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RPL & Credit Transfer Application Kit V220107

Diploma of

Professional Counselling

AIPC DPCC

NTIS: 30506 QLD

Recognition of Prior Learning and

Credit Transfer

Application Kit

Name:_______________________________ Student No.:_______________________________________

Address: ______________________________________________________________________

__________________________________________________ State: ________ P/Code:_______

Phone: BH: ( _____) _________________________ Mobile: ____________________________


Table of Contents Page Guidelines for Recognition of Prior Learning Application 4

Who can apply for Recognition of Prior Learning? 4

What is Recognition of Prior Learning? 4

How is Recognition of Prior Learning assessed? 4

What is Credit Transfer? 4

How much will it cost? 4

How do I make an application for Recognition of Prior Learning or Credit Transfer? 5

How should I set out my application? 6

What happens after I’ve submitted my application? 7

Unit 1 - DPC1C Work within an ethical and legal framework 8

Unit 2 - DPC2C Apply specialist interpersonal communication skills 9

Unit 3 - DPC3C Apply counselling interview skills 10

Unit 4 - DPC4C Facilitate the counselling relationship 11

Unit 5 - DPC5C Apply personality and human development theories 12

Unit 6 - DPC6C Apply behaviourism in counselling 13

Unit 7 - DPC7C Apply social learning (modelling) in counselling 14

Unit 8 - DPC8C Apply Behaviour Therapy in counselling 15

Unit 9 - DPC9C Apply Person Centred Therapy in counselling 16

Unit 10 – DPC10C Apply Gestalt Therapy in counselling 17

Unit 11 - DPC11C Apply Cognitive Behaviour Therapy in counselling 18

Unit 12 - DPC12C Apply Solution Focussed Therapy in counselling 19

Unit 13 - CHCCW13B Work with clients intensively 20

Unit 14 - CHCCM3B Develop, facilitate and monitor all aspects of case management 21

Unit 15 - DPC15C Plan stress management programs 23

Unit 16 - DPC16C Apply Family Therapy processes 24

Unit 17 - CHCCS7C Coordinate the assessment and delivery of services to clients

with particular needs 25

Unit 18 – DPC18C Apply issues relating to abuse 26

Unit 19 – DPC19C Establish relationship issues 27

Unit 20 – CHCGROUP3C Plan and conduct group activities 28

Unit 21 – DPC21C Apply ethical and legal responsibilities to counselling practice 29

Unit 22 – CHCPOL3A Undertake research activities 30

CHCCSL601A Work within a structured counselling process 31

CHCCSL602A Facilitate the counselling relationship 32

CHCCSL603A Provide support for clients implementing a course of action 33

CHCCSL604A Reflect and improve counselling skills 34


Guidelines for Recognition of Prior Learning Application Who can apply for Recognition of Prior Learning? Both students and prospective students may make an application for Recognition of Prior Learning (RPL). What is Recognition of Prior Learning? Each Unit of the course has a set of performance outcomes that must be achieved before an applicant can be deemed competent in that Unit. The process of RPL involves matching what is already known and can be demonstrated with the performance outcomes of the Unit. If an applicant can show that the outcomes have already been attained for one or more Units, then the applicant will be granted academic credit for the Unit/s. Applicants will not be required to complete any further study for units granted full credit. How is Recognition of Prior Learning Assessed? Each of the Units of the Diploma of Professional Counselling is listed within this booklet, including the individual Elements and Performance Criteria that make up each Unit. Please note that the Performance Criteria are listed under each of the Elements. The Elements and Performance Criteria describe acquired your knowledge and what you can demonstrate upon completion of each Unit. In making an application for RPL you need to be able to supply evidence to the Institute to demonstrate that you have already acquired the knowledge and skills listed. You may be able to get recognition for relevant, documented work experiences, for example, through your employment, volunteer work, previous training, or from similar experiences. In assessing an application for RPL the Institute will take into account the relevance and currency of the evidence supplied. What is Credit transfer? Credit transfer is a direct transfer of credit from the previous completion of a nationally endorsed unit of competency completed with another Recognised Training Organisation (RTO). If you have previously completed any of the Units listed below, you will be eligible for direct credit transfer for the same Units within the Diploma of Professional Counselling. If granted direct credit transfer you will not have to repeat those Units. The only form of evidence you will be required to supply will be a certified copy of your official results for these Units, such as a Statement of Academic Record, Academic Transcript or a Statement of Attainment. Credit Transfer applies to the following Units of Competency of the Diploma of Professional Counselling; Unit 13 – CHCCW13B – Work with clients extensively Unit 14 – CHCCM3B - Develop, facilitate and monitor all aspects of case management Unit 17 – CHCCS7C – Coordinate the assessment & delivery of services to clients with particular needs Unit 20 – CHCGROUP3C – Plan and conduct group activities Unit 22 – CHCPOL3A – Undertake research activities The following nationally endorsed Units of Competency have been absorbed into the 22 units of the Diploma of Professional Counselling. If you have completed any of the Units, you will receive partial recognition for some units within the Diploma of Professional Counselling: CHCCSL601A – Work within a structured counselling process CHCCSL602A – Facilitate the counselling relationship CHCCSL603A – Provide support for clients implementing a course of action CHCCSL604A – Reflect and improve upon counselling skills How much will it cost? If you accept the decision of credit awarded by the Institute, you are eligible to receive a $30.00 reduction in your course fees for each unit of full credit that you receive up to a maximum of $150.00. This reduction will either be refunded to you if you have finished paying your course fees or will be subtracted from the balance of your outstanding course fees. Please note that a reduction in course fees does not apply to units granted ‘partial’ credit; that is, credit is not received for the entire unit. This is because of the assessment and administrative costs still incurred by the Institute for marking and processing of the remainder of the unit requirements. If you appeal against the decision of credit, the reduction in your course fees is forfeited to cover the time and cost of conducting the appeal. Additionally, if you decide to cancel from your course of enrolment, you also forfeit any reduction in course fees that you have previously received through the RPL or Credit Transfer process.


How do I make an Application for RPL and/or Credit Transfer? Step 1 Read through the elements and performance outcomes for each of the units of the Diploma course as listed in this booklet. Identify the areas for which you are seeking RPL and place a tick in the relevant box indicating whether you have achieved this through experience and/or training. You may apply for RPL for parts of a unit if you wish. Step 2 Note: While it is important that you supply adequate supporting documentation in your application you should not send large quantities of paperwork. Please do not send previously completed written assignments/theses/study notes etc. Video/audio/CD/ DVD material will not be accepted. Compile your supporting documentation for your claim for RPL. You are required to provide evidence to support each unit for which you are claiming RPL; you do not, however, need to provide the same evidence again if it is being used for more than one unit. All applications must be accompanied by the following: • A completed RPL Application booklet; make sure you provide your address on the cover • A covering letter requesting the RPL and briefly outlining the basis for the application • A detailed CV, including education and employment/voluntary experience • Certified photocopies of all certificates/diplomas/degrees obtained * • Certified photocopies of all academic transcripts/statements of attainment * • Detailed course outlines of all relevant studies • Certified copy of any relevant change of name details * Additionally if you are applying for RPL on the basis of work or voluntary experience: • An original signed letter on official letterhead from your supervisor/employer detailing how you have

achieved the relevant performance outcomes in your paid or voluntary work • Business flyers/cards/brochures/testimonials • Certified photocopy of a signed Position Description * • Certified photocopies of evidence of professional development courses attended *

*Important Note: all photocopies must be certified a true copy by a Justice of the Peace; certification by any other professional is not acceptable under AQTF regulations.

Step 3 List each unit for which you are seeking RPL and briefly describe how you have achieved the relevant competencies. Remember you may use the same evidence for multiple claims, and more than one document to support an individual claim. Step 4 Post: (1) Covering letter; (2) CV; (3) Completed Application booklet; (4) supporting documentation To: Senior Education Adviser, Locked Bag 15, Fortitude Valley, QLD 4006 * Important Note: Faxed or emailed applications will not be accepted; all applications must be made in hard copy form.


How should I set out my application? To assist you in setting out your application for Recognition of Prior Learning and or Credit Transfer we have provided an example on the following page. This is an example of a student making an application for credit based upon study and work experience. Please note that this is only an example to assist you in setting out your application, there are numerous study, work and life experiences, which you may be able to use as examples to qualify you for credit. RPL/ Credit Transfer Application Name: Jane Citizen Student No.: F14503 DPC2C – Apply Specialist Interpersonal Communication Skills Element 1 – Demonstrate effective counsellor communication skills in counselling practices 1.1, 1.2, 1.3, 1.4. In 1993 I completed a subject “Educational Counselling – LEB330” as a part of my Bachelor of Education degree. Within this subject I studied the components and functions of the communication model in detail. Throughout the course we regularly implemented the use of various communication techniques in counselling role-plays with other students. Attachment 1 – Academic Transcript Attachment 2 – Subject Outline Element 2 – Demonstrate the sub-skills within a counselling practice 2.1, 2.2 Once again, as a part of the “Educational Counselling – LEB330” subject I learnt about and practiced;

• communication skills, sending and reading verbal and non verbal communication • reflective and active listening • clarification of information provided by the client, including paraphrasing • questioning techniques including open & closed questioning, and their purpose in guiding the

counselling session • verbal and non-verbal communication

Attachment 1 – Academic Transcript Attachment 2 – Subject Outline Element 3 – Demonstrate communication techniques within a counselling practice. 3.1, 3.2 During the subject “Educational Counselling – LEB330”, these sub-skills were practiced and their effectiveness in the counselling process evaluated. We also examined barriers to communication and experimented using these in counselling scenario’s for the purposes of seeing how they affect the counselling process. Various questioning techniques were practiced and evaluated in their effectiveness to draw information from clients and in guiding the counselling session. During my work as a teacher and later as a business manager, I implemented these techniques daily in my work to effectively communicate with students and staff to gain and share information and ensure a harmonious environment and staff productivity. Attachment 1 – Academic Transcript Attachment 2 – Subject Outline Attachment 3 – Staff Performance Evaluation


Cont… CHCGROUP3C – Plan and conduct group activities I completed this subject as part of a Certificate III in Community Services at TAFE. Attachment 6 – Academic Record

What happens after I’ve submitted my Application? An Institute RPL Co-ordinator will make an assessment of your application based upon the information that you supply. The Institute must ensure that your experience and qualifications are both recent and relevant. The RPL Co-ordinator may contact you for more information, or to clarify information contained within your application. You will be notified of the result of your application in writing. Should you wish to make an appeal against the decision, an Institute Academic Committee will examine your appeal. Should you have any questions regarding making an application for credit, please telephone the RPL Co-ordinator at the Institute’s Head Office on: 1800 657 667.

