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Evidence Guide: CHCCSL003 - Facilitate the counselling relationship and process

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCCSL003 - Facilitate the counselling relationship and process

What evidence can you provide to prove your understanding of each of the following citeria?

Elements define the essential outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to identify concerns

  1. Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely
  2. Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues
  3. Identify and promptly deal with situations requiring immediate action
  4. Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work
  5. Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements
Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and promptly deal with situations requiring immediate action

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to work through concerns

  1. Identify and work with uncertainty and ambivalence of clients
  2. Support clients to experience and process difficulties
  3. Draw attention to, and discuss parallels and links in client’s experience as appropriate
  4. Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions
  5. Support client to identify and use known and previously unknown strengths
  6. Explore perceptions of client’s feelings by reflecting back, clarification and review
  7. Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them
  8. Acknowledge and work with changes in client’s life as appropriate
Identify and work with uncertainty and ambivalence of clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support clients to experience and process difficulties

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Draw attention to, and discuss parallels and links in client’s experience as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client to identify and use known and previously unknown strengths

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore perceptions of client’s feelings by reflecting back, clarification and review

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge and work with changes in client’s life as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the counselling process

  1. Monitor and review the counselling process with clients to ensure it remains of value
  2. Proactively identify and work on threats and disruptions to the counselling process with clients
  3. Review and compare own and client’s perceptions of the process and provide suggestions and advice in response
  4. Address any tension between client’s hopes and expectations and the reality of resource limitations
  5. Facilitate change at a pace the client can tolerate and assimilate
  6. Recognise and assess the appropriateness of ending the current counselling
  7. Acknowledge, value and work with individual uncertainty in the counselling relationship
  8. Apply ethical codes of conduct in addressing counselling dilemmas
Monitor and review the counselling process with clients to ensure it remains of value

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Proactively identify and work on threats and disruptions to the counselling process with clients

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review and compare own and client’s perceptions of the process and provide suggestions and advice in response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Address any tension between client’s hopes and expectations and the reality of resource limitations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate change at a pace the client can tolerate and assimilate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and assess the appropriateness of ending the current counselling

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge, value and work with individual uncertainty in the counselling relationship

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply ethical codes of conduct in addressing counselling dilemmas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Bring the counselling process to an end

  1. Enable client to identify when the process is approaching its conclusion
  2. Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding
  3. Use the ending process to enable client to understand the nature and impact of earlier issues
  4. Use boundaries of the counselling relationship to assist the ending process
  5. Plan, structure and contract endings appropriately with client
  6. Support client’s sense of autonomy during the ending process
  7. Inform clients about any opportunities for further support
  8. Identify unresolved issues and discuss further work if appropriate
  9. Complete documentation and reporting according to organisation requirements
Enable client to identify when the process is approaching its conclusion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use the ending process to enable client to understand the nature and impact of earlier issues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use boundaries of the counselling relationship to assist the ending process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan, structure and contract endings appropriately with client

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support client’s sense of autonomy during the ending process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Inform clients about any opportunities for further support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify unresolved issues and discuss further work if appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete documentation and reporting according to organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Support clients to identify concerns

1.1 Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely

1.2 Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues

1.3 Identify and promptly deal with situations requiring immediate action

1.4 Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work

1.5 Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements

2. Support clients to work through concerns

2.1 Identify and work with uncertainty and ambivalence of clients

2.2 Support clients to experience and process difficulties

2.3 Draw attention to, and discuss parallels and links in client’s experience as appropriate

2.4 Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions

2.5 Support client to identify and use known and previously unknown strengths

2.6 Explore perceptions of client’s feelings by reflecting back, clarification and review

2.7 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them

2.8 Acknowledge and work with changes in client’s life as appropriate

3. Monitor the counselling process

3.1 Monitor and review the counselling process with clients to ensure it remains of value

3.2 Proactively identify and work on threats and disruptions to the counselling process with clients

3.3 Review and compare own and client’s perceptions of the process and provide suggestions and advice in response

3.4 Address any tension between client’s hopes and expectations and the reality of resource limitations

3.5 Facilitate change at a pace the client can tolerate and assimilate

3.6 Recognise and assess the appropriateness of ending the current counselling

3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship

3.8 Apply ethical codes of conduct in addressing counselling dilemmas

4. Bring the counselling process to an end

4.1 Enable client to identify when the process is approaching its conclusion

4.2 Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding

4.3 Use the ending process to enable client to understand the nature and impact of earlier issues

4.4 Use boundaries of the counselling relationship to assist the ending process

4.5 Plan, structure and contract endings appropriately with client

4.6 Support client’s sense of autonomy during the ending process

4.7 Inform clients about any opportunities for further support

4.8 Identify unresolved issues and discuss further work if appropriate

4.9 Complete documentation and reporting according to organisation requirements

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements define the essential outcomes

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

1. Support clients to identify concerns

1.1 Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely

1.2 Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues

1.3 Identify and promptly deal with situations requiring immediate action

1.4 Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work

1.5 Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements

2. Support clients to work through concerns

2.1 Identify and work with uncertainty and ambivalence of clients

2.2 Support clients to experience and process difficulties

2.3 Draw attention to, and discuss parallels and links in client’s experience as appropriate

2.4 Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions

2.5 Support client to identify and use known and previously unknown strengths

2.6 Explore perceptions of client’s feelings by reflecting back, clarification and review

2.7 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them

2.8 Acknowledge and work with changes in client’s life as appropriate

3. Monitor the counselling process

3.1 Monitor and review the counselling process with clients to ensure it remains of value

3.2 Proactively identify and work on threats and disruptions to the counselling process with clients

3.3 Review and compare own and client’s perceptions of the process and provide suggestions and advice in response

3.4 Address any tension between client’s hopes and expectations and the reality of resource limitations

3.5 Facilitate change at a pace the client can tolerate and assimilate

3.6 Recognise and assess the appropriateness of ending the current counselling

3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship

3.8 Apply ethical codes of conduct in addressing counselling dilemmas

4. Bring the counselling process to an end

4.1 Enable client to identify when the process is approaching its conclusion

4.2 Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding

4.3 Use the ending process to enable client to understand the nature and impact of earlier issues

4.4 Use boundaries of the counselling relationship to assist the ending process

4.5 Plan, structure and contract endings appropriately with client

4.6 Support client’s sense of autonomy during the ending process

4.7 Inform clients about any opportunities for further support

4.8 Identify unresolved issues and discuss further work if appropriate

4.9 Complete documentation and reporting according to organisation requirements

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:

facilitated the counselling process for at least 3 different clients with varying presenting issues, in at least 3 sessions per client

facilitated client sessions using all aspects of the counselling process:

identifying concerns

working through concerns

monitoring the counselling relationship

followed processes to bring the counselling process to an end on at least 2 occasions.

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 the counselling relationship, and how these are applied in individual practice:

codes of conduct/practice

discrimination

duty of care

human rights

mandatory reporting

practitioner/client boundaries

privacy, confidentiality and disclosure

records management

rights and responsibilities of workers, employers and clients

work role boundaries – responsibilities and limitations

work health and safety

different agency and organisation models of counselling and intervention

the counselling process, including:

what clients have a right to expect

principles of person-centred practice

purpose of counselling

how counselling has evolved as a helping relationship

place of counselling within the helping services

scope and nature of the counselling relationship, including professional limitations

impact of own values on the counselling relationship

obstacles to the counselling process, including:

psychological

physical

economic

indicators of needs requiring referral, and referral options

structure of key stages of a counselling session, and techniques for managing each stage, including:

introduction and establishment of relationship

body (getting the client’s story)

issues identification and exploration

options and plan for change

session closure

self-awareness including:

role within the organisation

limits of competence and responsibility

personal strengths and limitations

individual needs for support and supervision

impact of own values and beliefs on capacity to be non-judgemental.