Unit of competency Outline
Date retreived
22/07/2026 10:27 AM AWST
22/07/2026 10:27 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.
Undertake relationship and family work in the context of the agency and sector
Undertake relationship and family work in the context of the agency and sector
Unit of competency
National Code
CHCFAM408B
CHCFAM408B
State Code
D2488
D2488
TGA Status
Deleted
Deleted
DTWD Status
Deleted
Deleted
State Implementation and Classification
Approved Date
17/07/2014
Field of Education
090513 - Counselling
Original Release Date
17/07/2014
Nominal Hours
30
Description
This unit of competency describes the skills and knowledge required to meet the responsibilities of relationship practitioners within their agency, organisation and the relationship education sector
Notes
Elements and Performance Criteria
1. Work effectively within agency/organisation context
- 1.1 Demonstrate a basic working knowledge of the current issueswhich impact on the sector
- 1.2 Demonstrate an understanding of the organisation's function and own role in relation to this
- 1.3 Demonstrate an understanding of the organisation's programs, their objectives and key client groups and how these programs relate to each other and programs delivered by other services
- 1.4 Identify and apply legislative, duty of care and organisation requirements in relation to all issues including mandatory reporting, domestic and family violence and child protection
- 1.5 Undertake all work according to requirements and standards
2. Build and maintain networks with persons within own and with other organisations, referral sources and the broader community
- 2.1 Establish and maintain communication with relevant personnel in other organisations and within the community
- 2.2 Share information about other agencies and organisations with co-workers and clients in an ethical manner
- 2.3 Seek and utilise opportunities for collaboration with other agencies/organisations
- 2.4 Establish contact with other potential sources of client referral to ensure they have up-to-date information on programs provided by the agency/organisation
- 2.5 Demonstrate sensitivity to issues of confidentiality in all aspects of work, including when engaged in contact with referral base
3. Work collaboratively within teams
- 3.1 Identify goals and tasks of the team
- 3.2 Provide constructive and timely feedback to other team members
- 3.3 Contribute to activities associated with the goals/tasks of the team
- 3.4 Share information and ideas with other team members in a manner which supports the work of the team and the mission/goals of the agency/organisation
4. Collect, store, maintain and report on organisation information
- 4.1 Collect, collate and store information in accordance with organisation requirements
- 4.2 Report information in accordance with organisation requirements
- 4.3 Provide access to information to appropriate individuals and organisations
- 4.3 Maintain confidentiality and security of information
- 4.4 Report breaches of confidentiality in accordance with organisation and legislative requirements
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.
Current issues which impact on the sector may include but are not limited to:
Funding structures, models and constraints
Interagency collaboration
Community capacity building approaches
Emerging societal trends
Changes to relevant legislation
Current and emerging theoretical frameworks and models of working
Organisation's programs, may include:
Dedicated relationship education programs
Embedded programs addressing broader issues and containing elements of relationship and personal development
Programs targeting specific client groups
Programs targeting specific issues within the community or issues for specific client groups
One off programs
Extended programs over many weeks or months
Program objectives may include:
Provision of information
Skill development
Behavioural change
Enhancement of interpersonal relationships
Affective
Cognitive
Psychomotor
A combination of any or all of these objectives
Key client groups may include:
Women/mothers
Men/fathers
Couples
Families
Adolescents
People from diverse backgrounds including those from culturally, linguistically, religiously, and learning ability different backgrounds
Requirements and standards may include:
Organisation requirements
Accepted ethical standards
Legislative and duty of care requirements including fulfilling specific obligations in relation to completing mandatory training in issues relating to child abuse and domestic and family violence
Organisation's policies and procedures
Organisation or professional codes of conduct and ethical practice
Organisation's mission and goals
Potential sources of client referral may include:
Clergy, civil marriage celebrants
Other providers of marriage, family and relationship service activities
Organisations and other government authorities, e.g. Family Law Court, hospitals, schools
Information may include:
Case notes for service users
Statistics and information on use of service and profiles of service users
Evaluations from programs
Programs resources, promotion material
Data requirements for reporting to funders
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.
Current issues which impact on the sector may include but are not limited to:
Funding structures, models and constraints
Interagency collaboration
Community capacity building approaches
Emerging societal trends
Changes to relevant legislation
Current and emerging theoretical frameworks and models of working
Organisation's programs, may include:
Dedicated relationship education programs
Embedded programs addressing broader issues and containing elements of relationship and personal development
Programs targeting specific client groups
Programs targeting specific issues within the community or issues for specific client groups
One off programs
Extended programs over many weeks or months
Program objectives may include:
Provision of information
Skill development
Behavioural change
Enhancement of interpersonal relationships
Affective
Cognitive
Psychomotor
A combination of any or all of these objectives
Key client groups may include:
Women/mothers
Men/fathers
Couples
Families
Adolescents
People from diverse backgrounds including those from culturally, linguistically, religiously, and learning ability different backgrounds
Requirements and standards may include:
Organisation requirements
Accepted ethical standards
Legislative and duty of care requirements including fulfilling specific obligations in relation to completing mandatory training in issues relating to child abuse and domestic and family violence
Organisation's policies and procedures
Organisation or professional codes of conduct and ethical practice
Organisation's mission and goals
Potential sources of client referral may include:
Clergy, civil marriage celebrants
Other providers of marriage, family and relationship service activities
Organisations and other government authorities, e.g. Family Law Court, hospitals, schools
Information may include:
Case notes for service users
Statistics and information on use of service and profiles of service users
Evaluations from programs
Programs resources, promotion material
Data requirements for reporting to funders
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 work practice
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 and family work within an agency and the sector
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 work effectively within an agency and within the relationship sector
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 after or in conjunction with the following related units of competency:
CHCFAM406B Engage and resource clients to improve their interpersonal relationships
CHCFAM407B Work effectively in relationship 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 and application of this to work practice
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 and family work within an agency and the sector
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 work effectively within an agency and within the relationship sector
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 after or in conjunction with the following related units of competency:
CHCFAM406B Engage and resource clients to improve their interpersonal relationships
CHCFAM407B Work effectively in relationship work
No information
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWL8 | CHC42015 | Certificate IV in Community Services | Qualification |
| AWM0 | CHC52015 | Diploma of Community Services | Qualification |
| J029 | CHC42412 | Certificate IV in Relationship Education | Qualification |
| J043 | CHC51912 | Diploma of Relationship Education | Qualification |