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 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 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 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 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 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

Inter-relational 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 strengths-based 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 strengths-based 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 co-facilitators

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, psycho-drama, 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

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