Use therapeutic processes in groups to address offending behaviour

Unit of competency Outline

Date retreived
23/07/2026 12:08 AM 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.

Unit of competency

National Code
CSCINT501A

State Code
S5956

TGA Status
Replaced

DTWD Status
Replaced

Current Release Number
2.00

Current Release Date
30/04/2012

View on TGA

State Implementation and Classification

Approved Date

22/07/2014

Field of Education

090513 - Counselling

Original Release Date

22/07/2014

Nominal Hours

Description

This unit of competency describes the outcomes required to apply therapeutic techniques in groups with offenders to promote responsibility and behaviour change. This will generally be performed within the context of specific prioritised offences and behaviour.

Notes

Elements and Performance Criteria

1Facilitate group processes.

1.1 Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.
1.2 Encourage group members to explore their expectations of programs honestly and realistically.
1.3 Promote group cohesion using a range of leadership techniques.
1.4 Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.
1.5 Use group dynamics to influence positive attitudes and expectations.
1.6 Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.
1.7 Encourage and model positive and open communication and deal with conflict fairly and constructively.
1.8 Clearly define confidentiality and promote strategies that develop trust, confidence and supportive relationships.

2Create a safe emotional environment.

2.1 Manage the environment of the group to encourage trust and self-reflection.
2.2 Use information to establish empathy and safety of expression.
2.3 Use questioning methods to encourage deeper exploration of emotions and experiences and encourage reflection, honesty and responsibility.
2.4 Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.
2.5 Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.
2.6 Explore values, beliefs, attitudes and behaviour to promote self-analysis.
2.7 Use questions to give participants the opportunity to explore underlying emotions and their origins.
2.8 Use communication strategies such as silence to encourage participants to experience the effects of their feelings.
2.9 Use questioning to encourage participants to explore and acknowledge their fears and concerns.
2.10 Model and promote group interaction that supports the safe exploration of thoughts and feelings.
2.11 Respond to participants in a culturally sensitive as well as honest and challenging manner.

3Support the expression of individual goals.

3.1 Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.
3.2 Facilitate participants' self-awareness through reflection and analysis of thoughts and feelings.
3.3 Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.
3.4 Encourage participants to explore, define and expand their goals.
3.5 Encourage participants to identify personal goals that are consistent with non-offending behaviour.
3.6 Encourage participants to analyse their own and others' attitudes, beliefs, values and behaviour.
3.7 Encourage participants to review their goals at strategic stages in the program.
3.8 Use review of goals to strengthen commitment to change.
3.9 Use review of goals to confirm commitment or modify expectations.
3.10 Encourage participants to evaluate progress in order to develop further strategies for action.

4Support progress to achieve individual goals.

4.1 Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.
4.2 Encourage participants to move beyond superficial responses and levels of self-reflection.
4.3 Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.
4.4 Encourage participants to recognise the contradictions in their beliefs, attitudes and values.
4.5 Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.
4.6 Use group dynamics to focus on and acknowledge each participant's barriers to change.
4.7 Use group dynamics to promote individual choice and control over the barriers blocking change.
4.8 Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of non-offending lifestyle.
4.9 Check objectives, outcomes and processes of the group for consistency with the organisation's policies, objectives and program outcomes.
4.10 Maintain records of participation and progress according to organisation's requirements and report issues where required or necessary.

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the performance criteria is detailed below. 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.
Goal setting will include:
objectives
targets
benchmarks
measures
reviews
adjustments
special considerations
tackling obstacles
resources.

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.
Overview of assessment
Evidence for assessment must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:
the knowledge requirements of this unit
the skill requirements of this unit
application of employability skills as they relate to this unit
ability to apply therapeutic processes to group work which addresses offending behaviour in a range of (two or more) contexts or occasions, over time.
Assessment will require demonstration of a range of the following group techniques:
motivational interviewing
use of silence
techniques to build trust with the group and within the group
use of and interpretation of body language and non-verbal messages, including eye contact
use of language to create specific impact
varying the use of language for specific purposes
provoking interaction between group members
managing interaction between facilitators and group members
setting up small group interactions
varying techniques according the stages of the group's existence
using feedback techniques
changing style and methods to have specific impact.
Context of and specific resources for assessment
Valid assessment of this unit requires:
a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered by an individual responsible for conducting therapeutic group work with offenders to address offending behavioural issues as part of a coordinated team, including coping with difficulties, irregularities and changes to routine
copies of legislation, policies, procedures and guidelines relating to using therapeutic processes to address offender behaviour in groups
access to appropriate learning and assessment support when required.
Method of assessment
The following assessment methods are suggested:
observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations
written and/or oral questioning to assess knowledge and understanding
completion of workplace documents and reports produced as part of routine work activities
third-party reports from experienced practitioners
completion of performance feedback from supervisors and colleagues.
Guidance information for assessment
Assessment methods should reflect workplace demands, and any identified special needs of the candidate, including language and literacy implications and cultural factors that may affect responses to the questions.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.

Replaced By

State Code	National Code	Title	Type
AUY83	CSCINT006	Use therapeutic processes in groups to address offending behaviour	Unit of competency

State Code	National Code	Title	Type
W996	CSC50112	Diploma of Correctional Administration	Qualification