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Workbook 9Counselling in Social ServicesNational Diploma in Social Services (Level 6)

“In a gentle way,you can shake the world.”

- Mahatma Gandhi

US 7913, 7955

Table of contents

Assessment process.......................................................................................................... 2Resources......................................................................................................................... 2Section One – Assessment.............................................................................................2

Task One Written assignment 2Section Two – Types of assessment..............................................................................2

Task One Listing types of assessment2Task Two Why do you use these assessment types? 2

Section Three – Assessment environment....................................................................2Task One Role play 2

Section Four – Information about the client..................................................................2Task One Interpersonal skills 2Task Two Sources of information 2

Section Five – Analyse your information.......................................................................2Task One Case study analysis 2

Section Six – Counselling models..................................................................................2Task One Written exercise 2Task Two Taped counselling session 2

Section Seven – Purpose for the counselling...............................................................2Task One Clarifying the purpose for counselling 2Task Two Interpersonal skills 2Task Three Connections between concerns and context 2Task Four Keeping your counselling relevant 2

Section Eight – Linking counselling with context.........................................................2Task One Identify and evaluate options 2Task Two The plan 2Task Three Self determination 2Task Four Summarise the counselling session 2

Section Nine – Closure of the counselling relationship...............................................2Task One Session closure 2Task Two Service user’s feedback 2Task Three How the session closed 2Task Four New learning 2

Marking Schedule Workbook Nine Counselling in Social Services – 7913, 7955......2

© Careerforce – Issue 2.0 – June 2013 Counselling in Social Services2

Tēnā koe

Welcome to this workbook on the topic of assessment and counselling. You are encouraged to seek out additional resources to support your learning.

Remember that your assessor is here to guide you but you are responsible for showing that you can complete the tasks in this workbook.

This workbook refers to clients as the people who use your services. The ITO acknowledges that every organisation is different and may use different terminology.

This integrated workbook is designed to assist you through the work-based assessment process for the following unit standards.

Standard Title Level Credit7913 v4 Undertake assessments of social service user situations 6 6

7955 v4 Engage in counselling with individuals 5 9

The first part of this workbook requires you to be able to explain the importance of assessment for service user situations, demonstrate assessment skills, establish an environment for making an assessment, gather relevant information on the service user context and analyse and record accurately the information gathered in an assessment situation.

The second part of this workbook requires you to show you can undertake basic counselling interviews in a wide range of social work settings

Your work will be treated confidentially by your assessor and the ITO. If your assessed work is selected for moderation, all identifying information will be removed.

Freephone: 0800 277 486Fax: (03) 371 [email protected]


mailto:[email protected]

http://www.careerforce.org.nz/

Getting startedComplete the following information and read through the assessment process.

To complete, enter the requested information in the blue highlighted fields and use the tab function to move to the next field. You can place the cursor over a field if you need to go back or edit/change an entry.

Name:

Postal Address:

Telephone (day):

Telephone (night):

E-mail Address:


Assessment process Step 1Preparation for assessment

Your assessor will ensure that you understand the level and standard of performance required before starting the assessment. You can work with others as you prepare for your assessment but you will be required to demonstrate your personal understanding of all of the material you submit to your assessor.You may want to refer to the unit standards themselves for further clarification. They can be downloaded from the NZQA websitewww.nzqa.govt.nz/qualifications-standards/standards/

Step 2Complete the workbook

The workbook sets out the questions you have to answer and the tasks you need to complete to be awarded credit for both unit standards.You must complete the workbook, before submitting it to your assessor for marking. The workbook has provided you with space for your written answers. It is recommended that you use all the space provided as it represents the length of response required.

Step 3Gather evidence and submit to assessor

Evidence of prior learning, such as course materials, essays, assignments, etc can be used to strengthen your evidence.Additional evidence can be submitted (such as work-related documentation) to supplement your answers however, you must answer every question. Always source your evidence and include references in the space provided. Send your completed workbook to your assessor by the date agreed to at your pre-assessment meeting.

Step 4Assessment feedback

Your assessor will determine whether the evidence presented in your workbook meets the required standard, and will provide you with feedback.If you are deemed not yet competent (ie your assessor determines that the evidence presented is not sufficient) then you will be asked for further evidence. Whether it is additional tasks for you to complete, or a verbal submission to supplement the evidence already presented, your assessor will work this through with you.

Step 5Reporting of results

If you are deemed competent, you will receive confirmation of this from your assessor. Your assessment results will then be forwarded to NZQA to be registered on your Record of Achievement (previously named Record of Learning).


http://www.nzqa.govt.nz/qualifications-standards/standards/

Resources We recommend you read the following books and look at the websites.

PrintedCoulshed, V. & Orme, J. (1998). Social Work Practice. N.Y: Palgrave.Chapter 1, Assessment and Counselling Theory. Chapter 2 Assessment. Chapter 4 Interviewing. Chapters 5, 6, 7, 9 for different theories and models of the assessing and counselling process.

A clear introduction to key concepts in social work. Covering a range of methods, theory, and contexts, this book bridges the gap between theory and practice.

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders. (4th Ed.) Washington, DC:APAThe APA is a major assessment tool. Copies can be found in all mental health services and possibly your local library.

Eagan, G. (1998). The Skilled Helper. UK: Routledge.Classic text for listening and micro skills.

Froggatt, W. (2003). Choose to be happy. NZ:HarperCollins.An excellent overview of the helping and counselling process written by a New Zealand Social worker who uses REBT model of helping.

WebsitesFroggatt, W. (2006). A brief introduction to cognitive-behaviour therapy. www.rational.org.nz/prof.htm (retrieved 12 April 2013)

Froggatt, W. (2005). A brief introduction to rational emotive behaviour therapy. www.rational.org.nz/prof.htm (retrieved 12 April 2013)

Morgan, A. (2000). What is narrative therapy? www.dulwichcentre.com.au/alicearticle.html (retrieved 12 April 2013)

Ministry of Health (1998). Guidelines for clinical risk assessment and management in mental health services, www.moh.govt.nz/notebook/nbbooks.nsf/0/2FE380C25ED2F1B34C25668600741EBA/$file/mentalra.pdf (retrieved 12 April 2013)

National Health Committee. (1999). Guidelines for recognising, assessing and treating alcohol and cannabis abuse in primary care. http://alac.rnzcgp.org.nz/info/full_guideline.pdf (retrieved 12 April 2013)

Tomm, K. A critique of the DSM. www.familytherapy.org/documents/CritiqueDSM.PDF (retrieved 12 April 2013)


http://www.familytherapy.org/documents/CritiqueDSM.PDF

http://alac.rnzcgp.org.nz/info/full_guideline.pdf

http://www.moh.govt.nz/notebook/nbbooks.nsf/0/2FE380C25ED2F1B34C25668600741EBA/$file/mentalra.pdf

http://www.moh.govt.nz/notebook/nbbooks.nsf/0/2FE380C25ED2F1B34C25668600741EBA/$file/mentalra.pdf

http://www.dulwichcentre.com.au/alicearticle.html

http://www.rational.org.nz/prof.htm%20

http://www.rational.org.nz/prof.htm

Section One – AssessmentThis section requires an overview and theoretical understanding of the assessment process and the wider context and range of assessments available for use with clients.

Task One Written assignment

Outline the purpose and reasons for assessment of client situations. Use extra paper if you need to. Make sure you reference at least one social work theory.

In your answer explain why the following points are important: The establishment of the environment including cultural and social factors. Safety and ethical issues. Relationship to interventions and planned change.


Section Two – Types of assessmentThis section examines both the wide range of assessment processes available to assist the assessment process and the importance of choosing the right process for the client’s situation.

Task One Listing types of assessment

List seven common types of assessments and state briefly when each assessment would be used. They may include but are not limited to informal and formal assessments; clinical assessment; cultural assessment; risk assessment; self assessment; whānau-based assessment.

Assessment type When to use this type of assessment

Example ~ An alcohol and drug assessment

For admission to a formal alcohol and drug treatment programme, workers need to assess the extent of the substance use/abuse behaviour and create suitable treatment plans in response.

1

2


Assessment type (cont.)

When to use this type of assessment (cont.)

3

4

5

6

7


Task Two Why do you use these assessment types?

Analyse two types of assessments from the list in the previous task. In your analysis discuss the reasons why the assessment is used. Include the advantages and disadvantages of the process and likely outcome for clients and the agency.

Use your work experiences to answer your question.

REMEMBER!ConfidentialityWe need to protect the confidentiality of all of our clients. Please use alternative names and don’t give any details that could identify the person you are working with.

Describe assessment one and explain why it is used.


What are its advantages?

What are its disadvantages?

What are the likely outcomes for the client?


Describe assessment two and explain why it is used.

What are its advantages?


What are its disadvantages?

What are the likely outcomes for the client?


Section Three – Assessment environmentSetting the scene and making the service user comfortable before gathering information is critical for a quality assessment. This section tests engagement and communication skills to proceed with collecting personal information from the client.

Task One Role play

Undertake two observed role plays of a typical assessment situation in your work place. Make sure that one is with a Māori client and one is with a Tauiwi client (someone who is not Māori). The role play may take place in two stages with the engagement and assessment section first then a second stage to cover the plan for action and closure.

Choose an experienced colleague to observe the role play and identify the skills listed in the role play assessment sheet at the back of this workbook. You may choose to video the role play then evaluate yourself with a colleague. This will enhance your learning and skills.

REMEMBER!Use the role play marking sheet at the back of this workbook to help you prepare for your role play. Ask your assessor if you need some help or if you are having trouble understanding a question.

What questions do I have for my assessor before I do my role play?


Section Four – Information about the clientThis section tests the nine interpersonal skills listed below, which are used when gathering accurate information for the purpose of assessment. Information is to include at least one source from the wider social context This can include the client, their family or whānau and any agency records that are available to gain useful information to make a plan or decisions for future action.

The nine interpersonal skills are: clarifying attending encouraging following listening questioning paraphrasing summarising reflection of feelings and content

Task One Interpersonal skills

Continue using the observed role play as from the previous section. Give an examplefrom your role play where you demonstrated each of the nine interpersonal skills.Use the role play marking schedule at the back of this workbook to help you identify the skills.

Clarifying

Attending


Encouraging

Following

Listening

Questioning


Summarising

Reflections of feelings and content

Paraphrasing


Task Two Sources of informationList the sources of information used to collect further information about the client’s concerns.

For one of the sources explain how you made sure the client agreed that you could approach that source. Explain how this was in accordance with your organisational policies.


Section Five – Analyse your informationAssessment activities need to be documented carefully by the worker. This is done by recording and communicating the information to the people involved according to service provider protocols.

Task One Case study analysis

Write up your two role plays as case studies or case notes and include all the following sub-headings. Include other sub headings to fit a particular situation if needed.

Introduction to the case. Purpose of assessment. Social context (must include information from other sources, or an explanation as to

why this did not occur). Presenting issues. Risk assessment and safety of client and other people (include here any specific

assessment tools used.) Underlying issues (for service user and or other people). Cultural issues. Ethical and legal issues or concerns. Service user’s desire for change. Service user’s strengths, resilience and means. Resources available and service user’s suitability for service or programme. Goals agreed on with client. Goals are specific, measurable, achievable, realistic

and have time-frames (SMART). Action plan (include any referral to other agencies or professionals and the

requirements they may have for follow up meetings with you as the interviewer). Analysis of the situation. How do the presenting issues link with the underlying

issues? Conclusion (including your personal reflection and learning).


Section Six – Counselling modelsEffective counselling requires knowledge of different counselling models. Different models are required to ensure that the most effective model is available for different clients in different situations and different agencies. ‘One size does not fit all’ is true for counselling.

This section will require you to record a session between you and a client where you are using your counselling knowledge and skills in order to see your engagement and communication skills. Building a relationship with the client is essential before the counselling begins. This is done by setting the scene and making the client comfortable before starting to gather information.

Task One Written exercise

Describe and reference a human development model and at least one other counselling model that you use and why you use them. In your answer discuss the advantages and disadvantages of the specific model you are using for your taped counselling session.


Task Two Taped counselling sessionRecord a counselling interview, either video or audio, with full consent of the client. Play back the recording and use the material and examples from your recording to answer the questions in the assignment. You may have to do two interviews of different situations to cover all the questions and skills. To enhance your learning, you may like your supervisor or an experienced colleague to observe your work or the recording.

Remember to keep the recording safe until the completion of this unit standard and destroy the recording after the work has been assessed.

Answer the following questions using material from your recorded interview.

Explain how and why you set up the environment to best meet the characteristics and needs of the client.


What greetings, protocols and/or kawa were used to engage the client?

How did you explain your role, the counselling function and legal responsibilities to the client to make sure they understood the counselling process?


Explain how you responded and took account of the key characteristics of the client personal situation such as age, stage of development, disability, health status, legal and health and socio-economic situation.


Section Seven – Purpose for the counsellingDiscussing the purpose and reasons for the client coming to counselling in enough detail is a skill that sets the scene for the rest of the interview. Take care that time is given to this section before moving to detailed discussion of the client’s concerns. Sometimes this involves utilising a range of skills to help the client identify the client’s presenting and underlying needs. In other words, why are they really seeking help.

Use your recorded material to answer the tasks in this section.

Task One Clarifying the purpose for counselling

Briefly identify some of the client’s concerns and reasons for counselling and show how you responded that clarified the purpose for counselling. You will need to explain how you used at least five of the following skills to do so:

co-creating and exploring alternatives.

challenging. coaching. confrontation. exploring past and current

behaviours.

patterns and beliefs. feedback. focusing. making connections. providing information. referral to other services. reframing.


Task Two Interpersonal skillsGive one example of each the following interpersonal skills you used to assist the client describe their concerns. Your answer must show that you understand the skill. You may include others that are not listed as well.

Attending

Clarifying

Encouraging


Following

Listening

Questioning


Paraphrasing

Reflecting

Any additional skills


Task Three Connections between concerns and context

Give three examples of how you assisted the client identify connections between their current concerns and the wider social and cultural context.

1

2


3

Task Four Keeping your counselling relevant

Give three examples of how you kept to the purpose of the counselling that was within their knowledge, resources and coping abilities.

1


2

3


Section Eight – Linking counselling with contextThis section will test your listening skills and your ability to frame useful questions that help the client link their concerns to a wider context. With this new understanding the client is then better able to make options and decisions for their future.

Use your recorded material to answer the questions in this section.

In your answers you need to show how you demonstrated at least five skills from the following list. You can show skills that are not on the list as well.

co-creating and exploring alternatives.

challenging. coaching. confrontation. exploring past and current

behaviours. patterns and beliefs.

feedback. focusing. making connections. providing information. referral to other services. reframing.

Task One Identify and evaluate options

Give two examples of how the client was assisted to identify and evaluate options. Explain how these options are consistent with the client’s coping abilities, knowledge, resources, skills, values and reason for counselling.

1


2


Task Two The plan

Briefly outline the plan identified by the client and comment on your role if any, in the plan. The plan must identify resources available and a timeframe consistent with use of the resources.

Task Three Self determination

Give two examples of how you encouraged self determination with the service user and discouraged dependency on the agency or social service worker.

1


2


Task Four Summarise the counselling session

Give a brief example of how the counselling session was summarized and evaluated with the client. Include in your answer if it is necessary to alter any part of the plan after this evaluation and how and in what way the plan needs to be changed.


Section Nine – Closure of the counselling relationshipClosure signals the end of the active listening stage. It is the time to end new ideas, summarize and evaluate the material discussed. The client then has a useful ‘package’ of information on which to reflect. This is the time to discuss the need for future meetings and continuation of the counselling relationship.

Answer the questions in this section using your recorded information

Task One Session closure

Describe how the counselling session closed. Give reasons for any future meetings or closure of the counselling relationship.


Task Two Service user’s feedback

Write the client’s comments on what was achieved in counselling and comment on any new learning or insights for the client.


Task Three How the session closed

Describe briefly the protocols or kawa used to end the counselling session. What would lead to the resumption of the counselling relationship and how would this occur?

