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Evidence Guide: CHCEDU012 - Facilitate couple processes in group work

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDU012 - Facilitate couple processes in group work

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate couple interaction within the group environment

  1. Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples
  2. Create balance between opportunities for individual, couple and community participation, development and reflection
  3. Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making
  4. Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual
  5. Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple
  6. Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way
Provide a clear introduction which establishes norms, goals, intended outcomes and learning processes for couples

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create balance between opportunities for individual, couple and community participation, development and reflection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies appropriate to the stage of couples’ relationship to promote couple discussion and decision-making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain an appropriate balance between stated program outcomes and the needs of each individual/couple

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage exploration and discussion by challenging individual and couple knowledge, skills and values in a sensitive way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use tools to explore couple relationships

  1. Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements
  2. Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives
  3. Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts
Use tools appropriate to the social, cultural and developmental stage of couples’ relationship according to program requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Modify the use of the tools to accommodate individual couple needs, taking account of overall objectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their everyday contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to presenting issues

  1. Respond to participants in a manner that is sensitive to severity of the presenting issue and specific needs of the client
  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. Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention
  4. Assess information obtained from clients to establish priorities for action and document according to organisation procedures
  5. 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 and specific needs of the client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage interactions with, and responses to individuals and couples according to accepted practices of prevention and intervention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess information obtained from clients to establish priorities for action and document according to organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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.

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.