Google Links

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.
  2. Create a safe emotional environment.
  3. Support the expression of individual goals.
  4. Support progress to achieve individual goals.

Required Skills

This section describes the essential skills and knowledge and their level required for this unit

Required skills

establishing agreement on rules of behaviour and attitude

establishing agreement on purpose and rules of participation

using group management techniques to influence group dynamics for positive outcomes

challenging hostile negative and unacceptable behaviours and attitudes

tackling barriers including those arising from involuntary participation

modelling honesty respect frankness and clear communication

applying information from checking individuals details

proving information about the boundaries of confidentiality

acknowledging the expressed feelings of participants

reading accurately and responding suitably to the body language of participants

clarifying boundaries of selfdisclosure

acknowledging effects of disclosure and responding in a supportive and constructive way

using selfdisclosure in a timely and controlled way to encourage further trust and increase awareness in participants

using questions that facilitate the emergence of underlying thoughts emotions and experiences

using culturally sensitive responses

providing experiences and opportunities for participants to explore underlying feelings and emotions

making use of silence to encourage participants to experience the effects of their feelings

exploring and acknowledging fears and concerns expressed by participants

promoting group interactions that support the safe exploration of thoughts feelings and past experiences

focusing on participants choices and responsibility

using motivational techniques and strategies

assessing commitment and reality and challenging inconsistencies

giving frank and honest expression of thoughts and feelings

identifying contradictions and gaps in congruency

getting agreement on clear and concrete goals to change offending behaviour

getting agreement on the contradictions

moving participants towards rational analysis of experiences and behaviour

maintaining focus on change

maintaining individual responsibility choice and control

identifying and challenging barriers to change

encouraging honest and realistic selfreflection and analysis

Required knowledge

justicespecific knowledge such as

statutory requirements of court and sentencing orders and conditions parole board conditions prerelease conditions and alternative sentencing conditions

criminogenic factors influencing attitude and behaviour change rehabilitation and reduced risk of reoffending

community and political context and its influence on attitudes about crime criminal behaviour punishment and rehabilitation

programspecific knowledge including

organisations policies objectives and program requirements for addressing offending behaviour using a therapeutic approach

organisations criteria and protocols for suitability of programs and conditions for referral to programs within the organisation and in other agencies

alcohol and other drugs harm minimisation the range of approaches used to prevent and reduce the harm caused by drug and alcohol use and the likelihood of reoffending

feminist theories of power and their analysis of domestic violence including the abuse of power by men as a result of patriarchal social structures

narrative intervention techniques that use personal stories and language to give understanding and meaning to events and experiences and the use of alternative stories to support change

partnership accountability that makes practice open to those who have an investment in the outcomes of the intervention

recognition of and by dominant groups of their power and commitment to establishing how others view situations

restorative justice programs in which justice shifts from seeing crime as an offence against the state to treating it as an offence against people and relationships and tackling reconciliation and restitution at the human relationship level

alternative justice programs that focus on the offending behaviour and how to change it or require that the offender makes reparation rather than automatic incarceration

behaviour theories and therapeutic responses including

cognitive behavioural theory that emphasises the way that peoples thinking affects their behaviour and how thinking patterns can be changed to improve problemsolving skills and give people acceptable and constructive alternatives to harmful and illegal behaviour

human development theory that uses knowledge of the ways in which common human behaviours change during a life span and the way priorities evolve through the stages of life

systems theory that focuses on the interdependence of individuals families groups organisations environments and cultures as an explanation of how people operate and interrelate

motivational interviewing that uses tactical and strategic persuasion to increase an individuals motivation by generating arguments for change from the individual

therapeutic group work that relies on knowledge of how the energies of group members can be mobilised and channelled to help each other and to increase responsibility and control

criminogenic factors in needs assessment that uses testing of specific factors to determine appropriate intervention strategies

reflective practice that uses analysis of personal practice for increased selfawareness and professional development

grief and loss theories that explain how grief reactions to loss can result in a range of behaviour requiring consideration in the design of intervention and response

Evidence Required

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

Overview of assessment

Evidence for assessment must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria look for evidence that confirms

the knowledge requirements of this unit

the skill requirements of this unit

application of employability skills as they relate to this unit

ability to apply therapeutic processes to group work which addresses offending behaviour in a range of two or more contexts or occasions over time

Assessment will require demonstration of a range of the following group techniques

motivational interviewing

use of silence

techniques to build trust with the group and within the group

use of and interpretation of body language and nonverbal messages including eye contact

use of language to create specific impact

varying the use of language for specific purposes

provoking interaction between group members

managing interaction between facilitators and group members

setting up small group interactions

varying techniques according the stages of the groups existence

using feedback techniques

changing style and methods to have specific impact

Context of and specific resources for assessment

Valid assessment of this unit requires

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered by an individual responsible for conducting therapeutic group work with offenders to address offending behavioural issues as part of a coordinated team including coping with difficulties irregularities and changes to routine

copies of legislation policies procedures and guidelines relating to using therapeutic processes to address offender behaviour in groups

access to appropriate learning and assessment support when required

Method of assessment

The following assessment methods are suggested

observation of performance in routine workplace activities within a range of agreed responsibilities and in various work locations

written andor oral questioning to assess knowledge and understanding

completion of workplace documents and reports produced as part of routine work activities

thirdparty reports from experienced practitioners

completion of performance feedback from supervisors and colleagues

Guidance information for assessment

Assessment methods should reflect workplace demands and any identified special needs of the candidate including language and literacy implications and cultural factors that may affect responses to the questions

In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge


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. Bold italicised wording in the performance criteria is detailed below. 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.

Goal setting will include:

objectives

targets

benchmarks

measures

reviews

adjustments

special considerations

tackling obstacles

resources.