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 women and mothers

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 women and mothers

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 educational and support groups for women

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

Related units:

This unit is to be assessed after or in conjunction with the following related unit of competency:

CHCGROUP403D Plan and conduct group activities

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

Good understanding of and ability to articulate the changing role of men and women

Awareness of different theories regarding gender and potential impact of gender, roles and stereotyping on personal relationships

Good understanding of characteristics of positive mothering and step-mothering

Good working knowledge of appropriate support services and networks for women

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

Understanding of the development and importance of self-esteem

Elements which contribute to healthy, effective and lasting relationships

Dynamics of interpersonal relationships, parenting and parenting roles, stages of life-cycle and relationship cycles

How personal issues and problems such as alcoholism, gambling, mental health and other issues can potentially impact on the health and development of women and relationships

Self-awareness 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

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

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

Models of conflict resolution and mediation

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

Understanding of a wide range of client groups and cultural diversity

Essential skills:

It is critical that the candidate demonstrate the ability to:

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

Give and receive constructive feedback in a sensitive way

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

Deal with conflict in an open, assertive and appropriate manner

Establish and maintain boundaries of practice with program participants

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

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

Respond appropriately to strong emotions in self and clients

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

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

Conceptualise and hypothesise about complex interpersonal interactions for example power in relationships, abuse and conflict

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:

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

Apply knowledge of relationships and relationship education to work practice including the design, implementation and evaluation of relationship education programs

De-mystify and normalise key interpersonal relationship issues for clients

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.

Changing roles of men and women including changes to roles of mothering and fatheringmay include:

Changes to work patterns

Increased parenting responsibilities

Separated or single parenting

Step families

Raising grandchildren

Increased demands on relationships

Expectations of children

Social expectations

Financial or job security

Domestic responsibilities

Recognition of the impact on identity that motherhood has on women and fatherhood has on men

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

Recognition that parenting is a practice and not a biological function. Fathers and mothers may be:

birth fathers/mothers

step fathers/mothers

foster fathers/mothers

non-biological fathers/mothers

uncles/aunts

grandfathers/grandmothers

carers

Gender and power issuesmay include:

Power imbalances between men and women

Hierarchies of power - assumptions about male and female roles

Mother blaming

Masculine and feminine codes of conduct

Masculine and feminine communication styles

Target groups may include:

Different backgrounds

Separated mothers

Biological mothers in step families

Step mothers

Foster mothers

Different age groups

Employment situations

Socioeconomic situations

Locations

New mothers

Mothers who are not the primary care givers

Issueswhich may impact on them and their interpersonal relationships may include:

Individual/personal issues:

work/life balance

disability

beliefs, values, experiences

being single

self-esteem

body image

loss of power

pride/shame

guilt

anger

self-expression

grief and loss

aloneness and isolation

aging

unemployment

identity

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 and loss of family structure

relationship with partner/ex-partner

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

continued ...

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

Family issues and themes and legacies:

parenting and transitions from partners to parents

attachment

breast feeding and early parenting

developmental delays in children

roles of father and mothers in children's lives

conflict between being a 'good mother' and competing demands and limited resources

building resilience in children

step-parenting and blended families and instant 'motherhood' through marriage

care and contact issues

influences of extended family and friends

parenting in same sex relationships

effects on children of any and all issues impacting on couple and family

Family of origin and multigenerational issues:

grandparenting 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/retirement

death of parent/partner

caring issues

children growing up, leaving home

older children remaining at home

becoming grandparents

separation/divorce

family court proceedings and interaction with the family law system

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

continued ...

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

Socioeconomic and political issues:

access to goods and services

access to housing

poverty/financial hardship

Critical societal events

Support services and networks may include:

Community services

Legal support

Internet, reading materials

Medical or health facilities

Women's groups or trainings

Barriers to women's participation in groups may include:

Economic

Acceptance of group within the family or community

Work time conflicts

Child care responsibilities

Lack of access or comfort with host services and facilities

Structural barriers of family for example limited access to transport

Language, numeracy, learning and education levels and abilities

Appropriate languagemay include:

Gender specific

Positive terminology that builds on the strengths of women

Respectful of all stakeholders relevant to discussions

Strategies may include:

Identify who has influence over the issue and work with that person to address the issue

Refer or seek additional support and assistance

Provide additional information

Identify existing strengths and resources which can be used to address the issue

Work through issue to diffuse impact