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.


Relevant issues which can impact on clients and their relationships may include but are not limited to:
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
domestic and family violence and abuse
conflict
finances and financial and budgeting decisions
recognition and acceptance of difference
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
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
Family of origin and multigenerational issues:
grandparenting when parent's relationship breaks down
childhood abuse
alcoholism
continued...
Relevant issues which can impact on clientsand their relationships may include but are not limited to:(contd)
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 stereotyping
language
education, literacy, numeracy
Socioeconomic and political issues:
access to goods and services
poverty
Critical societal events


Currenttheoretical frameworks, models and tools of relationship educationmay 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. Prochaska Diclemente
building strengths
solutions
social learning theory
educational
behavioural
family partnership
Examples of tools are:
change triangle
genograms
family and couple map
Johari window
FACES/MACES
MYERSBRIGGS


Specific issues relevant to working relationship education may include:
Working in relationship education in non-conventional forms, structures and contexts
Working in rural service delivery settings with related issues such as additional complexities regarding practitioner's role in community, confidentiality, resources, dynamics between service users who may be known to each other, and dynamics between service users and practitioners
Working in dedicated relationship early intervention and/or prevention programs or in programs where aspects of relationship work is embedded
Working with individuals, couples, families either individually or in various groups


Family structures may include but are not limited to:
Step families/blended families
Adoptive families
Foster families
Chosen families (where people elect to live with people other than their nuclear family for example with the nuclear family of a friend)
Same-sex parents/couples
Nuclear families
Extended families/multigenerational
Single parent families


Cultural, religious, community and familial obligations may include:
Gender entitlements or roles
Immediate family
Extended family
Step family
Financial, social, emotional or support obligations
Celebrations
Economic support
Religious participation
Domestic support
Co-habitation and/or co-location
Specified work and support
Maintenance of language and cultural practices
Carer responsibilities


Positive elements of interpersonal relationships and relationship systems may include but are not limited to:
Trust
Respect
Open and honest communication
Balance between needs of each person in the relationship and the needs of the relationship
Clear boundaries and responsibilities
Love
Expectations of the relationship are met over time
Fluid and able to change, grow and adapt to changes through life changes


Key issues for change may include:
The application of generic theories and models of change, e.g. Theory of change (Prochaska Diclemente)
The application of models and theories of engagement and empowerment
Contra-indications for access to services may include but are not limited to:
Where there is evidence of family domestic violence and or abuse
Where there is evidence the relationship is very troubled and that it may benefit more appropriately from counselling
Where literacy levels are too low
Where there is evidence of severe mental illness


Follow up may include:
Evaluating client progress toward identified goals
Ensuring client needs have been met and to provide additional referral where required

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 and application of this to engaging and resourcing clients to improve their interpersonal relationships
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 appropriately apply knowledge of relationship issues, theoretical frameworks and models of working in the area of relationship education when working with clients


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 resource clients to improve their interpersonal relationships
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:
CHCFAM407B Work effectively in relationship work