Task Four New learning

Discuss the new learning you identified after this reflection. For example, learning can be theoretical, practical skills, personal and organisation.


Suggested activitiesThe following five activities can help improve your listening and assessment skills. This is an easy way of learning to use the process used by interviewers. Why not copy from the examples you observe? With practice it will help you become aware of the subtle skills of professionals who elicit information from a wide range of people over a wide range of topics.

1 ObservationContact a local experienced counsellor and ask if you could observe a counselling session or two, with the client’s permission. This is a great way to learn new styles of counselling using different theoretical approaches. It also teaches you that there is no one way to help people and that the relationship the counsellor has with the person is still the most helpful ingredient.

Counsellors in private practice, the local EAP Service, Relationship Services and the local court coordinator would be places to enquire about the possibility of observing counselling sessions.

2 Borrow resourcesContact your local relationship services and see if you could borrow training videos of counselling sessions. These tapes could be useful and would most likely demonstrate how to manage conflict and difference and give you an idea of different models.

3 WorkshopsAttend a local counselling/helping workshop. They are often advertised by the major organisations such as Child Youth and Family, Mental Health Services, DHB, community based programmes provided by Correction Services and on the ANZASW Social Work member’s website.

4 TelevisionWatch programmes where one to one interviews take place such as Fair Go, or police and crime programmes when suspects are interviewed.

5 RadioRadio New Zealand National has some of New Zealand’s best radio interviewers. Find those programmes that interest you and learn from the different styles. Many of the radio and television programmes are repeated later in the week and are also available on the internet.

Have a look at the list on the next page.


Here are some of the better known RNZN interviewers and their programmes:

Geoff Robinson and Simon Mercep – Morning Report, 6am to 9am, Monday to Friday

Kathryn Ryan – Nine to Noon: 9am to noon Monday to Friday Mary Wilson – Checkpoint: 5pm to 7pm Monday to Friday. Kim Hill – Saturday Morning: 8am to 12 noon Saturday. Chris Laidlaw – Sunday: 9am to noon Sunday.

Some suggestions of what to listen and watch for.

Note the choice of words that are used to start the interview and investigative questions.

Listen to how the interviewer responds to the last statement from interviewee. Note how the interviewer changes the topic when enough information is gathered. Note how the interviewer keeps the flow of the interview and the interviewer

engaged in the process. Note the level of language used or use of jargon. Note how the interviewer deals with conflict and controversial material. Note the matching of tone of voice and language to communicate easily with the

interviewee. Note how the interview concludes and the attention given to social and cultural

mores.


Marking Sheet – Role play

Engagement with service userThese points explained Observed Partly

observedNot

observed Comments

Trainee prepared for the client.

Client was made to feel comfortable.

Purpose of the assessment explained to the client.

Consultation process with other people explained including use and accuracy of client’s information and agency documents.

Role of other professionals explained.

Use of assessment schedules or forms explained including how they assist assessment.

Undertaking the assessment


These points explained Observed Partly

observedNot

observed Comments

Information gathered is systematic and relevant to the issues.

Information gathered is sufficient and detailed enough to make necessary decisions regarding future actions.

All available sources of information are used (client, family/support people, organisational records).

Information is accurate, correct and in agreement with client and other significant people.

Information is in accordance with legislation, ethical practice and organisational guidelines.

Main issues are identified and clarified with client.

Continued next page


Undertaking the assessment (cont’d)These points explained

Observed Partly observed

Not observed

Comments

Need for referral and or further assessment is identified accurately including signs of crisis, safety and abuse.

Options are identified and recommendations made in consultation with the service user, legislation and organisational guidelines.

Listening skills demonstrated

Listening skill Observed Partly observed

Not observed Comments

Attending

Clarifying

Encouraging

Continued next page


Listening skill (cont’d)

Observed Partly observed

Not observed

Comments

Following

Questioning

Paraphrasing

Reflection of feelings and content

Summarising


Marking Schedule Workbook Nine Counselling in Social Services – 7913, 7955Marking Schedule Section One

Explain the significance of assessment of service user situationsAssessment Task Judgement CommentsTask One7913 1.1, 1.2, 1.3.

