Google links for CHCGROUP509B - Manage disclosures and disruptions in groups



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 to effectively deal with disclosures and disruptions when facilitating psychoeducational groups 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 manage disclosures and disruptions in psychoeducational groups

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 effective facilitation of psychoeducational groups including managing disclosures and disruptions as a guide current international benchmark for psychoeducational group leaders is thirty hours of supervised practice 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 is to be assessed after or in conjunction with the following related units of competency CHCFAMB Work effectively in relationship work CHCFAM407B Work effectively in relationship work CHCGROUPD Plan and conduct group activities CHCGROUP403D Plan and conduct group activities CHCGROUPB Facilitate and review a psychoeducational group CHCGROUP408B Facilitate and review a psycho-educational group

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.

Possible reactionsmay include:	Display of strong emotions including, grief, guilt, anger, excitement Challenging, confrontational and argumentative behaviour Withdrawal, disengagement from group and group processes Attempts to dominate group processes Attempts to sabotage group, undermine group processes

Psycho-educational group includes:	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 within 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

Alternatives and responses to possible reactions may include:	Respectful acknowledgement of differences of beliefs, values, opinions and perspectives and individual's rights to these Acknowledgement of respective rights and responsibilities and perceptions of all participants Relevant principles and practice of conflict resolution are clarified and confirmed and agreement sought to implement these where required Offering alternative exercises and / or activities which can be undertaken without threatening the comfort levels of the group participant Sensitive and assertive re-focusing of group from individual to group issues and processes Linking individual experiences to group outcomes through use of relevant examples Shift from whole group to small group, pair or individual activities to redirect energy, diffuse tensions and ensure opportunities for engagement for all participants Debriefing of individual outside of the group which may include referral to other services Future exclusion from the group in extreme circumstances where continued participation significantly undermines the group outcomes and the participant's needs are clearly unable to be met

Support strategiesmay include:	Encouraging the participant to identify when their own personal boundaries for operating comfortably within the group are in danger of being exceeded Establishing avenues for support including buddy system within the group, permission to self-select time out from the group either by physically leaving or by engaging in individual activity for example journal work, emotional regulation strategies, relaxation exercises Referral to counselling or other support services

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

Disclosure may include:	Child sexual assault Separation and divorce Adoption Sexual assault Family domestic violence Mandatory reporting Experience of violence Workplace harassment Alcohol and other drug use Gambling Illness

Phases of the group must include:	Tuning-in phase Beginning phase Middle phase Termination phase

Group work may include:	Consideration of relevant group work theory, for example: Tuckman Lang Heron Schwartz

Disruptive behaviourmay include:	Angry outburst Emotional outburst Conflict with other group member Conflict with facilitator Disagreement with group content Disagreement with group purpose Disagreement with group activity

Supervision may include:	Formal and/or informal supervision sessions Group supervision Telephone supervision Peer appraisals (where appropriate levels of experience exist) Internal or external supervision Journals Videotapes of facilitation of groups Co-facilitation and reports from these Reflecting on practice Negotiation of supervision between the supervisor and the supervisee Establishment and shared understanding of the roles and responsibilities of the supervision process Activities undertaken through the development of an appropriate professional relationship Considering the growth of the person, their professional development, gaining of knowledge, skills, attitudes for the further development of their professional practice

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CHCGROUP509B - Manage disclosures and disruptions in groups

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Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement