Google links for CHCGROUP805B - Support change in the social systems of group members



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 person 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 andor 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 assignmentsprojects 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

Range Statement



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.

Boundaries to maintain group members safety may relate to:	Transparent group environment Personal disclosure Appropriate expression of feelings Use of interventions where sufficient training exists Appropriate closure of group sessions or group program Appropriate debriefing after the use of interventions Appropriate professional behaviour

Group interventions may include:	Impact of different interventions Types of interventions include: use of immediacy in discussions unstructured group discussions structured exercises use of role play and sculpture

Ecosystems may include:	Ecosystems may include group, family, work, political, cultural, religious, social, physical, economic, organisation environments Interplay between and within ecosystems Impact of facilitator/leader on ecosystems and the affect of the group on the facilitator/leader

Support change through different group phases may include:	Change owned and directed by individual group members Negotiating the timing of individual and group interventions Individuals identifying positive progress regarding their personal goals Negotiating choice in the context of group work

Connections may include:	The social choices and interactions that group members use to communicate with other group members using non-verbal and verbal expression

Individual needs may include:	The physical, emotional, intellectual and psychological needs that group members have whilst attending a group Their reason for initially attending a counselling group

Collective focus may include:	The common physical, emotional, intellectual and psychological needs that are shared by the group members have whilst attending a group. The shared purpose that guides the group discussion on a routine basis

Confidentiality may include:	The basic right for privacy of each individual group members. Group members and the issues they discussion should not be discussion out of the group context unless: for the purpose of professional supervision due to mandatory notification of child protection matters the possibility of self-harm or violence to others

Social systems may include:	The physical and social environment (physical, social, cultural, emotional, psychological, religious factors) that has a significant affect on group members' life Identification of how group member interactions in a group situation support or influence the physical and social environment they experience in the rest of their life

Theoretical frameworks for group work may include:	Four aspects of a psychosocial approach to group work: Intrapersonal processes - Assumes that group behaviour is primarily influenced by the internal life of the participants. Focuses on personality characteristics and inner conflicts Interpersonal processes - Assumes that group behaviour is primarily influenced by the group member to group member interactions. Focus on quality and type of relationships that exist between the participants, communication patterns, information flow, level of trust/ conflict and relating styles between participants Group level (group-as-a-whole) processes - Assumes that the whole group social system and how individual participants relate to that system primarily influence group behaviour. When an individual acts, he or she is not acting only on his/ her own behalf, but on behalf of the group or parts of the group. The participant's behaviours are seen as a vehicle through which the group expresses its life Intergroup processes - Assumes that group behaviour is primarily understood through the relationships between various groups and sub-groups. Intergroup relations can be based on sex, race, age, cultural identities, roles and ideological differences

NTIS this!

CHCGROUP805B - Support change in the social systems of group members

Google Links

Elements and Performance Criteria

Required Skills

Evidence Required

Range Statement