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Evidence Guide: CHCFAM003 - Support people to improve relationships

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

 

CHCFAM003 - Support people to improve relationships

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

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage with people to determine interpersonal relationship needs

  1. Source and review available information to inform communication
  2. Identify the needs of people involved in the relationship and determine appropriate support and response options
  3. Work collaboratively with people and assist them to identify positive elements of their interpersonal relationshipsand relationship systems
  4. Assist people to identify their potential barriers to positive interpersonal relationships and relationship systems and understand key issues for change
  5. Work with people to help them build a positive picture of the future
  6. Document family relationship goals, plans and actions according to scope of service provision
Source and review available information to inform communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support relationship building

  1. Model positive interactions and use of interpersonal skills with others
  2. Assist clients to recognise the impact of both negative and positive emotions on relationships
  3. Assist clients to identifies strengths and resources, both their own and those required from others
  4. Provide feedback and positive affirmations to people in relationship building
  5. Proactively identify client service needs and facilitate access according to organisation policy and procedures
Model positive interactions and use of interpersonal skills with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback and positive affirmations to people in relationship building

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make referrals

  1. Identify situations where client needs fall outside of scope of own work role and organisation service delivery
  2. Make referrals that address client needs in accordance with organisation policy, procedures and requirements
  3. Identify and communicate community resource options for relationship development
Identify situations where client needs fall outside of scope of own work role and organisation service delivery

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and communicate community resource options for relationship development

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. 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

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. 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.