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Combined AssessmentNational Certificate in Social Service Work with Abuse, Neglect and Violence (Level 4)

Part 2: Practice unit standards

Unit Standards

07922: Participate in professional social services supervision as a supervisee

Version: 4 Level: 4 Credits: 9

07984: Identify, respond to, and report in situations of suspected abuse, neglect, or violence


18298: Assess presenting issues in situations of abuse, neglect, or violence


18300: Provide support for people affected by abuse, neglect, or violence


Trainee information

Your name:

Your workplace:

Your date of birth:

Your national student number (if known):

Declaration

I was told about and understand the assessment requirements. I have prepared my answers myself. Any evidence I have provided as my own, I produced myself. I understand that this assessment may be used for moderation and quality control purposes. I understand that when I achieve this unit standard my result will be registered with the

New Zealand Qualifications Authority.

I confirm the above declaration: Yes No Date:

To demonstrate competency, you must be able to: Unit Outcome

Tasks

explain the role and function of professional social services supervision. 7922 1 1

negotiate a contract for professional social services supervision. 7922 2 2

participate in professional social services supervision. 7922 3 3

participate in evaluation and closure of the supervision contract. 7922 4 4

recognise an incident of suspected abuse, neglect, or violence as a social service worker. 7984 1 5

respond to an incident of suspected abuse, neglect, or violence as a social service worker. 7984 2 6

record and report an incident of suspected abuse, neglect, or violence as a social service worker. 7984 3 7

describe assessment of presenting issues in social service work with abuse, neglect, and violence. 18298 1 8

establish an environment for assessment of presenting issues in a situation of abuse, neglect, or violence. 18298 2 9

gather information on presenting issues in a situation of abuse, neglect, or violence. 18298 3 9

assess the information gathered on presenting issues in a situation of abuse, neglect, or violence. 18298 4 9

negotiate provision of support for a person whose life or safety is affected by abuse, neglect, or violence. 18300 1 10

support a person whose life or safety is affected by abuse, neglect, or violence. 18300 2 10

effect closure of support for a person whose life or safety is affected by abuse, neglect, or violence. 18300 3 10

Instructions This assessment relates to your practice as a social service worker. Although you are asked to describe

specific cases you will need to consider the privacy of the clients and ensure confidentiality is not breached. You can do this by using different names.

Your answers may be written (either electronically or by hand). If you need help with this assessment, please contact your assessor. Once you have completed your assessment, you must read and confirm the declaration on the cover.

Combined Assessment – Social Service Work with Abuse, Neglect and Violence – Part 2 © Careerforce 2014 – Issue 1.0 – Published Apr 2014 2

Filled in or written answers If there are open white spaces on a page because you have written shorter answers, this is acceptable.

You don’t have to fill the space. Use a pen to write your answers. If you need to change an answer, write your initials beside any

corrections you make. If you need more space, attach extra pages with your answer. Add your name and task number to all extra pages you use.

Definitions The trainee is you, the person being assessed. You may also be referred to as the learner, student,

candidate or employee in some instances. The assessor is the person who will assess you. The verifier is a workplace supervisor, team leader, manager or assessor who understands the

assessment, works closely with you and can confirm that you have completed a task competently. Organisation’s policies and procedures are the policies and procedures of your organisation and

include ethical codes, standards, and other organisational requirements. Abuse, neglect, and violence - includes abusive, neglectful, violent, or controlling behaviour that may be

economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Abuse, neglect, and violence may occur within or outside of families and whānau.

Social service worker may include but is not limited to community workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and others who deliver social services, whether paid or unpaid.

ResourcesThis is an open book assessment. There are appropriate references and learning resources listed for each task which may be useful when completing this assessment:

Assessment summaryThis assessment brings the requirements of four unit standards together. These unit standards focus on the practice of Social Service work in relation to abuse, neglect and violence.Firstly there are a number of questions regarding the supervision contract which must be in place before you carry out the tasks in this assessment. Some questions are reflective in nature and will need to be left until the end of the supervision period. The supervision contract needs to be provided with the assessment as further evidence.The rest of the unit standards work through the process of: identifying and reporting situations of abuse, neglect, and violence assessing the presenting issues providing support to the person (people) affected by the abuse, neglect or violence.


7922: Participate in professional supervision as a superviseeVersion: 4 Level: 5 Credits: 3

This section relates to unit standard 7922 which focuses on supervision. For the practical assessments you will need to be supervised within a formal supervision contract and your supervisor will attest to your achievement of the criteria related to these unit standards.

Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Abuse, neglect, and violence may occur within or outside of families and whānau.

Forms of supervision – individual, group, team, peer, cultural, in-house supervision, external supervision

Key functions of professional social services supervision are: (a) administrative and managerial; (b) educational and mentoring; (c) enabling and supportive. All of these functions are necessary for effective supervision, but they need not all be performed by a single person. This is particularly relevant when the social service worker's administrative supervisors are not qualified to provide professional social service supervision.

Key purposes of professional social services supervision are focussed on the achievement of organisational, personal, and professional objectives; and may include but are not limited to – role clarity and responsibilities; quality of service to users of social services; critical reflection; review of social service worker's practice; personal and professional support, including stress management; resourcing the worker.

Personal awareness is defined as awareness by the social service worker of their personal beliefs, feelings, philosophy, spirituality, values, world view, and personal and professional boundaries, in relation to their work, work colleagues, and users of social services.

Professional social services supervision - There is no single definition of professional supervision that is in use across the social services. Each of the major professional associations have their own definitions that apply to their members.

The ACC definition of supervision includes many of the key elements: "Supervision is a formal arrangement between practicing professionals (supervisor and supervisee) to improve the supervisee's effectiveness in their work. The supervisor provides the supervisee the opportunity to reflect on both the content and process of their work in an independent structured, confidential environment on a regular basis." Source: ACC (undated). ACC Expectations for Best Practice: Supervision. Wellington: ACC.

Purposes of supervision - Key purposes of professional social services supervision are focussed on the achievement of organisational, personal, and professional objectives; and may include but are not limited to – role clarity and responsibilities; quality of service to users of social services; critical reflection; review of social service worker's practice; personal and professional support, including stress management; resourcing the worker.

Relevant items for the contract for professional supervision include but are not limited to: expectations; function(s) of supervision; purpose(s) of supervision; form(s) of supervision; timing and frequency; confidentiality; staff appraisal issues; recording and reporting requirements; preparation requirements for supervision sessions; evaluation of the supervision contract; funding for supervision; conflict resolution.


Relevant personal, cultural, and professional issues may include but are not limited to: reviewing the supervisee's work with users of social services; ethical issues; reviewing written work; critical reflection; development of practice theory, methods, and models of practice; skills development; cultural practice; career and professional development; professional identity; accountabilities; personal awareness; empowerment; personal issues; conflict resolution; coping mechanisms; monitoring workload; morale; working relationships.

Social service worker is used as a term to refer to the person seeking award of credit in this unit standard. Social service worker may include but is not limited to: community workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and others who deliver social services, whether paid or unpaid.

Supervisor qualifications may include but are not limited to: professional qualifications; demonstrated competence in providing professional social service supervision; qualifications and experience in a particular field of social service practice; and age, culture, class, gender, and sexual orientation criteria. Note: professional associations, employers, and third party funders may require specific qualifications of supervisors.

Survivor is used as a generic term to denote people of both genders who have experienced abuse, neglect or violence. Survivors include children and you people, adults and elders.


Task 1: Explain the role and function of professional supervisionTask one questions relate to the role and function of professional supervisions and you will need to read the definitions below carefully and also do your own research. There are some relevant links to papers related to this topic in the Part 1 Resource Section.

Resources: Te Tiriti O Waitangi, http://www.treaty2u.govt.nz/the-treaty-up-close/treaty-of-waitangi/ (downloaded

26/02/2014) http://www.treaty2u.govt.nz/the-treaty-up-close/treaty-of-waitangi/ The Report of the Ministerial advisory committee on a Maori perspective for the Department of Social

Welfare Puao-Te-Ata-Tu (day break) 1988 reprinted 2001 The Maori Perspective Advisory Committee, Wellington http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/archive/1988-puaoteatatu.pdf

Kay, Bronwyn. (2012). Professional Supervision. Social Work Now – The Practice Journal of Child, Youth and Family, 50, 10-13. Available at www.cyf.govt.nz/documents/about-us/publications/social-work-now/swn50june12.pdf

O’Donoghue, Kieran. (2010). Social Work Supervision in Aotearoa New Zealand: The state of the art and future directions. Available at www.slideshare.net/kieranodnz/social-work-supervision-in-aotearoa-new-zealand

Beddoe, Liz; Davys, Allyson (Ed.). (2010). Common Threads Different Patterns. Auckland: The University of Auckland. Available at www.education.auckland.ac.nz/webdav/site/education/shared/about/schools/chsswk/docs/2010-Supervision-Conference-Proceedings.pdf

Aotearoa New Zealand Association of Social Workers. (2012). ANZAS Supervision Policy. Available at anzasw.org.nz/documents/0000/0000/0548/ANZASW__Supervision_Policy.pdf

You are advised to do further research to find appropriate documents which relate to this topic. A good starting place would be to Google: Social work supervision New Zealand

A Briefly explain how Te Tiriti o Waitangi applies to social services and how you take it into consideration in your practice. There are several resources listed above to help with this question.


http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/archive/1988-puaoteatatu.pdf

http://www.msd.govt.nz/documents/about-msd-and-our-work/publications-resources/archive/1988-puaoteatatu.pdf

http://www.treaty2u.govt.nz/the-treaty-up-close/treaty-of-waitangi/

B Explain the difference between professional supervision and supervision which is solely administrative or managerial.

C Define and explain the key functions of professional supervision.


D Identify and explain four key purposes of professional supervision from the following list. Role clarity and responsibilities Quality of service to users of social services Critical reflection; review of professional practice Personal and professional support, including stress management Resourcing the worker

E Choose three of the following forms of professional supervision and explain how they work:

Individual Group Team Peer

Cultural In-house supervision External supervision


F Choose two of the following issues research and define them, then explain how they might impact on supervision:

Game playing Transference

Parallel process Mirroring

Assessor comments (for assessor use only):

Task 1 result: Achieved More evidence required


Task 2: Negotiate a contract for professional supervisionA In conjunction with your supervisor you are required to negotiate a contract which will define the terms

and responsibilities for both parties in the contract. The contract should include all the information requested listed below.Attach a copy of the contract to your assessment as evidence.

The contract must include the supervisor’s qualifications and experience to demonstrate suitability for the role of Supervisor.

The contract must have four relevant items (with details) from the list below:

- Expectations- Functions of supervision- Purpose of supervision- Form of supervision- Timing and frequency- Confidentiality

- Staff appraisal issues- Recording and reporting requirements- Preparation requirements for supervision sessions- Evaluation of the supervision contract- Funding for supervision- Conflict resolution

The contract will identify the form that the supervision will take and the agreed purposes.




Task 3: Participate in supervised sessionsThe questions in Task 3 should be done retrospectively when the supervision period defined in the contract is complete.

Definition:Key purposes of professional social services supervision are focussed on the achievement of organisational, personal, and professional objectives; and may include but are not limited to – role clarity and responsibilities; quality of service to users of social services; critical reflection; review of social service worker's practice; personal and professional support, including stress management; resourcing the worker.Personal awareness is defined as awareness by the social service worker of their personal beliefs, feelings, philosophy, spirituality, values, world view, and personal and professional boundaries, in relation to their work, work colleagues, and users of social services.Relevant items for the contract for professional supervision include but are not limited to: expectations; function(s) of supervision; purpose(s) of supervision; form(s) of supervision; timing and frequency; confidentiality; staff appraisal issues; recording and reporting requirements; preparation requirements for supervision sessions; evaluation of the supervision contract; funding for supervision; conflict resolution.Relevant personal, cultural, and professional issues may include but are not limited to: reviewing the supervisee's work with users of social services; ethical issues; reviewing written work; critical reflection; development of practice theory, methods, and models of practice; skills development; cultural practice; career and professional development; professional identity; accountabilities; personal awareness; empowerment; personal issues; conflict resolution; coping mechanisms; monitoring workload; morale; working relationships.

