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 in relationship work through working within professional bounds of practice, demonstrating reflective practice and participating in supervision as the supervisee

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 in relationship work

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 demonstration of working within own bounds of professional practice, participation in supervision as a supervisee, and the application of knowledge and skills developed through reflective practice

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:

CHCFAM406B Engage and resource clients to improve their interpersonal relationships

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Knowledge and application of ethical behaviour and principles of equity and access

Knowledge of legal parameters for working with service users experiencing sexual, physical and emotional abuse, and/or mental health issues

Limitations and boundaries of educator role within the context of their responsibilities within an agency/organisation

Agency/organisation standards and procedures in relation to referral and dealing with specific relationship issues

Appropriate sources or referrals and ways in which these can be accessed

Organisation policy and procedures

Self-awareness in regard to how own experience, biases, values and beliefs or those of significant others in own life may impact on ability to work effectively with various client groups

Roles and responsibilities within the supervision process

Essential skills:

It is critical that the candidate demonstrate the ability to:

Model effective, respectful and inclusive communication skills including listening, empathetic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity

Work as part of a team, including multi-disciplinary professional groups

Give and receive critical and constructive feedback in a sensitive way

Deal with conflict in an open, assertive and appropriate manner

Managing positive and negative emotions in self and service users

Work in an ethical, empathic and sensitive manner with people from diverse cultural, linguistic and religious backgrounds

Work with people with different learning abilities, numeracy, literacy and education levels

Be aware and responsive to diverse groups of people who may challenge practitioner's values and beliefs

Maintain appropriate levels of confidentiality

Reflect on ones own personal growth, relationships, values, beliefs, biases and experiences and apply a reflective practice framework

Use one's own relating and social style in a professionally constructive way

Set and maintain appropriate boundaries, manage issues of triangulation, and develop collaborative working relationships

Manage own and others' expectations of self and program and work within program boundaries

Monitor self and capabilities to minimise the negative impact of work on own personal health and well being

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.

Professional boundaries of practice must include:

Working within an educational context and not in a counselling or therapeutic context

Recognition of own limitations and expertise and remaining within these

Referring appropriately where issues are beyond the scope of own professional training and experience

Effectively monitoring the impact of work practice on own health and well being

Using support supervision effectively

Internal and external resources to whom service users may be referred may include:

Other professionals within own service

Other programs offered by own or other services

Self-help/support groups

Counselling services

Alcohol and other drug services

Gambling assistance

Mental health support services

Domestic and family violence prevention and treatment services

Financial assistance and counselling services

Child Support Agency

Family Magistrate Service

Centrelink/Family Assistance Office

Mediation centres

Australian Taxation Office

Family Court of Australia

Phone support services, e.g. Mensline/Lifeline

Family Relationship Centres

Other agencies providing support and counselling

Websites for example MENDS and Parenting Children

Stepfamily Association of Australia

Without imposing them on clients or groupsmust include:

Sensitively give and receive constructive feedback

Effectively accommodating views, values and beliefs different to own and sensitively challenge where appropriate

Effective use of appropriate self-disclosures

Self-reflection may include:

Collection, collation and review of feedback from various sources including from clients, colleagues and supervisor

Reflection on feedback to identify strengths and areas of practice where development and change are required

Planning and implementing strategies to create opportunities for development and change in work practice

Application of new learning and skill development into work practice

Ongoing reflection and review of work practice

Role and importance of supervision must include:

Ensuring responsibilities of clinical governance are met as part of the supervision process

Ensure all legislative and organisation requirements are met in relation to the provision of supervision

Supervision and reflect on own practicemay include but is not limited to:

Formal and/or informal supervision sessions

Group supervision

Telephone supervision

Peer appraisals (where appropriate levels of experience exist)

Internal or external supervision

Journals

Video tapes of facilitation of groups

Co- facilitation and reports from these

Reflecting on practice

Negotiation of supervision between the supervisor and the supervisee

Establishment and shared understanding of the roles and responsibilities of the supervision process

Undertaken through the development of an appropriate professional relationship

Involve the growth of the person, their professional development, gaining of knowledge, skills, attitudes for the further development of their professional practice

Situations of risk or potential riskmay include:

Self-harm or suicide

Self-destructive behaviour

Domestic and family violence

Abuse