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.


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

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 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