Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CHCCSL005 Mapping and Delivery Guide
Apply learning theories in counselling

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CHCCSL005 - Apply learning theories in counselling
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to apply theory underpinning behaviourism and social learning to formulate and monitor a program for behaviour change in a counselling context.This unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Skills must have been demonstrated in the workplace or in a simulated environment that reflects workplace conditions. The following conditions must be met for this unit:

use of suitable facilities, equipment and resources, including:

client information

individualised counselling plans

modelling of industry operating conditions, including:

scenarios that involve complex interactions with real people in face-to-face situations where candidate and client are physically present in the same room

scenarios that involve problem-solving.

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

In addition, assessors must have 2 years experience working in a counselling role and hold a qualification in counselling or related field that involves counselling, at Diploma level or higher (or equivalent qualification).

Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Elements define the essential outcomes
       
Element: Research learning theories
  • Identify and access sources of information on learning theories
  • Read and interpret information, distilling key themes and messages for counselling work
  • Organise and record information to support current and future practice
       
Element: Analyse behavioural outcomes of different modelling and reinforcement influences
  • Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change
  • Analyse individual responses to similar modelling and reinforcement
  • Analyse the effects of environmental differences and dysfunctional environments
       
Element: Formulate a program for change in a counselling context
  • Identify change required to achieve identified outcomes and formulate and record a program for change
  • Apply stimulus and response techniques in counselling practice
  • Apply reinforcement approaches to support behaviour change
  • Develop a process for program monitoring, recording and intervention, according to individual client needs
       


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. Research learning theories

1.1 Identify and access sources of information on learning theories

1.2 Read and interpret information, distilling key themes and messages for counselling work

1.3 Organise and record information to support current and future practice

2. Analyse behavioural outcomes of different modelling and reinforcement influences

2.1 Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change

2.2 Analyse individual responses to similar modelling and reinforcement

2.3 Analyse the effects of environmental differences and dysfunctional environments

3. Formulate a program for change in a counselling context

3.1 Identify change required to achieve identified outcomes and formulate and record a program for change

3.2 Apply stimulus and response techniques in counselling practice

3.3 Apply reinforcement approaches to support behaviour change

3.4 Develop a process for program monitoring, recording and intervention, according to individual client needs

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:

used critical thinking skills to research and evaluate information from at least 3 different sources about 3 different learning theories

integrated theoretical approaches to develop programs for behaviour change with at least 3 different clients.

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:

overarching types of learning theories and their application to counselling practice, including:

behaviourism

cognitivism

constructivism

principles and practices of at least 3 different specific learning theories

applications of stimulus and response theory in counselling practice

environmental impacts on behaviour, including:

major influences from childhood and impact of strength and duration

learning environments – family and school

functional and dysfunctional environments

pre-adolescent and adolescent peer group pressures/influences

modelling and reinforcement influences and how they may affect behaviour

features of and differences of operant and classical conditioning

learning theory supporting conditioning models

principles and practices of reinforcement and consequences, including:

concept of schedule reinforcement – fixed and variable interval, fixed and variable ration

reinforcement techniques

reinforcement of specific behaviours.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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. Research learning theories

1.1 Identify and access sources of information on learning theories

1.2 Read and interpret information, distilling key themes and messages for counselling work

1.3 Organise and record information to support current and future practice

2. Analyse behavioural outcomes of different modelling and reinforcement influences

2.1 Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change

2.2 Analyse individual responses to similar modelling and reinforcement

2.3 Analyse the effects of environmental differences and dysfunctional environments

3. Formulate a program for change in a counselling context

3.1 Identify change required to achieve identified outcomes and formulate and record a program for change

3.2 Apply stimulus and response techniques in counselling practice

3.3 Apply reinforcement approaches to support behaviour change

3.4 Develop a process for program monitoring, recording and intervention, according to individual client needs

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
 
Identify and access sources of information on learning theories 
Read and interpret information, distilling key themes and messages for counselling work 
Organise and record information to support current and future practice 
Identify and analyse the impact of modelling influences in a client’s environment to facilitate client change 
Analyse individual responses to similar modelling and reinforcement 
Analyse the effects of environmental differences and dysfunctional environments 
Identify change required to achieve identified outcomes and formulate and record a program for change 
Apply stimulus and response techniques in counselling practice 
Apply reinforcement approaches to support behaviour change 
Develop a process for program monitoring, recording and intervention, according to individual client needs 

Forms

Assessment Cover Sheet

CHCCSL005 - Apply learning theories in 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

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Assessor name:

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Assessment Record Sheet

CHCCSL005 - Apply learning theories in 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: