Unit of competency Outline
Date retreived
22/07/2026 9:47 PM AWST
22/07/2026 9:47 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.
Conduct group sessions for individual client outcomes
Conduct group sessions for individual client outcomes
Unit of competency
National Code
HLTAH409B
HLTAH409B
State Code
D5641
D5641
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2011
Field of Education
061799 - Rehabilitation Therapies, N.e.c.
Original Release Date
21/07/2011
Nominal Hours
65
Description
DescriptorThis unit of competency describes the skills and knowledge required to plan, prepare and implement group activities to meet individual client outcomes
Notes
Elements and Performance Criteria
1. Plan for group sessions
- 1.1 Obtain information about the purpose group sessions from an allied health professional
- 1.2 Obtain information about the desired individual client outcomes
- 1.3 Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
- 1.4 Identify and confirm impact of the program's contribution to the clients' overall care plan
- 1.5 Determine client availability according to organisation protocols
- 1.6 Determine client appropriateness according to client profile
2. Assist with the development of group sessions
- 2.1 Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client
- 2.2 Plan group activities that are consistent with the interests, preferences and beliefs of the clients
- 2.3 Plan group activities with consideration of the clients' pace and timing requirements
- 2.4 Plan group activities according to the size and composition of the group
- 2.5 Plan group session to maximize the involvement of all group members
- 2.6 Establish a balance between tasks to be accomplished and the group process
- 2.7 Identify possible risk to successful group activities and adjust plan to minimise risk
- 2.8 Confirm group session plan with allied health professional
- 2.9 Gather and/or prepare materials and equipment required for the group session and check for safety and suitability
3. Conduct group activity
- 3.1 Arrange the environment to encourage full participation by all group members
- 3.2 Seek agreement on the purpose, process and intended outcomes of the group activity with the group
- 3.3 Discuss the group activity with the group to encourage as much participation as possible
- 3.4 If appropriate, work with the group to establish ground rules
- 3.5 Provide each group member with the necessary information, materials and support to participate in the group activity
- 3.6 Ensure that the manner, level and pace of communication is appropriate for each group member
- 3.7 Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation
- 3.8 Use group skills to ensure the involvement of all group members
- 3.9 Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities
- 3.10 Monitor individual client progress and provide constructive feedback to individual group member
- 3.11 Follow process and directions to evaluate outcomes of the group session
4. Clean and store equipment and materials
- 4.1 Clean equipment and materials according to manufacturers requirements
- 4.2 Store equipment and materials according to manufacturers requirements and organisation protocols
- 4.3 Report equipment faults to appropriate person
5. Document client information
- 5.1 Use accepted protocols to document information relating to the program in line with organisation requirements
- 5.2 Provide regular feedback to the each client's care team
- 5.3 Use appropriate terminology to document symptomatic expression of identified problems related to group activities
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.
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Group sessions may include
Social skills training
Communication groups
Creative work groups
Health related groups
Support groups
Health promotion groups
Functional task based groups eg. cooking and breakfast
Therapy based groups eg. upper limb
Sources of information about individual clients may include
Client care plan
Individual program plan
Rehabilitation plans
Client treatment plan
Allied health professional instructions
Client record
Case notes
Other forms according to procedures of the organisation
Skilled observation approaches
Strategies to determine client availability may include, but are not limited to:
Face to face
Telephone
Written
Flyer
Indicators of conflict may include:
Non-participation and withdrawal
Personal comments and attacks
Raised voices
Rushed speech
Agitation
Behaviour related to sensory losses
Group skills may include, but are not limited to:
Identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities
Eliciting views and addressing individual needs in groups
Putting groups at ease
Managing different individual styles within a group
Interpreting non-verbal communication
Gauging the appropriateness of language for individuals in a group
Balancing the needs of the task with the group process
Dealing with issues of power, influence and authority in group
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.
Supervision refers to:
Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position
The nature of supervision is flexible and may be conducted by various means including:
in person
through use of electronic communications media such as telephone or video conferencing, where necessary
Frequency of supervision will be determined by factors such as:
the task maturity of the person in that position or clinical placement
the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants
the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team
A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above
Group sessions may include
Social skills training
Communication groups
Creative work groups
Health related groups
Support groups
Health promotion groups
Functional task based groups eg. cooking and breakfast
Therapy based groups eg. upper limb
Sources of information about individual clients may include
Client care plan
Individual program plan
Rehabilitation plans
Client treatment plan
Allied health professional instructions
Client record
Case notes
Other forms according to procedures of the organisation
Skilled observation approaches
Strategies to determine client availability may include, but are not limited to:
Face to face
Telephone
Written
Flyer
Indicators of conflict may include:
Non-participation and withdrawal
Personal comments and attacks
Raised voices
Rushed speech
Agitation
Behaviour related to sensory losses
Group skills may include, but are not limited to:
Identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities
Eliciting views and addressing individual needs in groups
Putting groups at ease
Managing different individual styles within a group
Interpreting non-verbal communication
Gauging the appropriateness of language for individuals in a group
Balancing the needs of the task with the group process
Dealing with issues of power, influence and authority in group
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 competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment must be completed in the workplace
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Equipment and materials for conducting group sessions
Workplace health and safety guidelines
Other organisation policies and procedures
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 competency unit:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace
Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible
Access and equity considerations:
All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific resources for assessment:
Assessment must be completed in the workplace
Relevant guidelines, standards and procedures
Resources essential for assessment include:
Equipment and materials for conducting group sessions
Workplace health and safety guidelines
Other organisation policies and procedures
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C8949 | HLTAH409A | Conduct group sessions for individual client outcomes | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WD030 | HLTAH409C | Conduct group sessions for individual client outcomes | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D070 | HLT42507 | Certificate IV in Allied Health Assistance | Qualification |