Facilitate couple processes in group work

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCEDU012, 'Facilitate couple processes in group work'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Facilitate couple processes in group work' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)


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