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

Variety of systemic therapeutic group work interventions and their application including evidencebased and culturally sensitive approaches

Recognise strengths limitations and contraindications of specific group counselling models including risks of harm associated with models that incorporate assumptions of family dysfunction pathogenesis or cultural deficit

Understanding and apply theories of stages of group development

Distinguish between content and process issues and respond appropriately

Knowledge and application of ethical behaviour and legal frameworks for the therapeutic relationship in groups

Knowledge of support groups available to families with relationship difficulties

Development of self awareness to facilitate the group counselling process

Boundaries and limitations to group counselling interventions

Organisation policy and procedures

Knowledge of legal parameters for working with clients experiencing sexual physical and emotional abuse mental health issues

Complex interpersonal interactions power in relationships groups abuse and conflict

The development of group counselling theories

Recognition of the influence of own beliefs and attitudes on group facilitation

Understanding of issues of discrimination affect group members from diverse cultures

Reflection on practice and the influence of the group leaders attitudes and values

Recognising and avoiding the uses and abuse of group techniques

Essential skills

It is critical that the candidate demonstrate the ability to

Use effective interpersonal and communication skills when working in group setting with diverse range of participants

Manage conflict positively and constructively within the group counselling setting

Monitor and respond appropriately to group dynamics and associated behaviours

Monitor and respond professionally to safety concerns for self and group members

Demonstrate appropriate and effective use of recognised and contemporary approaches in group learningprocess

Respond appropriately to a range of demonstrated and expressed emotions within groups

Clarify boundaries and group purpose with group participants

Apply adult learning principles

Select and apply a range of group counselling strategies and interventions

Deliver interventions in a way that is sensitive to special needs of clients gender age socioeconomic status cultureraceethnicity sexual orientation disability family of origin larger systems issues of the client and presenting issue

Work effectively with voluntary and involuntary clients

Modify or adapt group interventions to meet the expressed needs of the group participants

Identify and professionally manage issues of an ethical nature in group work

Evaluate techniques and effectiveness of group counselling facilitation

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 andor 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 andor written questioning on essential knowledge and skills and consideration of required attitudes

Where performance is not directly observed andor is required to be demonstrated over a period of time andor 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 assignmentsprojects 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 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

Participant selection may include:

Strategies may include:

Supervision and professional development may include but is not limited to:

Group dynamics may include:

Manage conflict issues may include:

Group member debriefing may include

Maintain appropriate boundaries may include:

Group needs may include:

Ethical standards may include: