SEG Awards ABC Level 3 Certificate in Counselling...
Transcript of SEG Awards ABC Level 3 Certificate in Counselling...
SEG Awards ABC Level 3
Certificate in Counselling
Skills
Qualification Guidance
Level 3 Certificate – 500/9286/8
2
About Us At the Skills and Education SEG Awards (ABC)1 we continually invest in
high quality qualifications, assessments and services for our chosen sectors. As a UK leading sector specialist we continue to support
employers and skills providers to enable individuals to achieve the skills
and knowledge needed to raise professional standards across our sectors.
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view exam results, invoices, mark sheets and other information about learners already registered.
The system is accessed via a web browser by connecting to our secure
website using a username and password: https://secure.ABCawards.co.uk/ors/secure_login.asp
Sources of Additional Information
The ABC website www.ABCawards.co.uk provides access to a wide variety
of information.
Copyright
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise, without the prior permission of the publishers.
This document may be copied by approved centres for the purpose of
assessing learners. It may also be copied by learners for their own use.
Specification Code, Date and Issue Number
The ABC Awards specification code is C4104-03.
The date of this specification is November 2019. The Issue number is 6.4.
1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding organisation and
part of the Skills and Education Group. Any reference to ABC Awards, its registered address, company or
charity number should be deemed to mean the Skills and Education Group Awards.
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Contents
SEG Awards ABC Level 3 Certificate in Counselling Skills ............................... 1
About Us ....................................................................................................................... 2
Contents ........................................................................................................................ 3
Introduction ................................................................................................................. 4
Aims ............................................................................................................................... 4
Target Group ................................................................................................................ 5
Progression Opportunities ........................................................................................ 5
Language ...................................................................................................................... 5
Qualification Summary .............................................................................................. 6
Level 3 Certificate in Counselling Skills ................................................................ 7
Unit Details ................................................................................................................... 9
Understanding the context for the use of counselling skills .......................... 10
Understanding counselling theory ........................................................................ 17
Using counselling skills ............................................................................................ 22
Personal development for users of counselling skills ...................................... 28
Appendices ................................................................................................................. 34
Recognition of Prior Learning (RPL), Exemption and Credit Transfer ......... 34
Certification ................................................................................................................ 35
Glossary of Terms ..................................................................................................... 35
This is a live document and as such will be updated when required. It is
the responsibility of the approved centre to ensure the most up-to-date
version of the Qualification Guidance is in use. Any amendments will be
published on our website and centres are encouraged to check this site
regularly.
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Introduction
ABC’s Counselling qualifications have been in operation for over 20 years
and were developed in response to the need to provide a structure for the
approval of counsellor training programmes. ABC has agreed with Skills
for Health, the Sector Skills Council responsible for Counselling, to
transfer the Level 3 Certificate in Counselling Skills to Ofqual’s regulated
qualifications framework.
The ABC Level 3 Certificate in Counselling Skills, or equivalent, is a pre-
requisite for admission to the Level 4 Diploma in Therapeutic Counselling.
Learners will develop their knowledge, skills and understanding of self.
Prospective learners should be made aware that this level of qualification
is not intended to train counsellors and that they will not be qualified to
practice as a counsellor on completion of the qualification. To do this,
learners will need to undertake further training and they will need to
check with centres offering this training what their entry requirements
are.
Aims
The ultimate aim of the qualification is the improved performance of those
who use counselling skills. It is intended that learners be given the
opportunity to develop a range of counselling skills and skills in self-
awareness and self-assessment. These skills will be more effectively
developed through a process which encourages learners to assume an
active responsibility for their own learning and which enables them to
establish principles and good practice from a shared analysis with fellow
learners and staff of experiences on the course and related experiences.
The ABC Level 3 Certificate in Counselling Skills aims to
develop a repertoire of counselling skills at a consistent level
underpin these skills with an understanding of one major
therapeutic model
increase the self-awareness of the person and their awareness of
the impact that they have on people.
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Target Group
These qualifications are designed for those learners who
Seek the course as an entrance to their training to become a
qualified professional counsellor
Wish to acquire a repertoire of counselling skills for use in other
work areas, and who have no wish to become a professional
counsellor, e.g. Nurses, social workers and teachers.
ABC expects approved centres to recruit with integrity on the basis of a
learner’s ability to contribute to and successfully complete all the
requirements of a unit/s or the full qualification.
Progression Opportunities
Centres should be aware that Reasonable Adjustments which may be
permitted for assessment may in some instances limit a learner’s
progression into the sector. Centres must, therefore, inform learners of
any limits their learning difficulty may impose on future progression.
Language
These specifications and associated assessment materials are in English
only.
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Qualification Summary
Qualification
Level 3 Certificate in Counselling Skills
Qualification Number 500/9286/8
Assessment Internal assessment, internal and external
moderation
Grading Pass
Operational Start
Date 01/06/2010
Review Date 31/12/2022
ABC Sector Counselling
Ofqual SSA Sector 01.3 Health and Social Care
Stakeholder Support Skills for Health
Contact See ABC website for the Centre Support Officer
responsible for this qualification
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Level 3 Certificate in Counselling Skills
Rules of Combination: Learners must complete all 4 Mandatory units to
achieve 18 credits.
Unit Level Credit
Value
GLH
Understanding the context for the use of
counselling skills [T/601/7567]
3 3 25
Understanding counselling theory
[R/601/7575]
3 4 30
Using counselling skills [K/601/7579] 3 7 60
Personal development for users of
counselling skills [K/601/7582]
3 4 30
Numbers in box brackets indicate unit number.
If learners achieve credits from units of the same title (or linked titles) at
more than one level, they cannot count credits achieved from both units
towards the credit target of a qualification.
Qualification
Purpose C. Prepare for employment
Entry
Requirements
No formal entry requirements but prospective
learners should be aware, either by interview or
other suitable methods, that the course involves
experiential learning and self-awareness exercises,
which will be demanding of the self in interaction
with others.
Age Range Pre 16 16 – 18 18+ 19 +
LARS Reference 50092868
Recommended
GLH2 145
Recommended
TQT3 180
Type of Funding
Available See LARS (Learning Aim Rates Service)
Minimum
Qualification Fee See ABC website for current fees and charges
2 See Glossary of Terms for definition 3 See Glossary of Terms for definition
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Unit Fee
Unit fees are based upon a unit’s individual credit
value. Please see the ABC website for the current
fee charged per credit
Additional
Information
See ABC website for resources available for this
qualification.
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Unit Details
10
Understanding the context for the use of counselling
skills
Unit Reference
T/601/7567
Level
3
Credit Value
3
Guided Learning
Hours
25
Unit Summary
This unit is intended to deepen the learners’
understanding of the significant differences
between a person who uses counselling skills in
another occupation and a fully trained and qualified
counsellor. Learners will explore key legal and
ethical issues based on an ethical framework for
counselling and psychotherapy in a multi-cultural
and diverse society. The need for and the
importance of casework supervision will be
highlighted.
Learning Outcomes
(1 to 4)
The learner will
Assessment Criteria
(1.1 to 4.3)
The learner can
1. Understand what is
meant by
counselling skills
1.1. Define counselling skills
1.2. Outline different roles within which counselling skills may be used
1.3. Outline different situations in which counselling skills may be used
1.4. Explain the difference between someone who
uses counselling skills and a qualified trained counsellor
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2. Understand the need to work
within an ethical
framework
2.1. Explain the key features of one recognised ethical framework for counselling and
psychotherapy used by qualified trained
counsellors
2.2. Compare their chosen ethical framework with the requirements of one other
professional body or employing organisation
3. Understand the
environment in which counselling
takes place
3.1. Explain the importance of the following when
using counselling skills in a formal setting Professional conduct
Ethical issues
Confidentiality
Boundaries
Legal responsibility
Negligence
Diversity and difference
3.2. Explain when, how and why confidentiality
and boundaries may be breached
3.3. Explain, using examples, the importance of
the right physical environment when using counselling skills
3.4. Explain the importance of ensuring the
emotional and mental safety of both speaker
and listener when using counselling skills
4. Understand the importance of
casework supervision
4.1. Explain the difference between casework supervision and other forms of supervision
4.2. Explain why casework supervision is important for a trainee and a qualified
trained counsellor
4.3. Using examples, explain the possible effects of good and bad casework supervision on
The work being done with counselling
clients
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The personal development of the
trainee and the qualified trained
counsellor
Mapping to National Occupational Standards
Links to Skills for Health Mental Health Competencies
MH14, MH100, MH101
Links to ENTO NOS for Counselling 2007
CLG 1.1, CLG 3.1, CLG 3.2, CLG 5.2, CLG 8.1, CLG 18.1, CLG18.2,
CLG17.1
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Supporting Unit Information
T/601/7567 Understanding the context for the use of counselling skills –
Level 3
Indicative Content
The information in this unit is intended for guidance only. Centres are free
to deliver the unit according to the centre’s chosen model and ethos.
