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

CHCFAM413B Mapping and Delivery Guide
Facilitate couple processes within group work

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCFAM413B - Facilitate couple processes within group work
Description This unit of competency describes the skills and knowledge required to work with individuals and couples in a group settingIt also describes the competencies associated with appropriate responses to a range of relationship issues that may arise in a group context, when working with couples, maintaining appropriate boundaries between education and counselling and referring participants to other services
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit of competency applies to practitioners working in the relationship education sector
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
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: Recognise and respond to couples' needs within the group while maintaining group cohesion
  • Establish group norms
  • Observe and respondinclusively to participants' responses
  • Use reflective (active) listening skills
  • Use clarification skills to assist understanding and integration of learning into behaviour
  • Use feedback to promote insight and enable participants to make choices about the issues which may impact on them and their relationships
  • Balance task and maintenance functions to facilitate (as far as possible) the meeting of both participants' needs and program outcomes
       
Element: Use appropriate conflict management strategies at couple and group level
  • Promote the respect and acceptance for individual differences
  • Sensitively respond to inappropriate attitudes and behaviours in an open and assertive manner
  • Use negotiation and mediation techniques
  • Model conflict management skills
  • Explore alternative options such as referral, with participants
       
Element: Work collaboratively with co leaders to facilitate effective group functioning and to model what a good relationship looks like
  • Plan and debrief with co-facilitator
  • Model respect for different leadership styles
  • Listen to and acknowledge differences of opinion
  • Negotiate and delegate where appropriate, task and maintenance functions in relation to the group
  • Encourage and support the open interaction of co-leader/s
  • Deal appropriately with differences that may result in conflict
       
Element: Facilitate couple interaction within the group environment
  • Monitor interactions between couples in the group and between individuals within couples, to ensure opportunities for full participation in learning activities to maximise learning outcomes
  • Ensure appropriate balance between opportunities for individual development and reflection, couple sharing and development and community of couple sharing and learning
  • Use strategies appropriate to the social, cultural and developmental stage of couples' relationship to promote couple discussion and decision-making about the on-going development and health of their relationship
  • 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 achievement of stated outcomes for the program and the need to be respectful of couples' privacy as well as being sensitive to the needs and concerns of each individual in the relationship
       
Element: Maintain appropriate boundaries between educative and counselling/therapeutic interactions
  • Monitor own professional limitations and boundaries and clearly articulate these to participants throughout the program
  • Ensure an appropriate balance between processing of individual/couple issues within the larger group and within couples is maintained in keeping with the stated goals and outcomes of the program
  • Use interpersonal skills to effectively maintain the boundaries established by the practitioner and to maximise opportunities for achieving the stated outcomes for the program
       
Element: Recognise and respond to domestic/family violence and personal problems that impact on the health and development of relationships
  • Ensure all interactions with participants are planned and undertaken in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others
  • Ensure all interactions with and responses to clients are undertaken in accordance with organisation requirements, accepted practices of prevention and intervention and within legislative and duty or care requirements
  • Ensure all interactions with clients are undertaken in a safe and confidential environment that maximises opportunities for client needs to be accurately identified and to promote the accurate and relevant exchange of information
  • Assess information obtained from clients to establish priorities for action
  • Identify own limitations and boundaries in addressing and working with identified needs.
  • Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries
  • Respond to participants in a manner that is sensitive to severity of the presenting issue, specific needs of the clients and which places high priority on safety, rights and responsibilities of clients, colleagues, self and others
       
Element: Ensure appropriate referral and support for clients with identified needs
  • Refer to other services based on the identified needs of clients
  • Provide referral and support networks in accordance with organisation/agency standards and procedures
  • Undertake record-keeping and reporting in accordance with organisation/agency standards and procedures
  • Seek support and debriefing from colleagues and other appropriate staff in order to sustain ongoing effectiveness and well being and to reflect on courses of action taken with clients
       


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.

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 educationally with couples within a group context

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 facilitate couple processes within a group work context

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:

demonstration of competency within the working environment through the facilitation of educational groups for couples

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 be assessed in conjunction with (or before) the following related unit of competency:

CHCFAM414B Use tools for exploring relationships

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.

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 of:

Adult education principles and practices

Issues relating to learning styles, abilities, numeracy, literacy levels

Theories of change and relationship education models for working with clients

Possible barriers for clients to access programs and achieve outcomes

Group skills and group dynamics

Dynamics of intimate relationships and families including nuclear and step families

Values, beliefs, traditions and spiritual aspects of intimate relationships including marriage

Models of conflict resolution

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

The key indicators, nature and impact of personal issues such as alcoholism, gambling, mental health issues and other issues that could potentially impact on the health and development of marriages, families and relationships

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

Complex interpersonal interactions, power in relationships, abuse and conflict

Knowledge and application of ethical behaviour and legal frameworks for relationship work

Organisation policy and procedures

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

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

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

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

Understanding of a wide range of client groups and cultural diversity including same sex couples

Essential skills:

It is critical that the candidate demonstrate the ability to:

Use interpersonal 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 working with co-facilitator to model respectful and cooperative communication and behaviour

Establish and maintain boundaries of practice with program participants

Deal with conflict in an open, assertive and appropriate manner

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

Work with reluctant clients and deal with unexpected (and sometimes inappropriate) reactions and input from participants

Maintain appropriate levels of confidentiality

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

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

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

Engage with and facilitate the relational/emotional system in couples in order to bring about positive change

Assess family functioning

De-mystify and normalise key issues for couples and families including step couples and step families

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 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

Deliver interventions in a way that is sensitive to special needs of clients (gender, age, socioeconomic status, culture, race, ethnicity, sexual orientation, disability, family of origin, larger systems issues of client)

Articulate rationales for interventions related to program and relationship goals, plans, assessment, information and systemic understanding of clients context and dynamics

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.

