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Elements and Performance Criteria

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

Research based theories and models of family and interpersonal relationships

Characteristics of healthy family functioning

Relevant current family practice theory

Experiential learning models theories techniques and tools

Family relationships

Interrelational issues

Good working knowledge of relevant models for stages of group development group dynamics particularly where interpersonal relationships already exist between members of the group

Working knowledge of strengthsbased practice principles and applications

Basic understanding of child development including key stages of social emotional physical and cognitive development

The difference between high conflict and domestic and family violence in interpersonal relationships

Essential skills

It is critical that the candidate demonstrate the ability to

Apply a strengthsbased approach to working with individuals families and groups

Use a wide range of experiential learning processes to facilitate the empowerment of healthy families

Empower and support clients

Use effective conflict management in a family and group setting

Coach individuals and families for behavioural change

Work collaboratively with others including cofacilitators

Work effectively with individuals and families 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

Establish and maintain healthy boundaries

Maintain confidentiality

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

Use presentation skills including role play psychodrama audience engagement summarising reframing and speaking respectfully and clearly

Use group facilitation skills

Respectfully communicate with a wide range of people including listening empathic responding paraphrasing summarising questioning body language appropriate use of humour and sensitivity

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 and application of this to working educationally with multiple members of families simultaneously 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 educationally with multiple members of families in groups and with individual families to assist them in developing their interpersonal skills and improving their interpersonal relationships

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 in the ability to engage and work with multiple members of families 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 is to be assessed in conjunction with the following related unit of competency CHCGROUPD Plan and conduct group activities CHCGROUP403D Plan and conduct group activities

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.

Research based theories and models may include:	Examples of some theoretical frameworks are: family systems theory attachment theory affect regulation feminist theory structural family therapy family life-cycle theory Examples of models for working with families are: theories of change, e.g. stages of change - Prochaska Diclemente building strengths solutions social learning theory educational behavioural family partnership

Experiential learning models, theories techniques and tools may include but are not limited to:	Role play Coaching Group discussions Exercises and activities Strengths-based techniques including positive reframing Mentoring Experiential and situational learning Psycho-drama Scenario/case studies Journals Letter writing Aim identification/goal setting Assessment of personal skills Review of resources including networks, friends and mentors Modelling effective communication and relationship skills Change triangle Genograms Family and couple map Johari Window FACES/MACES MYERSBRIGGS

Issues impacting on family members may include:	Couple, family and group dynamics, culture and communication styles Individual/personal issues: work/life balance disability beliefs, values, experiences self-esteem grief and loss aloneness and isolation aging Health and lifestyle: alcohol and other drugs dependencies gambling mental health including depression, suicide/self-harm tendencies, bipolar, anxiety, post traumatic stress disorder illness (acute or chronic) trauma Couple issues: sexuality, intimacy trust, respect, love affairs separation repartnering same sex couples infertility power and control within relationships finances and financial and budgeting decisions domestic and family violence and abuse conflict recognition and acceptance of difference Family issues and themes and legacies: parenting and transitions from partners to parents breast feeding and early parenting developmental delays in children roles of father and mothers in children's lives building resilience in children step-parenting and blended families influences of extended family and friends parenting in same sex relationships effects on children of any and all issues impacting on couple and family teenage/parent conflict parental abuse by children continued ...
Issues impacting on family members may include (contd):	Family of origin and multigenerational issues: grand-parenting when parent's relationship breaks down childhood abuse alcoholism Domestic and family violence, child abuse Family life-stage transitions and relationship life-cycles: courting/dating cohabitating, engagement, marriage birth of first and subsequent child/children aging death of parent/partner retirement caring issues children growing up, leaving home older children remaining at home becoming grandparents separation/divorce Diversity (either within the family or between the family and wider community) as a result of: culture religion gender including role development, affect of gender stereo-typing language education, literacy, numeracy Socioeconomic and political issues: access to goods and services poverty Critical societal events

Follow up may include:	Writing up of program outcomes and evaluations Documenting program for statistical and reporting requirements Follow up with program participants to ensure their needs have been met or to provide additional referral where required