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 CHCCSL511A, 'Provide interventions to address family issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide interventions to address family issues' 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. Establish issues specific to family counselling | 1.1 Identify communication transactions 1.2 Identify and document issues related to working in a family structure/hierarchy/organisation 1.3 Identify and document issues associated with using therapeutic tools |
2. Analyse views of leading exponents of family therapy | 2.1 Compare the views of four major exponents of family therapy 2.2 Summarise the central features of each exponent's therapeutic approach and identify advantages and constraints in their application 2.3 Demonstrate application of a range of these exponents' therapeutic approaches with families in counselling practice |
3. Apply key approaches in family therapy | 3.1 Explain three current approaches to family therapy and identify their earlier influences 3.2 Identify and demonstrate the application of each approach to address a range of family scenarios and associated issues |
4. Develop a therapeutic relationship with each individual within their family | 4.1 Use appropriate verbal and non-verbal communication relevant to family member's age and stage of development and to family member's cultural background 4.2 Maintain a clear and ethical relationship with family members 4.3 Support each family member to identify their concerns and participate in the process of therapy 4.4 Maintain neutrality when balancing therapeutic engagement with each family member |
5. Develop a conceptualisation of the presenting problem | 5.1 In a therapeutic setting, identify factors relevant to the context of the family 5.2 Develop hypotheses to explain the presenting problem 5.3 Undertake ongoing review and refinement of hypotheses when working with families |
6. Implement the components of family therapy sessions | 6.1 When working therapeutically, use hypotheses to generate relevant questions 6.2 Use case conceptualisations to develop therapeutic options 6.3 Track a sequence within a family dynamic 6.4 Assess onset of presenting problems and explore relationship changes around it 6.5 Explore the relationship web using a variety of questions 6.6 Explore behaviours, meaning and relationships using a variety of questions 6.7 Develop a systemic intervention |