Assessor Resource

CHCFCS002
Provide relationship counselling

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the skills and knowledge required to assess for safety risks, establish professional relationships, determine presenting problems and direct therapeutic counselling processes with couples experiencing complex relationship issues.

This unit applies to family relationship counsellors who operate with significant autonomy in therapeutic professional service roles in the community sector. The activity is self-directed.

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian/New Zealand Standards and industry codes of practice.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Assess for safety risks in couple relationships

1.1 Assess for domestic and family violence issues using established screening tools

1.2 Take action to address any issues of safety according to organisation policy and legislative requirements

1.3 Refer individuals to support services to manage issues of safety or risk according to individual needs

1.4 Document issues of concern or potential risk according to policy and relevant legislation

1.5 Assess whether there is a safe enough environment where violence exists to offer couple counselling

1.6 Create safe environment for couples to maximise opportunities within the counselling session

2. Establish professional relationship with each individual

2.1 Engage each individual using appropriate techniques and strategies

2.2 Remain impartial in the professional counselling relationship with couples

2.3 Explore and outline ethical boundaries and expectations of the professional counselling relationship

2.4 Identify and manage problematic issues of the professional relationship with couples

2.5 Take appropriate steps to prevent the development of problematic relationship issues between the counsellor and individuals within the couple

2.6 Monitor and respond appropriately to the physical and emotional reactions of each individual to the counselling process

3. Identify and explore presenting problems

3.1 Encourage individuals to describe the presenting problems and explore their understanding of why the problem exists

3.2 Encourage couples to become aware of and discuss the problem in relation to associated behaviours or situations

3.3 Elicit the couple’s understandings of attempts to previously manage the problem in the past

3.4 Evaluate couple’s perception of their relationship prior to the problem existing

3.5 Reframe problems and recursive interaction

4. Direct the therapeutic process of couples counselling

4.1 Use questioning and counselling techniques effectively to explore couples options, motivations, and commitments for change

4.2 Respond to communication difficulties including overt and covert aggression and hostility between individuals

4.3 Identify strengths of the relationship and encourage individuals to negotiate and develop strategic goals to be achieved in their relationship

4.4 Develop future session plans based on information and evidence obtained from current counselling session

5. Terminate counselling sessions

5.1 Recognise when the counselling is no longer serving the interests or needs of the client

5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either re-negotiate professional relationship or terminate the service

5.3 Engage client/s in determining any further external interventions and arrange appropriate referrals

6. Seek feedback from the client/s about the counselling service provided

6.1 Review counselling progress and provision regularly with clients

6.2 Obtain feedback from the clients at the conclusion of the counselling service

6.3 Use feedback strategies to encourage client contribution to improved counselling practice

6.4 Review client feedback and use this to inform practice reflection and improvement as part of supervision

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

used specialised counselling communication skills

produced accurate and comprehensive case records, files and reports.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for relationship counselling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety, including:

stress management

supervision requirements

common presenting issues, and their characteristics and counselling challenges, including:

pre and post separation issues

parenting and agreements

sexual relationship issues

fertility and/or pregnancy issues

financial issues

intimacy issues

grief and loss experienced one or both parties

family of origin influences

specific issues for same sex couples

cross cultural issues

processes, systems and requirements for contracting and reaching agreements with client about the nature, process and expected timeframes and responsibilities for counsellor and client

historical development of counselling theories and practice approaches, and their similarities and differences

contemporary research, scientific and professional information and approaches to counselling in diverse cultural contexts

broader contexts that impact family and relationship research and implications for practice

approaches used in couple counselling, their strengths, limitations and contraindications, including, including the principles and practices of major theories

ways to engage people in the counselling process, including:

conversation – non problem-focused

discussion of self as counsellor in professional manner

respectful and non-judgemental attitude

even distribution of time between individuals in couple

open questioning in a non threatening manner

use of empathy and rapport building techniques

types of questioning used in relationship counselling, including:

questioning to scan relationship web

reflexive questioning

relational questioning

circular questioning

issues impacting different types of couples, including:

heterosexual couples

same sex couples

couples of different ages/stages of development

family and domestic violence considerations, including:

