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 men

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 men

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 men

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 after or in conjunction with the following related unit of competency:

CHCGROUP403D Plan and conduct group activities

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:

Good understanding of and ability to articulate issues facing women and men today

General understanding of a range of theoretical frameworks regarding men's roles, the inherent assumptions, strengths and weaknesses of these frameworks

Understanding of positive fathering and step fathering models

Knowledge of differences in communication styles, masculine and feminine world views and ways of being, gender stereo-types and impacts of these

Good knowledge of models that explain the development and functioning of personal and family relationships

Understanding of the diversity of family structure and the impact this can have on interpersonal relationships

Information resources and relevant local services including networks and support systems available to men and fathers

Characteristics of target group/s and strategies for engaging them

Models to explain power issues in relationships and relationship systems as well as to understand and inform responses to abuse and conflict in relationships

The 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

Principles and practice of conflict resolution

Potential barriers to client groups' participation and achievement of desired outcomes

Understanding of the development and importance of self-esteem

Elements which contribute to healthy, effective and lasting relationships

Essential skills:

It is critical that the candidate demonstrate the ability to:

Engage men in group processes and discussions

Apply group work skills including effective communication, coaching, mentoring, role playing, developing effective 'I' statements, reframing, in an all male context

Facilitate opportunistic learning and link learning and skill development within the program to wider life experiences

Facilitate links between participants and promote the development of a 'learning community' within participants in the group

Work with men in a non-threatening way

Model effective, respectful and inclusive communication skills including listening, empathetic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity when working with men and dealing with issues relevant to men

Deal with unexpected (and sometimes inappropriate) reactions and input from participants

Respond appropriately to strong emotions in self and clients

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

Affirm and acknowledge participant experience including empathising with the experiences of men, normalising where appropriate and sensitively challenging where required

Give and receive constructive feedback in a sensitive way

Establish and maintain boundaries of practice with program participants

Maintain appropriate levels of confidentiality

Empower and support clients who are experiencing difficulties as they make decisions and seek help

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

continued ...

Essential skills (contd):

In addition, the candidate must be able 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 the ability to:

Work as part of a team, including multi-disciplinary professional groups and with a co-facilitator

Effectively manage time

Deal with conflict in an open, assertive and appropriate manner

Work inclusively with the whole client, considering the full range of possible influences in their lives including:

personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, economic situation, social context, health, disabilities and issues

the interplay and dynamics of each of the above

the ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual

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.

Theoretical frameworks may include:

Recognition that masculinity and 'male role/s' varies between cultures, over time in a given culture and within a culture at any point in time

In addition to the hegemonic or 'culturally authoritative' male role in any given culture at any given time, there can be a range of identifiable non-dominant forms

Masculinity and the importance of masculinity to a sense of identity is as unique and varied as there are men

A consideration of gender and power issues

Theoretical frameworks which view the nature of men as fixed

Theoretical frameworks which view the nature of men as dynamic, learned and changeable

Attachment theory

Family systems theory

Feminist theory (and critiques of feminist theory)

Family life-cycle theory

Generative fatherhood

Evolutionary psychology

Neurobiology

Recognition of the impact on identity that fatherhood can have on men

Recognition of the roles fathers are assumed to have in children's lives

Recognition that parenting is a practice and not a biological function

Fathers may be:

birth fathers

step fathers

foster fathers

non-biological fathers

uncles

grandfathers

carers

Influences on the changesto men's roles may include:

Changes to work patterns

Increased parenting responsibilities

Where men become primary care givers through choice or circumstance

Separated or single parenting

Increased demands on relationships

Expectations of children

Social expectations

Financial or job security

Domestic responsibilities

Step families

Grandparents raising grandchildren

Issues relating to men and women may include:

Feminist theory (and critiques of feminist theory)

Gender and power issues

Hierarchies of power

Hegemonic masculinity and other masculinities and male identity

Masculine and feminine codes of conduct

Masculine and feminie communication styles

Use of appropriate language including:

gender specific language

using positive terminology that builds on the strengths of men

language that is respectful of all stakeholders relevant to discussions

Support services, networks and sources of additional information 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 Relationship Centres

Family Magistrate Service

Family Court of Australia

Mediation centres

Centrelink/Family Assistance Office

Australian Taxation Office

Family Court of Australia

Legal aid

Phone support services, e.g. Mensline/Lifeline

Websites for example MENDS and Parenting Children

Housing/accommodation services

Stepfamily Association of Australia

Range of backgroundsmay include:

Cultural

Linguistic

Religious

Language

Learning abilities and educational levels

Separated fathers

Step fathers

Different age groups

Employment situations

Socioeconomic situations

Locations

Barriers to men's participation may include:

Resistance to seeking and receiving help

Work time conflicts

Lack of access or comfort with host services and facilities

Structural barriers of family, transport

Loss of or lack of self-confidence, self-worth

Child care responsibilities

A perception in society and between men that men don't cry, are strong, in control and don't need help

A perception in society and between men that men manage by themselves

Men often adhere to set masculine codes of conduct (mateship, hierarchy, discriminating against experiencing and expressing specific emotions)

Programs may include:

Specific programs run for men to facilitate their education and skill development and to provide support

Activity based programs for example fathers and child/children's surf clinic, sporting competitions, games nights, guest speakers at social or sporting clubs, programs delivered in workplaces, offered in prisons, on building sites, do it yourself nights/courses, sports clinics, tax information nights for recently separated men, play groups

Issues may include:

Life-cycle issues for example aging, retirement

Relationship cycle issues:

marriage, living together

transition from a couple to a family, father

fathering, step-fathering

Separation:

isolation

financial hardship

anger, anxiety, depression

loss and grief

pride/shame

communication and relationship with ex-partner

care and contact issues

changes in parenting role

conflict between being a good father and limited physical contact

relationship with ex-partner

alternative housing requirements

continued ...

Issues may include (contd):

Family issues and themes and legacies:

parenting and transitions from partners to parents

attachment

early parenting

developmental delays in children

roles of father and mothers in children's lives

conflict between being a 'good father and competing demands and limited resources

building resilience in children

step-parenting and blended families and instant 'fatherhood' through marriage

care and contact issues

influences of extended family and friends

parenting in same sex relationships

Effects on children of any and all issues impacting on couple and family

Unemployment

Relationship with partner

Health and illness

Alcohol and other drugs, mental illness, self-destructive behaviour

The importance of health, diet, exercise, care of self

Loss of power/control over aspects of own life

Domestic and family violence both for users and survivors

Relationship conflict and breakdown

The importance of men and women in the community supporting children to become great adults including supporting boys to become great men

Strategies for addressing presenting issues may include:

Identify who has influence over the issue and work with that person to address the issue

Refer or seek additional support and assistance

Provide additional information

Identify existing strengths and resources which can be used to address the issue

Work through issue to diffuse impact