Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCCSL503B, 'Facilitate the counselling relationship'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate the counselling relationship' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Enable clients to identify concerns | 1.1 Enable clients to express their concerns freely 1.2 Explore presenting issues of clients in order to establish their nature and depth, and give attention to the possibility of underlying issues 1.3 Identify situations requiring immediate action and deal with promptly 1.4 Enable clients to identify their primary concerns in relation to the presenting issues 1.5 Enable clients to prioritise concerns to work on 1.6 Assist clients to become aware of underlying issues where appropriate 1.7 Identify and respond appropriately to strong emotional reactions 1.8 Identify indicators of client issues requiring referral and report or refer appropriately, in line with organisation requirements |
2. Enable clients to work through concerns | 2.1 Identify and work with uncertainty and ambivalence of clients 2.2 Support clients to experience and process difficulties 2.3 Draw attention to and discuss parallels and links in clients' experience as appropriate 2.4 Ensure that interventions have meaning for the immediate situation of the client 2.5 Reflect on and consider interventions that are most likely to facilitate client understanding and actions 2.6 Enable clients to identify and use known and previously unknown strengths 2.7 Explore perceptions of clients' feelings by reflecting back, clarification and review with clients 2.8 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them 2.9 Acknowledge and work with changes in client's life as appropriate |
3. Monitor the counselling process | 3.1 Monitor and review the counselling process with clients to ensure it remains of value 3.2 Work on threats and disruptions to the counselling process with clients 3.3 Review and compare individual perceptions and client's perceptions of the process 3.4 Work on any tension between clients' hopes and expectations and the reality of resource limitations 3.5 Facilitate change at a pace the client can tolerate and assimilate 3.6 Assess the appropriateness of ending the current counselling 3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship 3.8 Apply ethical codes of conduct as required in addressing counselling dilemmas |
4. Bring the counselling process to an end | 4.1 Enable clients to identify when the process is approaching its conclusion 4.2 Enable clients to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding 4.3 Utilise the ending process to enable clients to understand the nature and impact of earlier issues 4.4 Utilise boundaries of the counselling relationship to assist the ending process 4.5 Plan, structure and contract endings appropriately with clients 4.6 Support clients' sense of autonomy during the ending process 4.7 Inform clients about any opportunities for further support 4.8 Identify unresolved issues and discuss further work if appropriate 4.9 Complete appropriate documentation in line with organisation requirements |