Unit of competency Outline
Date retreived
23/07/2026 7:16 AM AWST
23/07/2026 7:16 AM 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.
Facilitate couple processes within group work
Facilitate couple processes within group work
Unit of competency
National Code
CHCFAM413B
CHCFAM413B
State Code
D2492
D2492
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090513 - Counselling
Original Release Date
17/07/2014
Nominal Hours
50
Description
This unit of competency describes the skills and knowledge required to work with individuals and couples in a group settingIt also describes the competencies associated with appropriate responses to a range of relationship issues that may arise in a group context, when working with couples, maintaining appropriate boundaries between education and counselling and referring participants to other services
Notes
Elements and Performance Criteria
1. Recognise and respond to couples' needs within the group while maintaining group cohesion
- 1.1 Establish group norms
- 1.2 Observe and respondinclusively to participants' responses
- 1.3 Use reflective (active) listening skills
- 1.4 Use clarification skills to assist understanding and integration of learning into behaviour
- 1.5 Use feedback to promote insight and enable participants to make choices about the issues which may impact on them and their relationships
- 1.6 Balance task and maintenance functions to facilitate (as far as possible) the meeting of both participants' needs and program outcomes
2. Use appropriate conflict management strategies at couple and group level
- 2.1 Promote the respect and acceptance for individual differences
- 2.2 Sensitively respond to inappropriate attitudes and behaviours in an open and assertive manner
- 2.3 Use negotiation and mediation techniques
- 2.4 Model conflict management skills
- 2.5 Explore alternative options such as referral, with participants
3. Work collaboratively with co leaders to facilitate effective group functioning and to model what a good relationship looks like
- 3.1 Plan and debrief with co-facilitator
- 3.2 Model respect for different leadership styles
- 3.3 Listen to and acknowledge differences of opinion
- 3.4 Negotiate and delegate where appropriate, task and maintenance functions in relation to the group
- 3.5 Encourage and support the open interaction of co-leader/s
- 3.6 Deal appropriately with differences that may result in conflict
4. Facilitate couple interaction within the group environment
- 4.1 Monitor interactions between couples in the group and between individuals within couples, to ensure opportunities for full participation in learning activities to maximise learning outcomes
- 4.2 Ensure appropriate balance between opportunities for individual development and reflection, couple sharing and development and community of couple sharing and learning
- 4.3 Use strategies appropriate to the social, cultural and developmental stage of couples' relationship to promote couple discussion and decision-making about the on-going development and health of their relationship
- 4.4 Respond promptly and appropriately to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual
- 4.5 Maintain an appropriate balance between achievement of stated outcomes for the program and the need to be respectful of couples' privacy as well as being sensitive to the needs and concerns of each individual in the relationship
5. Maintain appropriate boundaries between educative and counselling/therapeutic interactions
- 5.1 Monitor own professional limitations and boundaries and clearly articulate these to participants throughout the program
- 5.2 Ensure an appropriate balance between processing of individual/couple issues within the larger group and within couples is maintained in keeping with the stated goals and outcomes of the program
- 5.3 Use interpersonal skills to effectively maintain the boundaries established by the practitioner and to maximise opportunities for achieving the stated outcomes for the program
6. Recognise and respond to domestic/family violence and personal problems that impact on the health and development of relationships
- 6.1 Ensure all interactions with participants are planned and undertaken in a manner that ensures maximum consideration for the safety of clients, colleagues, self and others
- 6.2 Ensure all interactions with and responses to clients are undertaken in accordance with organisation requirements, accepted practices of prevention and intervention and within legislative and duty or care requirements
- 6.3 Ensure all interactions with clients are undertaken in a safe and confidential environment that maximises opportunities for client needs to be accurately identified and to promote the accurate and relevant exchange of information
- 6.4 Assess information obtained from clients to establish priorities for action
- 6.5 Identify own limitations and boundaries in addressing and working with identified needs.
- 6.6 Seek assistance from appropriate professionals when issues are identified as beyond own limitations and boundaries
- 6.7 Respond to participants in a manner that is sensitive to severity of the presenting issue, specific needs of the clients and which places high priority on safety, rights and responsibilities of clients, colleagues, self and others
7. Ensure appropriate referral and support for clients with identified needs
- 7.1 Refer to other services based on the identified needs of clients
- 7.2 Provide referral and support networks in accordance with organisation/agency standards and procedures
- 7.3 Undertake record-keeping and reporting in accordance with organisation/agency standards and procedures
- 7.4 Seek support and debriefing from colleagues and other appropriate staff in order to sustain ongoing effectiveness and well being and to reflect on courses of action taken with clients
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.
Respond inclusively must include:
The ability to 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 and the interplay and dynamics of each of these
This includes the ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual
Issues which may impact on them and their relationships may include:
Individual/personal issues:
work/life balance
disability
beliefs, values, experiences
self-esteem
grief and loss
aloneness and isolation
aging
confidentiality within the couple and in the group
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
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
continued ...
Issues which may impact on them and their relationships may include (contd):
Critical societal events
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
developmental delays
team parenting
separation and parenting
attachment
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
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, remarriage
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/repartnering
Participants' needs may include but are not limited to:
Have their experiences validated
Opportunities to express emotions including strong emotions
Opportunities to develop self-awareness
Opportunities to develop greater awareness of others including appreciation and understanding of partners and other family members
Opportunities to develop skills including communication and self-expression skills
Opportunities to identify and recognise characteristics of successful relationships including:
trust
respect
open and honest communication
balance between needs of each person in the relationship and the needs of the relationship
the establishment and maintenance of clear boundaries and responsibilities
love
expectations of the relationship are met over time
fluid and able to change, grow and adapt to changes through life changes
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.
Respond inclusively must include:
The ability to 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 and the interplay and dynamics of each of these
This includes the ability to respond respectfully to the whole person demonstrating inclusive practice through competently valuing each and every person as a whole unique individual
Issues which may impact on them and their relationships may include:
Individual/personal issues:
work/life balance
disability
beliefs, values, experiences
self-esteem
grief and loss
aloneness and isolation
aging
confidentiality within the couple and in the group
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
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
continued ...
Issues which may impact on them and their relationships may include (contd):
Critical societal events
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
developmental delays
team parenting
separation and parenting
attachment
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
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, remarriage
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/repartnering
Participants' needs may include but are not limited to:
Have their experiences validated
Opportunities to express emotions including strong emotions
Opportunities to develop self-awareness
Opportunities to develop greater awareness of others including appreciation and understanding of partners and other family members
Opportunities to develop skills including communication and self-expression skills
Opportunities to identify and recognise characteristics of successful relationships including:
trust
respect
open and honest communication
balance between needs of each person in the relationship and the needs of the relationship
the establishment and maintenance of clear boundaries and responsibilities
love
expectations of the relationship are met over time
fluid and able to change, grow and adapt to changes through life changes
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 educationally with couples within a group context
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 facilitate couple processes within a group work context
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:
demonstration of competency within the working environment through the facilitation of educational groups for couples
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 be assessed in conjunction with (or before) the following related unit of competency:
CHCFAM414B Use tools for exploring relationships
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 educationally with couples within a group context
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 facilitate couple processes within a group work context
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:
demonstration of competency within the working environment through the facilitation of educational groups for couples
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 be assessed in conjunction with (or before) the following related unit of competency:
CHCFAM414B Use tools for exploring relationships
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB03 | CHCEDU012 | Facilitate couple processes in group work | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J029 | CHC42412 | Certificate IV in Relationship Education | Qualification |
| J043 | CHC51912 | Diploma of Relationship Education | Qualification |