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 and/or 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 and/or written questioning 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 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 assignments/projects 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 10 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

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 evidence-based 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 learning/process

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, culture/race/ethnicity, 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 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.

Participant selection may include:

Participants are selected according to purpose of group

Opportunity for participants to fulfil identified goals in the intended process

Specific regard for issues of mental health, substance use, behavioural issues, cultural needs, personal characteristics for example, age, gender, issues experienced

Referral to external resources for individuals unable to be catered fro in the group counselling setting

Facilitators acceptance and positive regard for participants

Strategies may include:

Immediacy in discussion

Spontaneous group discussions

Structured exercises

Simulated role plays

Supporting change in participants lives through the use of group interventions

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

Senior counsellor/therapist qualified to perform supervision

Group supervision e.g. with co facilitator

Regular contact and structured reflection process with qualified supervisor in person or via other medium

Training,workshops, conferences and associated learning programs attended on a regular basis as part of an overall professional and career development plan

Group dynamics may include:

Conflict between participants

Attempted sabotage of process

Manipulation of other participants

Participants inappropriate use of behaviour or relationships

Conflict between the facilitator and participants

Group splitting

Avoidance of discussion of conflict

Conflict between co-facilitators

Support

Challenging feedback

Manage conflict issues may include:

Terminating attempts to scapegoat and personal attacks on others

Clarifying and normalising emotions

Encourage participant ownership of issues and promote appropriate expression of needs and negotiated options for resolution

Group member debriefing may include

Recognise new emotion and learnings

Recognise challenges in group participation

Identify further needs for debriefing

Maintain appropriate boundaries may include:

Apply confidentiality and mandatory reporting requirements

Engage in appropriate supervision

Use of appropriate group counselling interventions when needed

Sensitive to individual readiness

Appropriate personal disclosure

Group needs may include:

Physical, emotional, psychological, intellectual needs shared by the group

Ethical standards may include:

Informed consent

Involuntary participation

Right to withdraw from group counselling

Psychological risks associated with group involvement

Referral for individual counselling support