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

CHCCSL504A Mapping and Delivery Guide
Apply personality and development theories

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CHCCSL504A - Apply personality and development theories
Description This unit provides an introduction to the application of key concepts and constructs underlying theories of personality and human development
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application The application of knowledge of personality and human development provides a foundation for understanding human behaviour and assisting in the facilitation of the client-counsellor relationship and the counselling process
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not Applicable
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: Apply theories of personality and human development in the counselling process
  • Undertake case study/analysis drawing on a range of personality and human development theories, including:
       
Element: Nature-nurture theory
       
Element: Freudian concepts
       
Element: Maslow's hierarchy of needs
       
Element: Piaget's stages of cognitive development
       
Element: Erikson's psychosocial stages
  • Assist client to understand their personal history drawing on a range of theories, including:
       
Element: Use concepts from theories of personality and human development to analyse and understand human behaviour
  • Use concepts from personality and lifespan development theories to describe and analyse aspects of individual development
  • Analyse individual behaviour using theoretical concepts from a range of approaches to personality and lifespan development
  • Identify potential applications of personality and lifespan development theories in the counselling process
  • Identify strengths and weakness of each theory in relation to understanding human development and individual behaviour
       


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.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated work context under the normal range of workplace conditions

Consistency in performance should consider the range of clients and situations encountered in the workplace

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Method of assessment:

For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:

Observation of performance in an actual workplace or in a setting that realistically simulates work conditions:

observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit

where face-to-face observation is not possible, video recordings may be provided

candidate's critique of their 'performance' to demonstrate cognitive understanding of theory

written questioning

relevant case studies and/or scenarios

role play

focused discussion

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice is encouraged with other units of competency relating to counselling practice

Resources required for assessment include access to relevant workplace or simulated realistic work environment where assessment may take place

Related units:

Assessment of this unit is recommended (but not required) before or in conjunction with assessment of:

CHCCSL505A Apply learning theories in counselling

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.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate underpinning knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Nature and nurture

Genetic inheritance

Lifespan development theories

Freudian concepts

Piaget's stages of cognitive development

Erikson's psychosocial stages

Maslow's hierarchy of needs

Essential skills:

It is essential that competence be demonstrated in the analysis of personality and human development and their application in the client-counsellor relationship and the counselling process. The candidate must be able to:

Explore the development of theories of behaviour

Apply concepts of personality and development theories to counselling practice

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply theoretical concepts to case study

Compare theories to evaluate the impact and contributions of each theorist to the understanding of personality, cognitive and human development

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Nature-nurture theory may include:

Impact of environmental influences including family, peers, culture

Comparison of nature versus nurture

Genetic inheritance

Freudian concepts may include:

Id

Ego

Superego

Conscious

Unconscious

Subconscious

Psycho-sexual stages

Maslow's hierarchy of needs relates to:

Physiological needs

Safety and security needs

Love and belonging

Self-esteem

Self-actualisation

Piaget's stages of cognitive development include:

Sensorimotor

Preoperational

Concrete

Formal operations

Erikson's psychosocial stages include:

Trust vs mistrust

Autonomy vs shame and doubt

Initiative vs guilt

Industry vs inferiority

Identity vs role confusion

Intimacy vs isolation

Generativity vs stagnation

Integrity vs despair

Lifespan development may include:

Psychodynamic - Freud, Eriksson

Behavioural - Skinner, Bandura

Psychological, sociological and biological development and impact of individual

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
Undertake case study/analysis drawing on a range of personality and human development theories, including: 
 
 
 
 
Assist client to understand their personal history drawing on a range of theories, including: 
Use concepts from personality and lifespan development theories to describe and analyse aspects of individual development 
Analyse individual behaviour using theoretical concepts from a range of approaches to personality and lifespan development 
Identify potential applications of personality and lifespan development theories in the counselling process 
Identify strengths and weakness of each theory in relation to understanding human development and individual behaviour 

Forms

Assessment Cover Sheet

CHCCSL504A - Apply personality and development theories
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

CHCCSL504A - Apply personality and development theories

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: