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 working effectively with a psycho-educational group

Evidence of competency in this unit will need to be assessed over a period of time in order to gather evidence of 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 effectively facilitate and review a psycho-educational group

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 and review of psycho-educational groups as a guide, current international benchmarks for psycho-educational group work 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 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 is to be assessed after or in conjunction with the following related units of competency:

CHCFAM406B Engage and resource clients to improve their interpersonal relationships

CHCFAM407B Work effectively in relationship work

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:

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

Development or modification of existing psycho-educational programs to suite group members needs

Current best practice in relation to psycho-educational groups

Models and tools for facilitating a psycho-educational group

Appropriate boundaries for psycho-educational groups

Appropriate criteria and processes for selection of psycho-education groups

Appropriate record-keeping processes for the psycho-education group

Adult learning principles

Stages of group development

Range of activities/interventions/strategies

Essential skills:

It is critical that the candidate demonstrate the ability to:

Facilitate a psycho-educational group in the community

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

Model effective, respectful and inclusive communication skills including listening, empathetic responding, paraphrasing, summarising, questioning, body language, models of conflict resolution, assertiveness, tact and sensitivity

Implement best practice in psycho-education

Engage in critical reflection and self-evaluation of work practice

Facilitate a range of suitable interventions

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

Demonstrate 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.

Psycho-educational groupmay include:

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 groups which involve 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

Selection process may include:

Suitable group members are identified based on the relevance of the group to meeting their personal needs

Matching of appropriateness of group content and planned processes to potential participants

Ensuring sufficient similarity is shared between the group members to allow learning and trust to develop

Consideration of the ability of the group members to fulfil the requirements of the group and achieve a satisfactory attendance

Consideration of an existing or identified community issue

Selection criteria which may include:

relevance of target issues for the client

age

gender

life circumstances or situations

location

ability to commit to group process

Screening activities which may include:

phone interview

one-on-one discussions

referral information

responses to questionnaires

Consideration of appropriateness of the psycho-educational group to meet the needs of the client including:

suitability for intervention focus

presence of serious mental illness

drug and alcohol abuse

incompatibility with selection criteria

language, literacy, numeracy and education abilities prevent effective engagement with program and achievement of program outcomes

Learning activities may include but is not limited to:

Fish-bowls

Written reflections

Drawings/collages

Dyads and triads

Creative props

Fantasy reflections

Reading reflections

Experiential exercises

Values clarifications

Group discussion

Video questions

Miracle questions:

'You wake up tomorrow morning and a miracle has happened, your problem has less affect on you

On a scale of 0 to 5 how much is the problem now affecting you?

How will you know things have improved? What will be different?

What will others notice is different?'

Scaling questions:

'On a scale of 0-5, how much is the problem affecting you?'

scaling questions help to identify the problem, set achievable goals, have a starting point for change, notice what is already working well, identify strengths and limitations, and measure progress

Discussing teachable moments

Letter writing exercises

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 scape-goating and personal attacks

clarifying and normalising feelings

sensitively challenging where required

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

use of interventions where sufficient training exists

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

Group work may include:

When working with groups consideration of relevant group work theory for example:

Tuckman

Lang

Heron

Schwartz

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

Follow up may include:

Writing up of program outcomes and evaluations

Documenting the program for statistical and reporting requirements

Follow up with program participants to ensure their needs have been met or to provide additional referral where required