Elements and Performance Criteria

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.


Theoretical frameworks may include:
Recognition that masculinity and 'male role/s' varies between cultures, over time in a given culture and within a culture at any point in time
In addition to the hegemonic or 'culturally authoritative' male role in any given culture at any given time, there can be a range of identifiable non-dominant forms
Masculinity and the importance of masculinity to a sense of identity is as unique and varied as there are men
A consideration of gender and power issues
Theoretical frameworks which view the nature of men as fixed
Theoretical frameworks which view the nature of men as dynamic, learned and changeable
Attachment theory
Family systems theory
Feminist theory (and critiques of feminist theory)
Family life-cycle theory
Generative fatherhood
Evolutionary psychology
Neurobiology
Recognition of the impact on identity that fatherhood can have on men
Recognition of the roles fathers are assumed to have in children's lives
Recognition that parenting is a practice and not a biological function
Fathers may be:
birth fathers
step fathers
foster fathers
non-biological fathers
uncles
grandfathers
carers


Influences on the changesto men's roles may include:
Changes to work patterns
Increased parenting responsibilities
Where men become primary care givers through choice or circumstance
Separated or single parenting
Increased demands on relationships
Expectations of children
Social expectations
Financial or job security
Domestic responsibilities
Step families
Grandparents raising grandchildren


Issues relating to men and women may include:
Feminist theory (and critiques of feminist theory)
Gender and power issues
Hierarchies of power
Hegemonic masculinity and other masculinities and male identity
Masculine and feminine codes of conduct
Masculine and feminie communication styles
Use of appropriate language including:
gender specific language
using positive terminology that builds on the strengths of men
language that is respectful of all stakeholders relevant to discussions


Support services, networks and sources of additional information may include:
Other professionals within own service
Other programs offered by own or other services
Self-help/support groups
Counselling services
Alcohol and other drug services
Gambling assistance
Mental health support services
Domestic and family violence prevention and treatment services
Financial assistance and counselling services
Child Support Agency
Family Relationship Centres
Family Magistrate Service
Family Court of Australia
Mediation centres
Centrelink/Family Assistance Office
Australian Taxation Office
Family Court of Australia
Legal aid
Phone support services, e.g. Mensline/Lifeline
Websites for example MENDS and Parenting Children
Housing/accommodation services
Stepfamily Association of Australia


Range of backgroundsmay include:
Cultural
Linguistic
Religious
Language
Learning abilities and educational levels
Separated fathers
Step fathers
Different age groups
Employment situations
Socioeconomic situations
Locations


Barriers to men's participation may include:
Resistance to seeking and receiving help
Work time conflicts
Lack of access or comfort with host services and facilities
Structural barriers of family, transport
Loss of or lack of self-confidence, self-worth
Child care responsibilities
A perception in society and between men that men don't cry, are strong, in control and don't need help
A perception in society and between men that men manage by themselves
Men often adhere to set masculine codes of conduct (mateship, hierarchy, discriminating against experiencing and expressing specific emotions)


Programs may include:
Specific programs run for men to facilitate their education and skill development and to provide support
Activity based programs for example fathers and child/children's surf clinic, sporting competitions, games nights, guest speakers at social or sporting clubs, programs delivered in workplaces, offered in prisons, on building sites, do it yourself nights/courses, sports clinics, tax information nights for recently separated men, play groups


Issues may include:
Life-cycle issues for example aging, retirement
Relationship cycle issues:
marriage, living together
transition from a couple to a family, father
fathering, step-fathering
Separation:
isolation
financial hardship
anger, anxiety, depression
loss and grief
pride/shame
communication and relationship with ex-partner
care and contact issues
changes in parenting role
conflict between being a good father and limited physical contact
relationship with ex-partner
alternative housing requirements
continued ...


Issues may include (contd):
Family issues and themes and legacies:
parenting and transitions from partners to parents
attachment
early parenting
developmental delays in children
roles of father and mothers in children's lives
conflict between being a 'good father and competing demands and limited resources
building resilience in children
step-parenting and blended families and instant 'fatherhood' 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
Unemployment
Relationship with partner
Health and illness
Alcohol and other drugs, mental illness, self-destructive behaviour
The importance of health, diet, exercise, care of self
Loss of power/control over aspects of own life
Domestic and family violence both for users and survivors
Relationship conflict and breakdown
The importance of men and women in the community supporting children to become great adults including supporting boys to become great men


Strategies for addressing presenting issues 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

EVIDENCE GUIDE

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 men
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 men


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 working with men
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