Respond inclusively must include:

The ability to 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 and the interplay and dynamics of each of these

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

Issues which may impact on them and their relationships may include:

Individual/personal issues:

work/life balance

disability

beliefs, values, experiences

self-esteem

grief and loss

aloneness and isolation

aging

confidentiality within the couple and in the group

Health and lifestyle:

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

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

culture

religion

gender including role development, affect of gender stereo-typing

language

education, literacy, numeracy

Socioeconomic and political issues:

access to goods and services

poverty

continued ...

Issues which may impact on them and their relationships may include (contd):

Critical societal events

Couple issues:

sexuality, intimacy

trust, respect, love

affairs

separation

repartnering

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

Family issues and themes and legacies:

parenting and transitions from partners to parents

developmental delays

team parenting

separation and parenting

attachment

breast feeding and early parenting

developmental delays in children

roles of father and mothers in children's lives

building resilience in children

step-parenting and blended families

influences of extended family and friends

parenting in same sex relationships

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

Family of origin and multigenerational issues:

grand-parenting when parent's relationship breaks down

childhood abuse

alcoholism

Domestic and family violence, child abuse

Family life-stage transitions and relationship life-cycles:

courting/dating

cohabitating, engagement, marriage, remarriage

birth of first and subsequent child/children

aging

death of parent/partner

retirement

caring issues

children growing up, leaving home

older children remaining at home

becoming grandparents

separation/divorce/repartnering

Participants' needs may include but are not limited to:

Have their experiences validated

Opportunities to express emotions including strong emotions

Opportunities to develop self-awareness

Opportunities to develop greater awareness of others including appreciation and understanding of partners and other family members

Opportunities to develop skills including communication and self-expression skills

Opportunities to identify and recognise characteristics of successful relationships including:

trust

respect

open and honest communication

balance between needs of each person in the relationship and the needs of the relationship

the establishment and maintenance of clear boundaries and responsibilities

love

expectations of the relationship are met over time

fluid and able to change, grow and adapt to changes through life changes

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
Establish group norms 
Observe and respondinclusively to participants' responses 
Use reflective (active) listening skills 
Use clarification skills to assist understanding and integration of learning into behaviour 
Use feedback to promote insight and enable participants to make choices about the issues which may impact on them and their relationships 
Balance task and maintenance functions to facilitate (as far as possible) the meeting of both participants' needs and program outcomes 
Promote the respect and acceptance for individual differences 
Sensitively respond to inappropriate attitudes and behaviours in an open and assertive manner 
Use negotiation and mediation techniques 
Model conflict management skills 
Explore alternative options such as referral, with participants 
Plan and debrief with co-facilitator 
Model respect for different leadership styles 
Listen to and acknowledge differences of opinion 
Negotiate and delegate where appropriate, task and maintenance functions in relation to the group 
Encourage and support the open interaction of co-leader/s 
Deal appropriately with differences that may result in conflict 
Monitor interactions between couples in the group and between individuals within couples, to ensure opportunities for full participation in learning activities to maximise learning outcomes 
Ensure appropriate balance between opportunities for individual development and reflection, couple sharing and development and community of couple sharing and learning 
Use strategies appropriate to the social, cultural and developmental stage of couples' relationship to promote couple discussion and decision-making about the on-going development and health of their relationship 
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 achievement of stated outcomes for the program and the need to be respectful of couples' privacy as well as being sensitive to the needs and concerns of each individual in the relationship 
Monitor own professional limitations and boundaries and clearly articulate these to participants throughout the program 
Ensure an appropriate balance between processing of individual/couple issues within the larger group and within couples is maintained in keeping with the stated goals and outcomes of the program 
Use interpersonal skills to effectively maintain the boundaries established by the practitioner and to maximise opportunities for achieving the stated outcomes for the program 
Ensure all interactions with participants are planned and undertaken in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others 
Ensure all interactions with and responses to clients are undertaken in accordance with organisation requirements, accepted practices of prevention and intervention and within legislative and duty or care requirements 
Ensure all interactions with clients are undertaken in a safe and confidential environment that maximises opportunities for client needs to be accurately identified and to promote the accurate and relevant exchange of information 
Assess information obtained from clients to establish priorities for action 
Identify own limitations and boundaries in addressing and working with identified needs. 
Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries 
Respond to participants in a manner that is sensitive to severity of the presenting issue, specific needs of the clients and which places high priority on safety, rights and responsibilities of clients, colleagues, self and others 
Refer to other services based on the identified needs of clients 
Provide referral and support networks in accordance with organisation/agency standards and procedures 
Undertake record-keeping and reporting in accordance with organisation/agency standards and procedures 
Seek support and debriefing from colleagues and other appropriate staff in order to sustain ongoing effectiveness and well being and to reflect on courses of action taken with clients 

Forms

Assessment Cover Sheet

CHCFAM413B - Facilitate couple processes within 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

CHCFAM413B - Facilitate couple processes within 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: