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 in the application of theoretical frameworks and models for working with groups, specifically in the application of ecosystems theory in the facilitation of a psycho-education group

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of consistent performance

This will include contexts applicable to the work environment, such as actual or simulated workplace situations involving a combination of direct, indirect and supplementary forms of evidence

Assessment must confirm sufficient ability to work effectively with psycho-education groups applying ecosystems theory

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:

Evidence for assessment of competence may be gathered by appropriate combination of the following:

demonstration of competency within the working environment through the facilitation of psycho-educational groups using ecosystems theory

realistic simulations, projects, previous relevant experience or oral questioning on 'what if?' scenarios, case presentations, written assessment

observation of processes and procedures, oral and/or written questions 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 locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

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

Related units:

This unit should be assessed after or in conjunction with the following related unit of competency:

CHCGROUP403D Plan and conduct group activities

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Theoretical models and frameworks for working with groups including:

ecosystems theory and their influence on people and relationships

group work specialisations and the role of psycho-educational group work

development or modification of existing psycho-educational programs to suit group members needs

relevant models for stages of group development

different types of group leadership

dynamics in groups

Current best practice in relation to psycho-educational groups including:

appropriate boundaries for psycho-educational groups

models and tools for facilitating a psycho-educational group

appropriate criteria and processes for selection of psycho-education groups

appropriate record-keeping processes for the psycho-education group

Adult learning principles

Essential skills:

It is critical that the candidate demonstrate the ability to:

Facilitate a psycho-educational group in the community

Identify and articulate and apply knowledge of theoretical frameworks and models of group work including ecosystems theory to identify connections between learning in a group and wider life experiences and explore these connections with members of the group and the group as a whole

Work effectively and inclusively with the whole client, considering the full range of possible influences in their lives including personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, health, disabilities and issues and the interplay and dynamics of each of these

Implement best practice in psycho-education

Engage in critical reflection and self-evaluation of work practice

Use clear and appropriate communication

Respond appropriately to group dynamics

Effectively manage conflict within the group

Protect self whilst leading/ facilitating the group

Respond to strong emotional expression in the group

Use strengths-based approaches for the development of growth and learning for group members

Maintain records appropriate to the group

Maintain awareness of self, own values, beliefs and experiences which may impact on work practice

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.

Ecosystems and the interplay between and within ecosystems may include:

Ecosystems may include group, family, work, political, cultural, religious, social, physical, gender, economic, organisation environments

Interplay between and within ecosystems will exist whereby the individual members within an ecosystem and members from different ecosystems will interact with each other in a continuing dynamic which will impact on the functioning and effectiveness of the group and achievement of individual and shared goals

Impact of facilitator/leader on ecosystems and the affect of the group on the facilitator/leader

Theoretical frameworks for group work may include:

Four aspects of a psychosocial approach to group work:

intrapersonal processes which:

assume that group behaviour is primarily influenced by the internal life of the participants

focus on personality characteristics and inner conflicts

interpersonal processes which

assume 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, and information flow, level of trust/conflict and relating styles between participants

group level (group-as-a-whole) processes in which:

it is assumed 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

inter-group processes in which:

it is assumed that group behaviour is primarily understood through relationships between various groups and sub-groups

inter-group relations can be based on sex, race, age, cultural identities, roles and ideological differences

These frameworks can be used by group leaders to assist them to understand group behaviour

Group may include:

Groups covered by this unit are psycho-educational groups

these are structured designs that help participants develop knowledge and skills for coping adaptively with potential or immediate problems, developmental transitions, or life crises

participants in a psycho-educational group are able to apply their newly acquired knowledge and skills to current and future life circumstances beyond their experiences in the group

participants in a psycho-educational group have the capacity to learn from each other as well as from the facilitator and the program activities

the outcomes of participation in a psycho-educational group may involve changes in beliefs, values and ideas and will often result in changes to behaviour as a result of these

The focus for other groups may include:

task/work group which involves organisation settings for group and team work and where the focus is to complete a task or set of tasks

group counselling which is a less structured group and involves specifically working with individuals' issues within the group context

group psychotherapy which is a less structured group that focuses on individual experiences where participants have not had their emotional needs met during childhood and have developed some psychopathology

Connections within the group may include:

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

Effective facilitation of learningmay include:

Engagement of group members at commencement of the group:

recognised by leader and called by name

have learned one thing

something about the group is attractive to them

know what to expect in the next session

Clear communication:

active listening

body language

I-messages

clarifying

responding

modelling respectful language and behaviour in the group

Responding to group dynamics:

conflict between group members

conflict between group members and the group leader

boredom and disinterest

Managing conflict within the group:

responding to strong emotional expression in the group

cutting off scapegoating and personal attacks

clarifying and normalising feelings

addressing appropriate underlying issues

Protecting self whilst leading/ facilitating the group:

appropriate self-disclosure

clear purpose for self-disclosure

supervision and debriefing difficult sessions

The use of strengths-based approaches for the development of growth and learning:

identification of the potential for positive change

articulating positive change that has already occurred

identifying blocks or challenges for further change to occur

Managing silent periods within a group situation:

identification of silence that allows people to learn

recognising the value and importance of appropriate silence

building on new learning once the silence has finished

continued ...

Effective facilitation of learningmay include: (contd)

Debriefing group members after an intervention has been used:

recognition of feelings and new learning

recognition of challenges

identification of the further need for more debriefing

Maintaining appropriate boundaries and safety:

confidentiality and mandatory reporting requirements

appropriate supervision of the facilitator/s during the life of the group

recognition of the type of group facilitated

transparent group environment

personal disclosure

sensitivity to individual readiness

appropriate expression of feelings

appropriate closure of group sessions or group program

referral to other services as necessary

appropriate debriefing after the use of interventions

Phases of the group must include:

Tuning-in phase

Beginning phase

Middle phase

Termination phase

Needs of individualsmay include:

The physical, emotional, intellectual and psychological needs that group members have whilst attending a group

Needs of the groupmay include:

The common physical, emotional, intellectual and psychological needs that are shared by the group members whilst attending a group

Inclusive work practicemust include:

The ability to work effectively and inclusively with the whole client, considering the full range of possible influences in their lives including personality, culture, language, religion, age, gender, family of origin, education levels, learning abilities, health, disabilities and issues and the interplay and dynamics of each of these

To work inclusively requires the worker to respond respectfully to the whole person demonstrating cultural competence through sensitively valuing each and every person as a whole unique individual