Purpose of assessment is explained. Reasons for assessment are explained. At least one social work theory is referred to and

referenced correctly. The importance of cultural, social, and ethical factors

is explained. The importance of safety and ethical issues is

explained. The importance of the relationship to interventions

and planned change is explained.

Competency Decision Section One: Explain the significance of assessment of service user situations

Achieved More Evidence Required

Notification to trainee Comment: Credit reporting form to be submitted to ITO Comment:

Resubmission decision: Achieved More Evidence Required

Assessor signature: Date: Assessor signature: Date:

© Careerforce – Issue 2.0 – June 2013 Counselling in social services57

Marking Schedule Section TwoTypes of assessment

Assessment Task Judgement CommentsTask One79132.1, 2.2

Seven types of assessments are listed. The correct situation for each assessment type is

explained. Response references client groups and agency

context.

Task Two79132.1, 2.2

Two types of assessments from the previous task are selected.

Each is analysed according to the questions. Likely outcomes for the clients are identified with

each assessment type. Response demonstrates that the trainee

understands two assessment types in depth.

Competency Decision Section Two: Types of assessment






Marking Schedule Section ThreeAssessment environment

Assessment Task Judgement CommentsTask OneRole Play79133.1, 3.2, 3.3, 3.4

Trainee prepares environment appropriately for each interview.

Client was made comfortable. Client was greeted in an appropriate manner

according to the clients characteristics and in accordance with the context of the situation.

Required information available. Role play assessment sheet is complete. All required skills were demonstrated correctly. Role play assessment sheet demonstrates the

trainee’s competence in all areas. Social service worker’s role, function and legal

responsibilities clearly communicated to service user.

Compare to role play sheet

Competency Decision Section Three: Assessment environment






Marking Schedule Section FourInformation about the client

Assessment Task Judgement CommentsTask OneTwo Role PlaysOr actual cases evidenced7913: 4.1

All interpersonal skills identified in assessment role play.

An example is provided for each interpersonal skill. Examples are correct and demonstrate the trainee

has the relevant skills.

Task Two79134.2, 4.3, 4.4, 4.5

Information is collected from an additional source of information.

Information collected is relevant. Response shows how the trainee sought agreement

from the client. Trainee practice was ethical and in accordance with

legislation, cultural protocols, and service provider guidelines.

Competency Decision Section Four: Information about the client






Marking Schedule Section FiveAnalyse your information

Assessment Task Judgement CommentsTask 1Written Case Study79135.1 5.2

79135.2, 5.3, 5.4

79135.5, 5.6, 5.7, 5.8

Two role plays are written up in the form of a case study.

Case study follows the required sub-headings. Introduction to the case. Purpose of assessment. Social context includes information from other

sources or an explanation as to why this did not occur. Presenting issues. Risk assessment and safety of client and other

people. Any specific assessment tools used are discussed. Underlying issues. Cultural issues. Ethical and legal issues or concerns. Client’s desire for change. Client’s strengths, resilience and means. Resources available and service user’s suitability for

service or programme. Goals agreed with client. Goals are specific,

measurable, achievable, realistic and have time-frames. Action plan (includes any referral to other agencies

or professionals and the requirements they may have for



Assessment Task Judgement Commentsfollow up meetings).

Analysis of the situation shows the link between the presenting issues and the underlying issues?

Conclusion. Personal reflection and learning. Each section of the case study accurately

summarises the case. Evidence presented demonstrates that the trainee’s

practice is appropriate for the client’s needs and context. Written assessment meets criteria established by;

legislation, ethical practice and service provider guidelines.

Competency Decision Section Five: Analyse your information


Notification to trainee Comment: Credit reporting form to be submitted to ITO



Assessment Task Judgement CommentsComment: Resubmission decision: Achieved More Evidence Required


Marking Schedule Section SixTaped counselling session

Assessment Task Judgement CommentsTask OneScene setting79551.1

Response identifies one human development model and at least one other.

Response identifies reasons why trainee uses these models.

Advantages and disadvantages of the specific model in the following counselling session are described.

