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Evidence Guide: CHCGRP005 - Plan and provide group counselling

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCGRP005 - Plan and provide group counselling

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan for group counselling

  1. Develop criteria for appropriate participant selection
  2. Implement ethical processes for participant selectionaccording to nature of the intervention and individual client needs
  3. Document and record member selection process in line with established practice and organisation procedures
  4. Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile
Develop criteria for appropriate participant selection

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement ethical processes for participant selectionaccording to nature of the intervention and individual client needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and record member selection process in line with established practice and organisation procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a therapeutic alliance for interpersonal learning and change

  1. Establish agreements with group members about the way that the group will operate
  2. Develop goals for and with the counselling group according to the nature and needs of the group
  3. Share information that prepares group members for participation in the group process
  4. Develop appropriate safety measures between the group and group leader
  5. Reflect on and respond to potential influence of own values on group participants
Establish agreements with group members about the way that the group will operate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop goals for and with the counselling group according to the nature and needs of the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share information that prepares group members for participation in the group process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop appropriate safety measures between the group and group leader

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reflect on and respond to potential influence of own values on group participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage the group counselling process

  1. Model and encourage respectful communication within the group that addresses the diversity of participant needs
  2. Manage key transitions and stages of group development using established group work practices and engagement strategies
  3. Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions
  4. Use strategies that assist group members to develop self awareness, awareness of change and their use of defences
  5. Identify and manage issues of transference and counter transference
  6. Identify and manage conflictand negative behaviours constructively
  7. Monitor the therapeutic alliance at an individual and whole-of-group level
  8. Facilitate group member debriefing according to individual needs
  9. Document observations and outcomes of sessions according to professional standards and organisation requirements
Model and encourage respectful communication within the group that addresses the diversity of participant needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage key transitions and stages of group development using established group work practices and engagement strategies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use strategies that assist group members to develop self awareness, awareness of change and their use of defences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage issues of transference and counter transference

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and manage conflictand negative behaviours constructively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the therapeutic alliance at an individual and whole-of-group level

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate group member debriefing according to individual needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document observations and outcomes of sessions according to professional standards and organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and reflect on group counselling

  1. Evaluate group member patterns of improvement and change according to individual and group goals
  2. Use evaluation processes that allow group members to provide feedback
  3. Integrate evaluation of group counselling sessions into a broader reflective practice framework
  4. Participate in supervision according to planned approaches and apply learning to future work
Evaluate group member patterns of improvement and change according to individual and group goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use evaluation processes that allow group members to provide feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate evaluation of group counselling sessions into a broader reflective practice framework

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in supervision according to planned approaches and apply learning to future work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan for group counselling

1.1 Develop criteria for appropriate participant selection

1.2 Implement ethical processes for participant selectionaccording to nature of the intervention and individual client needs

1.3 Document and record member selection process in line with established practice and organisation procedures

1.4 Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile

2. Develop a therapeutic alliance for interpersonal learning and change

2.1 Establish agreements with group members about the way that the group will operate

2.2 Develop goals for and with the counselling group according to the nature and needs of the group

2.3 Share information that prepares group members for participation in the group process

2.4 Develop appropriate safety measures between the group and group leader

2.5 Reflect on and respond to potential influence of own values on group participants

3. Manage the group counselling process

3.1 Model and encourage respectful communication within the group that addresses the diversity of participant needs

3.2 Manage key transitions and stages of group development using established group work practices and engagement strategies

3.3 Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions

3.4 Use strategies that assist group members to develop self awareness, awareness of change and their use of defences

3.5 Identify and manage issues of transference and counter transference

3.6 Identify and manage conflictand negative behaviours constructively

3.7 Monitor the therapeutic alliance at an individual and whole-of-group level

3.8 Facilitate group member debriefing according to individual needs

3.9 Document observations and outcomes of sessions according to professional standards and organisation requirements

4. Evaluate and reflect on group counselling

4.1 Evaluate group member patterns of improvement and change according to individual and group goals

4.2 Use evaluation processes that allow group members to provide feedback

4.3 Integrate evaluation of group counselling sessions into a broader reflective practice framework

4.4 Participate in supervision according to planned approaches and apply learning to future work

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Plan for group counselling

1.1 Develop criteria for appropriate participant selection

1.2 Implement ethical processes for participant selectionaccording to nature of the intervention and individual client needs

