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Evidence Guide: HLTAH409B - Conduct group sessions for individual client outcomes

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

 

HLTAH409B - Conduct group sessions for individual client outcomes

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

Plan for group sessions

  1. Obtain information about the purpose group sessions from an allied health professional
  2. Obtain information about the desired individual client outcomes
  3. Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional
  4. Identify and confirm impact of the program's contribution to the clients' overall care plan
  5. Determine client availability according to organisation protocols
  6. Determine client appropriateness according to client profile
Obtain information about the purpose group sessions from an allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain information about the desired individual client outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify requirements outside scope of role and responsibilities as defined by the organisation and discuss with allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and confirm impact of the program's contribution to the clients' overall care plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client availability according to organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine client appropriateness according to client profile

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist with the development of group sessions

  1. Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client
  2. Plan group activities that are consistent with the interests, preferences and beliefs of the clients
  3. Plan group activities with consideration of the clients' pace and timing requirements
  4. Plan group activities according to the size and composition of the group
  5. Plan group session to maximize the involvement of all group members
  6. Establish a balance between tasks to be accomplished and the group process
  7. Identify possible risk to successful group activities and adjust plan to minimise risk
  8. Confirm group session plan with allied health professional
  9. Gather and/or prepare materials and equipment required for the group session and check for safety and suitability
Plan group activities that are consistent with client needs and recognise physical abilities and limitations of each client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan group activities that are consistent with the interests, preferences and beliefs of the clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan group activities with consideration of the clients' pace and timing requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan group activities according to the size and composition of the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan group session to maximize the involvement of all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a balance between tasks to be accomplished and the group process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify possible risk to successful group activities and adjust plan to minimise risk

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm group session plan with allied health professional

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and/or prepare materials and equipment required for the group session and check for safety and suitability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct group activity

  1. Arrange the environment to encourage full participation by all group members
  2. Seek agreement on the purpose, process and intended outcomes of the group activity with the group
  3. Discuss the group activity with the group to encourage as much participation as possible
  4. If appropriate, work with the group to establish ground rules
  5. Provide each group member with the necessary information, materials and support to participate in the group activity
  6. Ensure that the manner, level and pace of communication is appropriate for each group member
  7. Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation
  8. Use group skills to ensure the involvement of all group members
  9. Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities
  10. Monitor individual client progress and provide constructive feedback to individual group member
  11. Follow process and directions to evaluate outcomes of the group session
Arrange the environment to encourage full participation by all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek agreement on the purpose, process and intended outcomes of the group activity with the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss the group activity with the group to encourage as much participation as possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

If appropriate, work with the group to establish ground rules

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide each group member with the necessary information, materials and support to participate in the group activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that the manner, level and pace of communication is appropriate for each group member

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate with clients in a manner most likely to promote co-operation, dignity and self-esteem and encourage participation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group skills to ensure the involvement of all group members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential conflict within the group and manage to ensure ongoing involvement of individuals in group activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor individual client progress and provide constructive feedback to individual group member

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow process and directions to evaluate outcomes of the group session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clean and store equipment and materials

  1. Clean equipment and materials according to manufacturers requirements
  2. Store equipment and materials according to manufacturers requirements and organisation protocols
  3. Report equipment faults to appropriate person
Clean equipment and materials according to manufacturers requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store equipment and materials according to manufacturers requirements and organisation protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report equipment faults to appropriate person

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document client information

  1. Use accepted protocols to document information relating to the program in line with organisation requirements
  2. Provide regular feedback to the each client's care team
  3. Use appropriate terminology to document symptomatic expression of identified problems related to group activities
Use accepted protocols to document information relating to the program in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide regular feedback to the each client's care team

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate terminology to document symptomatic expression of identified problems related to group activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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

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. 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