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 CHCGMB002, 'Provide counselling for clients with problem gambling issues'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Provide counselling for clients with problem gambling issues' 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. Provide practical support or information | 1.1 Provide relevant and current information on problem gambling and discuss with clients 1.2 Based on review of the client’s assessment and case plan, develop practical strategies to address immediate gambling concerns 1.3 Provide immediate information, response or referral for crises arising from client’s problem gambling and other issues 1.4 Provide information and support with daily living needs in accordance with organisation policies and procedures |
2. Counsel clients | 2.1 Use counselling skills to explore the scope, depth and nature of client’s issues and identify the complexity and interrelated of issues in client’s life 2.2 Explore the function, purpose and context of gambling in the life of the client and its impact 2.3 Exploring factors which trigger the gambling behaviour or encourage its continuation 2.4 Negotiate goals and action plans with client and document in accordance with organisation policies and procedures |
3. Apply interventions to support choice and change | 3.1 Review and select possible models and techniques to meet client needs 3.2 Work with client to develop realistic expectations of counselling and change processes or choice 3.3 Explore and implement options for change or choice that minimise the harm resulting from gambling 3.4 Maintain engagement while resistance and defences are managed 3.5 Apply relapse prevention and management principles and strategies 3.6 Refer client to other services according to individual needs |
4. Work with families and significant others | 4.1 Identify and provide support family members or significant others as a client 4.2 Explore boundary issues and challenges with client 4.3 Proactively consider and address impact on children within work role boundaries 4.4 Work collaboratively with others to support client needs according to organisation policies and procedures |
5. Review client and counselling progress | 5.1 Review client’s progress against case plan and record and report according to organisation guidelines 5.2 Seek client feedback on process and use learning to inform further action and own practice 5.3 Negotiate revisions to action plans and timeframes as required and incorporate into case plan 5.4 Review counselling process and outcomes of client work with supervisor and/or colleagues according to organisation policies and procedures 5.5 Negotiate exit with client and provide support in accordance with organisation policies, procedures and available resources |