Task TwoTaped Interview79551.31.21.4

One counselling session is taped. Response indicates how trainee set up the

environment. Environment meets the needs and characteristics of

the client. Trainee shows use of appropriate greetings and

kawa. Trainee shows correct explanation of their role, the

counselling function, and any legal responsibilities. Trainee demonstrates they have appropriately

responded to the client’s key characteristics.


Competency Decision Section Six: Taped counselling sessionAchieved More Evidence Required Notification to trainee Comment: Credit reporting form to be submitted to ITO Comment:

Resubmission decision: Achieved More Evidence RequiredAssessor signature: Date: Assessor signature: Date:


Marking Schedule Section SevenPurpose for counselling

Assessment Task Judgement CommentsTask One79552.1, 2.2

Response briefly outlines the clients concerns and reasons for counselling.

Response shows how the trainee responded to the client in a way which clarifies the purpose for counselling.

Response demonstrates the use of at least five specific counselling skills.

Five skills are from the following listo co-creating and exploring alternatives.o challenging.o coaching.o confrontation.o exploring past and current behaviours.o patterns and beliefs.o feedback.o focusing.o making connections.o providing information.o referral to other services.o reframing.


Marking Schedule Section SevenPurpose for counsellingAssessment Task Judgement CommentsTask Two2.3

One examples of each interpersonal skill is provided:o attending.o clarifying.o encouraging.o following.o listening.o questioning.o paraphrasing.o reflecting.

Examples demonstrate correct use of each skill.

Task Three79552.4

Three examples are provided. Each example shows how trainee assisted client to

connect personal concerns to wider social and cultural context.

Task Four79552.5

Three examples are provided. Each example shows how the trainee kept to the

purpose of the counselling. Each example is consistent with identified needs,

resources and coping abilities of the client.


Competency Decision Section Seven: Purpose for counselling






Marking Schedule Section EightLinking counselling with context

Assessment Task Judgement CommentsTask One79553.1

Two examples are provided. Each example shows how the client was assisted to

identify and evaluate options for them. Options were consistent with their coping abilities,

knowledge, resources and values. Options were appropriate for the reason for

counselling.

Task Two79553.2, 3.3, 3.4

A plan is identified by the client. The role of trainee is clarified. The plan identifies resources and an appropriate

timeframe. The plan is consistent with the individual’s coping

abilities, knowledge, resources, skills, values and is measurable. (SMART criteria).

Task Three79553.5

Two examples are provided. Each example shows how the trainee encouraged

the client’s self-determination and discouraged dependency on the trainee and the agency.

Examples show appropriate practice.


Marking Schedule Section EightLinking counselling with contextAssessment Task Judgement CommentsTask Four79553.6, 3.7

Response shows how the counselling session was summarised.

Response shows how the trainee assisted the client to evaluate the session.

Any potential changes to the plan are identified and include how the plan needs to change.

Competency Decision Section Eight: Linking counselling with context






Marking Schedule Section NineClosing the counselling relationship

Assessment Task Judgement CommentsTask One79554.1, 4.2, 4.3, 4.4

Description of how session was closed is provided. Closure of session is appropriate. Reasons for any future meetings are provided or

reasons for why the counselling relationship was closed are provided.

Task Two79554.3, 4.4

Examples of client’s comments are provided. Examples show what the client thinks was achieved

through the counselling. Any new learning for the client is identified.

Task Three79554.1, 4.5

Protocols and kawa to close session and or relationship were identified and appropriate.

Trainee and client identify how and in what circumstances the client would seek to resume the counselling relationship.

Task Four New learning for the trainee is identified.

Competency Decision Section Nine: Closing the counselling relationship






ImportantON WORKBOOK COMPLETION THIS PAGE IS TO BE SIGNED

BY BOTH ASSESSOR AND TRAINEE AND SENT TO CAREERFORCE

Assessment Task

Assessed as Competent

Assessor Signature/CommentsAssessor Name:

.............................................................................

Trainee Signature/CommentsTrainee Name:

.............................................................................

Date

Section 1

Section 2

Section 3

Section 4

Section 5

Section 6

Section 7

Section 8

Section 9


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