Learning Outcome 1. Understand what is meant by counselling
skills
The focus of the learning outcome is to demonstrate the difference
between counselling skills and counselling.
Counselling skills may be used in an informal setting, e.g. within the
family, with friends, in a secondary role of occupation such as nurse,
teacher, hairdresser.
Learning Outcome 2. Understand the need to work within an
ethical framework
The unit focuses on using counselling skills in a formal setting, e.g. in a
listening service or in a counselling setting.
Why it is important for trainee and qualified counsellors to work within an
appropriate ethical framework.
Explore and compare one other ethical framework or requirements of one
other professional body (e.g. nursing, police) or employing organisation.
Learning Outcome 3. Understand the environment in which
counselling takes place
Identify those settings or situations where counselling skills may be used
in a formal setting.
Understand the importance of professional conduct and why
confidentiality & boundaries might be breached. Physical, emotional and
mental safety of speaker and listener and any cultural barriers which
might impact on situation.
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Learning Outcome 4. Understand the importance of casework
supervision
Casework supervision of counsellors and other forms of supervision, e.g.
managerial support and monitoring.
Casework supervision for trainee and qualified counsellor.
Good supervision will be, for example, effective by supporting the
counsellor’s work with clients.
Bad supervision will be, for example, ineffective because of a supervisor’s
inability to identify and work with the counsellor’s issues.
Teaching Strategies and Learning Activities
Centres should adopt a delivery approach which supports the
development of their particular learners. The aims and aspirations of all
learners, including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
This unit could provide an ideal starting point for the Level 3 Certificate in
Counselling Skills. It is imperative that learners clearly understand that
they are not being trained as counsellors and that the training being
provided is to equip them to use counselling skills in other paid or non-
paid work roles. There should be a discussion about the difference
between a counsellor and a person who uses counselling skills.
The importance of counselling skills being practised in the right
environment should be stressed: health and safety issues; room layout,
including panic buttons; self-protection, e.g. not using counselling skills
alone in a building; and the need for the personal safety of both the
speaker and listener as an important basic ingredient in creating the right
ethos for a working relationship.
There should be a discussion about the fact that those who use
counselling skills responsibly and professionally in work settings, (e.g.
taken from the group job identities) need to abide by a recognised Ethical
Framework in Counselling and Psychotherapy. Particular emphasis needs
to be given to what it means to be professional, the need for boundaries
and the importance of confidentiality as the main areas of focus.
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On completion of this unit, learners will be expected to have an
understanding of the scope of a current Ethical Framework in Counselling
and Psychotherapy. In particular, learners should understand the
importance of practitioners working within an ethical framework and the
law to ensure their ethical practice. Emphasis should be given to
boundaries, confidentiality, the meaning of professionalism, the duty of
care for those with whom counselling skills are used, the duty of care of
self and the issues surrounding professional negligence generally. The
group should be facilitated to explore the similarities and differences
between the current Ethical Framework in Counselling and Psychotherapy
and the ethical standards adopted within other professions, e.g. nursing,
teaching and social work.
The need for supervision of casework, as distinct from managerial support
and monitoring, should be examined in detail, as many will confuse
supervision (as practised within their agencies) with the clinical casework
supervision required within the counselling world. However the necessity
for managerial supervision and involvement needs to be stressed so that
appropriate organisational issues are considered.
Methods of Assessment
This unit will be internally assessed, internally and externally moderated
via a learner’s portfolio and other related evidence, against the unit
outcomes and assessment criteria.
Minimum requirements when delivering this unit
Teaching staff should be in supervised client contact and ideally should
have team supervision for their teaching work (outside of line
management).
Evidence of Achievement
Moderators do not have to see assessment in practice but need to see the
assessed evidence which provides evidence of all Learning Outcomes and
Assessment Criteria. The samples of learners’ assessed evidence will be
selected by moderator appointed by ABC.
