Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

HLTAH409B Mapping and Delivery Guide
Conduct group sessions for individual client outcomes

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency HLTAH409B - Conduct group sessions for individual client outcomes
Description This unit of competency describes the skills and knowledge required to plan, prepare and implement group activities to meet individual client outcomes
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application Work performed requires a range of well developed skills where some discretion and judgment is required and individuals will take responsibility for their own outputsAllied Health Assistants operate within the scope of their defined roles and responsibilities and under supervision of an Allied Health ProfessionalFor training and assessment pathways, experience in workplace application of the skills and knowledge identified in this competency unit should be provided as required to support allied health professions
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan for group sessions
  • Obtain information about the purpose group sessions from an allied health professional
  • Obtain information about the desired individual client outcomes
  • Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
  • Identify and confirm impact of the program's contribution to the clients' overall care plan
  • Determine client availability according to organisation protocols
  • Determine client appropriateness according to client profile
       
Element: Assist with the development of group sessions
  • Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client
  • Plan group activities that are consistent with the interests, preferences and beliefs of the clients
  • Plan group activities with consideration of the clients' pace and timing requirements
  • Plan group activities according to the size and composition of the group
  • Plan group session to maximize the involvement of all group members
  • Establish a balance between tasks to be accomplished and the group process
  • Identify possible risk to successful group activities and adjust plan to minimise risk
  • Confirm group session plan with allied health professional
  • Gather and/or prepare materials and equipment required for the group session and check for safety and suitability
       
Element: Conduct group activity
  • Arrange the environment to encourage full participation by all group members
  • Seek agreement on the purpose, process and intended outcomes of the group activity with the group
  • Discuss the group activity with the group to encourage as much participation as possible
  • If appropriate, work with the group to establish ground rules
  • Provide each group member with the necessary information, materials and support to participate in the group activity
  • Ensure that the manner, level and pace of communication is appropriate for each group member
  • Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation
  • Use group skills to ensure the involvement of all group members
  • Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities
  • Monitor individual client progress and provide constructive feedback to individual group member
  • Follow process and directions to evaluate outcomes of the group session
       
Element: Clean and store equipment and materials
  • Clean equipment and materials according to manufacturers requirements
  • Store equipment and materials according to manufacturers requirements and organisation protocols
  • Report equipment faults to appropriate person
       
Element: Document client information
  • Use accepted protocols to document information relating to the program in line with organisation requirements
  • Provide regular feedback to the each client's care team
  • Use appropriate terminology to document symptomatic expression of identified problems related to group activities
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 competency unit:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

Observation of workplace performance is essential for assessment of this unit

Consistency of performance should be demonstrated over the required range of situations relevant to the workplace

Where, for reasons of safety, space, or access to equipment and resources, assessment takes place away from the workplace, the assessment environment should represent workplace conditions as closely as possible

Access and equity considerations:

All workers in the health industry should be aware of access and equity 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 health issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on health of 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 health of Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

Assessment must be completed in the workplace

Relevant guidelines, standards and procedures

Resources essential for assessment include:

Equipment and materials for conducting group sessions

Workplace health and safety guidelines

Other organisation policies and procedures

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes knowledge of:

Legal and organisation requirements on equity, diversity, discrimination, rights, confidentiality and sharing information when supporting a client to develop and maintain skills

Principles of group dynamics

Nature of group learning

Factors that affect behaviour in groups

Understanding of group roles, leadership and facilitatory techniques

Understanding of role within a care team and when and how to provide feedback about the client

A working knowledge of record keeping practices and procedures in relation to conducting groups for individual client outcomes

OHS policies and procedures that relate to the allied health assistant's role in conducting group sessions

Supervisory and reporting protocols of the organisation

Essential skills:

It is critical that the candidate demonstrate the ability to:

Complete planning processes for group activities

Conduct group sessions for individual client outcomes

Manage individual client outcomes in a group setting

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

This includes the ability to:

Use planning skills

Apply group skills, including:

identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities

eliciting views and addressing individual needs in groups

putting groups at ease

managing different individual styles within a group

interpreting non-verbal communication

gauging the appropriateness of language for individuals in a group

balancing the needs of the task with the group process

dealing with issues of power, influence and authority in the group

Work under direct and indirect supervision

Communicate effectively with clients in a therapeutic/treatment relationship

Communicate effectively with supervisors and co-workers

Work within a multi-disciplinary team

Use time management, personal organisation skills and establishing priorities

Undertake evaluation processes

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.

