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.
Elements and Performance Criteria
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 |
Evidence of Performance
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.
Evidence of Knowledge
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.
Assessment Conditions
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).
Foundation Skills
The Foundation Skills describe those required skills (language, literacy, numeracy and employment skills) that are essential to performance.
Foundation skills essential to performance are explicit in the performance criteria of this unit of competency.