Unit of competency Outline

Date retreived
24/07/2026 12:37 AM AWST

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Plan, facilitate and review psycho-educational groups

Plan, facilitate and review psycho-educational groups

Unit of competency
National Code
CHCGRP003
State Code
AWA81
TGA Status
Current
DTWD Status
Approved
Current Release Number
1.00
Current Release Date
08/12/2015
View on TGA
State Implementation and Classification
Approved Date
04/05/2016
Field of Education
090513 - Counselling
Original Release Date
04/05/2016
Nominal Hours
40
Description
This unit describes the skills and knowledge required to plan, facilitate and review psycho-educational groups using the theories and models of group work and strengths-based approaches. This unit applies to individuals who plan and run psycho-educational groups based on established programs and procedures.The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.
Notes
Elements and Performance Criteria
1. Plan psycho-educational groups
  • 1.1 Identify the focus for the psycho-educational group based on the target group and client needs
  • 1.2 Identify, screen and assess potential group members for suitability according to an established selection process
  • 1.3 Communicate selection and non-selection outcomes to possible group members
  • 1.4 Identify alternative services to meet the needs of group applicants who do not meet the criteria
  • 1.5 Identify the need for, and establish supervision arrangements prior to the group
  • 1.6 Identify, organise and adapt resources required for facilitation of the group
2. Facilitate group processes
  • 2.1 Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries
  • 2.2 Identify, explore and use connections within the group
  • 2.3 Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience
  • 2.4 Use responses and interactions to inform observations
  • 2.5 Assist individuals to engage with activities and exercises in the group.
  • 2.6 Maintain effective facilitation of learning through phases of the group
  • 2.7 Monitor interactions between group members to ensure full participation and maximise learning outcomes
  • 2.8 Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements
3. Manage challenges within the group process
  • 3.1 Identify at risk behaviours and implement harm reduction strategiesaccording to the needs of the individual within boundaries of own role
  • 3.2 Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual
  • 3.3 Acknowledge disclosures appropriately and manage group reactions to disclosure
  • 3.4 Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group
  • 3.5 Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure
  • 3.6 Make referrals when indicated by client needs according to organisation procedures
4. Review group and participant progress toward set goals
  • 4.1 Progressively monitor and document individual progress toward set goals
  • 4.2 Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group
  • 4.3 Communicate decisions to change group activities, group membership or group purpose to the group
  • 4.4 Reflect on group practice and own performance to inform future work
  • 4.5 Participate in and apply learning from supervision to current and future psycho-educational groups
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