A Explain how the supervision sessions were planned and prepared for to comply with the contract.



B Explain how the supervision sessions addressed the four relevant items listed in Task 1.

C Describe how the supervision sessions addressed two relevant personal, cultural or professional issues as defined above.


D Did either party raise any disagreements over the terms or performance of the supervision contract which had to be negotiated in compliance with the contract? If yes, explain the process.

E Were there any disagreements which could not be resolved by negotiation and had to be dealt with according to the terms of the contract related to conflict resolution? If yes, give further details.


Supervisor Attestation

Trainee name:

Trainee organisation:

Sign and date this attestation once you are satisfied the trainee has achieved the stated criteria.

I observed the trainee take the principles of Te Tiriti o Waitangi into consideration and apply them in their social service practice.

Supervisor comment:

I confirm that this document is valid and authentic. Date:

Supervisor name:

Position:





Task 4: Evaluation and closureThis section should be completed when the supervision period has finished when it is time to reflect back on what has been accomplished and what lessons can be used for future supervision contracts.

A Explain how the operation of the supervision contract was evaluated in terms of the contract.

B From the closure process explain what were the key achievements and new learnings from the supervision period?


C What issues for future involvement were identified between the supervisor and supervisee?




7984: Identify, respond to, and report in situations of suspected abuse, neglect, or violenceVersion: 5 Level: 4 Credits: 3

This unit may be assessed on the basis of evidence of demonstrated performance in the work place or through the use of a simulated work place situation that closely approximates the performance required in workplace settings.

Task 5: Recognising suspected incidents of abuse, neglect or violenceYou need to identify two incidents of abuse, neglect or violence.

Definitions:Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Abuse, neglect, and violence may occur within or outside of families and whānau.Confidentiality All communication is treated confidentially, except where there is an ethical, legal, or organisational duty on the social service worker to report abuse, neglect, and violence. Clients are informed of the scope and limits of confidentiality as defined by criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines include, but are not limited to: the Children, Young Persons and Their Families Act 1989, Domestic Violence Act 1995 Section 43, Health Act 1956 Sections 22B and 22C, Official Information Act 1982, Privacy Act 1993, agency codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.Other professionals may include, but are not limited to: care and protection resource people, legal advisers, health advisers, other specialist assessors or advisers, as relevant to the context of assessment.Participant(s) may include but are not limited to: people whose life or safety is affected by abuse, neglect, or violence; family or whānau of people whose life or safety is affected by abuse, neglect, or violence. For the purposes of this unit standard, people whose life or safety is affected by abuse, neglect, or violence may include children and young persons, adults, or elders.Social service worker is used as a term to refer to the person seeking award of credit in this unit standard. Social service worker may include but is not limited to: community workers, counsellors, kaiāwhina, social workers, kaitautoko, Pacific Island social service workers, youth workers, and others who deliver social services, whether paid or unpaid.


Incident 1

A Describe how the suspected incident of abuse, neglect or violence fits with the definition above.

B Which of the following indicators, signs and/or disclosures of abuse, neglect or violence were evident in this suspected case? Give details.

Behavioural signs Physical signs Developmental signs Disclosures of abuse, neglect or violence Verbal indicators Situational indicators

Personal withdrawal and disassociation Family ostracism Information or comments from ministers of

religion, elders, family or whānau. Other (specify)


Incident 2

C Describe how the suspected incident of abuse, neglect or violence fits with the definition above.

D Which of the following indicators, signs and/or disclosures of abuse, neglect or violence were evident in this suspected case? Give details.

Behavioural signs Physical signs Developmental signs Disclosures of abuse, neglect or violence Verbal indicators Situational indicators

Personal withdrawal and disassociation Family ostracism Information or comments from ministers of

religion, elders, family or whānau Other (specify)




Task 6: Responding to suspected incidents of abuse, neglect or violenceYou need to respond to two incidents of abuse, neglect or violence.