All learners must compile a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
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Evidence is not prescribed but may include any or all of the following*
Oral / written questions and answers
Reports / notes
Worksheets / workbooks
Taped / recorded evidence (e.g. Video or audio)
Photographic evidence
Case studies / assignments
Skills observation sheets
Group discussion observation sheets
Other suitable supplementary evidence
Interview / discussion
*The most appropriate evidence for the qualification should be used.
Portfolios do not need to be very large and must contain the learners’ own
work, not an abundance of tutor notes and handouts.
Evidence does not need to be word processed.
Assessors may use any method that is reliable, valid and fit for purpose.
Units should only be signed off once all the requirements of the unit are
met.
All evidence must be clearly signposted and made available for the
external moderator upon request. A checklist of criteria with evidence
listed could be used along with learner evidence to present to the
moderator. This checklist could include feedback from the assessor.
Additional Information
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC website).
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Understanding counselling theory
Unit Reference
R/601/7575
Level
3
Credit Value
4
Guided Learning
Hours
30
Unit Summary
In this unit, learners will study one major
therapeutic model of counselling in depth to
empower the learner to reflect constructively on its
value and use when working with people. They will
also reflect on two other therapeutic models of
counselling to raise awareness of other models.
Learning Outcomes
(1 to 2)
The learner will
Assessment Criteria
(1.1 to 2.2)
The learner can
1. Understand a
major therapeutic model of
counselling
1.1. Explain the historical development of one
major therapeutic model, including the people influential in its development
1.2. Explain the philosophical basis of the chosen model
1.3. Explain the key concepts, principles of the chosen model
1.4. Explain how the chosen model would inform
the practice of a qualified trained counsellor
1.5. Explain how the chosen model influences the
understanding of the development of the concept of self
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1.6. Explain why it is important to have an understanding of a therapeutic model before
using its methods and techniques
2. Understand the
principles of other therapeutic models
of counselling
2.1. Explain the key features of two other
therapeutic models
2.2. Compare and contrast these models with the
main model chosen
Mapping to National Occupational Standards
Links to Skills for Health Mental Health Competencies
MH100
Links to ENTO NOS for Counselling 2007
CLG 1.1, CLG 1.2, CLG 2.2, CLG 5.5
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Supporting Unit Information
R/601/7575 Understanding counselling theory – Level 3
Indicative Content
The information in this unit is intended for guidance only. Centres are free
to deliver the unit according to the centre’s chosen model and ethos.
Learning Outcome 1. Understand a major therapeutic model of
counselling
Identify main model. Understand its origin and development together with
main contributors to its development, e.g.
Integrative – Egan, Nelson-Jones
Psychodynamic – Freud, Jung, Klein, Bowlby, Fairburn, Winnicott
Cognitive Behavioural Therapy – Beck, Ellis, Padesky, Greenberg
Humanistic – Rogers, Mearns, Thorne
Philosophy, key concepts and principles of chosen model.
Impact on practice of qualified counsellors.
Development of self-concept as it fits with the chosen model.
Dangers of using any model without having understanding of its key
concepts and principles.
Learning Outcome 2. Understand the principles of other
therapeutic models of counselling
Identify two other counselling models and explain their key features.
Compare each one with main model chosen in Learning Outcome 1 and
identify issues suitable for use of each of three models.
Maybe compare differences/similarities regarding their key concepts and
self-concept.
20
Teaching Strategies and Learning Activities
Centres should adopt a delivery approach which supports the
development of their particular learners. The aims and aspirations of all
learners, including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
For the main model chosen, learners should be given a brief description of
the historical development of the model, including the people influential in
its development. Learners should develop an appreciation of the
philosophical base and principles of the model. The focus should be
presented in sufficient depth so that learners can relate it to counselling
skills and understand that they are inter-connected.
A broad appreciation of two other models should be presented at this
level for contrasting and comparing with the main model. It is important
that in giving the overview of the two models chosen that they are not
denigrated or trivialised. Also the presentations made should include
warnings against the real dangers of applying methods and techniques
from these models without a depth understanding of the full therapeutic
approach.
Methods of Assessment
This unit will be internally assessed, internally and externally moderated
via a learner’s portfolio and other related evidence, against the unit
outcomes and assessment criteria.
Minimum requirements when delivering this unit
Teaching staff should be in supervised client contact and ideally should
have team supervision for their teaching work (outside of line
management).
Evidence of Achievement
Moderators do not have to see assessment in practice but need to see the
assessed evidence which provides evidence of all Learning Outcomes and
Assessment Criteria. The samples of learners’ assessed evidence will be
selected by moderator appointed by ABC.
21
All learners must compile a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Evidence is not prescribed but may include any or all of the following*
Oral / written questions and answers
Reports / notes
Worksheets / workbooks
Taped / recorded evidence (e.g. Video or audio)
Photographic evidence
Case studies / assignments
Skills observation sheets
Group discussion observation sheets
Other suitable supplementary evidence
Interview / discussion
*The most appropriate evidence for the qualification should be used.
Portfolios do not need to be very large and must contain the learners’ own
work, not an abundance of tutor notes and handouts.
Evidence of wider reading should be encouraged, as is the use of
appropriate referencing. Evidence does not need to be word processed.
Assessors may use any method that is reliable, valid and fit for purpose.
Units should only be signed off once all the requirements of the unit are
met.
All evidence must be clearly signposted and made available for the
external moderator upon request. A checklist of criteria with evidence
listed could be used along with learner evidence to present to the
moderator. This checklist could include feedback from the assessor.
Additional Information
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC website).
22
Using counselling skills
Unit Reference
K/601/7579
Level
3
Credit Value
7
Guided Learning
Hours
60
Unit Summary
Through practice, learners will explore a range of
skills used within the counselling profession.
Additionally they will understand that sessions in
which counselling skills are used are professionally
managed activities with a start, middle and end.
Cultural differences are recognised, acknowledged
and worked with.
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.1)
The learner can
1. Understand the
process of a counselling skills
session
1.1. Identify three stages in the counselling skills
session
1.2. Explain the importance of opening a session appropriately
1.3. Define the following skills which could be used in a session
Attentiveness and rapport building
Active listening, including minimal
encouragers
Managing silence
Empathic listening
Effective questioning
Paraphrasing and summarising
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Focusing
Immediacy
Working at an appropriate pace
Checking understanding with the
speaker
1.4. Explain the importance of closing a session
1.5. Explain the possible impact of diversity on the
use of counselling skills in a session
2. Be able to conduct a session with a
client in an ethical and safe way
2.1. Ensure that the environment is suitable and safe
2.2. Open the session with the speaker, explaining What is on offer
Limits of confidentiality
Length of session
2.3. Develop the session using skills appropriate
for the session
2.4. End a session appropriately within agreed
time boundaries, showing sensitivity to the speakers needs and feelings
3. Reflect on own
practice
3.1. Reflect on the stages of the counselling skills
session
Mapping to National Occupational Standards
Links to Skills for Health Mental Health Competencies
MH100
Links to ENTO NOS for Counselling 2007
CLG 5.2, CLG 5.5, CLG 6.1, CLG 8.1, CLG 18.1, CLG 18.2, CLG 19.1, CLG
21.1
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Supporting Unit Information
K/601/7579 Using counselling skills – Level 3
Indicative Content
The information in this unit is intended for guidance only. Centres are free
to deliver the unit according to the centre’s chosen model and ethos.
In this unit, “client” means a fellow learner from this course or another
Level 3 Counselling Skills course from the same centre, developing the
session using appropriate skills taken from Assessment Criteria 1.3 in
order to meet the assessment criteria.
NB This unit is internally assessed
Learning Outcome 1. Understand the process of a counselling
skills session
In a formal setting, learners should be able to be competent – opening,
developing and closing a session using counselling skills and identify
which skills are more appropriate during these stages.
Learners should be able to define each of the skills listed in Assessment
Criteria 1.3.
Learners should understand how cultural influences may impact on both
speaker and listener.
Learning Outcome 2. Be able to conduct a session with a client in
an ethical and safe way
For assessment purposes this must be one session only and not a series
of sessions.
This session must not be role play.
Tutors should assist prior to the session in enabling the speaker in their
choice of material to work with.
Tutors must be present throughout this assessment.
Evidence of the learner being able to conduct a session in an ethical &
safe way using a minimum of five skills from Assessment Criteria 1.3
appropriate to the session.
