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 CHCGRP005, 'Plan and provide group counselling'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Plan and provide group counselling' 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
Elements define the essential outcomes
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan for group counselling
1.1 Develop criteria for appropriate participant selection
1.2 Implement ethical processes for participant selection
1.3 Document and record member selection process in line with established practice and organisation procedures
1.4 Identify a suitable supervisor for group counselling and negotiate a supervision plan based on the planned counselling and participate profile
2. Develop a therapeutic alliance for interpersonal learning and change
2.1 Establish agreements with group members about the way that the group will operate
2.2 Develop goals for and with the counselling group according to the nature and needs of the group
2.3 Share information that prepares group members for participation in the group process
2.4 Develop appropriate safety measures between the group and group leader
2.5 Reflect on and respond to potential influence of own values on group participants
3. Manage the group counselling process
3.1 Model and encourage respectful communication within the group that addresses the diversity of participant needs
3.2 Manage key transitions and stages of group development using established group work practices and engagement strategies
3.3 Facilitate the group in ways that assist participants to develop connections with each other and with their own thoughts, feelings and actions
3.4 Use strategies that assist group members to develop self awareness, awareness of change and their use of defences
3.5 Identify and manage issues of transference and counter transference
3.6 Identify and manage conflict
3.7 Monitor the therapeutic alliance at an individual and whole-of-group level
3.8 Facilitate group member debriefing according to individual needs
3.9 Document observations and outcomes of sessions according to professional standards and organisation requirements
4. Evaluate and reflect on group counselling
4.1 Evaluate group member patterns of improvement and change according to individual and group goals
4.2 Use evaluation processes that allow group members to provide feedback
4.3 Integrate evaluation of group counselling sessions into a broader reflective practice framework
4.4 Participate in supervision according to planned approaches and apply learning to future work