Incident 1

A Describe your response to the incident described above and how it complied with the requirement to put the safety of the clients first.

B Explain how your response positively considered the following needs of the participant(s) and their family or whānau:

need to be respected, believed, affirmed and supported. need for physical comfort, safety, privacy and security. need to be in a family or safe collective.


Incident 2

C Describe your response to the incident described above and how it complied with the requirement to put the safety of the clients first.

D Explain how your response positively considered the following needs of the participant(s) and their family or whānau:

need to be respected, believed, affirmed and supported. need for physical comfort, safety, privacy and security. need to be in a family or safe collective.




Task 7: Identify, respond to and report situations of suspected abuse, neglect or violenceYour work supervisor who participated in the interactions related to the two incidents described in Task 2 should complete this Verification form.An attestation is a confirmation that you have observed the trainee working with the clients and they have achieved the criteria listed below.


Verification formTo be completed by your verifier and/or assessor

Trainee name:


Comment on each of the stated criteria and give examples of the trainee’s performance (where this applies).Sign and date this verification once you are satisfied the trainee has achieved the stated criteria.

Incident 1 – Response

I observed the trainee use inter-personal skills appropriate for the characteristics of the client(s) and their family or whānau. At least four of the following need to have been considered:

language. stage of development.

culture. disability.

gender. health status.

sexual orientation. religion.

attitudes to abuse, neglect or violence. cultural status.

physical, spiritual and mental characteristics including age.

Verifier comment: Date achieved:

I observed the trainee respond using at least four of the following verbal and non-verbal communication skills:

use of voice, pitch, volume and speed. use of silence.

active listening. reflecting feelings and content.

respect, acceptance and tolerance. body language.

clarifying, describing, encouraging, following, listening, paraphrasing and summarising.



I observed that the trainee was able to focus on eliciting information while maintaining respect for the participant(s) and their family or whānau.


I observed that the information the trainee sought was sufficient to initiate safety procedures.


I observed the trainee respond to the suspected incident in accordance with criteria established by legislation, ethical practice and service provider guidelines.


Incident 1 – Recording and reporting

I observed that the records included all relevant information including at least three of the following:

behavioural signs. developmental signs.

economic signs. physical signs.

disclosures. verbal signs.

situational signs. family signs.

information or comments from family or whānau or other people connected to the survivor(s).



I observed the trainee prepare and store records in accordance with criteria established by legislation, ethical practice and service provider guidelines.


I observed the trainee refer the records to the supervisor in accordance with criteria established by legislation, ethical practice and service provider guidelines.



Verifier name: Position:



Trainee name:



Incident 2 – Response

I observed the trainee use inter-personal skills appropriate for the characteristics of the client(s) and their family or whānau. At least four of the following need to have been considered:

language. stage of development.

culture. disability.

gender. health status.

sexual orientation. religion.

attitudes to abuse, neglect or violence. cultural status.

physical, spiritual and mental characteristics including age.


I observed the trainee respond using at least four of the following verbal and non-verbal communication skills:

use of voice, pitch, volume and speed. use of silence.

active listening. reflecting feelings and content.

respect, acceptance and tolerance. body language.

clarifying, describing, encouraging, following, listening, paraphrasing and summarising.



I observed that the trainee was able to focus on eliciting information while maintaining respect for the participant(s) and their family or whānau.


I observed that the information the trainee sought was sufficient to initiate safety procedures.


I observed the trainee respond to the suspected incident in accordance with criteria established by legislation, ethical practice and service provider guidelines.


Incident 2 – Recording and reporting

I observed that the records included all relevant information including at least three of the following:

behavioural signs. developmental signs.

economic signs. physical signs.

disclosures. verbal signs.

situational signs. family signs.

information or comments from family or whānau or other people connected to the survivor(s).



I observed the trainee prepare and store records in accordance with criteria established by legislation, ethical practice and service provider guidelines.


I observed the trainee refer the records to the supervisor in accordance with criteria established by legislation, ethical practice and service provider guidelines.







18298: Assess presenting issues in situations of abuse, neglect, or violenceVersion: 1 Level: 4 Credits: 6

The assessment process described below should have been undertaken with supervision.

Definitions:Person(s) whose life or safety is affected by abuse, neglect, or violence include children, young persons, and adults (including elders). They may have experienced and/or be at risk of abuse, neglect, or violence in any context, including that of their family or whānau. Abuse, neglect, and violence includes abusive, neglectful, violent, or controlling behaviour that may be economic, emotional, physical, social, verbal, spiritual, and/or sexual in nature. It also includes role abuse, which means the abuse of power by an individual or agency that has a professional, service, or status-based role in relation to survivors. Clients may include but are not limited to: person(s) whose life or safety is affected by abuse, neglect, or violence; offenders; family or whānau. Characteristics and needs may be physical, spiritual, cultural, and mental. Characteristics and needs include age and stage of development; coping strategies; family or whānau system and dynamics; culture; disability; experience and knowledge; family or whānau history; gender; health status; personal history; language; psycho-social situation and systems; sexual orientation; socio-economic situation; religious adherence; and needs for physical comfort, safety, and privacy of clients. Other professionals may include, but are not limited to, care and protection resource people, legal advisers, health advisers, other specialist assessors or advisers, as relevant to the context of assessment. Presenting issues – these are the issues for which a person initially seeks professional help.Agreement with the client and/or people of significance to the client reflects the desirability of the social service worker first attempting to achieve agreement with the client and family or whānau on accuracy of information and any processes to be undertaken. In some instances this may not be possible. In those situations, agreement is judged in terms of information and opinions held by other people of significance, who first include members of the participant's family/whānau; and secondly, health and social service workers, ministers of religion, police officers, solicitors, and others who have current knowledge about the client and their situation. Available resources may include but are not limited to resources available to the client from: the social service worker; the social service provider; Iwi/Māori social services; Pacific Island social services; other social services; community groups; the client's family or whānau; church; the client's own resources. Social service worker is used as a term to refer to the person seeking award of credit in this unit standard. Social service worker may include but is not limited to: community workers, counsellors, kaiāwhina, social workers, kaitautoko, youth workers, and others who deliver social services, whether paid or unpaid.


Task 8: Describe assessment of presenting issuesA Describe the purpose, limits and rationale for the assessment of presenting issues.

B Define how the assessment of presenting issues helps with intervention, safety and outcomes for clients?



C Describe the social, ethical and cultural factors which have to be considered when assessing presenting issues. Give examples.




Task 9: Assess presenting issues in situations of abuse, neglect, or violenceThe Supervisor who observed the trainee assess presenting issues should sign, date and comment on the following.An attestation is a confirmation that you have observed the trainee working with the participant(s) and they have achieved the criteria listed below.



Trainee name:



I observed the trainee establish a safe environment for the assessment of the characteristics and needs of the client(s).


I observed the trainee begin the assessment using cultural concepts appropriate to the participant(s);

for at least one Māori participant.

for at least one person from a culture other than Māori.


I observed the trainee establish and maintain Kawa or protocols with the clients for the assessment.



I observed that the clients were engaged in the assessment process in accordance with their characteristics and needs and the role, function and legal responsibilities of the trainee.


I observed the trainee gain information (either oral, written or a combination of the two) using the following verbal and non-verbal communication skills:

attending. listening.

following. clarifying.

encouraging. questioning.

summarising.


I observed the trainee check the accuracy of information gathered with the clients and/or people of significance.


I observed the trainee gather information with consideration to appropriate cultural protocols and criteria established by legislation, ethical practice and service provider guidelines.



I observed the trainee assess the gathered information from the perspective of establishing the safety of the people whose lives or safety is affected.


I observed that the trainee’s assessment of the gathered information identified the following presenting issues:

safety.

risk.

participant characteristics, needs, strengths, and means.

signs of crisis and distress.


I observed that the assessment links to the social, ethical and cultural factors described above (Task 8 question C).


I observed the trainee develop a plan for action as a result of the assessment. The plan is attached to this assessment as evidence.