1.3 Document and record member selection process in line with established practice and organisation procedures

1.4 Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile

2. Develop a therapeutic alliance for interpersonal learning and change

2.1 Establish agreements with group members about the way that the group will operate

2.2 Develop goals for and with the counselling group according to the nature and needs of the group

2.3 Share information that prepares group members for participation in the group process

2.4 Develop appropriate safety measures between the group and group leader

2.5 Reflect on and respond to potential influence of own values on group participants

3. Manage the group counselling process

3.1 Model and encourage respectful communication within the group that addresses the diversity of participant needs

3.2 Manage key transitions and stages of group development using established group work practices and engagement strategies

3.3 Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions

3.4 Use strategies that assist group members to develop self awareness, awareness of change and their use of defences

3.5 Identify and manage issues of transference and counter transference

3.6 Identify and manage conflictand negative behaviours constructively

3.7 Monitor the therapeutic alliance at an individual and whole-of-group level

3.8 Facilitate group member debriefing according to individual needs

3.9 Document observations and outcomes of sessions according to professional standards and organisation requirements

4. Evaluate and reflect on group counselling

4.1 Evaluate group member patterns of improvement and change according to individual and group goals

4.2 Use evaluation processes that allow group members to provide feedback

4.3 Integrate evaluation of group counselling sessions into a broader reflective practice framework

4.4 Participate in supervision according to planned approaches and apply learning to future work

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:

planned, facilitated and evaluated at least 3 different group counselling sessions, each with a minimum group size of 5 people

facilitated sessions that individually or cumulatively involve:

sessions with varied goals

participants of different genders ages

participants with different issues and challenges

managed the group counselling process according to established group work principles using the following communication and counselling skills:

challenging

collaboration

conflict resolution

different styles of group leadership

effective non-verbal communication

empathetic responding

focusing

listening

negotiation

paraphrasing

reframing

questioning

summarising

techniques for maintaining group cohesion

completed a structured process of evaluation and reflection for at least 3 group counselling sessions.

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 group counselling work, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

mandatory reporting

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations of group interventions

work health and safety, including:

stress management

supervision requirements for group counselling work

nature of complex interpersonal interactions and relationship, including:

abuse

conflict

power balances

how these play out in group situations

systemic therapeutic group work interventions and their application and evidence base:

cognitive/behavioural

solution focused

systemic approaches

mutual aid model

strengths, limitations, and contraindications of specific group counselling models, including risks of harm associated with models that incorporate assumptions of family dysfunction, pathogenesis, or cultural deficit

how group counselling may be used at the:

individual level

sub group level

whole-of-group level

processes, practices and factors for consideration in selecting participants for group counselling

types of information and supports needed to prepare participants for group counselling

models, theories, principles and practices of group work, including:

establishing agreements about how the group will operate and guidelines for behaviour

different stages of group development

different types of group leadership

uses and abuse of group techniques

responses to disclosures in groups

management of conflict and challenging behaviour

strategies for learning and change

transference and counter transference issues that arise in group counselling and how to manage these

group and individual defences and how these can be managed

communication and counselling techniques and how they are applied in the group process:

challenging

collaboration

conflict resolution

effective non-verbal communication

empathetic responding

focusing

listening

negotiation

paraphrasing

reframing

questioning

summarising

factors that affect the dynamics of a group, including:

attempted sabotage of process

avoidance of discussion of conflict

challenging feedback

conflict between or among participants/ facilitators

group splitting

inappropriate use of behaviour or relationships

manipulation of other participants

challenges and mistakes in leading counselling groups and strategies for how to address and avoid these

methods for measuring effectiveness of group counselling interventions

role of reflective practice and the nature of a counselling reflective practice framework

referral sources for group members in need of additional services

role and importance of self awareness and influence of own beliefs and attitudes.