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: C5346 - Diploma of Alcohol and Other Drugs
Course Contact: Chris Walters
Course Contact Phone: 9925 8268
Course Contact Email: Chris.Walters@rmit.edu.au
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
Relevant industry experience or completion of relevant qualification.
Course Description
This unit describes the skills and knowledge to support clients to identify and work though concerns, and to manage the overall counselling process to its conclusion. The unit applies to individuals whose job role involves working with clients on personal and psychological issues within established policies, procedures and guidelines.
Workers at this level work under supervision within established guidelines but take on a team leadership role in the coordination of services and service providers.
This unit applies to work in a range of health and community services contexts.
This unit is delivered and assessed as a cluster with:
CHCCSL001 – Establish and confirm the counselling relationship
CHCCOM006 – Establish and manage client relationships
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCSL003 Facilitate the counselling relationship and process |
Element: |
1. Support clients to identify concerns |
Performance Criteria: |
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 |
Element: |
2. Support clients to work through concerns |
Performance Criteria: |
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 |
Element: |
3. Monitor the counselling process |
Performance Criteria: |
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 |
Element: |
4. Bring the counselling process to an end |
Performance Criteria: |
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 |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements
Details of Learning Activities
In class: Class lectures and exercises, group discussion and practical demonstrations
Teaching Schedule
| Class | Content |
| 1 |
Developing the therapeutic relationship
Discuss ‘Person-centred practice’ Establishing the nature of the counselling relationship
To consider:
Discuss case management processes and models and how they apply to the AOD sector Discuss Peer Review processes and undertake review of case study Discuss New ITP/ISP tools and complete treatment plan and commence referral process for fictitious client |
| 2 |
Therapeutic interventions
Legal and Industry requirements for case note keeping The sequence of a counselling session 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 Assessment Task |
| 3 |
Youth Mental Health First Aid - Specialist Certificate In this session we will discuss the following:
|
| 4 |
Youth Mental Health First Aid - Specialist Certificate In this session we will discuss the following:
Assessment Task
|
| 5 |
Working effectively with complex clients including: Youth Elderly Pregnant women Aboriginal and Torres Strait Islanders Dual diagnosis clients, and CALD clients
Case study activities Role Plays
|
| 6 |
Referral processes related to fictitious client Peer review exercises Group work related to effective and evidence based interventions with clients presenting for counselling Discussions around the "Continuous care" model and shared care |
| 7 | Case study assessment – in-class activity (group work) |
Learning Resources
Prescribed Texts
References
Other Resources
None
Overview of Assessment
Your knowledge and understanding of course content is assessed through:
- Practical demonstration of skills
- Case study scenarios
- Written assignments/questions
Assessment Tasks
Assessment Task 1: Conducted in Week 2:Case management and Peer review
Assessment Task 2: Conducted in Week 4: Written research
Assessment Task 3: Conducted in Week 7: Case Study Part 3
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrix's are available through the Program Coordinator
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Cover Sheet for Submissions
You must complete a submission cover sheet for every piece of submitted work, including online submissions. This signed sheet acknowledges that you are aware of implications of plagiarism.
Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for an Extension
Extension of time for assessment tasks may be granted where circumstances beyond your control prevent submission by the published due date. Speak with your teacher or course coordinator regarding applying for an extension.
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
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
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
Plagiarism Software
The originality verification software Turnitin may be used in this course. For details, see: http://www.turnitin.com
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable.
Student Complaints Policy: http://www1.rmit.edu.au/policies/studentcomplaintspolicy
Student complaints Procedure: http://www1.rmit.edu.au/browse;ID=i1lexipvjt22
Student Complaints Form: http://mams.rmit.edu.au/v4ujvmyojugxz.pdf
Police Checks
Students must obtain their own police check by the due date and pay the associated costs. Students who do not obtain a required police clearance by the due date shall not be able to undertake a practical placement or work experience activity that requires a Police Check.
The University shall not be obligated to organise a placement for a student who does not wish to obtain a Police Check.
Where required by the workplace, students shall provide a copy of their police check on request.
If a student is rejected by a workplace on the basis of a Police Check, the following actions shall occur, as appropriate:
- advise the student of the outcome; and
- discuss placement options with the student; and/or
- provide program and career counselling.
RMIT will not store Police Checks on student files.
Early Termination of Placement
Under section 6 of the WIL Procedure, a placement may be ended early by the host organisation or School due to the student’s conduct and/or performance during the placement.
Possible reasons for such decisions may include, but are not limited to-
- failure to follow processes required for safety
- breach of client or patient confidentiality
- failure to comply with the instructions of supervisors
- or other unprofessional behaviour
Where a placement ends early, a meeting will be convened to discuss the sequence of events that led to the termination. This meeting will precede any consideration of a student’s progress by the Progress Panel (if applicable) or Program Assessment Board.
Course Overview: Access Course Overview