Google links for CHCGROUP504B - Assess group members and their social systems



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 psychoeducation 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 psychoeducation 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 andor 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 psychoeducational 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 andor written questions 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 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 CHCGROUPD Plan and conduct group activities CHCGROUP403D Plan and conduct group activities

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.

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

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CHCGROUP504B - Assess group members and their social systems

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement