Provide counselling to children and young people

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 CHCFCS003, 'Provide counselling to children and young people'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Provide counselling to children and young people' 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. Engage child/young person in the counselling process

1.1 Set an appropriate physical environment to engage children and young people in counselling

1.2 Use age appropriate engagement techniques to gain child’s and/or young person’s trust

1.3 Use communication strategies that are appropriate for the children/young people’s developmental stage, culture and emotional needs

1.4 Maintain an ethical relationship with children/young people according to practice standards and legislative requirements

1.5 Enable children to identify problem areas and effectively participate in the counselling process

1.6 Assess parental family/influences and engage with parents appropriately

2. Respond appropriately to allegations and disclosures of abuse

2.1 Respond to disclosures and allegations according to legislative requirements and organisation procedures

2.2 Document factual information and observations as required by the organisation and any statutory child protection legislation

2.3 Identify and assess risk for clients in relation to family domestic violence and other child protection concerns

3. Conceptualise the presenting problem

3.1 Identify the factors impacting on the child or young person

3.2 Develop hypotheses to explain child/young person’s presenting problems

4. Implement case work processes

4.1 Develop a clear plan of how sessions will be conducted in collaboration with children and young people

4.2 Develop measurable outcomes, treatment goals, treatment plans and after session plans with children and young people’s input using perspectives relevant to working with children and young people

4.3 Work collaboratively with other stakeholders, including family members, other significant persons and professionals not present

4.4 Record plans and complete other case documentation according to practice setting policies, professional standards and legislative obligations

4.5 Use therapeutic interventions to engage and work with children and young people

4.6 Monitor and review progress of sessions towards child/young persons goals

5. Terminate counselling sessions

5.1 Recognise when the counselling is no longer serving the interests or needs of the client an family

5.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service

5.3 Engage client/s in determining any further external interventions as identified and arrange appropriate referrals

6. Seek feedback from the client/s about the counselling service provided

6.1 Review counselling progress and provision regularly with the client in a developmentally appropriately way

6.2 Obtain feedback from the client at the conclusion of the counselling service

6.3 Use a range of developmentally appropriate feedback strategies to encourage client contribution to improved counselling practice

6.4 Review and reflect on client feedback and incorporate this information as part of supervision for the purpose of practice improvement