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 effectively with clients to assist them to develop emotional regulation and develop and maintain better interpersonal relationships as a result

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 work effectively with a range of clients to assist them to develop emotional regulation

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 the following:

demonstration of competency within the working environment through working with clients in groups or individually to assist them to develop emotional regulation

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

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:

Understanding of the application, strengths and limitations of historical, current and relevant affect regulation theory, models and practice

Knowledge of the variety of emotions in human relationships

Role and function of emotions in human relationships for example the fight/freeze/flight responses and emotional development and pre-conscious, unconscious and conscious responses

Different levels of emotional responses including preconscious, limbic, cortical (unconscious and conscious)

Ways to regulate emotions and challenges for doing this

Cross-cultural aspects of emotions and emotional regulation

Difference between relationship conflict and domestic and family violence

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

Models of conflict resolution and mediation

Understanding of a wide range of client groups and cultural diversity

Essential skills:

It is critical that the candidate demonstrate the ability to:

Deal with unexpected (and sometimes inappropriate) reactions and input from participants

Regulate strong emotions in self and clients

Demonstrate self-awareness including knowing own goals, beliefs, values, motivators and rules

Apply reflective, conceptual, organised and empathic styles of thinking when dealing with a range of issues and circumstances

Assist clients to develop their intrapersonal and interpersonal skills and awareness

Assist clients to explore their emotions and develop a greater understanding of these in a positive, constructive and safe way

Assist clients to identify emotional responses which could be detrimental and/or unsafe to self, others and/or relationships

Assist clients to develop strategies to regulate their emotions

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:

Model effective, respectful and inclusive communication skills including listening, empathic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity

Give and receive critical and constructive feedback in a sensitive way

Work as part of a team, including multi-disciplinary professional groups

Deal with conflict in an open, assertive and appropriate manner

Be aware and responsive to diverse groups of people who may challenge practitioner's values and beliefs

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

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.

Historical, current and relevant affect regulation theory and tools may include:

Emotional intelligence

Attachment theory

Perception, affect, behaviour theory - CBT

Strengths-based

Complex developmental trauma

Emotional iceberg - 'visible' or manifest behaviours and primary feelings are represented at the 'tip of the iceberg' and deeper seated feelings are hidden below

Up and down regulation of emotional responses

Neurobiology, psychology and evolutionary psychology

Primary and secondary feelings

Intensity of emotions and the differences between people, up and down emotional regulation

Hierarchical nature of emotional responses and the integration of limbic and cortex brain functions

Diaries/journals/autobiographic processes

Reflective exercises

Case studies/scenarios

Exercises predicting the responses of others

Awareness of self may include:

Goals, immediate and long term

Beliefs about ourselves and others

Values, the things we hold dear

Motivators

Rules: the 'shoulds', 'musts' and 'oughts' we live by

Self-talk, the inner voice that tells us we can or cannot do something

Non-verbal behaviour

Personal style

Skills, strengths and limitations

Awareness of emotional triggers

Awareness of filters we use and how we perceive things

Physiological responses to stressful situations

The ability to explore the reality base for feelings

Development of the ability to be open to constructive feedback

Development of the ability to be realistic about own strengths and limitations

Reflective, conceptual, organised and empathic stylesmay include:

Reflective - thoughtful, logical, problem solving focus, evaluative

Conceptual - metaperspective, big picture, decisive, exploratory, strategic

Organised - planning focus, purposeful, considerate, reliable

Empathic - helpful, caring, harmonious, spiritual

Special needsmay include:

Those associated with:

potential for self-harm/harm to others

disability

literacy level

travel

childcare

Cultural influences or protocols

Pre-program assessmentmay include but is not limited to:

Phone interview

One-on-one discussions

Referral information

Areas covered may include:

level of emotional reactivity

criminal history

history of assaults

mental health history

history of emotional or psychological abuse

history of physical abuse

Conditions potentially incompatible with program objectives may include:

Presence of domestic family violence or abuse in current relationships

Mental illness

Drug and alcohol abuse

Incompatibility with selection criteria

Language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes

Selection criteria may include:

Location

Life circumstances or situations

Relevance to target issues

Age

Gender

Ability to commit to group process

Suitability for intervention focus

Emotional regulation techniques may include but are not limited to:

Understanding and empathy for others relies on understanding of self

The development of personal competence to better manage self including an understanding of strengths and limitations and a capacity for emotional regulation

Identifying and avoiding situational triggers e.g. excessive amounts of alcohol, private meetings with an ex-partner

Recognising emotional triggers and avoiding them

Recognising early warning signs including physiological signs and symptoms for emotional escalation and removing oneself from the triggers or employing counter measures for example, time out, relaxation techniques, positive thinking, mental exercises

Awareness of self including beliefs, values, emotional 'hot buttons' and developing a context for feelings and emotions

Establishment of clear boundaries where identification of own issues is made and separated from issues of others

Development of assertive behaviour including recognition of own needs and ability to assertively communicate these

Identify and process issues in order to diffuse the issue and its impact

Using exploration of 'worst case scenarios' and dealing with these to alleviate anxiety about issues

Recognising and appropriately responding to stressful feelings

Adoption of positive self-talk and building of self-esteem based on realistic perception of self, strengths and growth areas

Development of effective and appropriate support networks

Identify and use appropriate mentor/coach

Identify and foster environments and conditions for effective emotional management

Relationship management techniques may include:

Developing an appreciation of others and an ability to sensitivity respond effectively to their feelings

Finding and working from common ground

Negotiation and compromise

Assertive and effective and respectful communication

Working within a child focused framework

Using strengths-based approaches to relationships

Identify and fostering environments, opportunities and conditions for effective relationship management