• CHCTC302A - Provide client-centred telephone counselling

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

CHCTC302A Mapping and Delivery Guide
Provide client-centred telephone counselling

Version 1.0
Issue Date: December 2018


Qualification -
Unit of Competency CHCTC302A - Provide client-centred telephone counselling
Description This unit describes the part of the suite of skills and attributes required to provide a telephone counselling service within the context of a client-centred approach
Employability Skills This unit contains Employability Skills
Learning Outcomes and Application This unit of competency is applied in the context of providing telephone counselling services
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 the organisation's telephone counselling processes
  • Consistently apply stages of a counselling session
  • Develop and implement appropriate measures for counsellor care, supervision and support
  • Apply strategies that are consistent with defined models of counselling
       
Element: Display qualities that help to develop an effective, safe and trusting relationship with the caller
  • Display a client-centred approach to counselling calls
  • Display empathy in order to build a strong connection with the caller
  • Display congruence in order to promote a strong and trusting environment within which the caller feels able to discuss their concerns and pain
  • Display unconditional positive regard to enable the caller to talk freely without fear of judgement
       
Element: Apply skills which assist the counselling process
  • Consistently use active listening skills and brief encouragers to establish rapport with clients, and identify their issues
  • Show respectful, empathic understanding to clarify the nature and depth of client feelings
  • 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
  • Explore and offer options for further community help
  • Sensitively manage a timely end to the call, facilitating transitions to ongoing self care and community support
       
Element: Address personal factors likely to impact on the counselling
  • Identify, affirm and encourage personal attributes and attitudes likely to facilitate the counselling process
  • Identify and contain personal issues or attitudes likely to impact negatively on the call
  • Identify and discuss personal reactions to strong caller emotions or impactful client situations
  • Identify and implement constructive strategies for dealing with these strong emotions and impactful situations
  • Develop a range of self care strategies for responding to impactful client presentations or situations
       


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

Assessment will occur on the job

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

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

A range of assessment activities will be required over an extended period which will have an impact on the allocation of assessment resources

Method of assessment:

Facilitators, supervisors and assessors working together assessing performance in groups, on supervised telephone shifts and via formal journal comments

Related units:

This unit should be assessed in conjunction with related unit:

CHCTC301B Deliver a service consistent with the organisation's mission and values


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 essential 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:

Ethos, policies and procedures of the organisation

Scope of telephone counselling role

Debriefing processes and their importance

Counselling styles to be applied

The principle of unconditional positive regard

How values, attitudes and beliefs impact on counselling processes

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate willingness to work within philosophy, policies and procedures of the organisation to address client callers needs

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:

Identify and implement appropriate interventions required in a timely way

Respect the client's worldview rather than imposing one's own

Recognise when higher levels of care are needed and make referrals where appropriate

Demonstrate application of skills in active listening

Use relevant workplace technology safely and effectively in line with occupational health and safety (OHS) guidelines

Maintain documentation as required, including effective use of relevant information technology in line with OHS guidelines

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.

General context of work:

Work is often performed under limited supervision, generally within a team environment

Work will be assessed in accordance with enterprise requirements, OHS legislation, and professional standards

Competence must be demonstrated in working largely independently and being accountable for own results including:

working effectively under the pressure of crisis situations

maintaining the quality of services to callers

managing own responses and appropriate self care

Active listening skills include:

Appropriate brief encouragers which help the caller relate their story and concerns

Reflection of feelings /thoughts, behaviours and experience (content)

Hearing the caller's concerns

Paraphrasing (reflection of content)

Using open and closed questions to expand or clarify understanding

Understanding the caller's context

Recognising when higher levels of care may be indicated

Summarising and closure

Open and closed questions

Balancing the frequency of questions

Strong emotions include:

Grief

Anger

Confusion

Sadness

Frustration

Suicidal despair

Empowering processes include:

Active listening

Identifying and affirming caller strengths and opportunities

Reframing, summary and closure

Helping contain overwhelming feelings to facilitate coping

Using questions and concreteness to focus the caller on identifying immediate needs and concerns

Setting realistic achievable goals for the call

Brainstorming consequences

Exploring options

Facilitating informed client choices

Identify achievable tasks to be addressed after the call

Range of self care strategies include:

Debriefing and defusing

Self monitoring

Recognition and processing of counsellors' call-related experiences

Reflection on practice

Knowing when and how to ask for back-up support

Constructive feedback about counselling practice

Strategies to deal with client issues and emotions include:

Managing tone, pitch and pace of voice

Externalise client emotions

Awareness of personal vulnerabilities which may be triggered during a call

Containment skills

Supervision

Debriefing

Counselling approach incorporates client-centred perspectives

This is primarily demonstrated through counsellor values:

Unconditional positive regard for the client

Non-judgemental approach

Genuineness of the counsellor

Defined models from which elements may be applied during counselling may include:

A variety of perspectives, such as:

Rogers

Egan

narrative

solution focused

Counselling techniques include:

Use of counselling journey/story approach

Establish rapport, /explore issues, focus, identify underlying problems, assessment, develop options for action, closure

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
Consistently apply stages of a counselling session 
Develop and implement appropriate measures for counsellor care, supervision and support 
Apply strategies that are consistent with defined models of counselling 
Display a client-centred approach to counselling calls 
Display empathy in order to build a strong connection with the caller 
Display congruence in order to promote a strong and trusting environment within which the caller feels able to discuss their concerns and pain 
Display unconditional positive regard to enable the caller to talk freely without fear of judgement 
Consistently use active listening skills and brief encouragers to establish rapport with clients, and identify their issues 
Show respectful, empathic understanding to clarify the nature and depth of client feelings 
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 
Explore and offer options for further community help 
Sensitively manage a timely end to the call, facilitating transitions to ongoing self care and community support 
Identify, affirm and encourage personal attributes and attitudes likely to facilitate the counselling process 
Identify and contain personal issues or attitudes likely to impact negatively on the call 
Identify and discuss personal reactions to strong caller emotions or impactful client situations 
Identify and implement constructive strategies for dealing with these strong emotions and impactful situations 
Develop a range of self care strategies for responding to impactful client presentations or situations 

Forms

Assessment Cover Sheet

CHCTC302A - Provide client-centred telephone counselling
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Assessment Record Sheet

CHCTC302A - Provide client-centred telephone counselling

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

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Overall assessment result: Competent Not yet competent

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