Elements and Performance Criteria

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.


Group interventions may include:
Dealing with group flight/fight:
stage of group development
intrapersonal issues
interpersonal issues
group-as-a-whole issues
Responding to conflict:
cutting off
identifying key issue
connecting conflict in group with wider context
Working in the here-and-now:
identifying discussion themes
balancing cognitive, affective and action
connecting group discussions with individual goals and learning
identifying the uniqueness of individual group members
Modelling of appropriate responses
Responding to group members who monopolise and dominate may include:
cutting off
refocusing
exploring the broader issues around the monopolising by group member/s
Removal of group members where appropriate:
self-disclosure
timing
appropriateness
purpose
Structured interventions:
use of structured exercises to aid learning


Individual, sub-group level and group-as-a-whole level may include:
Interventions that focus on change at either an:
individual level (change in an individual occurs when the intervention is focuses on one individual)
sub-group level (change in an individual occurs when the intervention is focuses on a small group of group members)
group-as-a-whole level (change in an individual occurs when the intervention is focuses on working with the whole group of group members)
Transference may include:
Transference: Feelings and reactions that are placed on the group leader by the group members
Counter-transference: Feelings and reactions that are placed on the group members by the group leader:
Interpersonal learning: learning that occurs between group members
Inappropriate/out of context behaviour
Repetitious/reoccurring behaviours
Intense/over the top reactions
Ambivalence and emotional withdrawal
Conflictual interactions


Counter-transference may include:
Emotional withdrawal
Conflictual interactions
Stress reactions


Interpersonal learning may involve:
Corrective emotional experiences
Dynamic interaction between members and the group
Group as social microcosm
Individual differences and group learning
Recognition of behavioural patterns

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
Observation of workplace performance is preferred for assessment of this unit
Consistency of performance should be demonstrated over a period of time in order to ensure consistency of performance over contexts applicable to the workplace
The candidate will need to demonstrate competence in the following contexts:
observe group interactions and link the issues being discussed within the group to an appropriate theoretical framework
establish appropriate safety and boundaries within a group context
facilitate interventions in response to individual and group needs


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
Resources required for assessment include access to an appropriate workplace or simulation of realistic workplace setting where assessment can take place


Method of assessment:
Observation in the workplace of applied group work processes and small group facilitation (if possible)
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
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