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

Adult education principles and practices

Issues relating to learning styles abilities numeracy literacy levels

Scope and limitations of tools for relationship work

Theories of change and relationship education models for working with clients

Research findings based on the tools to enable appropriate responses to questions regarding the validity of the program

Possible barriers for clients to access programs and achieve outcomes

Group skills and group dynamics

Current relevant theoretical frameworks for relationship work

Dynamics of intimate relationships and families including nuclear and step families

Values beliefs traditions and spiritual aspects of intimate relationships including marriage

Models of conflict resolution

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

The key indicators nature and impact of personal issues such as alcoholism gambling mental health issues and other issues that could potentially impact on the health and development of marriages families and relationships

Complex interpersonal interactions power in relationships abuse and conflict

Knowledge and application of ethical behaviour and legal frameworks for relationship work including when working with clients experiencing sexual physical and emotional abuse andor mental health issues

Appropriate sources or referrals and ways in which these can be accessed

Organisation policy and procedures

Agencyorganisation standards and procedures in relation to referral and dealing with specific relationship issues

Selfawareness in regard to how own experience biases values and beliefs or those of significant others in own life may impact on ability to work effectively with various client groups

Limitations and boundaries of educator role within the context of their responsibilities within an agencyorganisation

Understanding of a wide range of client groups and cultural diversity including same sex couples

Essential skills

It is critical that the candidate demonstrate 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

Give and receive constructive feedback in a sensitive way

Work as part of a team including multidisciplinary professional groups

Establish and maintain boundaries of practice with program participants

Deal with conflict in an open assertive and appropriate manner

Be aware and responsive to diverse groups of people who may challenge own values and beliefs

Work with reluctant clients

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

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 and the interplay and dynamics of each of these
This includes the ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

Deal with unexpected and sometimes inappropriate reactions and input from participants

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

Engage with and facilitate the relationalemotional system in couples in order to bring about positive change

Assess family functioning

Set appropriate boundaries manage issues of triangulation and develop collaborative working relationships

Demystify and normalise key issues for couples and families including step couples and step families

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

Articulate rationale for interventions related to program and relationship goals plans assessment information and systemic understanding of clients context and dynamics

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 educationally with couples using appropriate tools

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 facilitate couple processes through the effective use of appropriate tools when working with couples

If licensed tools such as inventories for example PREPAREENRICH FOCUS MYERSBRIGGS are used then appropriate licensed training must also be undertaken

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 the appropriate application of tools for exploring couple relationships

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

Related units

This unit should be assessed after or in conjunction with the following related unit of competency

CHCFAMB Facilitate couple processes within group work

CHCFAM413B Facilitate couple processes within group work

Appropriate tools may include but are not limited to:

Contra-indicators may include but are not limited to:

Issues which may impact on couples and their relationships may include:

Issues which may impact on couples and their relationships may include (contd):

Characteristics of positive interpersonal relationships may include but are not limited to: