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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. Facilitate group processes
   • Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.
   • Encourage group members to explore their expectations of programs honestly and realistically.
   • Promote group cohesion using a range of leadership techniques.
   • Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.
   • Use group dynamics to influence positive attitudes and expectations.
   • Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.
   • Encourage and model positive and open communication and deal with conflict fairly and constructively.
   • Clearly define confidentiality and promote strategies that develop supportive relationships.
2. Create a safe emotional environment
   • Manage the environment of the group to encourage trust and self-reflection.
   • Use information to establish empathy and safety of expression.
   • Use questioning methods to encourage deeper exploration of emotions and experiences.
   • Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.
   • Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.
   • Explore values, beliefs, attitudes and behaviour to promote self-analysis.
   • Use questions to give participants the opportunity to explore underlying emotions and their origins.
   • Use communication strategies such as silence to encourage participants to experience the effects of their feelings.
   • Use questioning to encourage participants to explore and acknowledge their fears and concerns.
   • Model and promote group interaction that supports the safe exploration of thoughts and feelings.
   • Respond to participants in a culturally sensitive as well as honest and challenging manner.
3. Support the expression of individual goals
   • Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.
   • Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.
   • Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.
   • Encourage participants to explore, define and expand their goals.
   • Encourage participants to identify personal goals that are consistent with non-offending behaviour.
   • Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.
   • Encourage participants to review their goals at strategic stages in the program.
   • Use review of goals to strengthen commitment to change.
   • Use review of goals to confirm commitment or modify expectations.
   • Encourage participants to evaluate progress in order to develop further strategies for action.
4. Support progress to achieve individual goals
   • Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.
   • Encourage participants to move beyond superficial responses and levels of self-reflection.
   • Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.
   • Encourage participants to recognise the contradictions in their beliefs, attitudes and values.
   • Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.
   • Use group dynamics to focus on and acknowledge each participant’s barriers to change.
   • Use group dynamics to promote individual choice and control over the barriers blocking change.
   • Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.
   • Check objectives, outcomes and processes of the group for consistency with the organisation’s policies, objectives and program outcomes.
   • Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.
5. Facilitate group processes
   • Research the history, background and culture of members of the group for assessment of suitability for the group according to agreed criteria.
   • Encourage group members to explore their expectations of programs honestly and realistically.
   • Promote group cohesion using a range of leadership techniques.
   • Openly acknowledge hostile responses to participating in programs and deal with resistance using group processes.
   • Use group dynamics to influence positive attitudes and expectations.
   • Explore behaviours and attitudes in the group and negotiate agreement on acceptable behaviours and group rules.
   • Encourage and model positive and open communication and deal with conflict fairly and constructively.
   • Clearly define confidentiality and promote strategies that develop supportive relationships.
6. Create a safe emotional environment
   • Manage the environment of the group to encourage trust and self-reflection.
   • Use information to establish empathy and safety of expression.
   • Use questioning methods to encourage deeper exploration of emotions and experiences.
   • Manage group processes and group interaction to create and maintain safe exploration of thoughts and feelings.
   • Acknowledge attitudes, beliefs and experiences and challenge expressions of issues to promote honesty and self-awareness.
   • Explore values, beliefs, attitudes and behaviour to promote self-analysis.
   • Use questions to give participants the opportunity to explore underlying emotions and their origins.
   • Use communication strategies such as silence to encourage participants to experience the effects of their feelings.
   • Use questioning to encourage participants to explore and acknowledge their fears and concerns.
   • Model and promote group interaction that supports the safe exploration of thoughts and feelings.
   • Respond to participants in a culturally sensitive as well as honest and challenging manner.
7. Support the expression of individual goals
   • Engage participants in exploring their reasons for participating in programs and their expectations for outcomes and change.
   • Facilitate participants’ self-awareness through reflection and analysis of thoughts and feelings.
   • Use motivational interviewing strategies to enable participants to compare and contrast their life goals with current reality.
   • Encourage participants to explore, define and expand their goals.
   • Encourage participants to identify personal goals that are consistent with non-offending behaviour.
   • Encourage participants to analyse their own and others’ attitudes, beliefs, values and behaviour.
   • Encourage participants to review their goals at strategic stages in the program.
   • Use review of goals to strengthen commitment to change.
   • Use review of goals to confirm commitment or modify expectations.
   • Encourage participants to evaluate progress in order to develop further strategies for action.
8. Support progress to achieve individual goals
   • Identify, bring into focus and analyse contradictions in beliefs, attitudes, values and goals.
   • Encourage participants to move beyond superficial responses and levels of self-reflection.
   • Encourage participants to analyse their values, beliefs and behaviours that reinforce or challenge their experience in offending.
   • Encourage participants to recognise the contradictions in their beliefs, attitudes and values.
   • Encourage participants to use reasoning to recognise the decisions and changes needed to assist them to achieve their goals.
   • Use group dynamics to focus on and acknowledge each participant’s barriers to change.
   • Use group dynamics to promote individual choice and control over the barriers blocking change.
   • Use group dynamics to generate participant changes in thoughts and behaviour and acceptance of nonoffending lifestyle.
   • Check objectives, outcomes and processes of the group for consistency with the organisation’s policies, objectives and program outcomes.
   • Maintain records of participation and progress according to organisation’s requirements and report issues where required or necessary.