Note: this is an application for credit based upon direct Credit Transfer.


RPL Assessment Sheet – Unit 1

DPC1C Work within an ethical and legal counselling framework Student Name: ________________________ Student No: ___________________

DPC1C/01 Reflect upon counsellor challenges that may impact on the

counselling process. Experience Training

1.1 Identify the motivations of the counsellor in choosing a helping profession.

1.2 Undertake self evaluation in conjunction with identified potential challenges for counsellors.

DPC1C/02 Identify counsellor rights and responsibilities within

counselling practice to ensure a legal and ethical practice. Experience Training

2.1 Identify and apply current industry standards of ethical and legal practice in counselling. 2.2 Identify and apply the responsibilities of a counsellor. 2.3 Analyse and apply ethical guidelines for counselling practice.

DPC1C/03 Identify client rights in counselling practice. Experience Training

3.1 Establish and communicate client rights in counselling practice within the client counsellor relationship. 3.2 Formulate the appropriate procedures to ensure rights are communicated to clients.

DPC1C/04 Analyse issues involved in counselling practice and within the client – counsellor relationship. Experience Training

4.1 Identify and apply strategies to resolve situations of risk or potential risk. 4.2 Analyse and apply strategies to resolve issues involved in working with individual difference. 4.3 Analyse and apply strategies to resolve issues arising from “high need” clients. 4.4 Explore personal and professional issues that may impact on the counselling practice or the client counsellor relationship. 4.5 Formulate ways of minimising the impact of personal biases and value systems.

DPC1C/05 Identify areas of personal and professional growth to formulate a professional development plan. Experience Training

5.1 Identify areas of personal and professional growth. 5.2 Formulate a plan for ongoing personal and professional development.



DPC2C – Apply specialist interpersonal communication skills Student Name: ________________________ Student No:___________________

DPC2C/01 Demonstrate effective counsellor communication skills in counselling practice Experience Training

1.1 Identify the components of the communication process. 1.2 Identify the primary factors that impact on the communication process. 1.3 Identify communication barriers and apply strategies to overcome these

barriers in the client counsellor relationship. 1.4 Work practices reflect the principles of effective communication and the

sequence of a counselling interview.

DPC2C/02 Demonstrate the sub-skills within a counselling practice. Experience Training

2.1 Identify the impact of sub-skills in a counselling practice. 2.2 Work practice reflects the effective application of sub-skills within

counselling practice to facilitate the client - counsellor relationship.

DPC2C/03 Demonstrate communication techniques within a counselling practice. Experience Training

3.1 Identify the impact of communication techniques upon the client –

counsellor relationship. 3.2 Work practices reflect the effective application of communication

techniques with sub-skills.



DPC3C Apply counselling interview skills Student Name: ________________________ Student No:___________________

DPC3C/01 Apply confrontation skills in a counselling interview. Experience Training

1.1 Identify the impact of confrontation skills in a counselling interview. 1.2 Work reflects the application of confrontation skills to enhance client

development and growth.

DPC3C/02 Apply focusing skills in a counselling interview. Experience Training

2.1 Determine the impact of focusing skills in a counselling interview. 2.2 Work reflects the application of focusing skills to enhance client


DPC3C/03 Apply influencing skills in a counselling interview. Experience Training

3.1 Determine the impact of influencing skills in a counselling interview. 3.2 Work reflects the application of influencing skills to enhance client




DPC4C – Facilitate the counselling process Student Name: ________________________ Student No:___________________

DPC4C/01 Begin the counselling process. Experience Training

1.1 Clients are encouraged to understand the counselling process. 1.2 Communicate client rights during the counselling process. 1.3 A plan for counselling is constructed and contracted with the client. 1.4 Apply strategies to generate initial client counsellor rapport.

DPC4C/02 Facilitate the identification of client concerns. Experience Training

2.1 Communicate presenting issues and prioritise them with the client. 2.2 Recognise and respond to situations of risk or potential risk immediately

and appropriately. 2.3 Respond to expressions of strong emotion in an appropriate manner suited

to the counselling environment.

DPC4C/03 Explore client concerns. Experience Training

3.1 Recognise and acknowledge client strengths and resources. 3.2 Communicate changes in a clients situation or circumstances throughout

the counselling process 3.3 Assist clients to recognise underlying issues and their relevance to change.

DPC4C/04 Review the counselling process. Experience Training

4.1 Clients are encouraged to express their perception of the counselling

process. 4.2 The counselling process is evaluated and documented with clients to

ensure it remains helpful. 4.3 The client is encouraged to determine the pace of the counselling process.

DPC4C/05 Negotiate the termination of the client – counsellor relationship. Experience Training

5.1 Plan and contract the conclusion of the counselling process with the client. 5.2 Client concerns are reviewed. 5.3 Plan and apply appropriate procedures for any unresolved client concerns.



DPC5C Apply personality and human development theories Student Name: ________________________ Student No:___________________

DPC5C/01 Explore the development of theories of behaviour and their application in the client – counsellor relationship and the counselling process.

Experience Training

1.1 Apply the nature – nurture theory. 1.2 Apply Freudian concepts regarding the impact of childhood relationships

on personality developments. 1.3 Apply Skinnerian concepts regarding personality development. 1.4 Apply theories of lifespan development.

DPC5C/02 Analyse and apply the Humanistic and Behaviourism theories to counselling practice. Experience Training

2.1 Apply the key concepts of Humanism and Behaviourism to counselling

practice. 2.2 Explore the contribution of Humanism and Behaviourism towards

understanding human behaviour. 2.3 Explore the contribution of Humanism and Behaviourism and their

application in the client – counsellor relationship and the counselling process.



DPC6C Apply behaviourism in counselling

Student Name: ________________________ Student No:___________________

DPC6C/01 Apply the theory of stimulus and response in counselling practice. Experience Training

1.1 Analyse and apply classical conditioning. 1.2 Analyse and apply operant conditioning. 1.3 Identify the contributions of stimulus and response theory to counselling

practice. 1.4 Analyse and apply the stimulus and response techniques in counselling

practice.

DPC6C/02 Analyse and apply negative and positive reinforcement. Experience Training

2.1 Analyse and apply the principles of negative and positive reinforcement. 2.2 Identify and document the relationship between punishment and negative

reinforcement. 2.3 Apply positive and negative reinforcement in counselling practice.



DPC7C Apply social learning (modelling) in counselling Student Name: ________________________ Student No:___________________

DPC7C/01 Analyse environmental modelling influences in counselling practice. Experience Training

1.1 Identify and document the impact of environmental modelling influences. 1.2 Identify and document the impact of modelling influences within a client’s environment to facilitate client change.

DPC7C/02 Analyse possible behavioural outcomes of different modelling and reinforcement influences. Experience Training

2.1 Analyse and document different reinforcement influences of siblings in

relation to sequence of birth. 2.2 Analyse individual responses to the same modelling/reinforcement. 2.3 Analyse the effects of environmental differences and dysfunctional

environments.

DPC7C/03 Formulate a program for change. Experience Training

3.1 Identify the change required and formulate and record a program for

change. 3.2 Apply and record the method of reinforcements to ensure behaviour

change. 3.3 Formulate a process for program monitoring, recording and intervention

where appropriate.



DPC8C Apply behaviour therapy in counselling Student Name: ________________________ Student No:___________________

DPC8C/01 Analyse client needs using behaviour therapy in counselling practice. Experience Training

1.1 Identify and apply the goals of behaviour therapy. 1.2 Apply the key concepts of behaviour therapy. 1.3 Demonstrate the role of the counsellor in the client-counsellor

relationship.

DPC8C/02 Evaluate the limitations of behaviour therapy Experience Training

2.1 Identify the positive and negative impact of the application of behaviour

therapy to clients. 2.2 Identify the range of situations where the application of behaviour therapy

would not be beneficial to clients.

DPC8C/03 Apply behaviour therapy in counselling practice. Experience Training

3.1 Identify and apply the process of the counselling interview using

behaviour therapy. 3.2 Formulate goals with client using appropriate terminology and language. 3.3 Apply behaviour therapy techniques in a counselling practice.



DPC9C Apply person centred therapy in counselling Student Name: ________________________ Student No:___________________

DPC9C/01 Apply person centred therapy in counselling practice. Experience Training

1.1 Apply the key concepts of person centred therapy. 1.2 Apply the role of the counsellor in the client – counsellor relationship. 1.3 Document issues that may impact on the client – counsellor relationship.

DPC9C/02 Establish the limitations of person centred therapy. Experience Training

2.3 Document the positive impact of the application of person centred therapy

on clients and/or groups. 2.4 Document the range of situations where the application of person centred

therapy would not be beneficial to clients and/or groups.



DPC10C Apply gestalt therapy in counselling Student Name: ________________________ Student No:___________________

DPC10C/01 Apply key concepts and techniques of gestalt therapy in a counselling practice. Experience Training

1.4 Apply the key techniques used in gestalt therapy. 1.5 Apply the key concepts in the client – counsellor relationship. 1.6 Apply the role of the counsellor using the gestalt approach.

DPC10C/02 Establish the application of gestalt therapy to the counselling process. Experience Training

2.1 Document the range of situations where the application of gestalt therapy

can be beneficial to clients. 2.2 Document the limitations of gestalt therapy in counselling practice.



DPC11C Apply cognitive behaviour therapy in counselling Student Name: ________________________ Student No:___________________

DPC11C/01 Apply cognitive behaviour therapy in counselling practice. Experience Training

1.1 Apply the key concepts of cognitive behaviour therapy in counselling. 1.2 Apply the role of the counsellor in the client - counsellor relationship. 1.3 Apply the key techniques of cognitive behaviour therapy to establish

client goals. 1.4 Demonstrate the counsellor’s purpose in relation to changing

dysfunctional behaviours. 1.5 Demonstrate intervention strategies of cognitive behaviour therapy.

DPC11C/02 Establish the limitations of cognitive behaviour therapy. Experience Training

2.1 Document the range of situations in which counsellors can apply cognitive

behaviour therapy. 2.2 Document the limitations of cognitive behaviour therapy. 2.3 Document the circumstances in which cognitive behaviour therapy can be

beneficial to clients.



DPC12C Apply solution focussed therapy in counselling Student Name: ________________________ Student No:___________________

DPC12C/01 Apply solution focussed therapy to counselling practice. Experience Training

1.1 Apply the key techniques of solution focussed therapy to establish client

goals. 1.2 Apply the key concepts in solution focussed therapy. 1.3 Demonstrate key intervention strategies of solution focussed therapy. 1.4 Demonstrate the role of the counsellor in solution focussed therapy.

