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.


Prepare group members may include:
Establishment of appropriate norms at the individual and group level:
punctuality
regular attendance
appropriate focus for group discussion (free association)
honesty in feedback
socialising with members outside of the group
eating, drinking and chewing gum and smoking in the group
alcohol or other drug use before the group


Therapeutic alliance for change may include:
Therapeutic alliance:
Development of curative factors operating in a group environment (Yalom, 2000)
Meaning attribution:
Application of learning within the group to the wider life context of each group member
Defenses:
Responses that group members adopt when faced with a challenge, including:
altruism
group cohesiveness
interpersonal learning
guidance
catharsis
identification with and modelling of other group members
family re enactment
self-understanding
instillation of hope
universality
existential factors (new reflections on life)


Evaluate continuous interventions may include:
The effect the intervention had on the group members and group interaction at cognitive, affective and behavioural levels


Key transitions and stages of group development may include:
Range of changes that group experience at the following transitions:
pre-group
group commencement
working stage of a group
group termination


Group interventions may be cognitive, affective and behaviourally focused and may include:
Group interventions that primarily focus on change at either of the following levels:
cognitive
affective (emotional)
behavioural


Meaning attribution may include:
Individual experience and reflection on life
Immediate family relationships
Employment context
Social context
Extended family and friend relationships
Sexuality


Defences may include:
Dependence based: flight
Counter-dependence based: fight
Power based: authority issue
Over personal based: enchantment
Counter personal: disenchantment


Effective skills for group counselling may include:
Developing an appropriate group atmosphere
Leading therapeutic discussions
Establishing an individual and group learning contract
Extending the discussion and applying learning


Common mistakes may include:
Attempting to conduct therapy without a contract
Spending too much time on one person
Spending too little time on one person
Focusing on irrelevant topic
Letting members rescue each other
Letting the session become advice giving


Recognised evaluation process may include:
End of group evaluation
Pre-post evaluation
Follow up evaluation

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