, presentation and file name guidelines outlined in the submission guidelines. I am aware that if I do not follow the required guidelines, this could result in my assessments being returned not assessed by my trainer/assessor.
- I understand that I must not receive undue assistance or the unauthorised help of others in the preparation of my assessment work.
- I will not allow other students to access or copy in whole or any part of my assessment work.
- I understand that if I am dissatisfied with the way I have been assessed or with my result, I have the right to appeal as detailed in the Student Handbook and Acknowledge Education’s policies and procedures.
Student Declaration:
I hereby declare that I have read the above statement and that all the material I submit for assessment is entirely my own and meets all of the college’s assessment requirements.
| Student Signature | |
| Date |
- Assessment Task 3: Observation
- Student Assessment Instructions
- Your assessor will explain the arrangements for this assessment, including when it will occur and how the observation will be conducted.
- Your assessor will provide you with a Zoom link; which will include the day, date and time of the assessment.
- You must satisfactorily complete all sections of the assessment tasks.
- Ask your assessor to clarify any aspect you are unsure about in this assessment task.
- You may be asked to explain some parts of the demonstration if the assessor needs any clarification.
- Required Resources
- You will need to have access to relevant legislation, standards and codes, industry practices, student book resources and computer and internet access.
- You may need access to organisational documents and deliverables from previous tasks in the assessment.
- Evidence
- You must submit the completed assessment cover sheet and other evidence as outlined in the observation instructions, by online submission within the allocated time.
- Ensure you keep a copy of your submitted work. Assessments submitted without completed cover sheet will not be accepted.
- When and where will this assessment take place?
- This assessment may be undertaken in a simulated environment or in the workplace or via a Zoom meeting (Zoom Meetings are a cloud-based video conferencing application) This is to be discussed with the assessor.
- to be discussed with the assessor.
- Your assessor will provide you with a Zoom link to undertake this task prior to the due date of your assessment task.
- Your assessor will provide you with the due date, which can be recorded in the assessment plan.
- Your assessor may also specify the length of time allowed and the expected word count, if applicable.
- What if the assessment is not suitable?
- If you are unable to provide sufficient evidence within the observation assessment method, your assessor may be able to provide you with an alternative method. Discuss this with your assessor.
- What happens if your answers are not satisfactory?
- If any of the observation assessments are not satisfactory, your assessor will provide you with feedback. You may need to resubmit some or all the assessment tasks. Your assessor will explain the details for your reassessment.
- In most cases, you will be allowed a maximum of three attempts.
- If you are not satisfied with your assessment result, you have the right to lodge an appeal. Ask your assessor or contact the Course Coordinator for more information.
- Observation Instructions
| No. | The student’s assessment shows evidence of the following: |
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You are required to conduct individual counselling role plays with three (3) clients affected by domestic and family violence and to collaboratively develop and document a support plan in each role play. Each role play will be timed by the assessor and will be conducted within 15-20 minutes to allow you enough time to demonstrate the required evidence. You will play the role of the counsellor, and an assessor will roleplay as your client. The roleplay scenarios are outlined on page 5. Consult your trainer/assessor if you need further clarification about the scenarios. During each role play, you are required to demonstrate the following interpersonal communication and counselling techniques and skills:
Directly after each role play, you are required to complete a structured process of self-reflection and evaluation of own communication in the roleplay. The template is provided on p. 9.
You must submit all completed self-reflection forms and support plans to your assessor.
Assessment conditions: The assessment conditions will simulate a counselling environment with the following requirements:
Roleplay Scenarios Scenario 1: Mary is a 25-year-old woman, who was referred to you, as a case worker working at a Family and Domestic Violence Service by the local Police, following a recent incident where the Police were called to her place of residence. Mary’s ex-partner, Tom, a 32 year-old-man, had presented at Mary’s residence demanding that she let him move back in. It was reported that when Mary refused to open the door, Tom smashed a window and entered the residence, verbally and physically assaulting Mary. The Police removed Tom from the residence; however, Mary states that she is too fearful to return home and has been staying at her sister’s house for the past week.
Scenario 2: Angela is a 42 year-old-woman, who is in a de-facto relationship with Mark, a 40 year-old-man. They have 2 children, aged 4 and 6 years old. The family are currently residing in a caravan park as they have been experiencing homelessness for the past 3 months. The family were referred to you, a caseworker, working at the Homelessness Service. As a case worker you have been working with the family around gaining adequate housing, as Angela had presented to an appointment with bruising on her face and arms. It is reported that the 6-year-old child has been missing school, and that the 4-year-old child has behavioural and developmental concerns. Angela has told the Homelessness Service that Mark has been violent in the past, but that things have become worse since the family have been living in the caravan park and that Mark has been drinking more frequently.
Scenario 3: Dale and Susan are a married couple, both in their late 70’s. Dale and Susan care for their 17-year-old grandson, Michael. The couple have had custody of Michael since he was 10 years old, as their adult child, Sarah (Michael’s Mother) lost custody as a result of Child Protection involvement concerning long-term abuse and neglect. The couple have not had contact with Michael’s mother, Sarah for the past 3 years. Recently, Michael has become physically violent towards Dale and Susan. There was a recent incident where Michael had pushed Dale, causing him to hit his head on a chair. Dale has presented to your service feeling scared of Michael, and unsure about how to manage the situation with his grandson. Susan has chosen to stay at home as she feels conflicted about seeking help about Michael.
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Support Plan – Template
Client Name/s: ________________________________________ Date of birth: ________________
Client Address: ______________________________________ Phone no: ___________________
Intake Date: _________________ Review Date: _________________
Notes: (Ensure that you ask the client the safest way to contact them)
________________________________________________________________________________________________________________________________________________________________________________
About this template:
The following categories should be discussed with the client to assist in identifying risk and protective factors, and to collaboratively develop a plan for support and safety. This tool should be used as a guide for a session, and not as a check-list or direct questioning tool. Some issues are an immediate priority over others (for example, safety). The other issues may be covered in the first session, but if more appropriate, can be left until future sessions. It is important to confirm and clarify this support plan with the client at the end of the session.
Risk and Safety planning:
(How does the client view their level of risk? What are they most concerned about?)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
(If there are children involved, are there indicators of child protection concerns? If so, make and document appropriate reports and referrals)
________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
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(What are the ways that the client can increase levels of Safety? Document the steps the client will take. *Provide crisis phone numbers)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
Protective factors and supports:
(How has the client managed so far? What are their supports that they can access, including family, friends and other services?)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
(Provide feedback to the client on their positive behaviours and actions)
________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
(Are there appropriate referrals that can be made to best support the client and increase safety and wellbeing?)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________
Additional support requirements:
(Does the client have further support needs including, financial, housing, health or psycho-social? Document the support plan including any referrals that can support the client)
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Informati
on gathered by the counsellor will
remain confidential
and secured on site at the relevant campus.
However,
I understand that information
may be s
hared at times
with other people if:
1.
It is subpoenaed by court,
or authorised by law; or
2.
Failure to disclose the information would place you or another person at serious imminent risk; or
3.
Your prior approval
h as been obtained to:
a)
Provi
de a w
ritten report to another professional agency,
e
.g.: your GP
b)
Discuss the material with another person or agency, either internal or external to AE e.g.: your parent or educator.
Confidentiality Statement
Informati
on gathered by the counsellor will
remain confidential
and secured on site at the relevant campus.
However,
I understand that information
may be s
hared at times
with other people if:
1.
It is subpoenaed by court,
or authorised by law; or
2.
Failure to disclose the information would place you or another person at serious imminent risk; or
3.
Your prior approval
h as been obtained to:
a)
Provi
de a w
ritten report to another professional agency,
e
.g.: your GP
b)
Discuss the material with another person or agency, either internal or external to AE e.g.: your parent or
Confidentiality Statement
Informati
on gathered by the counsellor will
remain confidential
and secured on site at the relevant campus.
However,
I understand that information
may be s
hared at times
with other people if:
1.
It is subpoenaed by court,
or authorised by law; or
2.
Failure to disclose the information would place you or another person at serious imminent risk; or
3.
Your prior approval
h as been obtained to:
a)
Provi
de a w
ritten report to another professional agency,
e
.g.: your GP
b)
Discuss the material with another person or agency, either internal or external to AE e.g.: your parent or
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Next appointment:
Date: _______________________________ Time: _______________________________
Location: ____________________________
Counsellor name: _________________________ Counsellor signature: ______________________
Client name: _________________________ Client signature: ______________________
Roleplay No: _________________________ Date completed: _____________________________
Student Self-reflection and evaluation – Template
Self-reflection and evaluation of communication skills in counselling clients
affected by family and domestic violence
About this template:
This template is designed to be completed directly after a counselling session with a client. The purpose is to facilitate a structured approached to self-reflection and evaluation of your own communication skills.
Roleplay No: _________________________ Date completed: _____________________________
| What worked? | What needed improvement? | How might I improve? |
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Positive feedback about your effective communication skills
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Areas that posed a challenge to your effective communication skills | Recommendations for how you might improve your communication skills |
Observation Assessment Sheet
Role play checklist
| Observation Dates: | ||||
| Role play 1: Role play 2: Role play3: | ||||
| No. | During the observation, the student demonstrated the following: | R1 | R2 | R3 |
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Counselled and collaboratively developed and documented a support plan, including; | |||
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The student greeted the client in an open and inviting manner and addressed the client by the correct name | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student clearly explained, clarified, and observed the client and worker rights and responsibilities throughout the session, including about:
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S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated a collaborative approach, by confirming the client’s own understanding of their level of risk and identified needs | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated a collaborative approach, by confirming the client’s protective factors and current supports | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated a collaborative approach, by discussing possible referral options and gaining client agreement to the support plan, including mutually determining timeframes, protocols and structures | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student completed a support plan by the end of the session, which accurately took note of the client’s individual situation and needs | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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Interpersonal communication and counselling techniques, including; | |||
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The student demonstrated active listening and attending skills (e.g. open body language, showing interest in what the client is saying) to encourage the client to explore their story and emotions | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated noting and reflection skills, and was able to reflect what the client was saying and to summarise appropriately
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S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated questioning skills, including open, closed, simple and compound questions, to:
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S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated client observations skills by responding appropriately to what the client is saying/feeling and the client’s body language | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student was able to provide the client feedback, by appropriately encouraging the client’s positive actions, behaviours, progress or realistic goal-setting | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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The student demonstrated awareness and sensitivity to the client’s specific needs and background (e.g. culture, age, disability, sexual orientation) | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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Self-reflection and evaluation of own communication | |||
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The student completed the self-reflection and evaluation template at the end of the role-play | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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In completing the self-reflection and evaluation template, the student identified at least one area that they did well in their communication | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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In completing the self-reflection and evaluation template, the student identified at least one area that they can improve in their communication | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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In completing the self-reflection and evaluation template, the student identified at least one strategy they can use to improve in their communication | S ☐ NS ☐ | S ☐ NS ☐ | S ☐ NS ☐ |
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Comments: | |||
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Additional questions: Record additional questions to address contingencies and further clarify student understanding |
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Student responses: | |||
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| Feedback | ||||
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S=Satisfactory NS=Not Satisfactory
| Assessor Name | |
| Assessor Signature |
| Student Name | |
| Student Signature |