DPC12C/02 Evaluate the limitations of solution focussed therapy in counselling practice. Experience Training

2.1 Document the range of situations in which counsellors can apply solution

focussed therapy. 2.2 Document the limitations of solution focussed therapy. 2.3 Document circumstances in which solution focussed therapy can be

beneficial to clients.



CHCCW13B -Work with clients intensively Student Name: ________________________ Student No:___________________

CHCCW13B/01 Provide high quality case work. Experience Training

1.1 Appropriate strategies and activities are made available to the client to

facilitate achievement of agreed goals and to maximise outcomes within statutory, legislative and organisational requirements

1.2 The rights and responsibilities of clients are identified and effectively communicated to the client

1.3 When working with groups, appropriate processes are employed to optimise outcomes

1.4 Appropriate strategies are implemented to continually monitor the effectiveness of approaches in achieving agreed goals, enabling client access to relevant services and programs and meeting client and stakeholder needs

1.5 Any proposed changes are negotiated with clients and other relevant parties

1.6 Potential and actual difficulties and crises are responded to appropriate including: identifying a range of relevant strategies engaging behaviour consistent with organisational standards accessing relevant emergency services as required providing appropriate debriefing to relevant parties

1.7 Appropriate mechanisms are implemented to assess the need to make changes to case plans and strategies

1.8 Where decisions are made to implement case closure, procedures employed are consistent with organisational procedures

CHCCW13B/02 Enlist specialist services. Experience Training

2.1 Assessment of the need for specialist services includes consideration of:

severity of client needs agreed goals and planned outcomes resources the degree of community and family support the workers skills and work capacity

2.2 Where referrals are made to specialist services, processes are implemented to ensure progress will be monitored

CHCCW13B/03 Establish transition processes. Experience Training

3.1 The need for ongoing resources, services and support are negotiated with

relevant people 3.2 Arrangements for participation in programs and other support activities

are made with relevant parties 3.3 Appropriate levels of ongoing contact with client and significant others is

negotiated to ensure needs continue to be met once intensive work is completed



CHCCM3B - Develop, facilitate and monitor all aspects of case management


CHCCM3B/01 Conduct case management meetings. Experience Training

1.1 Information sharing with the client is facilitated by establishing an

appropriate rapport with the client and implementing appropriate procedures including: establishing the purpose, objectives and agenda of the meeting facilitating discussion resolving conflict where relevant identifying, negotiating and recording outcomes

1.2 Boundaries and processes within service delivery are identified and agreed, including: rights, roles, responsibilities, decision making processes,

accountability and outcomes ways of addressing experience, skills, values and development of

participant impact of statutory mandates on interventions, the client and

significant others the impact of value systems of worker, client and key stakeholder on

outcomes information sharing and planning appropriate conflict resolution techniques to be employed

1.3 Individual family and community needs and rights, and organisational responsibilities are defined and explored to assure rights are protected for all concerned.

CHCCM3B/02 Develop an appropriate approach to case management.

Experience Training

2.1 Case management processes appropriate to implementing statutory

requirements are developed and utilised 2.2 Appropriate processes to facilitate client to set goals and participate in

case management processes are implemented 2.3 Appropriate cultural considerations are integrated into all aspects of case management planning 2.4 Information on rights of appeal and avenues of complaint is provided so

client understands their rights

CHCCM3B/03 Develop an appropriate case management plan. Experience Training

3.1 A case management plan is developed to reflect initial assessment of

needs 3.2 The full range of appropriate immediate, short and long term needs of the client and other relevant parties are identified 3.3 Action plans are developed to reflect:

integration of expertise of relevant stakeholders and other service deliverers

negotiated and agreed goals and operational processes a range of strategies to address each goal and to maximise

participation in plan appropriate resource allocation agreed responsibility for delivery realistic and agreed indicators of success rights and responsibilities of client


3.4 Processes for monitoring and changing of case plan are established 3.5 Strategies are identified to deal with complex or high risk situations 3.6 Requirements of case plan are matched to experience, workload and geographical location of worker 3.7 The plan focuses on assisting clients to set and achieve realistic targets for change or action and to take personal responsibility

CHCCM3B/04 Manage casework activities and processes. Experience Training

4.1 Strategies are implemented to continually monitor the effectiveness of

case management processes against agreed goals, relevant services and programs, client and stakeholder satisfaction

4.2 The need for changes in case plan including the need for ongoing intervention is assessed and strategies for alternatives are developed as appropriate

4.3 Any proposed changes arising from case review are successfully negotiated with relevant parties

4.4 Processes for case closure which comply with organisational procedures are utilised when appropriate



DPC15C Plan stress management programs


DPC15C/01 Elicit causative factors and corresponding effects of stress. Experience Training

1.1 Document distinguishing features associated with stress and other clinical

disorders. 1.2 Identify and apply internal and external stressors in a

situation/event/circumstances. 1.3 Identify and document factors contributing to a client’s stress. 1.4 Document the physical, emotional and intellectual impact of stress on a

client.

DPC15C/02 Formulate appropriate remedial strategies for the client. Experience Training

2.1 Formulate appropriate remedial options for a client. 2.2 Communicate remedial options with client. 2.3 Record a plan and evaluation process for remedial options. 2.4 Demonstrate the ability to refer a client as required.



DPC16C Apply family therapy processes


DPC16C/01 Establish issues specific to family counselling. Experience Training

1.1 Identify communication transactions. 1.2 Identify and document issues related to working in a family

structure/hierarchy/organisation. 1.3 Identify and document issues associated with using spontaneity, and

creativity as therapeutic tools.

DPC16C/02 Debate the contribution of leading exponents of family therapy. Experience Training

2.1 Compare and document the views of Haley, Satir, Bowen and Paterson. 2.2 The central features of each exponent’s therapeutic approach can be

classified and applied in counselling practice.

DPC16C/03 Contrast the active nature of the key approaches in family therapy. Experience Training

3.1 Compare and document the solution-focussed approach to family therapy

with its earlier influences. 3.2 Compare and document the cognitive behavioural approach with its

influence from social learning. 3.3 Compare and document the experiential approach drawn from earlier

gestalt, experiential, encounter group work.


RPL Assessment Sheet – Unit 17 CHCCS7C Coordinate the assessment and delivery of services to

clients with particular needs Student Name: ________________________ Student No:___________________

CHCCS7C/01 Identify program requirements for individual clients. Experience Training

1.1 Procedures are put in place to promote consistency and adherence to

organisational standards and procedures when dealing with clients 1.2 Programs are implemented to promote staff use of appropriate language

and interpersonal skills with a diverse client group 1.3 Appropriate support is provided to staff to implement the organisation's

accepted client service practices 1.4 Strategies and mechanisms are developed and implemented to ensure that

all relevant client information is collected, maintained, stored and accessible to relevant personnel

1.5 Procedures are put in place to ensure staff have access to additional specialist information and assistance when assessing client needs

1.6 Procedures are put in place to ensure staff have ready access to up to date and relevant information about the range of services available to clients

CHCCS7C/02 Coordinate program delivery to ensure client needs are addressed. Experience Training

2.1 Mechanisms are put in place to ensure client services delivered from

within and outside the organisation can be identified by staff 2.2 Organisational procedures are developed to ensure clients will be provided

with timely, accurate and relevant information about the services available to them

2.3 Relevant networks are established and maintained, to ensure appropriate referral of clients to services from within and outside the organisation

2.4 Procedures are put in place to ensure that decisions about targeting of client services is based on up to date information about the client and the services available

2.5 Procedures are put in place to ensure that referrals to specialist services are based on the matching of the assessment of client needs and availability to services

CHCCS7C/03 Coordinate the evaluation of client service delivery. Experience Training

3.1 Routine procedures are developed and implemented to check that

allocated service delivery continue to match client requirements 3.2 Procedures are developed and implemented to monitor and address

changes in circumstances, environmental factors or urgency of client needs

3.3 Procedures are put in place to collect and evaluate feedback on the adequacy of client service delivery in meetings needs



DPC18C Apply issues relating to abuse Student Name: ________________________ Student No:___________________

DPC18C/01 Identify factors present in an abusive relationship. Experience Training

1.1 Identify the elements of imbalance in the perceived status of the abuse

perpetrator and the victim. 1.2 Identify characteristic elements of victim response.

DPC18C/02 Identify victims of abuse. Experience Training

2.1 Apply the common behavioural responses. 2.2 Identify and document physical signs that may indicate the presence of

abuse in adults and children. 2.3 Identify and document the psychological manifestation in adults and

children which may indicate previous abuse.

DPC18C/03 Debate the effects of prevailing myths of abuse.. Experience Training

3.1 Document the interplay of substance abuse and violence. 3.2 Explore the reliability of a child reporting abuse. 3.3 Identify and apply the impact of socioeconomic status on abuse

perpetrators and victims of abuse.

DPC18C/04 Establish issues in an abuse counselling relationship. Experience Training

4.1 Identify and documents the limitations and difficulties in abuse

counselling. 4.2 The effects of unrealistic client or counsellor expectations can be

extrapolated and documented. 4.3 Identify and document the ethical responsibilities in an abuse counselling

relationship.



DPC19C Establish relationship issues


DPC19C/01 Establish causes of relationship dysfunction. Experience Training

1.1 Identify and document behaviour patterns and roles in relationships. 1.2 Identify and document communication patterns in relationships. 1.3 Identify chronic patterns of behaviour. 1.4 Identify crises practice events.

DPC19C/02 Apply conflict resolution needs. Experience Training

2.1 Evaluate the effectiveness of different styles and techniques in

communication. 2.2 Apply therapeutic approaches to maximise conflict resolution. 2.3 Document referral opportunities to specific agencies or personnel.

DPC19C/03 Apply referral processes and procedures, as appropriate. Experience Training

3.1 Identify and document the range of support services available in the

community. 3.2 Develop referral documentation, including specific information.



