Course Title: Facilitate the counselling relationship and process
Part B: Course Detail
Teaching Period: Term1 2017
Course Code: OHTH5923C
Course Title: Facilitate the counselling relationship and process
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C5360 - Diploma of Financial Counselling
Course Contact: Jo Wallwork
Course Contact Phone: +61 3 9925 3983
Course Contact Email: email@example.com
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 120
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
This unit describes the skills and knowledge required to develop a structured approach to counselling using advanced and specialised communication skills. The counselling skills developed within this cluster will be considered in a financial counselling context.
This course addresses four (4) units of competency:
- Establish and confirm the counselling relationship CHCCSL001
- Apply specialist interpersonal and counselling interview skills CHCCSL002
- Facilitate the counselling relationship and process CHCCSL003
- Support counselling clients in decision-making processes CHCCSL007
These four units are delivered and assessed together.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title:
CHCCSL003 Facilitate the counselling relationship and process
E1. Support clients to identify concerns
1.1 Follow the client’s story and stay with their perspective to assist the client to feel comfortable and express their concerns freely
1.2 Explore the client’s presenting issues and establish their nature and depth, giving attention to the possibility of underlying issues
1.3 Identify and promptly deal with situations requiring immediate action
1.4 Support clients to identify their primary concerns in relation to the presenting issues and to prioritise concerns on which to work
1.5 Recognise indicators of client issues requiring referral and report or refer appropriately in line with organisation requirements
E2. Support clients to work through concerns
2.1 Identify and work with uncertainty and ambivalence of clients
2.2 Support clients to experience and process difficulties
2.3 Draw attention to, and discuss parallels and links in client’s experience as appropriate
2.4 Identify and implement interventions that have meaning for the client’s immediate situation and that are most likely to facilitate client understanding and actions
2.5 Support client to identify and use known and previously unknown strengths
2.6 Explore perceptions of client’s feelings by reflecting back, clarification and review
2.7 Assist clients to become aware of underlying issues where appropriate and begin to identify ways of dealing with them
2.8 Acknowledge and work with changes in client’s life as appropriate
E3. Monitor the counselling process
3.1 Monitor and review the counselling process with clients to ensure it remains of value
3.2 Proactively identify and work on threats and disruptions to the counselling process with clients
3.3 Review and compare own and client’s perceptions of the process and provide suggestions and advice in response
3.4 Address any tension between client’s hopes and expectations and the reality of resource limitations
3.5 Facilitate change at a pace the client can tolerate and assimilate
3.6 Recognise and assess the appropriateness of ending the current counselling
3.7 Acknowledge, value and work with individual uncertainty in the counselling relationship
3.8 Apply ethical codes of conduct in addressing counselling dilemmas
E4. Bring the counselling process to an end
4.1 Enable client to identify when the process is approaching its conclusion
4.2 Enable client to identify, acknowledge and evaluate what is and is not changing, both in the counselling process and in their situation and understanding
4.3 Use the ending process to enable client to understand the nature and impact of earlier issues
4.4 Use boundaries of the counselling relationship to assist the ending process
4.5 Plan, structure and contract endings appropriately with client
4.6 Support client’s sense of autonomy during the ending process
4.7 Inform clients about any opportunities for further support
4.8 Identify unresolved issues and discuss further work if appropriate
4.9 Complete documentation and reporting according to organisation requirements
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements. By applying these skills and this knowledge, you will be able to use specialised communication skills within a counselling process. You will be able to use a structured approach to establish the counselling process; work with clients to clarify goals, options, and courses of action; and manage the counselling process to its conclusion.
Details of Learning Activities
- teacher directed group activities/projects
- peer teaching
- group discussion
- class exercises to review discussions/lectures
- role play activities
- Out-of-class activities:
- independent project based work
- online and other research
- independent study
Discuss ‘Person-centred practice’
Establishing the nature of the counselling relationship
Working on a plan for counselling in collaboration with clientMaking documented agreement with the client
How to take notes unobtrusively
The sequence of a counselling interview
Identifying when specialised counselling interview skills are appropriate for inclusion, and when they can impact positively to enhance client development and growth
How to identify and respond appropriately to strong client emotional reactions
How to reflect on and evaluate how you have communicated with the client: (why do this? how to do this?)Identify when/how/what skills need developing
Review last workshop: This covered how to establish the counselling relationship and set-up the first session. Also, the micro-skills required for effective counselling (communication techniques)
In this session we will consider the following:
Working with client barriers – these could be uncertainty/ambivalence/anxiety
How to support clients to experience and process difficulties
Paying attention to the particular story of the client in regard to parallels, links in client’s experience and meaningful interventions (related to client situation)
Strengths-based approach – what this is, how this can work in financial counselling context
Using techniques such as: reflecting back; clarification; review
Working with the client to look at underlying issues and collaboratively working on how to deal with them
Acknowledging and working with changes in client’s life as appropriate
Monitoring and reviewing counselling process with client to ensure relevance, including how counsellor and how client both perceive process and progress
How to address tension between client’s hopes/expectations and the reality of resource limitations
Facilitating change at a pace that the client can work with
How to bring the counselling process to a conclusion:
Assisting clients to clarify goals and requirements
Review Communication techniques – micro-skills etc.
Exploring options with clients – look at this in counselling context and financial counselling context
Looking at possible courses of action – how to work with the client to look at possible advantages and disadvantages and how this matches client’s requirements – Use financial counselling context
Case study activities
Working with the client to decide on course of action, and how to consider alternatives where necessary.
Documenting decisions and agreeing ongoing support within organisational guidelines
|7||Final assessment – in-class activity (group work)|
|8||Final assessment – in-class activity (group work)|
RMIT will provide learning resources for this course. Students are expected to use Blackboard to access learning resources and assessment material for this course.
Overview of Assessment
Your knowledge and understanding of course content is assessed through:
- Practical demonstration of skills
- Case study scenarios
- Written assignments/questions
This course is assessed in accordance with competency-based assessment.
To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
You should refer to the assessment plan which is available on Blackboard for details of each assessment task and for detailed assessment criteria. The dates noted below are provisional and may be subject to change.
Assessment Task 1: Role play activity (group work) & case study scenarios
Due date: In-class April 5/6
Assessment Task 2: Case study scenario and written questions
Due date: April 30
Assessment Task 3: Written response & Case study scenario with written questions
Due date: July 3
Assessment Task 4: Case study scenarios and written questions & Role play activity
Due date: October 20
Assessment Task 5: Role play simulated activity (group work) and written task.
Due date: In-class November 8 & 9
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available through Program Administration.
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Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration
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- a) You believe an error has occurred in the calculation of the grade; or,
- b) You believe the assessment did not comply with criteria published in the Course Guide; or,
- c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www1.rmit.edu.au/policies/academic#assessment
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Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
- Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
- Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
- Piecing together text from one or more sources and adding only linking sentences;
- Copying or submitting whole or parts of computer files without acknowledging their source;
- Copying designs or works of art and submitting them as your original work;
- Copying a whole or any part of another student's work; and
- Submitting work as your own that someone else has done for you.
- Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
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Working with Children Check – This course requires a Working with Children Check
Police Check – This course requires a satisfactory police check
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