Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Work with fathers to increase their engagement in their children's lives
  2. Develop and use father inclusive practice, policies, processes, and programs
  3. Promote programs to fathers
  4. Engage with fathers using father inclusive practice
  5. Evaluate programs and reflect on own practice from a father inclusive perspective

Required Skills

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

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

Good working knowledge of relevant topics and issues for fathers stepfathers parents children and families

Knowledge of the agencies and services that are appropriate to fathers and stepfathers

Knowledge of the importance of fathers and stepfathers in childrens lives

Knowledge of child development including physical emotional psychological and cognitive development needs and the impact of fathers and mothers and family life on child development

General understanding of a range of theoretical frameworks regarding mens 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 stereotypes and impacts of these

Knowledge of the difficulties for children in living with step parents and in step families

Essential skills

It is critical that the candidate demonstrate the ability to

Critically reflect own practice in relation to father inclusive practices

Critically examine the organisations structures and processes to identify areas where a more father inclusive approach can be adopted

Promote father inclusive practise to colleagues within own agency and in other agencies

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

appropriate verbal and nonverbal communication

listening

empathic responding

paraphrasing

summarising

questioning

models of conflict resolution

assertiveness

tact and sensitivity when working with men

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

Evidence Required

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 fathers and engaging them into specific programs and existing programs

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 fathers through the use of father inclusive practice and through the delivery of father inclusive programs

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 andor 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 application of father inclusive practice whilst delivering father inclusive programs

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

observation of processes and procedures oral andor written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed andor is required to be demonstrated over a period of time andor 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

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.

Roles and impact of fathers may include but is not limited to:

Fathering and the roles of fathers are as unique and varied as there are fathers

Fathers can bring with them a range of fathering roles both conceptually and in practice

Recognition of a number of theoretical frameworks regarding roles for men and their potential impact on roles as fathers

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:

The ability and will to commit to the physical and ongoing support that a father provides and the involvement with the child/children 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

Capacity to positively engage with their child/children may include:

Building on existing experience, knowledge and skills

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

Identifying ways fathers can actively contribute to the developmental needs of child/children

Valuing the establishment and maintenance of positive relationships with child/children

Identification of 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

Elements of own practice which are father inclusive may include:

A genuine and expressed belief in the importance of the role of father's in their children's lives while still valuing the importance of the mother in their child/children's lives

Recognition of the responsibility both mothers and fathers to adopt a child focused approach

A genuine and expressed belief in the experience, skills and knowledge father's bring to fathering

Language and communication styles acceptable to men

Ability to readily establish credibility as a reliable source of information regarding their child and their child's needs and welfare

Programs may include:

Programs specifically targeting fathers, stepfathers and male carers for example programs designed to provide tips and hints on fathering, toddler taming, preparing for fatherhood, fatherhood post-separation, father evenings at pre-schools

Activity based programs for example, father and child surf clinics, music competitions, father photo competitions, play groups for fathers and children, information sessions on tax and fathers

Programs which leverage off established community organisations/events, for example, sausage sizzles at local sporting clubs with a guest speaker on 'fathering' or children and that sport

Programs for parents and families and/or stepfamilies

Programs for specific client groups for example, for prisoners and/or their partners

Programs designed to work individually with clients who are fathers

Key characteristics which may impact on engagement may include:

Culture, age, employment, values, confidence, re-partnering, access to structural supports for example child care, transport

Appropriate father inclusive programs may include:

Programs with an emphasis on providing tips, tools, strategies and information not on providing help, support or counselling

Programs which operate from a strengths-based perspective which recognises and values a client's ability to deal with their lives and issues within their lives and relationships and values the skills, knowledge, attributes and experiences fathers bring to these fathering

Programs that negotiate issues of work or other time commitments including child care responsibilities and are run at times that fit with these other commitments

Appropriate methods to promote programs may include:

Using referral networks

Development of father appropriate publicity or advertising material

Working with key members of community or other organisations