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Produce evidence, for example, a recording of 30 minutes using a variety
of appropriate counselling skills. Opening the session with a suitable
introduction, clearly stating what is on offer, any limits to confidentiality
and the length of the session. Developing and closing the session
appropriately.
Learning Outcome 3. Reflect on own practice
Learners may, for example, produce a report reflecting on their own
performance in this session, identifying areas which could have been
improved, as well as those where skills were used effectively. Explain how
ethical practice was observed.
NB It should be made clear by tutors, at the beginning of this course and
throughout the course, the difference between formal counselling (use of
skills in a formal setting) and using counselling skills. Incorporated into
this should be that only when on a course as a trainee counsellor (such as
the ABC Level 4 Diploma in Therapeutic Counselling) and when qualified
can anyone call themselves ‘counsellor’ and use the term ‘counselling
session’.
This course (the use of counselling skills) is not a formal setting and as
such learners should ideally use the terms ‘listener’ and for the ‘client’ the
term ‘speaker’. For this assessment ‘speaker’ and ‘listener’ MUST be used.
Teaching Strategies and Learning Activities
Centres should adopt a delivery approach which supports the
development of their particular learners. The aims and aspirations of all
learners, including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Learners should be given a short explanation of the skill(s) to be
practised, together with a demonstration. These should be presented on
an incremental basis.
Learners can then practice the skill(s), preferably in triads, with the tutors
circulating and intervening as and when appropriate to give feedback.
Methods of Assessment
26
This unit will be internally assessed, internally and externally moderated
via a learner’s portfolio and other related evidence, against the unit
outcomes and assessment criteria.
Minimum requirements when delivering this unit
Teaching staff should be in supervised client contact and ideally should
have team supervision for their teaching work (outside of line
management).
Evidence of Achievement
Moderators do not have to see assessment in practice but need to see the
assessed evidence which provides evidence of all Learning Outcomes and
Assessment Criteria. The samples of learners’ assessed evidence will be
selected by moderator appointed by ABC.
All learners must compile a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria.
Evidence is not prescribed but may include any or all of the following*
Oral / written questions and answers
Reports / notes
Worksheets / workbooks
Taped / recorded evidence (e.g. Video or audio)
Photographic evidence
Case studies / assignments
Skills observation sheets
Group discussion observation sheets
Other suitable supplementary evidence
Interview / discussion
*The most appropriate evidence for the qualification should be used.
Portfolios do not need to be very large and must contain the learners’ own
work, not an abundance of tutor notes and handouts.
Evidence does not need to be word processed.
Assessors may use any method that is reliable, valid and fit for purpose.
Units should only be signed off once all the requirements of the unit are
met.
27
All evidence must be clearly signposted and made available for the
external moderator upon request. A checklist of criteria with evidence
listed could be used along with learner evidence to present to the
moderator. This checklist could include feedback from the assessor.
Additional Information
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC website).
28
Personal development for users of counselling skills
Unit Reference
K/601/7582
Level
3
Credit Value
4
Guided Learning
Hours
30
Unit Summary
In this unit, learners reflect on how the study of
counselling theory, the use of counselling skills and
feedback received can inform personal
development and growth, in particular their
understanding of self.
Learning Outcomes
(1 to 3)
The learner will
Assessment Criteria
(1.1 to 3.4)
The learner can
1. Understand how the study of
counselling theory can inform
personal development and
growth
1.1. Reflect on ways in which the study of counselling theory has developed their
understanding of self
1.2. Reflect on ways in which the study of counselling theory has developed their
understanding of life events and their
responses to them
1.3. Reflect on ways in which the study of counselling theory has developed their
understanding of their relationships, and the way they form, develop, maintain and end
them
29
2. Use counselling
skills practice to understand self
2.1. Reflect on ways in which the counselling skills
practice has impacted on the development of self
2.2. Explain how interaction with others has impacted on self
2.3. Reflect on the impact on self of responding to
equality and diversity issues
2.4. Reflect on the impact on practice of
responding to equality and diversity issues
3. Reflect on personal development
3.1. Identify constructive guidance provided by others which has informed their awareness
3.2. Explain how this feedback has impacted on self
3.3. Evaluate their own strengths and weaknesses as a person who uses counselling skills
3.4. Plan for and justify future personal
development
Mapping to National Occupational Standards
Links to Skills for Health Mental Health Competencies
MH100
Links to ENTO NOS for Counselling 2007
CLG 2.1, CLG 2.2
30
Supporting Unit Information
K/601/7582 Personal development for users of counselling skills – Level 3
Indicative Content
The information in this unit is intended for guidance only. Centres are free
to deliver the unit according to the centre’s chosen model and ethos.
Learning Outcome 1. Understand how the study of counselling
theory can inform personal development and growth
Learners reflect on their learning of counselling theory, relating theory to
self and consequent learning about self in terms of development,
relationships and life events.
Learning Outcome 2. Use counselling skills practice to understand
self
Learners reflect on their learning from their practice of counselling skills,
relating skills to self and how subsequent learning impacts on self in
relation to development, skills practice, diversity, etc.
Learning Outcome 3. Reflect on personal development
Personal growth achieved through recognition and understanding of their
own strengths and weaknesses.
How feedback has been used in relation to self in relation to personal
development.
Evidence must be provided by the student for reflection in all learning
outcomes.
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Teaching Strategies and Learning Activities
Centres should adopt a delivery approach which supports the
development of their particular learners. The aims and aspirations of all
learners, including those with identified special needs, including learning
difficulties/disabilities, should be considered and appropriate support
mechanisms put in place.
Personal awareness will be monitored continuously and when trainers
(including personal development facilitators) are concerned about a
learner’s level of awareness, and/or are concerned about his/her
interactions within their peer groups, then the trainers will have a duty to
draw the attention of the learner to these concerns. Factual evidence,
with concrete examples, should be given so that the learner can choose to
work on these issues.
Continued self-awareness is seen as of crucial importance and trainers
have a duty of care to the community by ensuring that people who use
counselling skills and/or intend to continue to train as counsellors show
adequate evidence of insight and self-awareness.
If a learner’s behaviour is disruptive to the whole learning group then
trainers, having a wider duty of care to the whole learning community,
can request that he/she leaves the course.
It is impossible to be prescriptive for this unit, as many variable factors
will affect the growth of the individual and of the group, including the
personal characteristics of the facilitator, the chosen theoretical
orientation of the course and the group composition. However, facilitation
of the group does mean maintaining safe boundaries for the group and for
each individual within the group.
It is important that all members of the group are aware of the difference
between therapeutic groups and self-awareness learning groups. Tutors
need to prevent the group becoming immersed in the drama of one
person to the exclusion of or avoidance of other material.
Equally the group and each learner should be aware that the group is not
an arena for the direct practising of counselling skills
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Learners, as a minimum, should be strongly urged to keep a personal
journal of their progress.
Methods of Assessment
This unit will be internally assessed, internally and externally moderated
via a learner’s portfolio and other related evidence, against the unit
outcomes and assessment criteria.
Minimum requirements when delivering this unit
Teaching staff should be in supervised client contact and ideally should
have team supervision for their teaching work (outside of line
management)
Evidence of Achievement
Moderators do not have to see assessment in practice but need to see the
assessed evidence which provides evidence of all Learning Outcomes and
Assessment Criteria. The samples of learners’ assessed evidence will be
selected by moderator appointed by ABC
All learners must compile a portfolio of evidence that shows achievement
of all the relevant learning outcomes and assessment criteria
Evidence is not prescribed but may include any or all of the following*
Oral / written questions and answers
Reports / notes
Worksheets / workbooks
Taped / recorded evidence (e.g. Video or audio)
Photographic evidence
Case studies / assignments
Skills observation sheets
Group discussion observation sheets
Other suitable supplementary evidence
Interview / discussion
*The most appropriate evidence for the qualification should be used
Evidence of the outcome of the learners’ reflection is required, for
example a journal or separate piece of work using reflections that the
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learner has recorded in their journal. This could be done orally &
recorded, or directly to the assessor.
Portfolios do not need to be very large and must contain the learners’ own
work, not an abundance of tutor notes and handouts.
Evidence does not need to be word processed.
Assessors may use any method that is reliable, valid and fit for purpose.
Units should only be signed off once all the requirements of the unit are
met.
All evidence must be clearly signposted and made available for the
external moderator upon request. A checklist of criteria with evidence
listed could be used along with learner evidence to present to the
moderator. This checklist could include feedback from the assessor.
