Application
This unit describes the skills and knowledge required to plan, facilitate and review psycho-educational groups using the theories and models of group work and strengths-based approaches.
This unit applies to individuals who plan and run psycho-educational groups based on established programs and procedures.
The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements define the essential outcomes | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan psycho-educational groups | 1.1 Identify the focus for the psycho-educational group based on the target group and client needs 1.2 Identify, screen and assess potential group members for suitability according to an established selection process 1.3 Communicate selection and non-selection outcomes to possible group members 1.4 Identify alternative services to meet the needs of group applicants who do not meet the criteria 1.5 Identify the need for, and establish supervision arrangements prior to the group 1.6 Identify, organise and adapt resources required for facilitation of the group |
2. Facilitate group processes | 2.1 Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries 2.2 Identify, explore and use connections within the group 2.3 Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience 2.4 Use responses and interactions to inform observations 2.5 Assist individuals to engage with activities and exercises in the group. 2.6 Maintain effective facilitation of learning through phases of the group 2.7 Monitor interactions between group members to ensure full participation and maximise learning outcomes 2.8 Validate and normalise emotional responses to issues sensitively challenge within the group setting and with regard to duty of care requirements |
3. Manage challenges within the group process | 3.1 Identify at risk behaviours and implement harm reduction strategies 3.2 Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual 3.3 Acknowledge disclosures appropriately and manage group reactions to disclosure 3.4 Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group 3.5 Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure 3.6 Make referrals when indicated by client needs according to organisation procedures |
4. Review group and participant progress toward set goals | 4.1 Progressively monitor and document individual progress toward set goals 4.2 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 4.3 Communicate decisions to change group activities, group membership or group purpose to the group 4.4 Reflect on group practice and own performance to inform future work 4.5 Participate in and apply learning from supervision to current and future psycho-educational groups |
Evidence of Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:
use of suitable facilities, equipment and resources, including:
group member information
organisation policies and procedures
modelling of industry operating conditions, including:
scenarios that involve groups comprising at least 5 people.
Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.