CHCGROUP3C - Plan and conduct group activities Student Name: ________________________ Student No:___________________

CHCGROUP3C/01 Address resourcing issues for group activities. Experience Training

1.1 Planning of group activities includes consideration of:

the purposes, defined according to the identified needs of the client group

the human, financial and physical resources required 1.2 Where required resources are not immediately and readily available

appropriate submissions are made to potential sources of assistance and resources

1.3 Where formal submissions are made they meet the requirements of the funding guidelines and the organisations principles and practice

CHCGROUP3C/02 Coordinate a group planning process. Experience Training

2.1 Opportunities for collaborative planning of group activities with clients

are actively sought and promoted and information about the needs and expectations of the group is solicited, analysed and prioritized

2.2 The purpose of group activities is negotiated with the group in a manner which gives sufficient time and space for individuals to articulate their ideas and wishes and create opportunity for input to ownership of group processes

2.3 The purpose of the group activity is translated into a set of aims and objectives

2.4 The potential impact on group operation of the values and beliefs of both the worker and the client is analysed and clarified with those involved in planning and implementing group activities

2.5 Contributions and suggestions to group planning processes are dealt with in a way to promote continued participation

2.6 Planned group strategies are designed that promote effective group operation and take into account the specific characteristics of the clients who will participate in the activity or program

CHCGROUP3C/03 Manage group processes including responding to conflict. Experience Training

3.1 Opportunities are promoted for open dialogue and active listening

between group members 3.2 Sensitivity to participants, regardless of their gender, culture, ethnicity,

subculture, sexuality and ability, is encouraged and modelled 3.3 When conflict threatens or arises:

- strategies to prevent it are implemented within the role, power and capacity of the worker

- the outcomes of positive conflict are identified and reinforced - relevant principles and practices of conflict resolution are

clarified and confirmed and agreement sought to implement them - acknowledgment of respective rights and responsibilities and

perceptions of all participants within the conflict situation is encouraged

3.4 Opportunity is offered to all participants for debriefing, support, mediation, consultation and facilitation throughout conflict resolution processes


CHCGROUP3C/04 Evaluate group activities. Experience Training

4.1 Aims and objectives of the group activity provide the basis for evaluation

and feedback 4.2 Feedback from all group participants is sought on leadership style, group

process, achievement of objectives, other achievements and areas for development

4.3 Evaluation data is documented according to organisational procedures and distributed to relevant people



DPC21C Apply ethical and legal responsibilities to counselling practice


DPC21C/01 Demonstrate ethical practice in the client-counsellor relationships. Experience Training

1.1 Work practices reflect the responsibilities of a counsellor, including the

rights of minors. 1.2 Work practices reflect clients being informed of circumstances (legislative

requirements) which may override confidentiality. 1.3 Identify and apply strategies to minimise risk in client-counsellor

relationships. 1.4 Identify the potential for litigation associated with sexual relationships

between client – counsellor. 1.5 Formulate processes on national and state legislation regarding sexual

behaviour towards clients as part of strategy to prevent risk. 1.6 Identify and apply strategies to minimise the ethical dilemmas of dual

relationships.

DPC21C/02 Formulate referral procedures. Experience Training

2.1 Identify appropriate steps towards referral. 2.2 Communicate referral issues to client. 2.3 Formulate documentation for referrals containing information required by

relevant agency.

DPC21C/03 Formulate a plan for ongoing professional development and supervision. Experience Training

3.1 Identify the role and function of a supervisor. 3.2 Formulate a plan for professional development and supervision.



CHCPOL3A - Undertake research activities


CHCPOL3A/01 Prepare a research plan. Experience Training

1.1 The views and interest of stakeholders are reflected in the research

methodology and it is compatible with ethical considerations 1.2 The research methodology is selected for suitability to the needs, purposes

and resources and maximising credibility of outcomes 1.3 Research strategies are selected and used which are appropriate to the

client group, the subject matter being researched, the resources available and the outcomes sought

1.4 Strategies for validating research outcomes are incorporated within the research plan

CHCPOL3A/02 Implement appropriate research strategies. Experience Training

2.1 Resources needed to conduct research are determined and allocated 2.2 All relevant information is collected in a timely manner and stored to

ensure validity, confidentiality and security 2.3 A representative range of people and group with an interest in the issues is

identified and consulted in appropriate ways to ensure the validity of outcomes

2.4 Consultation is undertaken according to the agreed practices and protocol of own and other agencies

2.5 Consideration of cultural sensitivities and ethical issues is imbedded in all consultation

CHCPOL3A/03 Organise and analyse information. Experience Training

3.1 Information is organised in a form which allows analysis and is suitable

for the purpose of the research 3.2 Patterns and explanations developed are derived from the data to ensure

validity and reliability

CHCPOL3A/04 Report the findings of the research. Experience Training

4.1 Complete and accurate details of the research methodology, information

and analysis are reported in an accessible and useable style and format 4.2 Opportunities are provided for the validation of the research findings 4.3 The results of the research are reported and made available to all relevant

stakeholders


PLEASE NOTE The four Units of Competency that appear on the following pages have

been absorbed within the 22 Units of Competency in the Diploma of Professional Counselling.

If you are applying for Recognition of Prior Learning or have

completed any of these Units with another Registered Training Provider, you will receive partial recognition for some Units

within the Diploma of Professional Counselling.


RPL Assessment Sheet

CHCCSL601A Work within a structured counselling process Student Name: ________________________ Student No:___________________

CHCCSL601A/01 Establish the nature of the helping relationship. Experience Training

1.1 Clients are enabled to understand the nature of the counselling service on

offer. 1.2 Client’s expectations of the counselling service are clarified, confirmed or

modified. 1.3 Any anxieties about the counselling process are identified and explored

with clients. 1.4 Clients’ immediate concerns are acknowledged and respected. 1.5 Both the expectations and commitment to the counselling relationship are

clarified and confirmed with clients.

CHCCSL601A/02 Confirm the appropriateness of the helping relationship. Experience Training

2.1 The level of skill and knowledge of counselling methods and resources are

appropriate to meet client needs. 2.2 Alternatives to the proposed relationship are explored with clients where

appropriate. 2.3 The significance of what the client says is affirmed. 2.4 The clients’ understanding of what they have a right to expect from the service is promoted.



