Elements and Performance Criteria

RANGE STATEMENT

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.


Professional boundaries of practice must include:
Working within an educational context and not in a counselling or therapeutic context
Recognition of own limitations and expertise and remaining within these
Referring appropriately where issues are beyond the scope of own professional training and experience
Effectively monitoring the impact of work practice on own health and well being
Using support supervision effectively


Internal and external resources to whom service users may be referred may include:
Other professionals within own service
Other programs offered by own or other services
Self-help/support groups
Counselling services
Alcohol and other drug services
Gambling assistance
Mental health support services
Domestic and family violence prevention and treatment services
Financial assistance and counselling services
Child Support Agency
Family Magistrate Service
Centrelink/Family Assistance Office
Mediation centres
Australian Taxation Office
Family Court of Australia
Phone support services, e.g. Mensline/Lifeline
Family Relationship Centres
Other agencies providing support and counselling
Websites for example MENDS and Parenting Children
Stepfamily Association of Australia


Without imposing them on clients or groupsmust include:
Sensitively give and receive constructive feedback
Effectively accommodating views, values and beliefs different to own and sensitively challenge where appropriate
Effective use of appropriate self-disclosures


Self-reflection may include:
Collection, collation and review of feedback from various sources including from clients, colleagues and supervisor
Reflection on feedback to identify strengths and areas of practice where development and change are required
Planning and implementing strategies to create opportunities for development and change in work practice
Application of new learning and skill development into work practice
Ongoing reflection and review of work practice


Role and importance of supervision must include:
Ensuring responsibilities of clinical governance are met as part of the supervision process
Ensure all legislative and organisation requirements are met in relation to the provision of supervision


Supervision and reflect on own practicemay include but is not limited to:
Formal and/or informal supervision sessions
Group supervision
Telephone supervision
Peer appraisals (where appropriate levels of experience exist)
Internal or external supervision
Journals
Video tapes of facilitation of groups
Co- facilitation and reports from these
Reflecting on practice
Negotiation of supervision between the supervisor and the supervisee
Establishment and shared understanding of the roles and responsibilities of the supervision process
Undertaken through the development of an appropriate professional relationship
Involve the growth of the person, their professional development, gaining of knowledge, skills, attitudes for the further development of their professional practice


Situations of risk or potential riskmay include:
Self-harm or suicide
Self-destructive behaviour
Domestic and family violence
Abuse

EVIDENCE GUIDE

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 in relationship work through working within professional bounds of practice, demonstrating reflective practice and participating in supervision as the supervisee
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 in relationship work


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 the demonstration of working within own bounds of professional practice, participation in supervision as a supervisee, and the application of knowledge and skills developed through reflective practice
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


Related units:
This unit is to be assessed in conjunction with the following related unit of competency:
CHCFAM406B Engage and resource clients to improve their interpersonal relationships