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 CHCGMB503A, '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 |
1. Provide practical support or information on problem gambling and other issues | 1.1 Provide relevant and current information on problem gambling and discuss with clients 1.2 Provide immediate information, response or referral for crises arising from client's problem gambling and other issues 1.3 Develop practical strategies to address immediate gambling concerns 1.4 Provide information and support with daily living needs as required and in accordance with organisation policies, procedures and service guidelines |
2. Provide counselling to clarify personal and systemic issues contributing to client's problem gambling | 2.1 Use counselling skills to explore the depth and nature of client's issues 2.2 Ensure all work demonstrates commitment to sector values 2.3 Explore a range of issues to understand client and their problem gambling issues 2.4 Explore the function, purpose and context of gambling in the life of the client and its impact 2.5 Negotiate goals and action plans with client and document in accordance with organisation policy and procedures |
3. Work with complexity of client issues to support choice and change | 3.1 Demonstrate understanding of the complexity and interrelated of issues in client's life 3.2 Review range of models and techniques to meet client needs, including group activities 3.3 Work with client to develop realistic expectations of counselling and change processes or choice 3.4 Explore options for change or choice 3.5 Demonstrate application of intervention strategies with a range of clients in a range of settings 3.6 Ensure all work considers client's complexity, ambivalence and competing needs and wants 3.7 Maintain engagement while resistance and defences are managed 3.8 Apply relapse prevention and management principles and strategies |
4. Work with families and significant others | 4.1 Support family member or significant other as a client 4.2 Explore boundary issues and challenges with client 4.3 Consider impact on children and address as appropriate 4.4 Work cooperatively with significant others, co-workers and other services to support client and consumer needs in accordance with organisation policies and procedures |
5. Review client and counselling progress | 5.1 Implement processes to ensure regular review of client's progress 5.2 Monitor progress against case plan and record and report according to organisation guidelines 5.3 Ensure feedback mechanisms are in place in relation to recorded progress in accordance with organisation policies 5.4 Implement follow up procedures where appropriate 5.5 Negotiate revisions to action plans and timeframes as required and incorporate into case plan 5.6 Review counselling process and outcomes of client work with supervisor and/or colleagues in accordance with organisation policies and procedures 5.7 Negotiate exit with client and provide support in accordance with organisation policies, procedures and available resources |