Supervision refers to:

Instructing, advising, and monitoring another person in order to ensure safe and effective performance in carrying out the duties of their position

The nature of supervision is flexible and may be conducted by various means including:

in person

through use of electronic communications media such as telephone or video conferencing, where necessary

Frequency of supervision will be determined by factors such as:

the task maturity of the person in that position or clinical placement

the need to review and assess client conditions and progress in order to establish or alter treatment plans in case of students and assistants

the need to correct and develop non clinical aspects such as time management, organisation requirements, communication skills, and other factors supporting the provision of clinical care and working within a team

A person under supervision does not require direct (immediate) and continuous personal interaction, but the method and frequency will be determined by factors outlined above

Group sessions may include

Social skills training

Communication groups

Creative work groups

Health related groups

Support groups

Health promotion groups

Functional task based groups eg. cooking and breakfast

Therapy based groups eg. upper limb

Sources of information about individual clients may include

Client care plan

Individual program plan

Rehabilitation plans

Client treatment plan

Allied health professional instructions

Client record

Case notes

Other forms according to procedures of the organisation

Skilled observation approaches

Strategies to determine client availability may include, but are not limited to:

Face to face

Telephone

Written

Flyer

Indicators of conflict may include:

Non-participation and withdrawal

Personal comments and attacks

Raised voices

Rushed speech

Agitation

Behaviour related to sensory losses

Group skills may include, but are not limited to:

Identifying and managing issues of equality of opportunity and non-discriminatory practices in group activities

Eliciting views and addressing individual needs in groups

Putting groups at ease

Managing different individual styles within a group

Interpreting non-verbal communication

Gauging the appropriateness of language for individuals in a group

Balancing the needs of the task with the group process

Dealing with issues of power, influence and authority in group

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Obtain information about the purpose group sessions from an allied health professional 
Obtain information about the desired individual client outcomes 
Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional 
Identify and confirm impact of the program's contribution to the clients' overall care plan 
Determine client availability according to organisation protocols 
Determine client appropriateness according to client profile 
Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client 
Plan group activities that are consistent with the interests, preferences and beliefs of the clients 
Plan group activities with consideration of the clients' pace and timing requirements 
Plan group activities according to the size and composition of the group 
Plan group session to maximize the involvement of all group members 
Establish a balance between tasks to be accomplished and the group process 
Identify possible risk to successful group activities and adjust plan to minimise risk 
Confirm group session plan with allied health professional 
Gather and/or prepare materials and equipment required for the group session and check for safety and suitability 
Arrange the environment to encourage full participation by all group members 
Seek agreement on the purpose, process and intended outcomes of the group activity with the group 
Discuss the group activity with the group to encourage as much participation as possible 
If appropriate, work with the group to establish ground rules 
Provide each group member with the necessary information, materials and support to participate in the group activity 
Ensure that the manner, level and pace of communication is appropriate for each group member 
Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation 
Use group skills to ensure the involvement of all group members 
Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities 
Monitor individual client progress and provide constructive feedback to individual group member 
Follow process and directions to evaluate outcomes of the group session 
Clean equipment and materials according to manufacturers requirements 
Store equipment and materials according to manufacturers requirements and organisation protocols 
Report equipment faults to appropriate person 
Use accepted protocols to document information relating to the program in line with organisation requirements 
Provide regular feedback to the each client's care team 
Use appropriate terminology to document symptomatic expression of identified problems related to group activities 

Forms

Assessment Cover Sheet

HLTAH409B - Conduct group sessions for individual client outcomes
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

HLTAH409B - Conduct group sessions for individual client outcomes

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: