Assessor Resource

CHCEDU012
Facilitate couple processes in group work

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to work with individuals and couples in a group setting to facilitate the relational/emotional system in couples in order to bring about positive change

This unit applies to practitioners who work in relationship education in the community services sector.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Facilitate couple interaction within the group environment

1.1 Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples

1.2 Create balance between opportunities for individual, couple and community participation, development and reflection

1.3 Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making

1.4 Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual

1.5 Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple

1.6 Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way

2. Use tools to explore couple relationships

2.1 Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements

2.2 Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives

2.3 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts

3. Respond to presenting issues

3.1 Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client

3.2 Manage interactions in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others according to organisational procedures and duty of care requirements

3.3 Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention

3.4 Assess information obtained from clients to establish priorities for action and document according to organisation procedures

3.5 Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

engaged diverse couples in at least 3 different group processes and discussions

used at least 2 different relationship education models or theories in couples work

used the following interpersonal and facilitation skill in couple work:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution

debriefing.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for working with couples in groups, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations, including:

boundaries between education and counselling

legal parameters for working with clients experiencing sexual, physical and emotional abuse, mental health issues

work health and safety

principles and processes of strengths-based practice

current, emerging and historical values, beliefs, traditions and spiritual aspects of intimate relationships including marriage

potential needs of participants within the group, including:

validation of experiences

expression of emotions

development of self-awareness

development of greater awareness of others including appreciation and understanding of partners and other family members

development of communication and self-expression skills

opportunities to identify and recognise characteristics of successful relationships including

family life-stage transitions and relationship life-cycles and stages – social, cultural and developmental:

courting/dating

cohabitating, engagement, marriage, remarriage

birth of first and subsequent child/children

ageing

death of parent/partner

retirement

caring issues

children growing up, leaving home

older children remaining at home

becoming grandparents

separation/divorce/repartnering

issues potentially impacting on couples and their relationships including issues related to:

addiction

cultural and linguistic diversity

gender

health, both physical and mental

spiritual/religious beliefs

education level and ability

socioeconomic status

political position

family issues, themes and legacies

specific couple issues and their impacts:

sexuality, intimacy

trust, respect, love

affairs

separation

repartnering

issues affecting 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

tools for relationship work, how these are used in practice and their scope and limitations

theories of change and relationship education models for working with clients

nature of domestic and family violence including key indicators, effects, and appropriate responses to ensure the safety of self, clients, their families, colleagues and others within appropriate cultural contexts

complex interpersonal interactions, power in relationships, abuse and conflict

communication and interpersonal technique and how they are used in psycho-educational groups, including:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

own values, beliefs and experiences which may impact on couples work practice

referral protocols and referral sources for group members in need of additional services

group skills and group dynamics

adult education principles and practices.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

group member information

organisation policies and procedures

sources of information on relationship education models and theories

modelling of industry operating conditions, including:

scenarios that involve groups comprising multiple couples.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Facilitate couple interaction within the group environment

1.1 Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples

1.2 Create balance between opportunities for individual, couple and community participation, development and reflection

1.3 Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making

1.4 Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual

1.5 Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple

1.6 Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way

2. Use tools to explore couple relationships

2.1 Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements

2.2 Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives

2.3 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts

3. Respond to presenting issues

3.1 Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client

3.2 Manage interactions in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others according to organisational procedures and duty of care requirements

3.3 Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention

3.4 Assess information obtained from clients to establish priorities for action and document according to organisation procedures

3.5 Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

engaged diverse couples in at least 3 different group processes and discussions

used at least 2 different relationship education models or theories in couples work

used the following interpersonal and facilitation skill in couple work:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

techniques for maintaining group cohesion

conflict resolution

debriefing.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for working with couples in groups, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations, including:

boundaries between education and counselling

legal parameters for working with clients experiencing sexual, physical and emotional abuse, mental health issues

work health and safety

principles and processes of strengths-based practice

current, emerging and historical values, beliefs, traditions and spiritual aspects of intimate relationships including marriage

potential needs of participants within the group, including:

validation of experiences

expression of emotions

development of self-awareness

development of greater awareness of others including appreciation and understanding of partners and other family members

development of communication and self-expression skills

opportunities to identify and recognise characteristics of successful relationships including

family life-stage transitions and relationship life-cycles and stages – social, cultural and developmental:

courting/dating

cohabitating, engagement, marriage, remarriage

birth of first and subsequent child/children

ageing

death of parent/partner

retirement

caring issues

children growing up, leaving home

older children remaining at home

becoming grandparents

separation/divorce/repartnering

issues potentially impacting on couples and their relationships including issues related to:

addiction

cultural and linguistic diversity

gender

health, both physical and mental

spiritual/religious beliefs

education level and ability

socioeconomic status

political position

family issues, themes and legacies

specific couple issues and their impacts:

sexuality, intimacy

trust, respect, love

affairs

separation

repartnering

issues affecting 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

tools for relationship work, how these are used in practice and their scope and limitations

theories of change and relationship education models for working with clients

nature of domestic and family violence including key indicators, effects, and appropriate responses to ensure the safety of self, clients, their families, colleagues and others within appropriate cultural contexts

complex interpersonal interactions, power in relationships, abuse and conflict

communication and interpersonal technique and how they are used in psycho-educational groups, including:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

own values, beliefs and experiences which may impact on couples work practice

referral protocols and referral sources for group members in need of additional services

group skills and group dynamics

adult education principles and practices.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

group member information

organisation policies and procedures

sources of information on relationship education models and theories

modelling of industry operating conditions, including:

scenarios that involve groups comprising multiple couples.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples 
Create balance between opportunities for individual, couple and community participation, development and reflection 
Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making 
Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual 
Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple 
Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way 
Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements 
Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives 
Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts 
Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client 
Manage interactions in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others according to organisational procedures and duty of care requirements 
Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention 
Assess information obtained from clients to establish priorities for action and document according to organisation procedures 
Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries 

Forms

Assessment Cover Sheet

CHCEDU012 - Facilitate couple processes in group work
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDU012 - Facilitate couple processes in group work

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: