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.


Roles and impact of fathers may include but is not limited to:
Fathering and the roles of fathers are as unique and varied as there are fathers
Fathers can bring with them a range of fathering roles both conceptually and in practice
Recognition of a number of theoretical frameworks regarding roles for men and their potential impact on roles as fathers
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
Fathering includes the establishment of a relationship between the father and child
Where fathers/a father figure play/s an active role in their children's lives this can have positive outcomes on the development of literacy, numeracy and social skills, self-esteem and the development of resilience in both boys and girls


Experience, knowledge and skills fathers bring to their fathering may include:
The ability and will to commit to the physical and ongoing support that a father provides and the involvement with the child/children throughout their lives
The capacity to make day to day decisions for the child/children that meet the children's needs
The ability to care about and attend to the important transitions in a child's life and work to provide the optimal conditions to maximise their growth
The ability to change and adapt as children grow older and the fathers mature in their relationship with their children
The ability to create resources for material well being and the resolution of problems that allow opportunities for the development of emotional well being
The ability to form lasting and healthy attachments with their children which can grow and change over time
The capacity to relate with children by sharing meaningfully with them, both verbally and non-verbally


Capacity to positively engage with their child/children may include:
Building on existing experience, knowledge and skills
Enhancing understanding of developmental needs of children including social, emotional, cognitive, physical and psychological
Identifying ways fathers can actively contribute to the developmental needs of child/children
Valuing the establishment and maintenance of positive relationships with child/children
Identification of factors which can negatively impact on the establishment and maintenance of positive relationships with child/children including self limiting concepts that may hold men back from achieving their full potential as fathers


Elements of own practice which are father inclusive may include:
A genuine and expressed belief in the importance of the role of father's in their children's lives while still valuing the importance of the mother in their child/children's lives
Recognition of the responsibility both mothers and fathers to adopt a child focused approach
A genuine and expressed belief in the experience, skills and knowledge father's bring to fathering
Language and communication styles acceptable to men
Ability to readily establish credibility as a reliable source of information regarding their child and their child's needs and welfare


Programs may include:
Programs specifically targeting fathers, stepfathers and male carers for example programs designed to provide tips and hints on fathering, toddler taming, preparing for fatherhood, fatherhood post-separation, father evenings at pre-schools
Activity based programs for example, father and child surf clinics, music competitions, father photo competitions, play groups for fathers and children, information sessions on tax and fathers
Programs which leverage off established community organisations/events, for example, sausage sizzles at local sporting clubs with a guest speaker on 'fathering' or children and that sport
Programs for parents and families and/or stepfamilies
Programs for specific client groups for example, for prisoners and/or their partners
Programs designed to work individually with clients who are fathers


Key characteristics which may impact on engagement may include:
Culture, age, employment, values, confidence, re-partnering, access to structural supports for example child care, transport


Appropriate father inclusive programs may include:
Programs with an emphasis on providing tips, tools, strategies and information not on providing help, support or counselling
Programs which operate from a strengths-based perspective which recognises and values a client's ability to deal with their lives and issues within their lives and relationships and values the skills, knowledge, attributes and experiences fathers bring to these fathering
Programs that negotiate issues of work or other time commitments including child care responsibilities and are run at times that fit with these other commitments


Appropriate methods to promote programs may include:
Using referral networks
Development of father appropriate publicity or advertising material
Working with key members of community or other organisations

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 fathers and engaging them into specific programs and existing programs
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 fathers through the use of father inclusive practice and through the delivery of father inclusive programs


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 application of father inclusive practice whilst delivering father inclusive programs
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