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.


Ecosystems and the interplay between and within ecosystems may include:
Ecosystems may include group, family, work, political, cultural, religious, social, physical, gender, economic, organisation environments
Interplay between and within ecosystems will exist whereby the individual members within an ecosystem and members from different ecosystems will interact with each other in a continuing dynamic which will impact on the functioning and effectiveness of the group and achievement of individual and shared goals
Impact of facilitator/leader on ecosystems and the affect of the group on the facilitator/leader


Theoretical frameworks for group work may include:
Four aspects of a psychosocial approach to group work:
intrapersonal processes which:
assume that group behaviour is primarily influenced by the internal life of the participants
focus on personality characteristics and inner conflicts
interpersonal processes which
assume that group behaviour is primarily influenced by the group member to group member interactions
focus on quality and type of relationships that exist between the participants, communication patterns, and information flow, level of trust/conflict and relating styles between participants
group level (group-as-a-whole) processes in which:
it is assumed that the whole group social system and how individual participants relate to that system primarily influence group behaviour
when an individual acts, he or she is not acting only on his/ her own behalf, but on behalf of the group or parts of the group
the participant's behaviours are seen as a vehicle through which the group expresses its life
inter-group processes in which:
it is assumed that group behaviour is primarily understood through relationships between various groups and sub-groups
inter-group relations can be based on sex, race, age, cultural identities, roles and ideological differences
These frameworks can be used by group leaders to assist them to understand group behaviour


Group may include:
Groups covered by this unit are psycho-educational groups
these are 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 in 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 group which involves 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


Connections within the group may include:
The social choices and interactions that group members use to communicate with other group members using non-verbal and verbal expression


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 scapegoating and personal attacks
clarifying and normalising feelings
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
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


Needs of individualsmay include:
The physical, emotional, intellectual and psychological needs that group members have whilst attending a group


Needs of the groupmay include:
The common physical, emotional, intellectual and psychological needs that are shared by the group members whilst attending a group


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

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 theoretical frameworks and models for working with groups, specifically in the application of ecosystems theory in the facilitation of a psycho-education group
Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of consistent 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 with psycho-education groups applying ecosystems theory


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 of psycho-educational groups using ecosystems theory
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 should be assessed after or in conjunction with the following related unit of competency:
CHCGROUP403D Plan and conduct group activities