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

This unit will be most appropriately assessed in the workplace or in a simulated work context and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings

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 is encouraged with other units of competency relating to counselling practice

Resources required for assessment include access to:

An appropriate workplace and/or simulation of realistic work environment where assessment can take place

Method of assessment:

For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:

observation of performance in an actual workplace or in a setting that realistically simulates work conditions:

observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit

where face-to-face observation is not possible, video recordings may be provided

candidate's critique of their 'performance' to demonstrate cognitive understanding of theory

written questioning

relevant case studies and/or scenarios

role play

focused discussion

Related units:

Assessment of this unit is recommended (but not required) after or in conjunction with assessment of:

CHCCSL504A Apply personality and development theories

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate underpinning 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:

Operant conditioning

Classical conditioning

Learning theory supporting conditioning models

Principles and procedures of reinforcement

Thorndike's law of effect

Concept of schedule reinforcement

fixed ratio schedule

variable ratio

fixed interval schedule

variable interval schedule

Extinction of behaviours

Applications of stimulus and response theory

Bandura's social learning theory

Modelling

Reinforcement, positive and negative

Punishment

Functional and dysfunctional environments

Earliest learning environment - family

Childhood learning environment - school

Pre and adolescent peer group pressures/influences

Essential skills:

Ability to:

It is essential that competence be demonstrated in the analysis of behaviourism and the application of social learning (modelling) in counselling practice.

The candidate must be able to:

Apply negative and positive reinforcement

Apply the theory of stimulus and response in counselling practice.

Analyse environmental modelling influences;

Analyse behavioural outcomes of different modelling and reinforcement influences;

Apply reinforcements to ensure behaviour change;

Formulate and record a program for change.

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

These include the ability to:

Analyse, evaluate and record data

Apply theoretical concepts to case study

Determine cause and effect

Select mediating responses

Formulate strategies into a program

Devise strategies for change

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.

Reinforcement may include:

Isolating stimulus-response

Application of selective reinforcement - positive and/or negative

Primary reinforcement

Secondary reinforcement

Reinforcement schedules

Environmental modelling influences may include:

Strength of the influence

Duration of the influence

Major environmental influences from childhood

The importance of childhood environmental influences in terms of strength

The influence of school environment in terms of duration

Client's environment may include:

Family

School

Peer group

Workplace group

Environmental differences may include:

Family environment

Learning environment

Dysfunctional environments may:

Be inadequately resourced to effectively support human growth and development

Not be conducive to learning and/or development

Be inadequate in providing appropriate nurturance and care for typical development

Program for change may include:

Differential effects of modelling

Dysfunctional environmental outcomes

Functional environmental outcomes

Reinforcement techniques

Reinforcement of specific behaviours

Mediating responses