The plan for action and the recording of the assessment are in accordance with cultural protocols, legislation, ethical practice and service provider guidelines. The recording of the assessment is attached to this assessment as evidence.


I observed the trainee completed the assessment in accordance with protocols and Tikanga.







18300: Provide support for people affected by abuse, neglect, or violenceVersion: 1 Level: 4 Credits: 9

The assessment process described below should have been undertaken with supervision.

Task 10: Provide SupportThe Supervisor who observed the trainee assess presenting issues should sign, date and comment on the following.An attestation is a confirmation that you have observed the trainee working with the participant(s) and they have achieved the criteria listed below.



Trainee name:



I observed the trainee negotiate support for the person whose life or safety was in danger making their safety and well-being of paramount importance.


The negotiation was in accordance with the following:

nature of abuse, neglect or violence.

characteristics and needs of the person.

presenting issues.

safety of the person within his/her family or whānau.

legislative requirements.

ethical practice.

service provider guidelines.



The negotiation took into consideration the information and advice provided by key people such as (indicate which):

the person. supervisor.

family or whānau. cultural or gender advisers.

co-worker. other professional.

other agencies.


I observed the trainee give support which gave the safety and well-being of the person paramount importance.


I observed the trainee give support in accordance with the outcomes agreed in the negotiation.


The support given encouraged self-determination and discouraged dependency.



The support given enabled the client to evaluate their progress in ensuring their own safety and that of dependents (if applicable).


The support enabled the client to review their future plans and identify options.


I observed that the trainee effect closure of support while ensuring the safety and well-being of the client was of paramount importance.


The closure of involvement of the trainee (and provider) was established based on information and advice from key people such as (indicate who):

the person. supervisor.

family or whānau. cultural or gender advisers.

co-worker. other professional.

other agencies.



I observed the trainee identify relevant issues for future involvement including:

factors which might lead to resumption of contact.

future roles, functions and services available from the service provider.

means of re-establishing contact.

other sources of referral.


I observed the trainee treat communication as confidential unless there is an ethical legal or organisational duty to report abuse, neglect or violence.


I observed the trainee demonstrate general knowledge of the provisions of the statutes listed and criteria relating to the reporting of abuse, neglect, and violence, and care and protection measures: Care of Children Act 2004 Domestic Violence Act 1995 Domestic Violence (Programmes) Regulations 1996 Guardianship Act 1968, Health Act 1956 Sections 22B and 22C Official Information Act 1982 Privacy Act 1993



I observed the trainee demonstrate consistent use of professional supervision as part of safe practice.


All actions by the trainee are based upon a valid framework for social service practice with abuse, neglect, and violence. Evidence is required of a practice framework that is based upon authoritative sources, which may include but are not limited to:

body of knowledge related to social service work with abuse, neglect, and violence.

cultural theory.

practice research.







Appeals If you wish to appeal against the assessment result or process, talk to your assessor. If you are still not satisfied, you can appeal to Careerforce by completing the assessment result appeal form that can be found online at www.careerforce.org.nz/contact/forms

FeedbackCareerforce regularly reviews our assessment and learning resources. As a user, we would appreciate feedback on how you found it. Feedback can be provided to Careerforce via our online feedback form at www.careerforce.org.nz/contact/resource-assessment-feedback or if you would prefer, send us an email to [email protected]


http://www.careerforce.org.nz/contact/forms

Assessment results (assessor to complete)

Trainee information

Trainee name:

Trainee NSN:


7922: Participate in professional social services supervision as a supervisee


Assessment result Achieved More evidence required Date:

Reassessment result Achieved More evidence required Date:

7984: Identify, respond to, and report in situations of suspected abuse, neglect, or violence




18298: Assess presenting issues in situations of abuse, neglect, or violence




18300: Provide support for people affected by abuse, neglect, or violence




Feedback to the trainee:

The requirements have been met to demonstrate competency in these unit standards.

Assessor name:


Assessor number: Date:


Documents

ECA07922v4-07984v5-18298v1-18300v1-1.0€¦ · Web viewI have prepared my answers myself. Any evidence I have provided as my own, I produced myself. I understand that this assessment