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 CHCTC302A, 'Provide client-centred telephone counselling'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide client-centred telephone counselling' 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. Apply the organisation's telephone counselling processes | 1.1 Consistently apply stages of a counselling session 1.2 Develop and implement appropriate measures for counsellor care, supervision and support 1.3 Apply strategies that are consistent with defined models of counselling |
2. Display qualities that help to develop an effective, safe and trusting relationship with the caller | 2.1 Display a client-centred approach to counselling calls 2.2 Display empathy in order to build a strong connection with the caller 2.3 Display congruence in order to promote a strong and trusting environment within which the caller feels able to discuss their concerns and pain 2.4 Display unconditional positive regard to enable the caller to talk freely without fear of judgement |
3. Apply skills which assist the counselling process | 3.1 Consistently use active listening skills and brief encouragers to establish rapport with clients, and identify their issues 3.2 Show respectful, empathic understanding to clarify the nature and depth of client feelings 3.3 Develop an empowering counselling relationship which helps clients clarify options, seek support and decide on next steps to address problems and/or meet current needs 3.4 Explore and offer options for further community help 3.5 Sensitively manage a timely end to the call, facilitating transitions to ongoing self care and community support |
4. Address personal factors likely to impact on the counselling | 4.1 Identify, affirm and encourage personal attributes and attitudes likely to facilitate the counselling process 4.2 Identify and contain personal issues or attitudes likely to impact negatively on the call 4.3 Identify and discuss personal reactions to strong caller emotions or impactful client situations 4.4 Identify and implement constructive strategies for dealing with these strong emotions and impactful situations 4.5 Develop a range of self care strategies for responding to impactful client presentations or situations |