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.


Boundaries to maintain group members safety may relate to:
Transparent group environment
Personal disclosure
Appropriate expression of feelings
Use of interventions where sufficient training exists
Appropriate closure of group sessions or group program
Appropriate debriefing after the use of interventions
Appropriate professional behaviour


Group interventions may include:
Impact of different interventions
Types of interventions include:
use of immediacy in discussions
unstructured group discussions
structured exercises
use of role play and sculpture


Ecosystems may include:
Ecosystems may include group, family, work, political, cultural, religious, social, physical, economic, organisation environments
Interplay between and within ecosystems
Impact of facilitator/leader on ecosystems and the affect of the group on the facilitator/leader


Support change through different group phases may include:
Change owned and directed by individual group members
Negotiating the timing of individual and group interventions
Individuals identifying positive progress regarding their personal goals
Negotiating choice in the context of group work


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


Individual needs may include:
The physical, emotional, intellectual and psychological needs that group members have whilst attending a group
Their reason for initially attending a counselling group


Collective focus may include:
The common physical, emotional, intellectual and psychological needs that are shared by the group members have whilst attending a group.
The shared purpose that guides the group discussion on a routine basis


Confidentiality may include:
The basic right for privacy of each individual group members.
Group members and the issues they discussion should not be discussion out of the group context unless:
for the purpose of professional supervision
due to mandatory notification of child protection matters
the possibility of self-harm or violence to others


Social systems may include:
The physical and social environment (physical, social, cultural, emotional, psychological, religious factors) that has a significant affect on group members' life
Identification of how group member interactions in a group situation support or influence the physical and social environment they experience in the rest of their life


Theoretical frameworks for group work may include:
Four aspects of a psychosocial approach to group work:
Intrapersonal processes - Assumes that group behaviour is primarily influenced by the internal life of the participants. Focuses on personality characteristics and inner conflicts
Interpersonal processes - Assumes 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, information flow, level of trust/ conflict and relating styles between participants
Group level (group-as-a-whole) processes - Assumes 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
Intergroup processes - Assumes that group behaviour is primarily understood through the relationships between various groups and sub-groups. Intergroup relations can be based on sex, race, age, cultural identities, roles and ideological differences

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 person 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