Assessment Requirements for CHCGRP003 Plan, facilitate and review psycho-educational groups

Release: 1

Assessment Requirements for CHCGRP003 Plan, facilitate and review psycho-educational groups

Modification History

Release	Comments
Release 1	This version was released in CHC Community Services Training Package release 3.0 and meets the requirements of the 2012 Standards for Training Packages. Merged CHCFAM416B/CHCGROUP408B/CHCGROUP504B/CHCGROUP509B. Significant changes to the elements and performance criteria. New evidence requirements for assessment including volume and frequency requirements. Significant change to knowledge evidence.

Performance Evidence

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

facilitated and reviewed at least 3 different psycho-educational group sessions, each with a minimum group size of 5 people, using the following communication and interpersonal skills:

listening

questioning

effective non-verbal communication

empathetic responding

paraphrasing

summarising

negotiation

conflict resolution

techniques for maintaining group cohesion

debriefing

addressed issues to meet the diverse needs of individuals, including those related to:

age

culture

gender

education level

learning ability

identified and developed appropriate responses to at least 3 different challenging and/or potentially harmful situations in the group process.

Knowledge Evidence

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for psycho-educational group work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

mandatory reporting

privacy, confidentiality and disclosure

records management

work role boundaries – responsibilities and limitations, including boundaries between education and counselling

work health and safety

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

principles and processes of strengths-based practice

criteria and processes used for selection of psycho-educational groups

screening processes, and the types of information they may seek or collect, including:

alcohol and other drugs abuse

criminal history

incompatibility with selection criteria

language, literacy, numeracy and education abilities that may prevent effective engagement

level of emotional reactivity

mental health history

presence of domestic and family violence

sources of supervision, and the role of supervision in group work

types of ‘at risk’ behaviours, including:

blame

denial

detachment

disclosure

harm references (to self or others)

negativity

risk management considerations at different stages of the planning and facilitation of groups, including:

boundary setting

principles of crisis intervention

safety planning requirements

supervision requirements

who may be considered a vulnerable party

theoretical models and frameworks for working with psycho-educational groups, including:

connections between learning in a group and wider life experiences

development or modification of existing psycho educational programs to suit group members needs

different types of group leadership

dynamics in groups

ecosystems theory and their influence on people and relationships

group boundaries

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

major theories and their key features

relevant models for stages of group development

stages of group development

current best practice in relation to psycho-educational groups including:

adult learning principles

boundaries for psycho-educational groups

criteria and processes for selection of psycho-educational groups

models and tools for facilitating a psycho-educational group

record-keeping processes for the psycho-educational group

types of learning activities used

phases of the group process including:

tuning-in phase

beginning phase

middle phase

termination phase

the needs of different people and groups in psycho-educational groups, and how to meet them, including:

individuals of both genders

couples

families

own values, beliefs and experiences which may impact on work practice

referral sources for group members in need of additional services.

Assessment Conditions

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

group member information

organisation policies and procedures

modelling of industry operating conditions, including:

scenarios that involve groups comprising at least 5 people.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=5e0c25cc-3d9d-4b43-80d3-bd22cc4f1e53