Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCFCS001, 'Facilitate the family counselling process'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Facilitate the family counselling process' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
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. Assess presenting problems and problematic family relationships | 1.1 Identify the problems from each person’s perspective and understand the significance each person gives to them 1.2 Identify family relationship patterns and themes and articulate these accurately and empathically 1.3 Assess onset of presenting problems and relationship difficulties 1.4 Identify individual behaviours and communication transactions that contribute to conflict 1.5 Develop theoretically sound hypotheses to explain the presenting problems 1.6 Identify situations beyond scope of own practice and make referrals |
2. Develop counselling agenda and case plan | 2.1 Determine the counselling approach best suited to client needs 2.2 Work with the client to develop and document a case plan that articulates the proposed interventions to reach agreed objectives 2.3 Develop systemic interventions that help clients and their relational systems 2.4 Complete case documentation according to practice setting policies, professional standards and legislative obligations |
3. Implement counselling interventions | 3.1 Use hypotheses to generate relevant questions 3.2 Build positive respectful working alliances with and between presenting family members 3.3 Monitor the strength of alliances within the family group and use established strategies for repairing strained alliances 3.4 Track positive and negative behavioural sequences within the family dynamic to increase family members’ understanding and control of interactions 3.5 Explore behaviours, meaning and relationships using circular questioning to develop shared understanding 3.6 Devise behavioural change strategies acceptable to family members 3.7 Monitor client motivation and use motivational interviewing techniques to increase motivation for change |
4. Review and adapt interventions | 4.1 Monitor interventions for cultural and contextual relevance, and congruence with counselling goals 4.2 Maintain awareness of own values and personal issues, prejudices and attitudes and behaviour for their potential influence on counselling practice 4.3 Regularly assess the effectiveness of interventions using peer support processes and reflection and use learnings to inform future practice 4.4 Make appropriate referrals of clients that one cannot work with appropriately or effectively |