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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

1. Elements define the essential outcomes
2. Plan psycho-educational groups
   • Identify the focus for the psycho-educational group based on the target group and client needs
   • Identify, screen and assess potential group members for suitability according to an established selection process
   • Communicate selection and non-selection outcomes to possible group members
   • Identify alternative services to meet the needs of group applicants who do not meet the criteria
   • Identify the need for, and establish supervision arrangements prior to the group
   • Identify, organise and adapt resources required for facilitation of the group
3. Facilitate group processes
   • Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries
   • Identify, explore and use connections within the group
   • Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience
   • Use responses and interactions to inform observations
   • Assist individuals to engage with activities and exercises in the group.
   • Maintain effective facilitation of learning through phases of the group
   • Monitor interactions between group members to ensure full participation and maximise learning outcomes
   • Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements
4. Manage challenges within the group process
   • Identify at risk behaviours and implement harm reduction strategiesaccording to the needs of the individual within boundaries of own role
   • Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual
   • Acknowledge disclosures appropriately and manage group reactions to disclosure
   • Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group
   • Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure
   • Make referrals when indicated by client needs according to organisation procedures
5. Review group and participant progress toward set goals
   • Progressively monitor and document individual progress toward set goals
   • Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group
   • Communicate decisions to change group activities, group membership or group purpose to the group
   • Reflect on group practice and own performance to inform future work
   • Participate in and apply learning from supervision to current and future psycho-educational groups

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.

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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.

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