Unit of competency Outline
Date retreived
23/07/2026 4:13 PM AWST
23/07/2026 4:13 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Provide programs for people who have been subject to domestic and family violence
Provide programs for people who have been subject to domestic and family violence
Unit of competency
National Code
CHCDFV818C
CHCDFV818C
State Code
WC877
WC877
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090501 - Social Work
Original Release Date
21/07/2014
Nominal Hours
50
Description
This unit of competency describes the skills and knowledge required to provide effective interventions for people affected by domestic and family violence
Notes
Elements and Performance Criteria
1. Engage person in a supportive process
- 1.1 Establish an appropriate physical space that conveys safety and privacy
- 1.2 Establish trust including explanation of the process
- 1.3 Use engagement and questioning techniques that invite the person to share their perspectives and concerns
- 1.4 Maintain an ethical relationship with the person.
- 1.5 Attend to an appropriate cultural context for the client
2. Recognise the seriousness of domestic and family violence on individual well being
- 2.1 Convey messages that acknowledge the traumatic impact of domestic and family violence
- 2.2 Listen for the specific safetyconcerns of the individual involved
- 2.3 Interrupt self-blame
- 2.4 Recognise the dynamics of domestic and family violence on the individual's ability to make decisions and plan
- 2.5 Recognise the impact of domestic and family violence on the health status of individuals
3. Prioritise safe interventions
- 3.1 Clarify the current situation and circumstances of the individual and her/his dependents
- 3.2 Clarify the client's perception of safety
- 3.3 Manage dynamics of power in worker client relationship
- 3.4 Prepare a relevant safety plan with the client
- 3.5 Provide legal information if relevant
- 3.6 Make relevant referrals
4. Identify and explore presenting problems
- 4.1 Encourage individuals to describe the presenting problems and explore their understanding of their concerns
- 4.2 Encourage the person to notice and discuss their concerns in relation to associated behaviours or situations
- 4.3 Elicit the individuals understandings of attempts to previously manage their concerns in the past
- 4.4 Encourage the person to describe actions she/he has taken to resist, minimise and avoid violence
- 4.5 Encourage the person to describe relationships of respect and trust he or she have experienced
- 4.6 Elicit the individual's understanding of ways to build respectful and trusting relationships
5. Attend to practical concerns
- 5.1 Explore safe accommodation options for the client.
- 5.2 Explore financial concerns and limitations that may impact on the clients situation
- 5.3 Explore client support networks
- 5.4 Explore legal issues with the client
- 5.5 Explore impact of DFV on work relationships
- 5.6 Make relevant referrals according to organisation policies and procedures
6. Promote realistic and achievable actions that support safety.
- 6.1 Recognise the impact of diversity and cultural obligations on the client's ability to change her/his circumstances
- 6.2 Recognise the significance of the client's perception and assessment of safety
- 6.3 Recognise the client's ability to take appropriate actions in the timing most appropriate for the individual involved
- 6.4 Support and encourage actions that promote the individual's control of her/his situation
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Engagement and questioning techniques may include:
Conversation - non problem focused
Discuss role as worker
Display respect and non-judgemental attitude
Use open questioning in a non threatening manner
Empathy and rapport
Questioning technique may include but is not limited to:
Questioning to scan relationship web
Reflexive questioning
Relational questioning
Circular questioning
Presenting problems may include but are not limited to:
Parenting issues
Self respect and self blame
Trauma
Mental health issues including depression and self harming
Alcohol and other drugs
Social isolation
Suicide ideation
Dynamics of domestic and family violence refer to:
Power relations and controlling behaviour
Behaviours may include:
physical abuse
economic abuse
sexual abuse
controlling behaviour
intimidation and harassment
The blame for abuse and violence is generally attributed to the person who is subject to the violence
The use of abuse and violence is often explained and/or excused by external circumstances such as alcohol, unemployment etc
The person/s subject to violence often take responsibility for the violence
Safety plan may refer to but is not limited to:
Specific documents that record and document safety strategies identified by the client
Procedures that support clients who are subject to violence to attend services safely
Organisation arrangements that allow clients who have been subject to violence to participate free from violence and intimidation
Interrupt self-blame may involve but not be limited to:
Sharing information and research about the tendency for people subjected to violence to take responsibility for violence
Outlining the way legal interpretations of domestic and family violence set community standard for non-violent behaviour
Stating organisation principals
Describing an accountability framework
Dependants may include but not be limited to:
Children
Aged parents or family members
Grown children or siblings with a disability
Family members who do not speak English
Pets
Practical concerns my include but are not limited to:
Accommodation
Finances
Legal situation
Child protection and parenting arrangements
Social obligations and explanations of circumstances
Referral may include:
Crisis intervention services
Legal or medical services
Family domestic services
Child support services
Culturally specific services
Accommodation services
Access to services/information
Financial services
Child support agency
Mediation and counselling services
Living skills and problem solving programs
Educational programs
Specialist services
Diversity refers to but is not limited to:
People who:
have a disability
come from diverse cultural and sub-cultural backgrounds
have a preferred or first language that is not English
are aged or a young
reside in a remote or rural location
have same-sex relationships
have different religious beliefs or practices
have a dual diagnosis
have addiction or dependency issues
are of an aboriginal background or Torres Strait Islander background
have mental health issues
Cultural obligations may refer to but is not limited to:
Cultural commitments to people within and beyond their family
Parenting responsibilities
Employment commitments
Social and cultural responsibilities
Multiple vulnerabilities may refer to but is not limited to:
Any combination of the following:
mental health problems
mental health difficulties
disabilities
poverty
limited literacy
alcohol and other drug issues
parenting difficulties
social isolation
lack of care for self
limited sense of future
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Engagement and questioning techniques may include:
Conversation - non problem focused
Discuss role as worker
Display respect and non-judgemental attitude
Use open questioning in a non threatening manner
Empathy and rapport
Questioning technique may include but is not limited to:
Questioning to scan relationship web
Reflexive questioning
Relational questioning
Circular questioning
Presenting problems may include but are not limited to:
Parenting issues
Self respect and self blame
Trauma
Mental health issues including depression and self harming
Alcohol and other drugs
Social isolation
Suicide ideation
Dynamics of domestic and family violence refer to:
Power relations and controlling behaviour
Behaviours may include:
physical abuse
economic abuse
sexual abuse
controlling behaviour
intimidation and harassment
The blame for abuse and violence is generally attributed to the person who is subject to the violence
The use of abuse and violence is often explained and/or excused by external circumstances such as alcohol, unemployment etc
The person/s subject to violence often take responsibility for the violence
Safety plan may refer to but is not limited to:
Specific documents that record and document safety strategies identified by the client
Procedures that support clients who are subject to violence to attend services safely
Organisation arrangements that allow clients who have been subject to violence to participate free from violence and intimidation
Interrupt self-blame may involve but not be limited to:
Sharing information and research about the tendency for people subjected to violence to take responsibility for violence
Outlining the way legal interpretations of domestic and family violence set community standard for non-violent behaviour
Stating organisation principals
Describing an accountability framework
Dependants may include but not be limited to:
Children
Aged parents or family members
Grown children or siblings with a disability
Family members who do not speak English
Pets
Practical concerns my include but are not limited to:
Accommodation
Finances
Legal situation
Child protection and parenting arrangements
Social obligations and explanations of circumstances
Referral may include:
Crisis intervention services
Legal or medical services
Family domestic services
Child support services
Culturally specific services
Accommodation services
Access to services/information
Financial services
Child support agency
Mediation and counselling services
Living skills and problem solving programs
Educational programs
Specialist services
Diversity refers to but is not limited to:
People who:
have a disability
come from diverse cultural and sub-cultural backgrounds
have a preferred or first language that is not English
are aged or a young
reside in a remote or rural location
have same-sex relationships
have different religious beliefs or practices
have a dual diagnosis
have addiction or dependency issues
are of an aboriginal background or Torres Strait Islander background
have mental health issues
Cultural obligations may refer to but is not limited to:
Cultural commitments to people within and beyond their family
Parenting responsibilities
Employment commitments
Social and cultural responsibilities
Multiple vulnerabilities may refer to but is not limited to:
Any combination of the following:
mental health problems
mental health difficulties
disabilities
poverty
limited literacy
alcohol and other drug issues
parenting difficulties
social isolation
lack of care for self
limited sense of future
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance
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
Assessment must confirm sufficient ability to analyse the dynamics of domestic and family violence and ensure appropriate screening and risk assessment is conducted
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
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
Method of assessment:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment in delivering services to clients living with and affected by domestic and family violence
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
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
Related units:
This unit of competency should be assessed in conjunction with either of the following related units:
CHCFDV816B Safety planning with people who have been subjected to domestic and family violence
or
CHCFDV817B Manage domestic and family violence screening and risk assessment processes
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of performance
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
Assessment must confirm sufficient ability to analyse the dynamics of domestic and family violence and ensure appropriate screening and risk assessment is conducted
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
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Evidence will be determined by selection from the Range Statement, justified in terms of work requirements, work roles and responsibilities and occupational specialisations
Method of assessment:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment in delivering services to clients living with and affected by domestic and family violence
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
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
Related units:
This unit of competency should be assessed in conjunction with either of the following related units:
CHCFDV816B Safety planning with people who have been subjected to domestic and family violence
or
CHCFDV817B Manage domestic and family violence screening and risk assessment processes
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB21 | CHCDFV014 | Provide programs for people who have been subjected to domestic and family violence | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D334 | CHC80208 | Graduate Diploma of Relationship Counselling | Qualification |