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.


Participant selection may include:
Participants are selected according to purpose of group
Opportunity for participants to fulfil identified goals in the intended process
Specific regard for issues of mental health, substance use, behavioural issues, cultural needs, personal characteristics for example, age, gender, issues experienced
Referral to external resources for individuals unable to be catered fro in the group counselling setting
Facilitators acceptance and positive regard for participants


Strategies may include:
Immediacy in discussion
Spontaneous group discussions
Structured exercises
Simulated role plays
Supporting change in participants lives through the use of group interventions


Supervision and professional development may include but is not limited to:
Senior counsellor/therapist qualified to perform supervision
Group supervision e.g. with co facilitator
Regular contact and structured reflection process with qualified supervisor in person or via other medium
Training,workshops, conferences and associated learning programs attended on a regular basis as part of an overall professional and career development plan


Group dynamics may include:
Conflict between participants
Attempted sabotage of process
Manipulation of other participants
Participants inappropriate use of behaviour or relationships
Conflict between the facilitator and participants
Group splitting
Avoidance of discussion of conflict
Conflict between co-facilitators
Support
Challenging feedback


Manage conflict issues may include:
Terminating attempts to scapegoat and personal attacks on others
Clarifying and normalising emotions
Encourage participant ownership of issues and promote appropriate expression of needs and negotiated options for resolution


Group member debriefing may include
Recognise new emotion and learnings
Recognise challenges in group participation
Identify further needs for debriefing


Maintain appropriate boundaries may include:
Apply confidentiality and mandatory reporting requirements
Engage in appropriate supervision
Use of appropriate group counselling interventions when needed
Sensitive to individual readiness
Appropriate personal disclosure


Group needs may include:
Physical, emotional, psychological, intellectual needs shared by the group


Ethical standards may include:
Informed consent
Involuntary participation
Right to withdraw from group counselling
Psychological risks associated with group involvement
Referral for individual counselling support

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 essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of situations relevant to the workplace


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:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning 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 workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons


Method of assessment
Observation in the workplace is essential
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
Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision
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