indicators and dynamics of domestic and family violence and complexities of interpersonal interactions, e.g. power, abuse and conflict

procedures and instruments to screen for abuse before, during and after couple or family counselling and any additional safety planning requirements and procedures for clients and staff

concepts of couple, family and child dynamics in normal and abnormal developmental forms

stages of human development and how this knowledge applies to relationship counselling practice

characteristics of diversity, and how these impact on attitudes to, and values within, relationships, including:

age

cognitive ability

culture

ethnicity

gender

socio-economic status

spirituality

the role of social context in the counselling relationship

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the client, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and their potential influence on counselling practice.

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real clients.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Assess for safety risks in couple relationships

1.1 Assess for domestic and family violence issues using established screening tools

1.2 Take action to address any issues of safety according to organisation policy and legislative requirements

1.3 Refer individuals to support services to manage issues of safety or risk according to individual needs

1.4 Document issues of concern or potential risk according to policy and relevant legislation

1.5 Assess whether there is a safe enough environment where violence exists to offer couple counselling

1.6 Create safe environment for couples to maximise opportunities within the counselling session

2. Establish professional relationship with each individual

2.1 Engage each individual using appropriate techniques and strategies

2.2 Remain impartial in the professional counselling relationship with couples

2.3 Explore and outline ethical boundaries and expectations of the professional counselling relationship

2.4 Identify and manage problematic issues of the professional relationship with couples

2.5 Take appropriate steps to prevent the development of problematic relationship issues between the counsellor and individuals within the couple

2.6 Monitor and respond appropriately to the physical and emotional reactions of each individual to the counselling process

3. Identify and explore presenting problems

3.1 Encourage individuals to describe the presenting problems and explore their understanding of why the problem exists

3.2 Encourage couples to become aware of and discuss the problem in relation to associated behaviours or situations

3.3 Elicit the couple’s understandings of attempts to previously manage the problem in the past

3.4 Evaluate couple’s perception of their relationship prior to the problem existing

3.5 Reframe problems and recursive interaction

4. Direct the therapeutic process of couples counselling

4.1 Use questioning and counselling techniques effectively to explore couples options, motivations, and commitments for change

4.2 Respond to communication difficulties including overt and covert aggression and hostility between individuals

4.3 Identify strengths of the relationship and encourage individuals to negotiate and develop strategic goals to be achieved in their relationship

4.4 Develop future session plans based on information and evidence obtained from current counselling session

5. Terminate counselling sessions

5.1 Recognise when the counselling is no longer serving the interests or needs of the client

5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either re-negotiate professional relationship or terminate the service

5.3 Engage client/s in determining any further external interventions and arrange appropriate referrals

6. Seek feedback from the client/s about the counselling service provided

6.1 Review counselling progress and provision regularly with clients

6.2 Obtain feedback from the clients at the conclusion of the counselling service

6.3 Use feedback strategies to encourage client contribution to improved counselling practice

6.4 Review client feedback and use this to inform practice reflection and improvement as part of supervision

The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be evidence that the candidate has:

performed the activities outlined in the performance criteria of this unit during a period of at least 50 hours of client work in a family counselling service

used specialised counselling communication skills

produced accurate and comprehensive case records, files and reports.

The candidate must be able to demonstrate essential knowledge required to effectively complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the work role. This includes knowledge of:

legal and ethical considerations for relationship counselling, and how these are applied in organisations and individual practice:

codes of conduct

discrimination

duty of care

ethical dilemmas in practice, and processes for ethical decision-making

practitioner client boundaries and implications of unequal balance of power

privacy, confidentiality and disclosure, including limitations

records management

work role boundaries – responsibilities and limitations, including situations where usefulness of counselling may be limited and referral is required

work health and safety, including:

stress management

supervision requirements

common presenting issues, and their characteristics and counselling challenges, including:

pre and post separation issues

parenting and agreements

sexual relationship issues

fertility and/or pregnancy issues

financial issues

intimacy issues

grief and loss experienced one or both parties

family of origin influences

specific issues for same sex couples

cross cultural issues

processes, systems and requirements for contracting and reaching agreements with client about the nature, process and expected timeframes and responsibilities for counsellor and client

historical development of counselling theories and practice approaches, and their similarities and differences

contemporary research, scientific and professional information and approaches to counselling in diverse cultural contexts

broader contexts that impact family and relationship research and implications for practice

approaches used in couple counselling, their strengths, limitations and contraindications, including, including the principles and practices of major theories

ways to engage people in the counselling process, including:

conversation – non problem-focused

discussion of self as counsellor in professional manner

respectful and non-judgemental attitude

even distribution of time between individuals in couple

open questioning in a non threatening manner

use of empathy and rapport building techniques

types of questioning used in relationship counselling, including:

questioning to scan relationship web

reflexive questioning

relational questioning

circular questioning

issues impacting different types of couples, including:

heterosexual couples

same sex couples

couples of different ages/stages of development

family and domestic violence considerations, including:

indicators and dynamics of domestic and family violence and complexities of interpersonal interactions, e.g. power, abuse and conflict

procedures and instruments to screen for abuse before, during and after couple or family counselling and any additional safety planning requirements and procedures for clients and staff

concepts of couple, family and child dynamics in normal and abnormal developmental forms

stages of human development and how this knowledge applies to relationship counselling practice

characteristics of diversity, and how these impact on attitudes to, and values within, relationships, including:

age

cognitive ability

culture

ethnicity

gender

socio-economic status

spirituality

the role of social context in the counselling relationship

counselling and case work processes, including those related to:

contracting and what needs to be agreed

documentation

interactions with other professionals and service providers

interactions with the client, their family, significant others and carers

type and scope of referral options and pathways to support clients seeking interventions and supports beyond or in conjunction with counselling

own prejudices and stereotyping attitudes and their potential influence on counselling practice.

Skills must have been demonstrated in the workplace with the addition of simulations and scenarios where the full range of contexts and situations have not been provided in the workplace. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real clients.

Assessors must satisfy the Standards for Registered Training Organisations (RTOs) 2015/AQTF mandatory competency requirements for assessors.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
 
Assess for domestic and family violence issues using established screening tools 
Take action to address any issues of safety according to organisation policy and legislative requirements 
Refer individuals to support services to manage issues of safety or risk according to individual needs 
Document issues of concern or potential risk according to policy and relevant legislation 
Assess whether there is a safe enough environment where violence exists to offer couple counselling 
Create safe environment for couples to maximise opportunities within the counselling session 
Engage each individual using appropriate techniques and strategies 
Remain impartial in the professional counselling relationship with couples 
Explore and outline ethical boundaries and expectations of the professional counselling relationship 
Identify and manage problematic issues of the professional relationship with couples 
Take appropriate steps to prevent the development of problematic relationship issues between the counsellor and individuals within the couple 
Monitor and respond appropriately to the physical and emotional reactions of each individual to the counselling process 
Encourage individuals to describe the presenting problems and explore their understanding of why the problem exists 
Encourage couples to become aware of and discuss the problem in relation to associated behaviours or situations 
Elicit the couple’s understandings of attempts to previously manage the problem in the past 
Evaluate couple’s perception of their relationship prior to the problem existing 
Reframe problems and recursive interaction 
Use questioning and counselling techniques effectively to explore couples options, motivations, and commitments for change 
Respond to communication difficulties including overt and covert aggression and hostility between individuals 
Identify strengths of the relationship and encourage individuals to negotiate and develop strategic goals to be achieved in their relationship 
Develop future session plans based on information and evidence obtained from current counselling session 
Recognise when the counselling is no longer serving the interests or needs of the client 
Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either re-negotiate professional relationship or terminate the service 
Engage client/s in determining any further external interventions and arrange appropriate referrals 
Review counselling progress and provision regularly with clients 
Obtain feedback from the clients at the conclusion of the counselling service 
Use feedback strategies to encourage client contribution to improved counselling practice 
Review client feedback and use this to inform practice reflection and improvement as part of supervision 

Forms

Assessment Cover Sheet

CHCFCS002 - Provide relationship counselling
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CHCFCS002 - Provide relationship counselling

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: