Application
This unit describes the skills and knowledge required to work with individuals and couples in a group setting to facilitate the relational/emotional system in couples in order to bring about positive change
This unit applies to practitioners who work in relationship education in the community services sector.
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
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Facilitate couple interaction within the group environment | 1.1 Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples 1.2 Create balance between opportunities for individual, couple and community participation, development and reflection 1.3 Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making 1.4 Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual 1.5 Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple 1.6 Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way |
2. Use tools to explore couple relationships | 2.1 Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements 2.2 Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives 2.3 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts |
3. Respond to presenting issues | 3.1 Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client 3.2 Manage interactions in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others according to organisational procedures and duty of care requirements 3.3 Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention 3.4 Assess information obtained from clients to establish priorities for action and document according to organisation procedures 3.5 Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries |
Evidence of Performance
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 diverse couples in at least 3 different group processes and discussions
used at least 2 different relationship education models or theories in couples work
used the following interpersonal and facilitation skill in couple work:
listening
questioning
effective non-verbal communication
empathetic responding
paraphrasing
summarising
negotiation
techniques for maintaining group cohesion
conflict resolution
debriefing.
Evidence of Knowledge
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 for working with couples in groups, and how these are applied in organisations and individual practice:
codes of conduct
discrimination
duty of care
mandatory reporting
privacy, confidentiality and disclosure
records management
work role boundaries – responsibilities and limitations, including:
boundaries between education and counselling
legal parameters for working with clients experiencing sexual, physical and emotional abuse, mental health issues
work health and safety
principles and processes of strengths-based practice
current, emerging and historical values, beliefs, traditions and spiritual aspects of intimate relationships including marriage
potential needs of participants within the group, including:
validation of experiences
expression of emotions
development of self-awareness
development of greater awareness of others including appreciation and understanding of partners and other family members
development of communication and self-expression skills
opportunities to identify and recognise characteristics of successful relationships including
family life-stage transitions and relationship life-cycles and stages – social, cultural and developmental:
courting/dating
cohabitating, engagement, marriage, remarriage
birth of first and subsequent child/children
ageing
death of parent/partner
retirement
caring issues
children growing up, leaving home
older children remaining at home
becoming grandparents
separation/divorce/repartnering
issues potentially impacting on couples and their relationships including issues related to:
addiction
cultural and linguistic diversity
gender
health, both physical and mental
spiritual/religious beliefs
education level and ability
socioeconomic status
political position
family issues, themes and legacies
specific couple issues and their impacts:
sexuality, intimacy
trust, respect, love
affairs
separation
repartnering
issues affecting 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
tools for relationship work, how these are used in practice and their scope and limitations
theories of change and relationship education models for working with clients
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
complex interpersonal interactions, power in relationships, abuse and conflict
communication and interpersonal technique and how they are used in psycho-educational groups, including:
listening
questioning
effective non-verbal communication
empathetic responding
paraphrasing
summarising
negotiation
conflict resolution
techniques for maintaining group cohesion
debriefing
own values, beliefs and experiences which may impact on couples work practice
referral protocols and referral sources for group members in need of additional services
group skills and group dynamics
adult education principles and practices.
Assessment Conditions
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:
group member information
organisation policies and procedures
sources of information on relationship education models and theories
modelling of industry operating conditions, including:
scenarios that involve groups comprising multiple couples.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.