Unit of competency Outline
Date retreived
22/07/2026 11:06 AM AWST
22/07/2026 11:06 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.
Use tools for exploring relationships
Use tools for exploring relationships
Unit of competency
National Code
CHCFAM414B
CHCFAM414B
State Code
D2493
D2493
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
50
Description
This unit of competency describes the skills and knowledge required to use tools to assist in the exploration of relationships between couplesWork can be undertaken with individuals and couples in individual, couple or group settingsIt also describes the competencies associated with appropriate responses to a range of relationship issues that may arise when working with couples, maintaining appropriate boundaries between education and counselling and referring participants to other services
Notes
Elements and Performance Criteria
1. Establish and maintain a sound foundation for using a range of strategies and tools within marriage and relationship education
- 1.1 Undertake on-going professional development training and supervision to maintain knowledge and skills in use of a range of appropriate tools for use within marriage and relationship education
- 1.2 Demonstrate a clear understanding of the strengths and limitations of tools for working with couples including contra-indicators for use with couples
- 1.3 Demonstrate a clear understanding of issues which may impact on couples and their relationships
- 1.4 Demonstrate a clear understanding of characteristics of positive interpersonal relationships
2. Structure the use of appropriate intervention strategies to facilitate learning
- 2.1 Structure the initial session with the couple to provide a clear introduction which establishes norms, goals, intended outcomes and learning processes
- 2.2 Articulate clearly the strengths and limitations of tools to be used with couples including contra-indications
- 2.3 Modify the use of the tools to accommodate individual couple needs where necessary, taking into account overall objectives/outcomes that have already been identified
- 2.4 Provide opportunities for the couple to consolidate their learning and to plan for transfer learning into their every day contexts
3. Facilitate couple interaction
- 3.1 Use tools 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
- 3.2 Respond to differences resulting in conflict
- 3.3 Respond promptly to couples displaying distress or concern in a manner that maximises safety and confidentiality for each individual
- 3.4 Maintain a balance between achievement of stated outcomes for the program and the need to be respectful of couples' privacy and be sensitive to the needs and concerns of each individual in the relationship
- 3.5 Challenge individual and couple knowledge, skills and values in a sensitive way to encourage exploration and facilitate discussion between the couple on relationship issues
- 3.6 Use interpersonal skills to assist couple to explore their relationship issues
- 3.7 Interact with couples in a manner sensitive to their special needs and individual differences
4. Maintain appropriate boundaries between educative and counselling/therapeutic interactions
- 4.1 Monitor own professional limitations and boundaries and clearly articulate these to participants throughout the program
- 4.2 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
- 4.3 Use interpersonal skills to effectively maintain the boundaries established by the practitioner and to maximise opportunities for achieving the stated outcomes for the program and for the couple
5. Assess learning
- 5.1 Use assessment strategies to assist clients and practitioner to make judgements in relation to learning achieved through the application of the tools
- 5.2 Integrate the assessment of learning into the structure and processes used to facilitate learning
- 5.3 Document accurately the outcomes of assessment
6. Evaluate the use of the tools
- 6.1 Provide opportunities for participant evaluation of the program and the practitioner
- 6.2 Use methods of evaluation consistent with the content and processes of the intervention strategy
- 6.3 Evaluate the use of the intervention strategy to facilitate on-going development of practice
7. Complete follow up tasks
- 7.1 Complete and submit reports in a timely manner to appropriate staff/organisation
- 7.2 Complete follow up activities in a timely manner and in accordance with the parameters established with the couple
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.
Appropriate tools may include but are not limited to:
Simulations
Role plays
Brainstorming
Games
Demonstrations
Case studies
Use of resources such as written exercises, workbooks, worksheets, books, posters
Videos
Slides
Film
Music
Mentoring
Coaching
Questioning including the use of open, closed, overhead and direct questions and questions to elicit elaboration of content and exploration of thoughts and feelings
Personality inventories for example MyersBriggs or MayerTeam Inventory
Inventories, e.g. PREPARE/ENRICH, FOCUS
Contra-indicators may include but are not limited to:
Where there is evidence of family domestic abuse
Where there is evidence the relationship is very troubled and that it may benefit more appropriately from counselling
Where literacy levels are too low
Where there is evidence of severe mental illness
Issues which may impact on couples 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
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
continued ...
Issues which may impact on couples and their relationships may include (contd):
Family of origin and multigenerational issues:
grandparenting 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
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
Characteristics of positive interpersonal relationships may include but are not limited to:
Trust
Respect
Open and honest communication
Balance between needs of each person in the relationship and the needs of the relationship
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.
Appropriate tools may include but are not limited to:
Simulations
Role plays
Brainstorming
Games
Demonstrations
Case studies
Use of resources such as written exercises, workbooks, worksheets, books, posters
Videos
Slides
Film
Music
Mentoring
Coaching
Questioning including the use of open, closed, overhead and direct questions and questions to elicit elaboration of content and exploration of thoughts and feelings
Personality inventories for example MyersBriggs or MayerTeam Inventory
Inventories, e.g. PREPARE/ENRICH, FOCUS
Contra-indicators may include but are not limited to:
Where there is evidence of family domestic abuse
Where there is evidence the relationship is very troubled and that it may benefit more appropriately from counselling
Where literacy levels are too low
Where there is evidence of severe mental illness
Issues which may impact on couples 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
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
continued ...
Issues which may impact on couples and their relationships may include (contd):
Family of origin and multigenerational issues:
grandparenting 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
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
Characteristics of positive interpersonal relationships may include but are not limited to:
Trust
Respect
Open and honest communication
Balance between needs of each person in the relationship and the needs of the relationship
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 using appropriate tools
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 through the effective use of appropriate tools when working with couples
If licensed tools such as inventories for example PREPARE/ENRICH, FOCUS, MYERSBRIGGS are used then appropriate licensed training must also be undertaken
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 appropriate application of tools for exploring couple relationships
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 should be assessed after or in conjunction with the following related unit of competency:
CHCFAM413B Facilitate couple processes within group work
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 using appropriate tools
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 through the effective use of appropriate tools when working with couples
If licensed tools such as inventories for example PREPARE/ENRICH, FOCUS, MYERSBRIGGS are used then appropriate licensed training must also be undertaken
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 appropriate application of tools for exploring couple relationships
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 should be assessed after or in conjunction with the following related unit of competency:
CHCFAM413B Facilitate couple processes within group work
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 |