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:

The individual being assessed must provide evidence of specified essential knowledge as well as skills in the application of working effectively with separated fathers

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 work effectively with separated fathers in a group setting

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:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resource requirements for assessment include access to:

a relevant workplace or an appropriately simulated environment where assessment may take place

Method of assessment:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment through the facilitation of groups for separated fathers

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios, case presentations, written assessment

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

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Good understanding of and ability to articulate issues facing women and men today particularly those issues associated with separation and divorce including associated legal procedures

General understanding of a range of theoretical frameworks regarding men's roles, the inherent assumptions, strengths and weaknesses of these frameworks

Knowledge of differences in communication styles, masculine and feminine world views and ways of being, gender stereo-types and impacts of these

Good knowledge of models that explain the development and functioning of personal and family relationships

Knowledge of fathers and stepfathers drawn from experience with a wide range of people including fathers and stepfathers from different socioeconomic backgrounds. Knowledge of the similarities and differences in the experiences that a range of people face

Aspects of loss and phases of grief including the range of responses to loss and grief and potential impacts of these on men and relationships

Understanding of the diversity of family structure and the impact this can have on interpersonal relationships

Information resources and relevant local services including networks and support systems available to separated fathers

Characteristics of target group/s and strategies for engaging them

Models to explain power issues in relationships and relationship systems as well as to understand and inform responses to abuse and conflict in relationships

The nature of domestic and family violence including key indicators, effects, and appropriate responses to ensure the safety of self, clients, their families, colleagues and others within appropriate cultural contexts

Principles and practice of conflict resolution

Understanding of the development and importance of self-esteem

Elements which contribute to healthy, effective and lasting relationships

Knowledge of child development and the impact of fathers and mothers and family life on child development

Knowledge of the difficulties for children whose parents are separating or have separated and for children living with step parents and in step families

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify and manage a range of responses to separation

Assist fathers to identify strategies for improving their circumstances

Assist fathers to develop strategies to remain connected to children

Assist fathers to develop and maintain self care strategies including strategies to reduce stress and anxiety and to establish and maintain healthy routines for food, rest and exercise

Engage effectively with separated fathers

Deal with unexpected (and sometimes inappropriate) reactions and input from participants

Respond appropriately to strong emotions in self and clients

Be aware and responsive to diverse groups of people who may challenge practitioner's values and beliefs

Affirm and acknowledge participant experience including empathising with the experiences of separated fathers, normalising where appropriate and sensitively challenging where required

Give and receive constructive feedback in a sensitive way

Establish and maintain boundaries of practice with program participants

continued ...

Essential skills (contd):

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Model effective, respectful and inclusive communication skills including listening, empathetic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity when working with men

Work as part of a team, including multi-disciplinary professional groups and with a co-facilitator

Effectively manage time

Deal with conflict in an open, assertive and appropriate manner

Maintain appropriate levels of confidentiality

Empower and support clients who are experiencing difficulties as they make decisions and seek help

Monitor self and capabilities to minimise the negative impact of work on own personal health and well being

Work inclusively with the whole client, considering the full range of possible influences in their lives including:

personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, economic situation, social context, health, disabilities and issues

the interplay and dynamics of each of the above

ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

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.

Understanding ofroles and impact of fathersmay include but is not limited to:

Understanding that fathering and the roles of fathers are as unique and varied as there are fathers

Recognising that fathers can bring with them a range of fathering roles both conceptually and in practice

Understanding a number of current and relevant theoretical frameworks regarding roles for men and their potential impact on roles of fathers, e.g.

theoretical frameworks which view the nature of men as fixed

theoretical frameworks which view the nature of men as dynamic, learned and changeable

attachment theory

family systems theory

feminist theory (and critiques of feminist theory)

family life-cycle theory

generative fatherhood

evolutionary psychology

neurobiology

Recognition of the impact on identity that fatherhood can have on men

Recognition of the roles fathers are assumed to have in children's lives

Recognition that parenting is a practice and not a biological function

Fathers may be:

birth fathers

step fathers

foster fathers

non-biological fathers

uncles

grandfathers

carers

Fathering includes the establishment of a relationship between the father and child

Where fathers/a father figure play/s an active role in their children's lives this can have positive outcomes on the development of literacy, numeracy and social skills, self-esteem and the development of resilience in both boys and girls

Experience, knowledge and skills fathers bring to their fathering may include but is not limited to:

The ability and will to commit to the physical and ongoing support that a father provides and the involvement with the child/ren throughout their lives

The capacity to make day to day decisions for the child/children that meet the children's needs

The ability to care about and attend to the important transitions in a child's life and work to provide the optimal conditions to maximise their growth

The ability to change and adapt as children grow older and the fathers mature in their relationship with their children

The ability to create resources for material well being and the resolution of problems that allow opportunities for the development of emotional well being

The ability to form lasting and healthy attachments with their children which can grow and change over time

The capacity to relate with children by sharing meaningfully with them, both verbally and non-verbally

Understanding of developmental needs of children including social, emotional, cognitive, physical and psychological needs

Ways fathers can actively contribute to the developmental needs of child/ren

Factors which can negatively impact on the establishment and maintenance of positive relationships with child/children including self limiting concepts that may hold men back from achieving their full potential as fathers

Key issuesfacing fathers experiencing separationmay include:

Anxiety

Stress

Depression

Stress and anxiety levels in separated men can be so high that these must be addressed as a priority before they are able to affect any other positive change or deal with other issues

Separation and loss of family structure

Social isolation from:

extended family

immediate family

friends of former couple

Financial hardship

Loss and grief

Pride/shame

Unemployment

Issues faced by partner and child after separation

Communication and relationship with ex-partner

Shared parenting/co-parenting

Effect on children

Child focus/importance of maintaining this

Importance of reassurance for child/ren regarding their ongoing importance in their parent's lives regardless of separation

Care and contact issues

Changes in parenting role

Conflict between being a good father and limited physical contact

Alternative housing requirements/homelessness

Loss of power

Family Court proceedings and frustration with 'family law system'

Property settlement

Maintenance

Interaction with counsellors and mediators

Re-partnering of ex-partner

Relationship Conflict and Breakdown

Developing a relationship with a new partner and the dynamics between the new partner, and any child/ren they have, and own child/ren

Step-fathering

continued ...

Key issuesfacing fathers experiencing separationmay include: (contd)

Responses of family and friends

Mental illness

Family violence and abuse

Issues faced by women and children may include but are not limited to:

Guilt

Sadness

Torn loyalties

Financial hardship

Loss and grief

Confusion

Insecurity

Loss of self-esteem

Housing/homelessness

Range of responsesto separationmay include:

Denial

Stress

Anxiety

Anger

Depression

Stress

Violence

Withdrawal

Self-harm, suicide

Remorse

Overcompensation

Relief

Optimism

Common needs of separated fathers may include:

Regain self-esteem/confidence

To be heard/tell story

Hear others' stories/situations/responses

Overcome isolation

Gain information/support

Advocacy

Manage emotional responses

Meet legal obligations

Improve parenting/communication/relationship skills

Accommodation/housing

Learning housekeeping and cooking skills

Financial advice

Practical support

Respond appropriately may include:

Heard, acknowledged and affirmed

Contained if necessary

Reframed if necessary

Normalised as a valid response if appropriate

Sensitively challenged if required

Assist clients to address issues of stress, anxiety and depression to allow them to move toward a stage where they are able to engage constructively in planning and working toward the future

Key agenciesinclude but are not limited to:

Child Support Agency

Family Magistrate Service

Centrelink

Legal aide

Housing/accommodation services

Mediation centres

Australian Taxation Office

Family Court of Australia

Phone support services, e.g. Mensline/Lifeline

Family Relationship Centres

Other agencies providing support and counselling

Websites for example MENDS and Parenting Children

Stepfamily Association of Australia

Realistic must include:

Within the constraints of their personal context

Where consideration is given for self care including addressing issues of stress, depression, and anxiety

According to current legal obligations