Elements and Performance Criteria

Imposing attitudes and values may be via:
Body language
Verbal
Choice of contact
Choice of activities
Structure of group dynamics

Attitudes and values include in relation to:
Sexual orientation
Sexuality and ageing
Sexuality and disability
Sexual harassment

Evaluation includes:
Client survey instruments
Seeking verbal feedback and affirmation from clients
Follow up interviews with clients, their family and carers

Education programs include those related to:
HIV
Hepatitis
Sexually transmitted infections
Safe sex practices
Human reproduction
Pregnancy
Contraception
sexual health

Critical aspects of assessment:
Provide sexuality education in a non-judgmental manner
Demonstrate understanding of own attitudes and values and impact on services

Essential knowledge:
Impact of own values and attitudes
An awareness and understanding of personal and social values
A positive self esteem and self concept
Knowledge of community resources and services
Basic knowledge and understanding of the anatomy and physiology of human sexuality
Basic knowledge of sexual function and dysfunction
Basic knowledge and understanding of pregnancy birth and contraception
Basic knowledge and understanding of reproductive and subfertility issues
Basic knowledge and understanding of STIs, HIV and safer sex issues
Knowledge and awareness of sexuality in cultural contexts
Basic knowledge and understanding of sexuality events in the life cycle
Knowledge and understanding of sexual assault and harassment
Knowledge and understanding of sexual identity and orientation
Knowledge and understanding of legal and ethical issues in sexuality
Knowledge and understanding of sexuality and disability
Knowledge and understanding of sexuality and aging
Effective sexuality education
Basic communication skills in sexuality
Childhood sexuality
Sexual health promotion and policy

Essential skills:
Ability to describe own attitudes and values
The skill to communicate about sexuality effectively and comfortably
The skill to create a positive learning environment and practice basic group work skills
The skill to develop, implement and evaluate sexuality education programs
Working with cultural diversity
Working with parents
Working with young people
Assessing education needs

Resource implications:
Assessment of this competency will require human resources consistent with those outlined in the Assessment Guidelines

Consistency in performance:
Competence in this unit must be assessed over a period of time in order to ensure consistency of performance over the Range Statement and contexts applicable to the work environment
Consistency in performance should consider the work environment, worker's role and responsibilities in the workplace

Context for assessment:
Competency must be demonstrated in a real work environment
In cases where the learner does not have the opportunity to cover all categories of the Range Statement in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on "What if?" scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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