CHCCSL602A Facilitate the counselling relationship Student Name: ________________________ Student No:___________________

CHCCSL602A/01 Enable clients to identify concerns.. Experience Training

1.1 Clients are enabled to express their concerns freely. 1.2 The presenting issues of clients are explored in order to establish their

nature and depth, and attention given to the possibility of underlying issues.

1.3 Situations requiring immediate action are identified and dealt with promptly.

1.4 Clients are enabled to identify their primary concerns in relation to the presenting issues.

1.5 Clients are enabled to prioritise concerns to be worked on. 1.6 Material that clients are assisted to become aware of underlying issues

where appropriate. 1.7 Strong emotional reactions are identified and responded to appropriately.

CHCCSL602A/02 Enable clients to work through concerns. Experience Training

2.1 The uncertainty and ambivalence of clients is identified and worked with. 2.2 Clients are supported in experiencing and processing difficulties. 2.3 Attention is drawn to parallels and links in the clients’ experience and discussed. 2.5 It is ensured that interventions have meaning for the immediate situation of

the client. 2.6 Interventions which are most likely to facilitate clients’ understanding and

actions are reflected on and considered. 2.7 Clients are enabled to identify and use known and previously unknown

strengths. 2.8 Perceptions of clients’ feelings are explored by reflecting back,

clarification and review with clients. 2.9 Clients are assisted to become aware of underlying issues where

appropriate and begin to identify ways of dealing with them. 2.10 Changes in client’s life are acknowledged and worked with as appropriate.

CHCCSL602A/03 Monitor the counselling process. Experience Training

3.1 The counselling process is monitored and reviewed with clients to ensure it remains of value.. 3.2 Threats and disruptions to the counselling process are worked on with clients. 3.3 Individual perceptions and client’s perceptions of the process are reviewed and compared.. 3.4 Any tension between client’s hopes and expectations and the reality of resource limitations is worked on. 3.5 Change is facilitated at a pace which the client can tolerate and assimilate.3.6 The appropriateness of ending the current counselling is assessed. 3.7 Individual uncertainty in the counselling relationship is acknowledged, valued and worked with.

CHCCSL602A/04 Bring the counselling process to an end. Experience Training

4.1 Clients are enable to identify when the process is approaching its conclusion. 4.2 Clients are enabled to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation.


4.3 The ending process is utilised to enable clients to understand the nature and impact of earlier issues. 4.4 The boundaries of the counselling relationship are utilised to assist the ending process. 4.5 Endings are planned, structured and contracted appropriately with clients. 4.6 Clients’ sense of autonomy is supported during the ending process. 4.7 Clients are informed about any opportunities for further support. 4.8 Unresolved issues are identified and further work discussed if appropriate. 4.9 Appropriate documentations is completed in line with organisational requirements..



CHCCSL603A Provide support for clients implementing a course of action


CHCCSL603A/01 Assist clients in clarifying their aims and requirements. Experience Training

1.1 Policy on record keeping and confidentiality is clearly explained to clients. 1.2 Clients are encouraged to identify and explore overall aims, requirements, and ideas for meeting them. 1.3 Clients are encouraged to feel at ease and express themselves. 1.4 Practical goals and requirements are identified, and the way in which

these might be modified are discussed with clients. 1.5 Potential courses of action for meeting individual aims and requirements

are identified with clients. 1.6 Where aims and requirements of clients cannot be met, clients are referred

to appropriate alternative sources of guidance and support.

CHCCSL603A/02 Enable clients to decide on a course of action. Experience Training

2.1 Factors which could influence the preference for and ability to achieve a

course of action are explored with clients. 2.2 The features of and likely consequences of possible courses of action are explored with clients. 2.3 Client’s understanding of what is involved in each course of action is

checked. 2.4 Clients are helped to assess the advantages and disadvantages of each

possible course of action, and their overall appropriateness for meeting their particular requirements.

2.5 Clients are encouraged to decide on a course of action and to consider alternatives which would be used if necessary.

2.6 Decisions and agreed support are documented within organisational guidelines.



CHCCSL604A Reflect and improve upon counselling skills Student Name: ________________________ Student No:___________________

CHCCSL604A/01 Reflect upon own counselling skills and practice. Experience Training

1.1 Self evaluation is undertaken in conjunction with supervisors and/or peers. 1.2 Open and evaluative feedback is given to and received from co-workers. 1.3 Feedback is actively sought and accepted non defensively of the client.

CHCCSL604A/02 Ensure continuing self support and supervision. Experience Training

2.1 Specialist advice/further training is sought where the need is identified. 2.2 Agency guidelines are observed in relation to professional development. 2.3 Current industry developments are appraised and applied to improve

practice. 2.4 Commitment to upgrading skills and knowledge is evident through regular

participation in a review mechanism. 2.5 Current and likely future needs are evaluated and action taken to keep

abreast of evolving trends. 2.6 A self development plan that sets realistic goals and targets is devised,

implemented and regularly reviewed.

CHCCSL604A/03 Operate within an agreed ethical code of practice/ethics. Experience Training

3.1 Own practice is assessed against identified objectives or cod of ethics,

using a rang of valid evidence. 3.2 The effect of values, beliefs and behaviour in work with clients is

recognised and addressed. 3.3 Realistic goals and targets for self development are established.

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