Unit of competency Outline
Date retreived
22/07/2026 1:47 PM AWST
22/07/2026 1:47 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Work holistically with families
Work holistically with families
Unit of competency
National Code
CHCFAM515B
CHCFAM515B
State Code
D2501
D2501
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090501 - Social Work
Original Release Date
17/07/2014
Nominal Hours
30
Description
This unit of competency describes the skills and knowledge required to effectively work educationally with multiple members of families simultaneously in a group or an individual family setting
Notes
Elements and Performance Criteria
1. Plan and develop strategies for empowering healthy families
- 1.1 Demonstrate an understanding of relevant and current research based theoriesand models of families and interpersonal relationships and dynamics
- 1.2 Demonstrate an understanding of experiential learning models, theories, techniques and tools
- 1.3 Demonstrate a clear understanding of strengths and limitations of models, techniques and tools for use with family including contra-indications for use
2. Apply strategies for empowering healthy families in groups or with individual families
- 2.1 Demonstrate an understanding of the interplay of issues impacting on family members and the corresponding interplay and dynamics of inter-relational issues between family members
- 2.2 Provide evidence-based information about healthy family functioning
- 2.3 Model listening, respectful speaking, negotiating and problem solving skills
- 2.4 Facilitate experiential learning and practice for all family members in group or family settings
3. Facilitate group processes to support empowerment of healthy families
- 3.1 Recognise and respond to individual needs while maintaining family and group cohesion
- 3.2 Monitor interactions between family members and between individuals and the group to ensure full participation in learning activities to maximise learning outcomes
- 3.3 Respond appropriately to individuals and families displaying distress or concern in a manner that maximises safety and confidentiality for each individual
- 3.3 Demonstrate sensitivity toward social, cultural, religious, gender, age, socioeconomic, educational and family structure differences
4. Review changes in attitudes, knowledge and skills of participants and in family functioning
- 4.1 Progressively review and monitor outcomes and alter approach appropriately
- 4.2 Assess the impact on the family/group as a whole
- 4.3 Plan for the future and follow up as required
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.
Research based theories and models may include:
Examples of some theoretical frameworks are:
family systems theory
attachment theory
affect regulation
feminist theory
structural family therapy
family life-cycle theory
Examples of models for working with families are:
theories of change, e.g. stages of change - Prochaska Diclemente
building strengths
solutions
social learning theory
educational
behavioural
family partnership
Experiential learning models, theories techniques and tools may include but are not limited to:
Role play
Coaching
Group discussions
Exercises and activities
Strengths-based techniques including positive reframing
Mentoring
Experiential and situational learning
Psycho-drama
Scenario/case studies
Journals
Letter writing
Aim identification/goal setting
Assessment of personal skills
Review of resources including networks, friends and mentors
Modelling effective communication and relationship skills
Change triangle
Genograms
Family and couple map
Johari Window
FACES/MACES
MYERSBRIGGS
Issues impacting on family members may include:
Couple, family and group dynamics, culture and communication styles
Individual/personal issues:
work/life balance
disability
beliefs, values, experiences
self-esteem
grief and loss
aloneness and isolation
aging
Health and lifestyle:
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:
sexuality, intimacy
trust, respect, love
affairs
separation
repartnering
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
Family issues and themes and legacies:
parenting and transitions from partners to parents
breast feeding and early parenting
developmental delays in children
roles of father and mothers in children's lives
building resilience in children
step-parenting and blended families
influences of extended family and friends
parenting in same sex relationships
effects on children of any and all issues impacting on couple and family
teenage/parent conflict
parental abuse by children
continued ...
Issues impacting on family members may include (contd):
Family of origin and multigenerational issues:
grand-parenting when parent's relationship breaks down
childhood abuse
alcoholism
Domestic and family violence, child abuse
Family life-stage transitions and relationship life-cycles:
courting/dating
cohabitating, engagement, marriage
birth of first and subsequent child/children
aging
death of parent/partner
retirement
caring issues
children growing up, leaving home
older children remaining at home
becoming grandparents
separation/divorce
Diversity (either within the family or between the family and wider community) as a result of:
culture
religion
gender including role development, affect of gender stereo-typing
language
education, literacy, numeracy
Socioeconomic and political issues:
access to goods and services
poverty
Critical societal events
Follow up may include:
Writing up of program outcomes and evaluations
Documenting program for statistical and reporting requirements
Follow up with program participants to ensure their needs have been met or to provide additional referral where required
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.
Research based theories and models may include:
Examples of some theoretical frameworks are:
family systems theory
attachment theory
affect regulation
feminist theory
structural family therapy
family life-cycle theory
Examples of models for working with families are:
theories of change, e.g. stages of change - Prochaska Diclemente
building strengths
solutions
social learning theory
educational
behavioural
family partnership
Experiential learning models, theories techniques and tools may include but are not limited to:
Role play
Coaching
Group discussions
Exercises and activities
Strengths-based techniques including positive reframing
Mentoring
Experiential and situational learning
Psycho-drama
Scenario/case studies
Journals
Letter writing
Aim identification/goal setting
Assessment of personal skills
Review of resources including networks, friends and mentors
Modelling effective communication and relationship skills
Change triangle
Genograms
Family and couple map
Johari Window
FACES/MACES
MYERSBRIGGS
Issues impacting on family members may include:
Couple, family and group dynamics, culture and communication styles
Individual/personal issues:
work/life balance
disability
beliefs, values, experiences
self-esteem
grief and loss
aloneness and isolation
aging
Health and lifestyle:
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:
sexuality, intimacy
trust, respect, love
affairs
separation
repartnering
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
Family issues and themes and legacies:
parenting and transitions from partners to parents
breast feeding and early parenting
developmental delays in children
roles of father and mothers in children's lives
building resilience in children
step-parenting and blended families
influences of extended family and friends
parenting in same sex relationships
effects on children of any and all issues impacting on couple and family
teenage/parent conflict
parental abuse by children
continued ...
Issues impacting on family members may include (contd):
Family of origin and multigenerational issues:
grand-parenting when parent's relationship breaks down
childhood abuse
alcoholism
Domestic and family violence, child abuse
Family life-stage transitions and relationship life-cycles:
courting/dating
cohabitating, engagement, marriage
birth of first and subsequent child/children
aging
death of parent/partner
retirement
caring issues
children growing up, leaving home
older children remaining at home
becoming grandparents
separation/divorce
Diversity (either within the family or between the family and wider community) as a result of:
culture
religion
gender including role development, affect of gender stereo-typing
language
education, literacy, numeracy
Socioeconomic and political issues:
access to goods and services
poverty
Critical societal events
Follow up may include:
Writing up of program outcomes and evaluations
Documenting program for statistical and reporting requirements
Follow up with program participants to ensure their needs have been met or to provide additional referral where required
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 and application of this to working educationally with multiple members of families simultaneously
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 educationally with multiple members of families in groups and with individual families to assist them in developing their interpersonal skills and improving their interpersonal relationships
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 in the ability to engage and work with multiple members of families
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:
CHCGROUP403D Plan and conduct group activities
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 and application of this to working educationally with multiple members of families simultaneously
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 educationally with multiple members of families in groups and with individual families to assist them in developing their interpersonal skills and improving their interpersonal relationships
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 in the ability to engage and work with multiple members of families
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:
CHCGROUP403D Plan and conduct group activities
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA99 | CHCFAM003 | Support people to improve relationships | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J043 | CHC51912 | Diploma of Relationship Education | Qualification |