CHCGRP003 — Plan, facilitate and review psycho-educational groups

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What an assessment for CHCGRP003 must cover

42 assessable components: 4 elements (25 performance criteria), 3 performance evidence and 14 knowledge evidence requirements. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Plan psycho-educational groups

1.1Identify the focus for the psycho-educational group based on the target group and client needs
1.2Identify, screen and assess potential group members for suitability according to an established selection process
1.3Communicate selection and non-selection outcomes to possible group members
1.4Identify alternative services to meet the needs of group applicants who do not meet the criteria
1.5Identify the need for, and establish supervision arrangements prior to the group
1.6Identify, organise and adapt resources required for facilitation of the group

2 Facilitate group processes

2.1Recognise and respond to individual needs while maintaining group cohesion and within educational boundaries
2.2Identify, explore and use connections within the group
2.3Use questions that support exploration of group members’ involvement in the group in relation to their whole life experience
2.4Use responses and interactions to inform observations
2.5Assist individuals to engage with activities and exercises in the group.
2.6Maintain effective facilitation of learning through phases of the group
2.7Monitor interactions between group members to ensure full participation and maximise learning outcomes
2.8Validate 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

3.1Identify at risk behaviours and implement harm reduction strategies according to the needs of the individual within boundaries of own role
3.2Respond appropriately to individuals displaying distress or concern in a manner that maximises safety and confidentiality for each individual
3.3Acknowledge disclosures appropriately and manage group reactions to disclosure
3.4Identify and contain disruptive behaviour using group activities and discuss appropriate participation in the group
3.5Evaluate and make judgment about when individual may need to leave the group and take action according to organisation procedure
3.6Make referrals when indicated by client needs according to organisation procedures

4 Review group and participant progress toward set goals

4.1Progressively monitor and document individual progress toward set goals
4.2Progressively review and monitor the psycho-educational group program and adjust as required to ensure the program’s ongoing relevance for the psycho-educational group
4.3Communicate decisions to change group activities, group membership or group purpose to the group
4.4Reflect on group practice and own performance to inform future work
4.5Participate in and apply learning from supervision to current and future psycho-educational groups

Performance evidence

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

Knowledge evidence

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.

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

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Questions about assessing CHCGRP003

What does an assessment tool for CHCGRP003 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for CHCGRP003 needs to address all 42 unit components: 4 elements with 25 performance criteria, 3 performance evidence requirements, 14 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for CHCGRP003?

Auditori pulls the current release of CHCGRP003 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for CHCGRP003 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing CHCGRP003 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of CHCGRP003, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

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