Additional Information
All internal assessments must be accompanied by a signed Declaration of
Authenticity (this document is available on the ABC website).
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Appendices
Recognition of Prior Learning (RPL), Exemption and
Credit Transfer
ABC Awards policy enables learners to avoid duplication of learning and
assessment in a number of ways:
Recognition of Prior Learning (RPL) – a method of assessment that
considers whether a learner can demonstrate that they can meet
the assessment requirements for a unit through knowledge,
understanding or skills they already possess and do not need to
develop through a course of learning.
Exemption - Exemption applies to any certificated achievement
which is deemed to be of equivalent value to a unit within ABC
qualification but which does not necessarily share the exact learning
outcomes and assessment criteria. It is the assessor’s responsibility,
in conjunction with the Internal Moderator, to map this previous
achievement against the assessment requirements of the ABC
qualification to be achieved in order to determine its equivalence.
Any queries about the relevance of any certificated evidence, should
be referred in the first instance to your centre’s internal moderator
and then to ABC. It is important to note that there may be
restrictions upon a learner’s ability to claim exemption or credit
transfer which will be dependent upon the currency of the
unit/qualification and a learner’s existing levels of skill or
knowledge. Where past certification only provides evidence that
could be considered for exemption of part of a unit, learners must
be able to offer additional evidence of previous or recent learning to
supplement their evidence of achievement.
Credit Transfer – ABC may attach credit to a qualification, a unit or
a component. Credit transfer is the process of using certificated
credits achieved in one qualification and transferring that
achievement as a valid contribution to the award of another
qualification. Units/Components transferred must share the same
learning outcomes and assessment criteria along with the same unit
number. Assessors must ensure that they review and verify the
evidence through sight of:
o Original certificates OR
o Copies of certificates that have been signed and dated
by the internal moderator confirming the photocopy is a
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real copy and make these available for scrutiny by the
External Moderator.
Equivalencies – opportunities to count credits from the unit(s) from
other qualifications or from unit(s) submitted by other recognised
organisations towards the place of mandatory or optional unit(s)
specified in the rule of combination. The unit must have the same
credit value or greater than the unit(s) in question and be at the
same level or higher.
ABC encourages its centres to recognise the previous achievements of
learners through Recognition of Prior Learning (RPL), Exemption and
Credit Transfer. Prior achievements may have resulted from past or
present employment, previous study or voluntary activities. Centres
should provide advice and guidance to the learner on what is appropriate
evidence and present that evidence to the external moderator in the usual
way.
Certification
Learners will be certificated for all units and qualifications that are
achieved and claimed.
ABC’s policies and procedures are available on the ABC website in the
Examination Officers’ Guide.
Glossary of Terms
GLH (Guided Learning Hours)
GLH is where the learner participates in education or training under the
immediate guidance or supervision of a tutor (or other appropriate
provider of education or training). It may be helpful to think – ‘Would I
need to plan for a member of staff to be present to give guidance or
supervision?’
GLH is calculated at qualification level and not unit/component level.
Examples of Guided Learning include:
Face-to-face meeting with a tutor
Telephone conversation with a tutor
Instant messaging with a tutor
Taking part in a live webinar
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Classroom-based instruction
Supervised work
Taking part in a supervised or invigilated formative assessment
The learner is being observed as part of a formative assessment.
TQT (Total Qualification Time)
‘The number of notional hours which represents an estimate of the total
amount of time that could reasonably be expected to be required, in order
for a learner to achieve and demonstrate the achievement of the level of
attainment necessary for the award of a qualification.’ The size of a
qualification is determined by the TQT.
TQT is made up of the Guided Learning Hours (GLH) plus all other time
taken in preparation, study or any other form of participation in education
or training but not under the direct supervision of a lecturer, supervisor or
tutor.
TQT is calculated at qualification level and not unit/component level.
Examples of unsupervised activities that could contribute to TQT include:
Researching a topic and writing a report
Watching an instructional online video at home/e-learning
Watching a recorded webinar
Compiling a portfolio in preparation for assessment
Completing an unsupervised practical activity or work
Rehearsing a presentation away from the classroom
Practising skills unsupervised
Requesting guidance via email – will not guarantee an immediate
response.