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 preferred for assessment of this unit

Consistency of performance should be demonstrated over a period of time in order to ensure consistency of performance over contexts applicable to the workplace

The candidate will need to demonstrate competence in the following contexts:

observe group interactions and link the issues being discussed within the group to an appropriate theoretical framework

establish appropriate safety and boundaries within a group context

facilitate interventions in response to individual and group needs

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:

Observation in the workplace of applied group work processes and small group facilitation (if possible)

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

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:

Group interventions used in a range of counselling theories:

cognitive/behavioural

solution focused

systemic approaches

mutual aid model

Group interventions and appropriate applications to a variety of group contexts

Understanding of the relevance of theoretical frameworks used in group work

Relevant models for indifferent stages of group development

Different types of group leadership

Effective communication strategies

Working knowledge of appropriate responses to disclosure

Self awareness and understanding of the impact this may have on the process and effective group counselling leadership

Assessment methods for measuring effectiveness of intervention

Understanding group and individual defences and how these can be managed

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify relevant models for stages of group development

Use effective communication in group setting

Address individual issues while maintaining the focus of the whole group

Implement group interventions and debriefing processes

Effectively manage the group

Develop and maintain a positive group environment

Link group changes to wider life experiences pf the group members

Facilitate the referral of individuals whose needs cannot be net within the group

Determine the effectiveness of different group interventions

Anticipate possible barriers in the implementation of different interventions

Identify the risks associated with the use of different interventions

Manage contingency issues as they arise in group setting

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.

Prepare group members may include:

Establishment of appropriate norms at the individual and group level:

punctuality

regular attendance

appropriate focus for group discussion (free association)

honesty in feedback

socialising with members outside of the group

eating, drinking and chewing gum and smoking in the group

alcohol or other drug use before the group

Therapeutic alliance for change may include:

Therapeutic alliance:

Development of curative factors operating in a group environment (Yalom, 2000)

Meaning attribution:

Application of learning within the group to the wider life context of each group member

Defenses:

Responses that group members adopt when faced with a challenge, including:

altruism

group cohesiveness

interpersonal learning

guidance

catharsis

identification with and modelling of other group members

family re enactment

self-understanding

instillation of hope

universality

existential factors (new reflections on life)

Evaluate continuous interventions may include:

The effect the intervention had on the group members and group interaction at cognitive, affective and behavioural levels

Key transitions and stages of group development may include:

Range of changes that group experience at the following transitions:

pre-group

group commencement

working stage of a group

group termination

Group interventions may be cognitive, affective and behaviourally focused and may include:

Group interventions that primarily focus on change at either of the following levels:

cognitive

affective (emotional)

behavioural

Meaning attribution may include:

Individual experience and reflection on life

Immediate family relationships

Employment context

Social context

Extended family and friend relationships

Sexuality

Defences may include:

Dependence based: flight

Counter-dependence based: fight

Power based: authority issue

Over personal based: enchantment

Counter personal: disenchantment

Effective skills for group counselling may include:

Developing an appropriate group atmosphere

Leading therapeutic discussions

Establishing an individual and group learning contract

Extending the discussion and applying learning

Common mistakes may include:

Attempting to conduct therapy without a contract

Spending too much time on one person

Spending too little time on one person

Focusing on irrelevant topic

Letting members rescue each other

Letting the session become advice giving

Recognised evaluation process may include:

End of group evaluation

Pre-post evaluation

Follow up evaluation