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.


Assess for domestic and family violence issuesmay refer to:
Processes for proactively enquiring about the presence of family domestic violence with the intention of preventing further violence or harm


Issues of safety or riskmay refer to but are not limited to:
Being physically hurt and emotionally intimidated, bullied, harassed or controlled
Threatened with physical harm and emotional intimidation, bullying or harassment
Harm or threat of harm to children
Harm or threat of harm to pets and loved ones
Harm or threat of harm to property
Inability to fully participate in significant events such as court ordered mediations
Having residential address known by a person who uses violence against you
Financial abuse
Sexual abuse
Social isolation


Support services may include:
Crisis intervention services
Legal or medical services
Family and domestic violence services
Child support services
Culturally specific services
Accommodation services
Access to services/information
Financial services
Child support agency
Mediation services
Living skills and problem solving programs
Educational programs
Specialist services
Mental health services
Statutory chid protection authorities


Engage may include techniques and strategies such as:
Conversation - non problem-focused
Discuss self as counsellor in professional manner
Display respect and non-judgemental attitude
Distribute time equally between individuals in couple
Use open questioning in a non threatening manner
Empathy and rapport


Counselling contexts may include:
Couple therapy including same sex couples therapy
Separate sessions with individuals in the relationship


Presenting problems may include:
Pre and post separation issues
Parenting and agreements
Sexual relationship issues
Fertility and/or pregnancy issues
Intimacy issues
Grief and loss experienced one or both parties
Family of origin influences
Specific issues for same sex couples
Cross cultural relationships


Questioning techniques may include but are not limited to:
Questioning to scan relationship web
Reflexive questioning
Relational questioning
Circular questioning


Terminate counselling sessions may include:
Planned termination of counselling
Client's decision to terminate the sessions
Counsellor assesses and identifies issues of concern in a client case where to continue counselling would be unethical and/or place the client and/or others at risk


Interruptions to counselling may include:
Counsellor illness
Counsellor planned leave
Counsellor changes employment
Interruptions due to organisation change
Counsellor ceases practice
Other external factors e.g. client illness, expert recommendations that counselling cease


Feedback strategies may include but are not limited to:
Interviews with colleagues
Evaluation forms
Complaints
Recommendations
Suggestions
Focus group work

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
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including
couples counselling
individual counselling as planned strategy for relationships intervention
complex cases of consistent high level of relationship conflict


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:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of live relationship counselling, oral and/or written questioning 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 workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment
Observation in the workplace is essential
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice
Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision
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