Application
This unit of competency applies to practitioners working in the relationship education sector It is based upon principles of group work facilitation, presentation and adult education principles and incorporates a gender specific application requiring demonstration of competence applying women and mother inclusive practice |
Prerequisites
Not Applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Describe issues facing women in today's society | 1.1 Describe the changing roles of men and womenincluding changes to roles of mothering and fathering in society and the implications of these changes 1.2 Describe concepts of motherhood and stereotypes of mothers 1.3 Describe gender and power issues relating to men and women 1.4 Identify specific needs and characteristics of target groups and issues which may impact on them and their interpersonal relationships 1.5 Clarify purpose of women's group 1.6 Identify support services and networks available to target group 1.7 Identify influences of socialisation on women's communication and behaviour 1.8 Identify barriers to women's participationin groups |
2. Engage women's participation | 2.1 Use appropriate language to facilitate participation 2.2 Identify individual strengths and challenges of group participants 2.3 Recognise the experience, gifts and capacities and aspirations mothers bring to their situation 2.4 Actively engage women from a range of backgrounds in group processes 2.5 Manage discussions to keep group processes relevant to the issues faced by women 2.6 Model positive and effective communication and listening skills and encourage these in all interactions 2.7 Manage individual and group needs to balance participation |
3. Identify and address presenting issues | 3.1 Identify issues which present in the group 3.2 Describe and implement strategies for addressing presenting issues 3.3 Demonstrate relevant knowledge of presenting issues, particularly focusing on but not limited to female related issues 3.4 Encourage women to identify issues affecting them 3.5 Identify issues presented by participants which require follow up |
4 Reflect on practice to ensure women and mother inclusive practice | 4.1 Seek feedback from colleagues and clients and through supervision regarding own practice in relation to women and mother inclusive practice 4.2 Reflect on own work practice including communication styles to identify areas where women and mother inclusive practice can be strengthened 4.3 Incorporate improved women and mother inclusive practice into future engagement with women and mothers |
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: 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 |
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 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 |
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. | |
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 |
Sectors
Not Applicable
Employability Skills
This unit contains Employability Skills |
Licensing Information
Not Applicable