This unit involves the application of a framework that identifies appropriate interventions and their purpose

ELEMENT

PERFORMANCE CRITERIA

1. Develop an individual and group-as-a-whole schema for interpersonal learning and change

1.1 Identify a range of group interventions for use at the individual level

1.2 Identify a range of group interventions appropriate for use at the sub group level

1.3 Identify a range of group interventions appropriate for use at the group-as-a-whole level

2. Identify transference and counter-transference in group relationships

2.1 Identify transference and counter transference issues

2.2 Explore transference and counter transference issues in a supervision context

3. Evaluate the use of a wide variety of group interventions

3.1 Evaluate group intervention approaches on a regular basis within a reflective practice framework

3.2 Explore the appropriate use of interventions and their limitations

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

These include knowledge of:

Group interventions used in a range of counselling theories:

cognitive/behavioural

solution focused

systemic approaches

mutual aid model

Group interventions and appropriate applications to a variety of group contexts

Relevance of theoretical frameworks used in group work

Relevant models for indifferent stages of group development

Different types of group leadership

Effective communication strategies

Working knowledge of appropriate responses to disclosure

Self awareness and understanding of the impact this may have on the process and effective group counselling leadership

Assessment methods for measuring effectiveness of interventions

Essential skills:

It is critical that the candidate demonstrate the ability to:

Identify relevant models for stages of group development

Use effective communication in group setting

Address individual issues while maintaining the focus of the whole group

Implement group interventions and debriefing processes

Effectively manage the group

Develop and maintain a positive group environment

Link group changes to wider life experiences pf the group members

Facilitate the referral of individuals whose needs cannot be net within the group

Determine the effectiveness of different group interventions

Anticipate possible barriers in the implementation of different interventions

Identify the risks associated with the use of different interventions

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 individual 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 and/or 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 assignments/projects 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

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.

Group interventions may include:

Dealing with group flight/fight:

stage of group development

intrapersonal issues

interpersonal issues

group-as-a-whole issues

Responding to conflict:

cutting off

identifying key issue

connecting conflict in group with wider context

Working in the here-and-now:

identifying discussion themes

balancing cognitive, affective and action

connecting group discussions with individual goals and learning

identifying the uniqueness of individual group members

Modelling of appropriate responses

Responding to group members who monopolise and dominate may include:

cutting off

refocusing

exploring the broader issues around the monopolising by group member/s

Removal of group members where appropriate:

self-disclosure

timing

appropriateness

purpose

Structured interventions:

use of structured exercises to aid learning

Individual, sub-group level and group-as-a-whole level may include:

Interventions that focus on change at either an:

individual level (change in an individual occurs when the intervention is focuses on one individual)

sub-group level (change in an individual occurs when the intervention is focuses on a small group of group members)

group-as-a-whole level (change in an individual occurs when the intervention is focuses on working with the whole group of group members)

Transference may include:

Transference: Feelings and reactions that are placed on the group leader by the group members

Counter-transference: Feelings and reactions that are placed on the group members by the group leader:

Interpersonal learning: learning that occurs between group members

Inappropriate/out of context behaviour

Repetitious/reoccurring behaviours

Intense/over the top reactions

Ambivalence and emotional withdrawal

Conflictual interactions

Counter-transference may include:

Emotional withdrawal

Conflictual interactions

Stress reactions

Interpersonal learning may involve:

Corrective emotional experiences

Dynamic interaction between members and the group

Group as social microcosm

Individual differences and group learning

Recognition of behavioural patterns

This unit contains Employability Skills