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

Understanding of the application strengths and limitations of historical current and relevant affect regulation theory models and practice

Knowledge of the variety of emotions in human relationships

Role and function of emotions in human relationships for example the fightfreezeflight responses and emotional development and preconscious unconscious and conscious responses

Different levels of emotional responses including preconscious limbic cortical unconscious and conscious

Ways to regulate emotions and challenges for doing this

Crosscultural aspects of emotions and emotional regulation

Difference between relationship conflict and domestic and family violence

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

Models of conflict resolution and mediation

Understanding of a wide range of client groups and cultural diversity

Essential skills

It is critical that the candidate demonstrate the ability to

Deal with unexpected and sometimes inappropriate reactions and input from participants

Regulate strong emotions in self and clients

Demonstrate selfawareness including knowing own goals beliefs values motivators and rules

Apply reflective conceptual organised and empathic styles of thinking when dealing with a range of issues and circumstances

Assist clients to develop their intrapersonal and interpersonal skills and awareness

Assist clients to explore their emotions and develop a greater understanding of these in a positive constructive and safe way

Assist clients to identify emotional responses which could be detrimental andor unsafe to self others andor relationships

Assist clients to develop strategies to regulate their emotions

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

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

Give and receive critical and constructive feedback in a sensitive way

Work as part of a team including multidisciplinary professional groups

Deal with conflict in an open assertive and appropriate manner

Be aware and responsive to diverse groups of people who may challenge practitioners values and beliefs

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

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

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 andor 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 andor written questions on essential knowledge and skills and consideration of required attitudes

where performance is not directly observed andor is required to be demonstrated over a period of time andor 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

Historical, current and relevant affect regulation theory and tools may include:

Awareness of self may include:

Reflective, conceptual, organised and empathic stylesmay include:

Special needsmay include:

Pre-program assessmentmay include but is not limited to:

Conditions potentially incompatible with program objectives may include:

Selection criteria may include:

Emotional regulation techniques may include but are not limited to:

Relationship management techniques may include: