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.


Historical, current and relevant affect regulation theory and tools may include:
Emotional intelligence
Attachment theory
Perception, affect, behaviour theory - CBT
Strengths-based
Complex developmental trauma
Emotional iceberg - 'visible' or manifest behaviours and primary feelings are represented at the 'tip of the iceberg' and deeper seated feelings are hidden below
Up and down regulation of emotional responses
Neurobiology, psychology and evolutionary psychology
Primary and secondary feelings
Intensity of emotions and the differences between people, up and down emotional regulation
Hierarchical nature of emotional responses and the integration of limbic and cortex brain functions
Diaries/journals/autobiographic processes
Reflective exercises
Case studies/scenarios
Exercises predicting the responses of others


Awareness of self may include:
Goals, immediate and long term
Beliefs about ourselves and others
Values, the things we hold dear
Motivators
Rules: the 'shoulds', 'musts' and 'oughts' we live by
Self-talk, the inner voice that tells us we can or cannot do something
Non-verbal behaviour
Personal style
Skills, strengths and limitations
Awareness of emotional triggers
Awareness of filters we use and how we perceive things
Physiological responses to stressful situations
The ability to explore the reality base for feelings
Development of the ability to be open to constructive feedback
Development of the ability to be realistic about own strengths and limitations


Reflective, conceptual, organised and empathic stylesmay include:
Reflective - thoughtful, logical, problem solving focus, evaluative
Conceptual - metaperspective, big picture, decisive, exploratory, strategic
Organised - planning focus, purposeful, considerate, reliable
Empathic - helpful, caring, harmonious, spiritual


Special needsmay include:
Those associated with:
potential for self-harm/harm to others
disability
literacy level
travel
childcare
Cultural influences or protocols


Pre-program assessmentmay include but is not limited to:
Phone interview
One-on-one discussions
Referral information
Areas covered may include:
level of emotional reactivity
criminal history
history of assaults
mental health history
history of emotional or psychological abuse
history of physical abuse


Conditions potentially incompatible with program objectives may include:
Presence of domestic family violence or abuse in current relationships
Mental illness
Drug and alcohol abuse
Incompatibility with selection criteria
Language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes


Selection criteria may include:
Location
Life circumstances or situations
Relevance to target issues
Age
Gender
Ability to commit to group process
Suitability for intervention focus


Emotional regulation techniques may include but are not limited to:
Understanding and empathy for others relies on understanding of self
The development of personal competence to better manage self including an understanding of strengths and limitations and a capacity for emotional regulation
Identifying and avoiding situational triggers e.g. excessive amounts of alcohol, private meetings with an ex-partner
Recognising emotional triggers and avoiding them
Recognising early warning signs including physiological signs and symptoms for emotional escalation and removing oneself from the triggers or employing counter measures for example, time out, relaxation techniques, positive thinking, mental exercises
Awareness of self including beliefs, values, emotional 'hot buttons' and developing a context for feelings and emotions
Establishment of clear boundaries where identification of own issues is made and separated from issues of others
Development of assertive behaviour including recognition of own needs and ability to assertively communicate these
Identify and process issues in order to diffuse the issue and its impact
Using exploration of 'worst case scenarios' and dealing with these to alleviate anxiety about issues
Recognising and appropriately responding to stressful feelings
Adoption of positive self-talk and building of self-esteem based on realistic perception of self, strengths and growth areas
Development of effective and appropriate support networks
Identify and use appropriate mentor/coach
Identify and foster environments and conditions for effective emotional management


Relationship management techniques may include:
Developing an appreciation of others and an ability to sensitivity respond effectively to their feelings
Finding and working from common ground
Negotiation and compromise
Assertive and effective and respectful communication
Working within a child focused framework
Using strengths-based approaches to relationships
Identify and fostering environments, opportunities and conditions for effective relationship management

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 clients to assist them to develop emotional regulation and develop and maintain better interpersonal relationships as a result
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 a range of clients to assist them to develop emotional regulation


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 clients in groups or individually to assist them to develop emotional regulation
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