Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCFAM003 Mapping and Delivery Guide
Support people to improve relationships

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CHCFAM003 - Support people to improve relationships
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to engage with diverse people to determine relationship issues and support relationship building using a strengths-based approach.This unit applies to individuals working with individuals and families in community services work. It does not include formal relationship counselling. When combined with other units it may apply to group work.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

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:

- client information

- organisation policies and procedures

• modelling of industry operating conditions, including:

- scenarios that involve interactions with other people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes
       
Element: Engage with people to determine interpersonal relationship needs
  • Source and review available information to inform communication
  • Identify the needs of people involved in the relationship and determine appropriate support and response options
  • Work collaboratively with people and assist them to identify positive elements of their interpersonal relationshipsand relationship systems
  • Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change
  • Work with people to help them build a positive picture of the future
  • Document family relationship goals, plans and actions according to scope of service provision
       
Element: Support relationship building
  • Model positive interactions and use of interpersonal skills with others
  • Assist clients to recognise the impact of both negative and positive emotions on relationships
  • Assist clients to identifies strengths and resources, both their own and those required from others
  • Provide feedback and positive affirmations to people in relationship building
  • Proactively identify client service needs and facilitate access according to organisation policy and procedures
       
Element: Make referrals
  • Identify situations where client needs fall outside of scope of own work role and organisation service delivery
  • Make referrals that address client needs in accordance with organisation policy, procedures and requirements
  • Identify and communicate community resource options for relationship development
       


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. Engage with people to determine interpersonal relationship needs

1.1 Source and review available information to inform communication

1.2 Identify the needs of people involved in the relationship and determine appropriate support and response options

1.3 Work collaboratively with people and assist them to identify positive elements of their interpersonal relationshipsand relationship systems

1.4 Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change

1.5 Work with people to help them build a positive picture of the future

1.6 Document family relationship goals, plans and actions according to scope of service provision

2. Support relationship building

2.1 Model positive interactions and use of interpersonal skills with others

2.2 Assist clients to recognise the impact of both negative and positive emotions on relationships

2.3 Assist clients to identifies strengths and resources, both their own and those required from others

2.3 Provide feedback and positive affirmations to people in relationship building

2.4 Proactively identify client service needs and facilitate access according to organisation policy and procedures

3. Make referrals

3.1 Identify situations where client needs fall outside of scope of own work role and organisation service delivery

3.2 Make referrals that address client needs in accordance with organisation policy, procedures and requirements

3.3 Identify and communicate community resource options for relationship development

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 with, and supported at least 5 different individuals or family groups to improve their interpersonal relationships using strengths-based approaches, including:

• couples

• families with children

• people from different cultures

• people from different socio-economic backgrounds

• people with different educational levels

• addressed all of the following issues:

• individual/personal issues

• health and lifestyle challenges

• couple issues

• family relationship issues.

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 (national and state/territory) for workers in community services roles, and how these are applied in organisations and individual practice:

• children in the workplace

• codes of conduct

• duty of care

• human rights

• mandatory reporting

• privacy, confidentiality and disclosure

• records management

• rights and responsibilities of workers and employers

• work role boundaries – responsibilities and limitations

• work health and safety

• principles of strengths-based practice and their application in working with clients, including:

• how change occurs when using strengths-based approaches and potential constraints to these changes

• tools for strengths-based practice

• factors that impact different people and their interpersonal relationships, and the related elements that contribute to healthy, effective and lasting relationships, including:

individual/personal issues, including:

- work/life balance

- disability

- beliefs, values, experiences, self-esteem

- grief and loss

- aloneness and isolation

- ageing

health and lifestyle, including:

- alcohol and other drugs dependencies

- gambling

- mental health including depression, suicide/self-harm tendencies, bipolar, anxiety, post -traumatic stress disorder

- illness (acute or chronic)

- trauma

couple issues, including:

- sexuality, intimacy, trust, respect, love

- affairs

- separation,

- repartnering

- same sex couples

- infertility

- power and control within relationships

- domestic and family violence and abuse

- conflict

- finances and financial and budgeting decisions

- recognition and acceptance of difference

family issues and themes and legacies, including:

- domestic and family violence

- parenting and transitions from partners to parents

- attachment

- breast feeding and early parenting

- developmental delays in children

- roles of father and mothers in children’s lives

- step-parenting and blended families

- influences of extended family and friends

- parenting in same sex relationships

diversity (either within the family or between the family and wider community) as a result of:

- culture

- religion

- gender

- language

- education levels

• local support services available to clients needing external information, support or interventions.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Engage with people to determine interpersonal relationship needs

1.1 Source and review available information to inform communication

1.2 Identify the needs of people involved in the relationship and determine appropriate support and response options

1.3 Work collaboratively with people and assist them to identify positive elements of their interpersonal relationshipsand relationship systems

1.4 Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change

1.5 Work with people to help them build a positive picture of the future

1.6 Document family relationship goals, plans and actions according to scope of service provision

2. Support relationship building

2.1 Model positive interactions and use of interpersonal skills with others

2.2 Assist clients to recognise the impact of both negative and positive emotions on relationships

2.3 Assist clients to identifies strengths and resources, both their own and those required from others

2.3 Provide feedback and positive affirmations to people in relationship building

2.4 Proactively identify client service needs and facilitate access according to organisation policy and procedures

3. Make referrals

3.1 Identify situations where client needs fall outside of scope of own work role and organisation service delivery

3.2 Make referrals that address client needs in accordance with organisation policy, procedures and requirements

3.3 Identify and communicate community resource options for relationship development

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
 
Source and review available information to inform communication 
Identify the needs of people involved in the relationship and determine appropriate support and response options 
Work collaboratively with people and assist them to identify positive elements of their interpersonal relationshipsand relationship systems 
Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change 
Work with people to help them build a positive picture of the future 
Document family relationship goals, plans and actions according to scope of service provision 
Model positive interactions and use of interpersonal skills with others 
Assist clients to recognise the impact of both negative and positive emotions on relationships 
Assist clients to identifies strengths and resources, both their own and those required from others 
Provide feedback and positive affirmations to people in relationship building 
Proactively identify client service needs and facilitate access according to organisation policy and procedures 
Identify situations where client needs fall outside of scope of own work role and organisation service delivery 
Make referrals that address client needs in accordance with organisation policy, procedures and requirements 
Identify and communicate community resource options for relationship development 

Forms

Assessment Cover Sheet

CHCFAM003 - Support people to improve relationships
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

CHCFAM003 - Support people to improve relationships

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: