Family relationships — City & Guilds Limited Other Vocational Qualification Employability & Work Skills Revision

    This element explores the dynamics of family life and how they influence personal development and employability. Learners examine how roles within families

    Topic Synopsis

    This element explores the dynamics of family life and how they influence personal development and employability. Learners examine how roles within families evolve over time, the impact of relationship challenges, and the importance of fulfilling personal responsibilities. Understanding these concepts helps build essential interpersonal skills for the workplace, such as communication, empathy, and adaptability.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Family relationships

    CITY & GUILDS LIMITED
    vocational

    This element explores the dynamics of family relationships within care settings, focusing on how roles evolve, common challenges arise, and the individual's duty to adapt and support. It underpins person-centred care by recognising that family contexts critically impact health and well-being across adult and child care environments.

    42
    Learning Outcomes
    50
    Assessment Guidance
    49
    Key Skills
    41
    Key Terms
    54
    Assessment Criteria

    Assessment criteria

    City & Guilds Level 1 Certificate for Skills for Working in the Health Care, Adult Care and Child Care Sectors
    City & Guilds Level 1 Introductory Award in Employability Skills
    City & Guilds Level 1 Award in Employability Skills
    City & Guilds Level 2 Certificate in Employability Skills
    City & Guilds Level 2 Extended Certificate in Employability Skills
    City & Guilds Entry Level Diploma in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Award in Employability Skills (Entry 3)
    City & Guilds Entry Level Extended Certificate in Employability Skills (Entry 3)
    City & Guilds Entry Level Certificate in Employability Skills (Entry 3)
    City & Guilds Level 1 Certificate in Employability Skills
    City & Guilds Level 1 Diploma in Employability Skills
    City & Guilds Level 1 Extended Award in Employability Skills
    City & Guilds Level 1 Extended Certificate in Employability Skills

    Topic Overview

    The City & Guilds Entry Level Diploma in Employability Skills (Entry 3) is designed to help you develop the essential skills needed to succeed in the workplace. This qualification covers key areas such as communication, teamwork, problem-solving, and self-management. It is ideal if you are starting your journey towards employment or further study, as it builds confidence and practical abilities that employers value.

    Throughout the course, you will learn how to work effectively with others, follow instructions, and complete tasks safely. You will also explore different types of work environments and understand your own strengths and areas for improvement. The diploma is made up of units that focus on real-world scenarios, helping you apply what you learn directly to job roles or work experience.

    This qualification is part of a wider framework that prepares you for higher-level study or apprenticeships. By achieving this diploma, you demonstrate that you can take responsibility for your own learning and contribute positively in a work setting. It is a stepping stone to gaining further qualifications and building a successful career.

    Key Concepts

    Core ideas you must understand for this topic

    • →Communication: Understanding how to listen, speak, and write clearly in a work context, including using appropriate language and non-verbal cues.
    • →Teamwork: Working cooperatively with others, sharing tasks, and respecting different roles within a group.
    • →Problem-solving: Identifying simple problems, thinking of possible solutions, and choosing the best one with support.
    • →Self-management: Organising your time, following instructions, and staying on task without constant supervision.
    • →Health and safety: Recognising common hazards in the workplace and following basic safety procedures.

    Learning Objectives

    What you need to know and understand

    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Describe how family roles have changed over time and assess their impact on personal identity.
    • Identify common causes of conflict within families and explain the potential effects on individual well-being.
    • Outline personal responsibilities within a family setting and evaluate their importance for developing accountability.
    • Recognise the changing needs of family members across different life stages and propose appropriate support strategies.
    • Reflect on how skills gained from family relationships can enhance employability in areas such as teamwork and conflict resolution.
    • Describe the evolution of family roles in response to societal and economic changes.
    • Analyse the causes and consequences of common family relationship problems.
    • Evaluate personal responsibilities and their impact on family wellbeing.
    • Recognise and respond appropriately to the changing needs of family members at different life stages.
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Identify ways in which family roles have changed in modern society.
    • Describe common causes of conflict within families and their effects.
    • Explain personal responsibilities individuals have within family units.
    • Recognise signs that a family member's needs may be changing.
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Describe how family roles have changed over recent generations
    • Identify common causes of conflict within families and their potential outcomes
    • Outline personal responsibilities towards family members in daily life
    • Recognise indicators that a family member's needs are changing
    • Explain the impact of life events on family dynamics
    • Suggest strategies for maintaining positive family relationships
    • Identify common changes in family roles over time
    • Describe causes and effects of typical family relationship problems
    • Explain personal responsibilities towards family members
    • Recognise signs of changing needs in family members
    • Give examples of how family relationships can impact personal and professional life
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Identify common causes of conflict in family relationships.
    • Describe the effects of family relationship problems on personal well-being and employment.
    • Explain personal responsibilities within a family unit and how they contribute to a supportive home environment.
    • Recognise the changing needs of family members at different life stages.
    • Evaluate strategies for managing family relationship difficulties while maintaining professional commitments.
    • Apply communication techniques to resolve conflicts in family settings.
    • Identify the main causes of conflict in family relationships
    • Describe the effects of family problems on an individual's work or job search
    • Explain the concept of changing family roles and its relevance to personal employability
    • List personal responsibilities that contribute to positive family dynamics
    • Recognise the changing needs of family members at different life stages
    • Outline strategies to manage family responsibilities alongside work commitments

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating an understanding of how societal changes (e.g., working patterns, cultural shifts) have altered traditional family roles and their implications for care delivery.
    • Credit should be given for identifying at least two typical causes of family conflict (e.g., financial stress, communication breakdown) and explaining their potential impact on a service user's physical or emotional health.
    • Learners must show evidence of explaining their own responsibilities within a family unit, such as providing emotional support, sharing duties, and respecting diverse needs.
    • Recognise merit for describing how the needs of family members vary across life stages (childhood, adolescence, older age) and linking this to appropriate care support.
    • Award credit for demonstrating an understanding of how family roles have shifted historically and in contemporary society, referencing factors such as gender equality, economic changes, and cultural diversity.
    • Look for evidence that the learner can identify at least two common causes of family conflict (e.g., financial stress, communication breakdown) and describe their potential effects on family dynamics and individual wellbeing.
    • Assess the learner's ability to articulate their own responsibilities within their family, such as contributing to household tasks, offering emotional support, or managing personal behaviour, and explain how these contribute to family harmony.
    • Check that the learner can recognise and suggest appropriate responses to changing needs of family members across different life stages, citing examples like the needs of an ageing relative or a younger sibling's developmental requirements.
    • Award credit for a clear description of at least two changes in family roles, supported by relevant examples.
    • Award credit for identifying specific causes of family conflict and explaining realistic effects on family members, demonstrating cause-and-effect reasoning.
    • Award credit for outlining personal responsibilities with practical examples and reflection on personal growth.
    • Award credit for identifying the needs of different family members (e.g., children, elderly) and suggesting feasible ways to meet those needs.
    • Award credit for effectively linking family relationship skills to workplace scenarios, showing direct application of transferable skills.
    • Award credit for demonstrating understanding of how factors like employment, culture, and technology influence family roles.
    • Learners should identify at least two causes (e.g., financial issues, lack of communication) and two effects (e.g., stress, relationship breakdown) of family problems.
    • Credit for explaining personal responsibilities such as emotional support, financial contribution, or caregiving, with clear examples.
    • Evidence of recognising changing needs, such as elderly care or adolescent independence, and proposing appropriate support strategies.
    • Award credit for describing at least two distinct changes in family roles over time, supported with examples that demonstrate awareness of cultural and generational diversity.
    • Award credit for clearly differentiating between causes and effects when analysing a family relationship problem, with specific reference to potential impacts on work performance or attendance.
    • Award credit for identifying appropriate personal responsibilities within a family setting, such as communication, conflict resolution, and mutual support, and explaining how fulfilling these responsibilities contributes to a stable home life.
    • Award credit for correctly listing at least two changes in family roles (e.g. shared parenting, working mothers).
    • Credit given for identifying a specific cause of conflict (e.g. financial stress) and linking it to an effect (e.g. arguments).
    • Evidence of understanding own responsibilities through examples (e.g. helping with chores, respecting privacy).
    • Demonstrating ability to notice changing needs by describing observable signs (e.g. mood changes, new routines).
    • Award credit for accurately identifying at least two ways in which family roles have changed over time (e.g., shared earning responsibilities, caregiving roles).
    • Award credit for clearly explaining one cause and one effect of a common family problem, such as financial stress leading to arguments.
    • Award credit for providing specific examples of personal responsibilities within the family (e.g., helping with chores, offering emotional support).
    • Award credit for demonstrating recognition of changing needs by describing how a family member's requirements may shift due to age or circumstance.
    • Award credit for identifying at least two changes in family roles over time (e.g., more women working, shared childcare).
    • Award credit for describing a cause and an effect of a family relationship problem (e.g., arguing over money leading to stress).
    • Award credit for explaining a personal responsibility within the family, such as helping with chores or providing emotional support.
    • Award credit for clear examples comparing traditional and modern family roles
    • Expect identification of at least two distinct causes and two effects of family problems
    • Credit explanation of specific personal responsibilities, such as emotional support or shared chores
    • Look for recognition of changing needs linked to age, health, or life transitions
    • Acknowledge references to diverse family types (e.g., single-parent, extended) where relevant
    • Assess the ability to connect responsibilities to the wellbeing of other family members
    • Award credit for accurately listing at least three changes in family roles (e.g., dual-career families, single-parent households, elderly care responsibilities)
    • Learners must demonstrate understanding by explaining a cause-and-effect chain for a given family problem (e.g., financial stress leading to arguments and emotional distance)
    • For personal responsibilities, learners should provide concrete examples such as contributing to household chores, offering emotional support, or communicating respectfully
    • When recognising changing needs, credit answers that specify observable signs like changes in behaviour, mood, or requests for help
    • Award credit for clearly describing how family roles have changed over time, with reference to factors such as dual-income households or increased life expectancy.
    • Credit should be given for identifying at least two causes of family problems (e.g., financial strain, poor communication) and explaining their potential effects on family members.
    • Look for evidence of understanding personal responsibilities, such as contributing to household tasks, offering emotional support, or respecting privacy.
    • Assess for the ability to recognize changing needs by providing examples of how a child's needs differ from an adolescent's or an elderly relative's.
    • Award credit for clearly identifying at least two causes of family conflict with relevant examples.
    • Credit for explaining how specific family problems can lead to workplace issues such as absenteeism or reduced concentration.
    • Look for evidence of understanding the link between family responsibilities (e.g., caregiving) and time management skills.
    • Credit for demonstrating awareness of how family roles have evolved over recent decades, referencing social and economic factors.
    • Assess ability to suggest practical, age-appropriate ways to support family members through different life stages.
    • Award credit for correctly identifying at least two causes of family breakdown (e.g., financial pressure, lack of communication).
    • Accept any reasonable explanation linking family stress to reduced work performance, such as difficulty concentrating.
    • Look for learners providing specific examples of personal responsibilities (e.g., caring for younger siblings, contributing to household chores).
    • Credit given for recognising at least one changing need of a specific family member (e.g., elderly relative's care needs, teenager's need for independence).

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡When discussing changing roles, always relate them to real-world care scenarios, such as an elderly parent becoming dependent on adult children.
    • 💡Use specific examples from case studies or placement experiences to illustrate causes and effects of family problems, as this demonstrates practical application.
    • 💡To meet the recognition of changing needs, structure answers around the life course approach, linking each life stage to typical care requirements.
    • 💡When completing coursework, use real-life examples or case studies to illustrate family role changes, ensuring you link them to broader social trends for stronger evidence.
    • 💡For the section on problems in family relationships, create a cause-and-effect diagram to clearly show how specific issues lead to certain outcomes, and discuss ways to mitigate these effects.
    • 💡In the personal responsibilities task, reflect on your own experiences and connect them to theoretical concepts, but remember to maintain a balanced view that respects privacy and avoids overly personal disclosures.
    • 💡To demonstrate recognition of changing needs, consider life stages, health conditions, and major life events, and suggest practical, empathetic strategies to accommodate these changes, such as flexible routines or accessing community resources.
    • 💡Incorporate a timeline or diagram to illustrate how family roles have evolved, making your analysis more visual and structured.
    • 💡Use the 'cause and effect' framework explicitly: state a cause, then describe its direct impact on family dynamics or individual feelings.
    • 💡Be specific when discussing responsibilities—use 'I' statements and real examples to show personal engagement and depth.
    • 💡Consider the needs of different family members separately, and suggest practical ways the family can adapt to support them.
    • 💡Explicitly state how each insight about family relationships translates into a workplace skill, such as empathy, patience, or negotiation.
    • 💡Use real-life case studies or personal experiences to strengthen evidence in assignments, making your answers more relatable and credible.
    • 💡Ensure you cover all key themes evenly: roles, causes/effects, responsibilities, and changing needs, as marks are typically spread across these.
    • 💡When discussing responsibilities, move beyond generic statements by providing specific examples of how you can contribute (e.g., budgeting, active listening).
    • 💡For the changing needs, demonstrate awareness of different ages and situations (e.g., new parent, retiree) and suggest tailored support, showing depth of understanding.
    • 💡Use structured scenarios or case studies to illustrate how family relationship dynamics can directly influence an individual’s employability, such as through stress, time management, or financial strain.
    • 💡When discussing personal responsibilities, always link them to practical strategies that promote harmony and stability, demonstrating a problem-solving approach that an employer would value.
    • 💡In assessment evidence, explicitly reference the learning objectives to show comprehensive coverage, and provide concrete examples of how you would recognise and respond to changing family needs in real-life situations.
    • 💡Use real-life examples or case studies to illustrate your points in assignments.
    • 💡When describing changing needs, refer to different life stages (childhood, adolescence, older age).
    • 💡Show how understanding family relationships can improve teamwork and communication at work.
    • 💡Keep a reflective diary to capture your own experiences and responsibilities for your portfolio.
    • 💡When presenting evidence of understanding changing roles, use real-life examples from your own family or community to add authenticity.
    • 💡In written tasks, structure your response by first stating the cause, then describing the effect, and finally suggesting a coping strategy to show applied understanding.
    • 💡Include a reflective account of your personal responsibilities, linking them to how they prepare you for the expectations of the workplace (e.g., time management, teamwork).
    • 💡Use case studies or scenarios to illustrate changing needs: for example, caring for an elderly relative or adapting to a new sibling.
    • 💡Use real-life examples from your own family experience (without sharing confidential details) to illustrate points when completing assignments.
    • 💡When discussing changing needs, think about different life stages: childhood, teenage years, adulthood, old age.
    • 💡For relationship problems, always link a cause directly to an effect, e.g., lack of communication leads to misunderstandings.
    • 💡Use real-life or hypothetical examples to make your answers concrete and relevant
    • 💡Read questions carefully to distinguish between tasks such as 'describe', 'explain', or 'identify'
    • 💡Apply concepts to a variety of family scenarios to demonstrate depth of understanding
    • 💡In written work, clearly label causes and effects to show logical thinking
    • 💡Link personal responsibilities directly to the impact on family relationships and wellbeing
    • 💡Use case studies or scenarios in assignments to apply concepts to real-life situations, demonstrating analytical skills
    • 💡Structure answers using the SEE (Statement, Example, Explanation) method to show clear understanding
    • 💡When discussing causes and effects, consider using diagrams or bullet points to organise ideas clearly
    • 💡Use specific, realistic scenarios to illustrate your points, such as describing a situation where a teenager's need for independence causes conflict, and how effective communication can resolve it.
    • 💡Link your understanding of family relationships to employability skills, e.g., how managing personal responsibilities at home develops reliability and time management for the workplace.
    • 💡When discussing changing roles, avoid stereotypes and acknowledge that roles may be shared or reversed.
    • 💡Demonstrate empathy and a balanced view by considering multiple perspectives in family conflicts.
    • 💡Use real-life case studies or personal experiences (with appropriate anonymity) to ground your answers in practical reality.
    • 💡When discussing personal responsibilities, explicitly link them to employability attributes such as reliability, communication, and problem-solving.
    • 💡Structure answers to clearly separate causes from effects when analysing problems, perhaps using a simple chart or listing method.
    • 💡Ensure responses address the full lifecycle, mentioning both childhood dependencies and eldercare needs where relevant.
    • 💡When discussing family problems, always relate them back to how they might affect your ability to get or keep a job.
    • 💡Use real-life examples from your own experience or case studies to demonstrate understanding of changing needs.
    • 💡For personal responsibilities, think about things you actually do at home and how they prepare you for the workplace.
    • 💡In assessments, if asked about 'changing roles', mention at least two different types of changes (e.g., gender roles, extended family involvement).
    • 💡Tip 1: Always relate your answers to real-life work situations. When describing a skill, give a specific example from a job, work experience, or even a school project. This shows you understand how the skill is used in practice.
    • 💡Tip 2: Pay close attention to the wording of assessment criteria. For example, if it says 'with support,' make sure you show when you needed help and how you used it. If it says 'independently,' demonstrate that you completed the task without prompting.
    • 💡Tip 3: Keep a portfolio of evidence as you go. Collect photos, witness statements, and completed worksheets. This will make it easier to prove your skills during assessment and revision.

    Common Mistakes

    Common errors to avoid in your coursework

    • Assuming family roles are static and failing to recognise that they can change due to life events like illness, divorce, or aging.
    • Overlooking the indirect effects of family problems on individuals' health, such as anxiety or neglect, which are crucial in care assessments.
    • Confusing personal responsibilities with professional care duties, leading to unrealistic expectations of family members as formal carers.
    • Assuming that family roles are static and not influenced by societal changes, leading to a lack of appreciation for diverse family models and evolving responsibilities.
    • Confusing symptoms of family problems (e.g., arguments, withdrawal) with root causes (e.g., poor communication, external pressures), which hinders effective problem-solving.
    • Failing to recognise that personal responsibilities within the family may change as family members' needs evolve, resulting in a rigid approach that neglects adaptability.
    • Assuming all families follow a single traditional structure, ignoring diversity in family forms and roles.
    • Mixing up causes and effects of conflict, or providing vague statements without concrete examples.
    • Listing responsibilities superficially without showing how they are applied in real life or how they develop personal qualities.
    • Presenting family needs as static, failing to acknowledge how requirements evolve with age, circumstances, or life events.
    • Neglecting to connect the topic to employability, thus missing an opportunity to demonstrate relevance to the qualification.
    • Confusing 'family roles' with 'gender roles' and ignoring diverse family structures.
    • Assuming family problems have a single cause or solution, leading to oversimplification.
    • Not connecting personal responsibility to practical, actionable steps within the family context.
    • Failing to differentiate between needs at various life stages, e.g., treating a teenager's need for autonomy the same as a child's need for supervision.
    • Assuming that traditional nuclear family roles are the standard or only valid model, without acknowledging diverse family structures (e.g., single-parent, blended, extended).
    • Conflating the cause of a family problem with its effect, leading to superficial analysis that misses the root issues.
    • Focusing solely on the perspectives of one family member, rather than considering the needs and responsibilities of all individuals involved.
    • Confusing family roles with job roles or workplace roles.
    • Overgeneralising causes of problems without considering individual circumstances.
    • Assuming personal responsibilities are only about chores and not emotional support.
    • Failing to distinguish between temporary changes and long-term needs.
    • Confusing personal responsibilities with professional obligations; failing to distinguish between family duties and workplace tasks.
    • Oversimplifying family problems by citing only surface-level causes (e.g., 'not talking') without deeper factors like substance abuse or mental health.
    • Assuming that family roles are static and not influenced by societal shifts such as increased remote working or cultural diversity.
    • Neglecting to consider the emotional effects of family issues on children or vulnerable members.
    • Confusing personal responsibilities with household chores only, ignoring emotional support roles.
    • Assuming all families have the same structure and roles, without acknowledging diversity.
    • Struggling to differentiate between causes and effects of problems, e.g., stating an effect as a cause.
    • Confusing 'roles' with 'responsibilities' – roles are positions, responsibilities are duties
    • Overgeneralising family problems without linking specific causes to effects
    • Assuming all families have the same structure and needs
    • Believing that family needs remain constant throughout life
    • Describing conflict without considering positive resolution strategies
    • Confusing 'family roles' with 'job roles' or thinking only of traditional gender roles
    • Overlooking the indirect effects family problems can have on work performance and attendance
    • Assuming personal responsibilities are only financial, rather than emotional or practical support
    • Assuming all families follow a traditional structure, ignoring diverse family types such as single-parent or blended families.
    • Blaming individuals for family problems without considering broader societal or economic factors.
    • Failing to recognize that personal responsibilities may evolve as family members' needs change over time.
    • Overlooking the impact of external stressors like work-life balance on family dynamics.
    • Confusing 'causes' (e.g., financial pressure) and 'effects' (e.g., stress) of family problems.
    • Assuming a one-size-fits-all family model, ignoring diverse structures like single-parent or blended families.
    • Failing to connect family relationship skills to employability, treating the topic as purely personal rather than relevant to work.
    • Providing vague statements about responsibility without concrete examples of tasks or attitudes.
    • Confusing 'changing roles' with 'changing family structure', focusing only on divorce rather than shifts in responsibilities.
    • Assuming family problems only refer to major crises like separation, ignoring everyday conflicts and their cumulative impact.
    • Overlooking the link between family relationships and employability, treating them as completely separate domains.
    • Not considering the positive impact that supportive family roles can have on career success and personal development.
    • Misconception: 'Employability skills are just common sense, so I don't need to study them.' Correction: While some skills may seem obvious, this qualification teaches you how to apply them in a structured way that employers expect. You will learn specific techniques for interviews, teamwork, and problem-solving that go beyond everyday experience.
    • Misconception: 'I only need to focus on the final assessment, not the activities.' Correction: The diploma is based on continuous assessment through practical tasks and observations. Your performance in class activities and work-related scenarios directly contributes to your final grade, so active participation is essential.
    • Misconception: 'Teamwork means I just have to get along with everyone.' Correction: Effective teamwork involves clear communication, sharing responsibilities, and resolving conflicts constructively. Simply being friendly is not enough; you need to demonstrate that you can contribute to group goals.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Basic literacy and numeracy skills (Entry 2 level or equivalent) to understand instructions and complete simple written tasks.
    • •Some experience of working with others, such as in group activities at school or in a community setting.
    • •A willingness to participate in practical activities and discussions.

    Key Terminology

    Essential terms to know

    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Evolving family roles
    • Causes and effects of family conflict
    • Personal responsibilities at home
    • Recognising changing needs
    • Transferable skills for work
    • Changing family dynamics
    • Conflict resolution and effects
    • Personal accountability
    • Adapting to life stages
    • Communication in families
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Changing family structures
    • Causes and effects of conflict
    • Personal responsibilities
    • Empathy and support
    • Life stages and needs
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Role evolution across generations
    • Causes and consequences of conflict
    • Personal accountability and duties
    • Identifying lifecycle transitions
    • Adapting to diverse family structures
    • Communication and emotional support
    • Family role changes
    • Causes and effects of family problems
    • Personal accountability in family
    • understand the changing roles of the family, understand the causes and effects of problems in family relationships, understand personal responsibilities within the family, be able to recognise the changing needs of family members
    • Changing family roles
    • Causes of family conflict
    • Effects of relationship breakdowns
    • Personal responsibility in family settings
    • Lifecycle transitions and needs
    • Work-life balance integration
    • Changing family roles
    • Family conflict and resolution
    • Personal responsibilities
    • Lifecycle needs of family members
    • Work-family balance

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