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.


Psycho-educational groupmay include:
Structured designs that help participants develop knowledge and skills for coping adaptively with potential or immediate problems, developmental transitions, or life crises
participants in a psycho-educational group are able to apply their newly acquired knowledge and skills to current and future life circumstances beyond their experiences in the group
participants within a psycho-educational group have the capacity to learn from each other as well as from the facilitator and the program activities
the outcomes of participation in a psycho-educational group may involve changes in beliefs, values and ideas and will often result in changes to behaviour as a result of these
The focus for other groups may include:
task/work groups which involve organisation settings for group and team work and where the focus is to complete a task or set of tasks
group counselling which is a less structured group and involves specifically working with individuals' issues within the group context
group psychotherapy which is a less structured group that focuses on individual experiences where participants have not had their emotional needs met during childhood and have developed some psychopathology


Selection process may include:
Suitable group members are identified based on the relevance of the group to meeting their personal needs
Matching of appropriateness of group content and planned processes to potential participants
Ensuring sufficient similarity is shared between the group members to allow learning and trust to develop
Consideration of the ability of the group members to fulfil the requirements of the group and achieve a satisfactory attendance
Consideration of an existing or identified community issue
Selection criteria which may include:
relevance of target issues for the client
age
gender
life circumstances or situations
location
ability to commit to group process
Screening activities which may include:
phone interview
one-on-one discussions
referral information
responses to questionnaires
Consideration of appropriateness of the psycho-educational group to meet the needs of the client including:
suitability for intervention focus
presence of serious mental illness
drug and alcohol abuse
incompatibility with selection criteria
language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes


Learning activities may include but is not limited to:
Fish-bowls
Written reflections
Drawings/collages
Dyads and triads
Creative props
Fantasy reflections
Reading reflections
Experiential exercises
Values clarifications
Group discussion
Video questions
Miracle questions:
'You wake up tomorrow morning and a miracle has happened, your problem has less affect on you
On a scale of 0 to 5 how much is the problem now affecting you?
How will you know things have improved? What will be different?
What will others notice is different?'
Scaling questions:
'On a scale of 0-5, how much is the problem affecting you?'
scaling questions help to identify the problem, set achievable goals, have a starting point for change, notice what is already working well, identify strengths and limitations, and measure progress
Discussing teachable moments
Letter writing exercises


Effective facilitation of learningmay include:
Engagement of group members at commencement of the group:
recognised by leader and called by name
have learned one thing
something about the group is attractive to them
know what to expect in the next session
Clear communication:
active listening
body language
I-messages
clarifying
responding
modelling respectful language and behaviour in the group
Responding to group dynamics:
conflict between group members
conflict between group members and the group leader
boredom and disinterest
Managing conflict within the group:
responding to strong emotional expression in the group
cutting off scape-goating and personal attacks
clarifying and normalising feelings
sensitively challenging where required
addressing appropriate underlying issues
Protecting self whilst leading/facilitating the group:
appropriate self-disclosure
clear purpose for self-disclosure
supervision and debriefing difficult sessions
The use of strengths-based approaches for the development of growth and learning:
identification of the potential for positive change
articulating positive change that has already occurred
identifying blocks or challenges for further change to occur
Managing silent periods within a group situation:
identification of silence that allows people to learn
recognising the value and importance of appropriate silence
building on new learning once the silence has finished
continued ...
Effective facilitation of learningmay include: (contd)
Debriefing group members after an intervention has been used:
recognition of feelings and new learning
recognition of challenges
identification of the further need for more debriefing
Maintaining appropriate boundaries and safety:
confidentiality and mandatory reporting requirements
appropriate supervision of the facilitator/s during the life of the group
recognition of the type of group facilitated
transparent group environment
personal disclosure
sensitivity to individual readiness
appropriate expression of feelings
use of interventions where sufficient training exists
appropriate closure of group sessions or group program
referral to other services as necessary
appropriate debriefing after the use of interventions


Phases of the group must include:
Tuning-in phase
Beginning phase
Middle phase
Termination phase


Group work may include:
When working with groups consideration of relevant group work theory for example:
Tuckman
Lang
Heron
Schwartz


Inclusive work practicemust include:
The ability to work effectively and inclusively with the whole client, considering the full range of possible influences in their lives including personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, health, disabilities and issues and the interplay and dynamics of each of these
To work inclusively requires the worker to respond respectfully to the whole person demonstrating cultural competence through sensitively valuing each and every person as a whole unique individual


Follow up may include:
Writing up of program outcomes and evaluations
Documenting the program for statistical and reporting requirements
Follow up with program participants to ensure their needs have been met or to provide additional referral where required

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 effectively with a psycho-educational group
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 effectively facilitate and review a psycho-educational group


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:
Evidence for assessment of competence may be gathered by appropriate combination of the following:
demonstration of competency within the working environment through the facilitation and review of psycho-educational groups as a guide, current international benchmarks for psycho-educational group work is thirty hours of supervised practice
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
CHCGROUP403D Plan and conduct group activities