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.