Web viewThe requirement of writing word-limited reflective journal entries after every course...

AIM Awards Level 2 Certificate in Counselling Skills

Assessment Pack2017 - 2018

Learner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:

Version 2 – September 2017 1

ContentsHow this qualification is assessed.......................................................................................................................3

Mandatory: Skills Acquisition and Practice (Level 2)...........................................................................................8Record of Learner Achievement......................................................................................................................8

Assignment: Role-Play Observation Report...................................................................................................10

Option Group – Working With Grief and Loss (Level 2).....................................................................................13Record of Learner Achievement....................................................................................................................13

Assignment Brief...........................................................................................................................................15

Option Group: Communicating with Children and Young People (Level 2).......................................................17Record of Learner Achievement....................................................................................................................17


Option Group: Working With Trauma (Level 2).................................................................................................21Record of Learner Achievement....................................................................................................................21


Option Group: Counselling: Skills for the Workplace (Level 2)..........................................................................25Record of Learner Achievement....................................................................................................................25



How this qualification is assessedThis qualification consists of both mandatory and optional units. A grid showing an overview of the assessments for the qualification, followed by the assignment tasks is shown below. Each assignment must be passed in order to achieve the unit. Please refer to Section 2 of the qualification specification on how to achieve the full qualification.

Mandatory Unit – Learners must achieve the unit below by completing the required assignments.Unit Assessment

Title Reference Number

Level Credit Value

Method Task Size Page

Counselling: Skills Acquisition and Practice J/506/3040 Two 9

Externally marked Examination N/A

Internally marked Role-Play 10

Optional Units - Learners must achieve a minimum of 6 credits by choosing a unit from the list below by completing the required assignments.

Unit AssessmentTitle Reference

NumberLevel Credit

ValueMethod Task Size Page

Working with Grief and Loss D/506/3030 Two 6 Internally

marked JournalUp to 800 words per

entry15

Communicating with Children and Young People

K/506/3032 Two 6 Internally marked Journal

Up to 800 words per

entry19

Working with Trauma M/506/3033 Two 6 Internally marked Journal

Up to 800 words per

entry23

Counselling: Skills for the Workplace J/506/3037 Two 6 Internally

marked JournalUp to 800 words per

entry27

The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Assessment Criteria at the correct level. All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.

DeadlinesExternally marked tasks and examinations have strict deadlines that will be issued to centres. Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks.


Types of assessmentJournal Internally set task Internally markedGuidance:The journal is an important part of the learning and assessment process of this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice for the learner The journal is monitored throughout the lifetime of these units (where a journal is required) and is internally assessed, internally verified by the centre and externally verified by AIM Awards. The requirement of writing word-limited reflective journal entries after every course session is good practice for counselling learners. At Level 2, it encourages them to work with a number of essential counselling related skills, such as active listening, observing and giving attention, self-awareness and summarising. In higher level courses, it demonstrates how they are beginning to practise the process of counselling – i.e. establishing the therapeutic alliance, how they work through the ‘client’s presenting story’, and how they prepare for appropriate and meaningful endings. Journal writing also helps the learners to take more of the responsibility for their learning. It is important, therefore, that both learners and Tutors/Assessors understand that the journal is an important integrative part of the course.For the purpose of assessment, the journal provides permanent and reliable records of each learner’s unique progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment. Assessing learners’ journals is a case of comparing what they have written on the subject with what was actually taught, and how learners have demonstrated achievement of the Assessment Criteria.Tutors/Assessors who assess journals must have a good grasp of the quality of response that can be reasonably expected from a learner at a particular level. AIM Awards Assessor standardisation training is an essential element in developing the necessary skills of assessment, in addition to the importance of understanding the requirements of Level Descriptors. Most learners, at whatever level they join a learning programme, will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter. For this reason, at the beginning of a course the journals need to be marked at regular intervals and this should continue throughout the lifetime of the course.Writing the Journal for One-to-One Counselling Simulated SessionsThe journal needs to include a record and reflection from the learner on their experience, from work in triads, in all three roles of counsellor, client and observer. The EMPHASIS, however, will be on the learner’s own role as a counsellor. The initial entry will need to clearly describe the contracting process between the individual as counsellor (and their client), and record how this fits into the future work, and the developing relationship.Each entry will give clear evidence of the interventions made by the counsellor, and say how these interventions affect the work in progress. Learners will need to focus on the developing counselling relationships, and show where trust, intimacy and mutuality are evident in their comments. Learners should try to demonstrate their understanding of the process of change.In the observer role, learners will need to keep a clear record of what they observe in order to give clear feedback to the counsellor (counsellor). They will need to be aware of describing what they observe in terms of skills used by the counsellor, and the counselling process. Their role is not an interpretive role, the focus is on description. They need to make sure that their record is accurate, and contains clearly expressed examples in order to be useful to the counsellor, and to demonstrate the observer’s ability to give accurate and useful feedback.It is important to distinguish between feedback given immediately, and that offered in the light of journal reflections.The record of the learner in the client (client) role is to describe, and reflect on what was useful or not, and to consider their experience of the developing relationship between themselves and the counsellor (counsellor).

Role-Play Internally set task Internally marked


Role-Play Guidelines1. Sessions are organised in triads – counsellor, client and observer2. Each session should last 30 minutes in total. This is made up of 20 minutes of the actual role-play “counselling”

session and the feedback session which should last 10 minutes3. In the feedback session, the observer is the first to provide feedback on what they thought about the session;

the beginning, middle, ending, timing, orientation, skills and therapeutic alliance4. Following this, the counsellor offers their views of the role-play – again with the help of the Tutor/Assessor5. Finally the client (client) offers their views as they are the expert on what they have said6. The Tutor/Assessor will need to de-role at the conclusion of the session

This feedback process is important as sometimes a learner may have underperformed in the session but can make up for this by their own awareness of this in the feedback session.

Procedure for Assessing Counselling Skills Role-PlayAIM Awards recognises the importance of using role-play methods to teach counselling skills and assess learners. It is also essential to acknowledge that learners at this level are only learning counselling skills, and AIM Awards strongly recommends that only role-play scenarios are used for the purposes of assessment. It is further recognised that working with clients is not appropriate at this level and may be potentially damaging. For the purpose of formally assessing learners, however, it is important that a standardised procedure is used and that it is applied equally to all learners.

Learners must be trained in the three roles and know the system well before any attempt is made to assess them. The learners ability to play roles is likely to vary considerably from learner to learner and it is important to keep in mind the objective is to assess counselling skills and not the learners’ ability to act out a role.

The practical skills assessments will include a summative assessment that takes place towards the end of a unit, and after the teaching of counselling skills for that unit are completed, combined with ongoing formative assessments to inform Tutor/Assessor and learner of progress made throughout the duration of the unit.

The assessment will always be in three parts and learners are each assessed in all three triad roles.

The assessed roles are:1. Counsellor 2. Client3. Observer

The recommended practical skills assessment procedure is as follows:1. AIM Awards recommends that learners are notified at least two weeks in advance of the dates and times when

they will be required to attend the formal practical assessment2. The centre will provide a number of alternative fictitious role briefs to be available on the day3. The learners are assigned roles and their role responsibilities are explained4. The learner with the client role chooses an appropriate role brief and is given at least 10 minutes to prepare

before the session begins. The client must not communicate with the other two participants during this period. Learners are to be given the choice of at least two different scenarios to reduce the likelihood of them having to face personal issues

5. The observer learner plays no part in the simulated session other than to observe it from an appropriate unobtrusive position out of the line of sight of both client and counsellor, but from where both can be clearly seen and heard

6. The time boundary for the skills session is 20 minutes7. The Assessor leads the 10 minute feedback session in which:

a. Firstly, the observer gives a verbal report to the counsellorb. Secondly, the counsellor summarises the session c. Thirdly, the client describes the experience


d. Finally, the Assessor formally de-roles each member of the triade. The Assessor completes the Role-Play Observation Record (on page 10) once for each learner, and identifies

on the Record of Learner Achievement (on page 8) the Assessment Criteria that have been met. All Assessment Criteria must be met in order to achieve the unit.

Guidance for AssessorsThe assessment methods outlined here are based on the assumptions that the learners being assessed have completed a course of study for the unit and:

are experienced in the role-play method and in all of the roles know by name the ethical principles that underpin counselling have been instructed in the management of risk to the health and safety of counsellors and clients can identify by name the specified range of basic counselling skills are able to explain the purpose of using each skill in a helping interaction

Assessors may be observed by Internal Verifiers from the centre and/or AIM Awards External Verifiers to confirm that assessment decisions are being reached appropriately.Guidance for Learners Participating in the Practical AssessmentTo successfully complete and pass the practical assessment at Level 2, learners should have demonstrated a broad and developing knowledge of counselling skills and know how they should be used within a framework of ethical counselling. However, learners at Level 2 are not learners or trainees of counselling but only learners of counselling skills; therefore, no more than an emerging and basic level of competence to use counselling skills will be judged in the assessment process.

Counsellor RoleIn this role, we expect learners: to make a reasonable attempt at demonstrating three key skills for rapport building to respond appropriately and ethically to the client’s behaviour and apparent needs during the course of the session the client must show some awareness of the progress made towards establishing

a helping relationship establish and keep within agreed boundaries make a conscious choice of counselling skills which are appropriate.

The 10 minute feedback discussion is part of the overall assessment process, and learners who recognise missed opportunities or show that they were aware of weaknesses in their triad role may be able to evidence achievement of Assessment Criteria not met in the practical.Observer RoleObserver learners are required to recognise key events during the process and provide feedback on the quality of the exchange between counsellor and client by identifying, and commenting on, the use of counselling skills and to comment on the listener – client relationship. They will also be expected to identify the model of counselling being used, if any, and to comment on the beginning, middle and ending part of the session.Client RoleThe Assessor/centre will provide the role-play scenarios for the learner. The client must make every effort to play the role with honesty and integrity and to the best of his or her ability. The client will be consistent throughout, and co-operate with the counsellor. The client must be referred in this role if he or she sets out to make the role more complex than is realistically expected, or if they seek to disrupt or mislead the counsellor.

Tracking Learner WorkEach assessment task will identify the Assessment Criteria that it covers. Submissions must evidence achievement of those Assessment Criteria and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must tick to identify whether the Assessment Criteria have been met and sign to confirm the unit has been achieved. Summative feedback to learners should be provided on this sheet containing


feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier.

Each Record of Learner Achievement identifies which assessment criteria are covered by each task: Blank boxes identify Assessment Criteria mapped to that task and therefore should be ticked when the learner

has achieved each criteria Dark grey boxes are not mapped to that task and should be ignored Light grey boxes with the word “external” signify that the criteria is covered by an externally marked assessment.


Mandatory: Skills Acquisition and Practice (Level 2)Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVEDThe learner will: The learner can: Examination Role-Play1. Understand the role of

counselling skills in a helping relationship

1.1. Define what is meant by counselling skills External

1.2. Identify the place of counselling on a helping continuum External

2. Know about initiating a counselling interaction

2.1. Identify key elements in a counselling contract External

2.2. Identify key skills for rapport building External3. Know how to develop and

maintain a counselling interaction

3.1. Identify the skills needed to develop and maintain the counselling relationship

External

3.2. Demonstrate the skills needed to develop and maintain the counselling relationship

3.3. Identify positive ways of moving the counselling relationship forward

3.4. Identify negative ways of moving the counselling relationship forward

4. Be able to conclude a counselling interaction

4.1. Describe the importance of endings in a counselling interaction External

4.2. Conclude a counselling interaction

Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):


Learner Evaluation (evaluation of own work and comment on assessment task):

Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.

Assessor Disclaimer I confirm that this learner’s work fully meets the assessment criteria listed above and that any specified evidence requirements have been addressed.

Assessor Learner Date


Assignment: Role-Play Observation Report

Qualification: AIM Awards Level 2 Certificate in Counselling SkillsUnit(s) covered: Skills Acquisition and Practice L2Assessor:

Assignment Title:Role-Play Observation Report by Assessor

Unit Assignment No.:

1 / 1

Date Brief Set: Submission Date:

Record of Role-Play

Learner Name:

Observer’s Name:

Observer’s Qualifications:

Date of Assessed Role-Play:

Please comment on the learner’s ability to: Demonstrate the skills

needed to develop and maintain the counselling relationship

Identify positive ways of moving the counselling relationship forward

Identify negative ways of moving the counselling relationship forward


Conclude a counselling interaction

Guidance for AssessmentCounsellor Role PrinciplesThe counsellor begins a working relationship by:a) being aware of and maintaining the time boundary of 20 minutesb) helping the client to establish what the client wantsc) helping the client to understand what the helper can offerThroughout the session the counsellor works towards understanding the client’s concerns by demonstrating the following skills:a) reflecting meaningsb) reflecting feelingsc) timing responsesd) checking the helper’s understanding with the cliente) demonstrates skills needed to develop and maintain the client-helper relationshipf) working ethically and safely at all timesCounsellor closes the session with the client by:a) Recognising the client’s position at the end of the sessionb) an appropriate indication that the session is at an end using appropriate counselling skillsCounsellor evaluates the session:a) explaining the counsellor’s understanding of the focus of the sessionb) discussing verbal and non-verbal communicationc) commenting on what was only impliedd) commenting on the relationship

Observer Role Criteria PrinciplesThe observer shows the learner's understanding of what happened in the role-play by: a) offering descriptive feedback to the helperb) commenting on how the relationship was establishedc) identifying the skills used, giving specific examples

Client Role Criteria PrinciplesThe client undertakes the role with honesty and integrity:a) makes every effort to portray the role as it was presentedb) makes no attempt to influence or disrupt the counsellor

To pass this assessment, learners must meet all of the Assessment Criteria. Work that does not meet all of the Assessment Criteria may be referred for additional work and then resubmitted according to the centre’s policy. This must be clearly identified in the Tutor/Assessor Feedback to learners.


No. Assessment Criteria3.2 Demonstrate the skills needed to develop and maintain the counselling relationship3.3 Identify positive ways of moving the counselling relationship forward3.4 Identify negative ways of moving the counselling relationship forward4.2 Conclude a counselling interaction

Assessor StatementI verify that I have observed and assessed the above named learner. I am satisfied that the level of competence s/he has attained is appropriate for the current stage of her/his professional development.

Observer Learner Date


Option Group – Working With Grief and Loss (Level 2) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVEDThe learner will: The learner can: Journal1. Understand the nature of grief

and loss1.1. Define the terms grief and loss1.2. Describe models of the grieving

process2. Understand the context of

counselling people experiencing grief and loss

2.1. Illustrate the application of counselling skills for people experiencing grief and loss

2.2. Assess the application of counselling skills for people experiencing grief and loss

3. Understand ethical practice when counselling people experiencing grief and loss

3.1. Indicate key challenges to ethical practice when counselling people experiencing grief and loss

4. Understand risk management in the counselling interaction

4.1. Assess potential key risks to the counsellor

4.2. Assess potential key risks to the client

5. Know about an awareness of self in relation to others when working with grief and loss

5.1. Identify ways in which personal self-awareness has developed when working with grief and loss



Assignment Brief

Qualification: AIM Awards Level 2 Certificate in Counselling Skills Unit(s) covered: Working With Grief and Loss L2Assessor:

Assignment Title:Journal: Working with Grief and Loss


1 / 1


Why are we doing this?

Reflection on your own work is important in any job, but in counselling the ability to reflect on how you have worked with a client and the strategies you have used is imperative in order to be able to improve as a professional.

Your evidence for this unit is comprised of a journal where you will reflect on content learned in your teaching sessions and role-plays with the aim of introducing reflective practice.

TasksTo complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must complete a journal consisting of an entry after each teaching session where you reflect on the concepts delivered and discussed that relate to this unit’s topic and most importantly Assessment Criteria.

Your journal must contain the following:

Journal, 800 words per entry

Definitions of the terms grief and loss 1.1

A description of the main models of the grieving process 1.2

A discussion on how well counselling skills can be applied to working with people experiencing grief and loss

2.1, 2.2

The key challenges to ethical practice for working with people experiencing grief and loss

3.1

The potential key risks to both counsellor and client 4.1, 4.2

Identification of ways in which self-awareness has developed when working with grief and loss

5.1

Guidance for assessmentAs you write your journal you are expected to identify which Assessment Criteria each entry relates to from the list below. You may choose to use the assessment criteria as sub-headings for your text, or to identify the Assessment Criteria covered by a paragraph or section by noting it numerically (e.g. 1.2).

The word count must be adhered to: 800 words per journal entry


Procedure for Marking a Journal 1. Tutor/Assessors should monitor and assess journals from the very beginning of a course. They will be handed

to the Tutor/Assessor at the beginning of one teaching session and given back to learners having been marked at the start of the following teaching session

2. Each journal should be a reflective and learning entry, demonstrate what the learners has learned from each session, as well as how they have felt about what has been taught

3. Levels are important to the whole process of assessment, and Tutor/Assessors must be aware that they are working with learners and trainees in counselling and NOT counsellors. The writing of journals is to indicate learning and understanding of counselling skills and processes, and to demonstrate growth in personal self-awareness

4. Tutor/Assessors will record on the journal the date and the points where the marking starts and ends, and where Assessment Criteria have been achieved

5. If criteria are consistently not being achieved, Tutor/Assessors will request learners to either correct their work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment

6. Tutor/Assessors must tick to indicate achievement of assessment criteria on the Record of Learner Achievement for the unit assessed by the journal.


No. Assessment Criteria1.1 Define the terms grief and loss

1.2 Describe models of the grieving process

2.1 Illustrate the application of counselling skills for people experiencing grief and loss

2.2 Assess the application of counselling skills for people experiencing grief and loss

3.1 Indicate key challenges to ethical practice when counselling people experiencing grief and loss

4.1 Assess potential key risks to the counsellor

4.2 Assess potential key risks to the client

5.1 Identify ways in which personal self-awareness has developed when working with grief and loss

Option Group: Communicating with Children and Young People (Level 2) Version 2 – September 2017 16

Record of Learner AchievementLEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVEDThe learner will: The learner can: Journal1. Understand the specialist

nature of working with children and young people

1.1. Illustrate the value of developmental theories when working with children and young people

1.2. Compare different developmental theories

2. Understand the context of counselling children and young people

2.1. Illustrate the application of counselling skills when working with children and young people

2.2. Assess the application of counselling skills when working with children and young people

3. Understand ethical practice when working with children and young people

3.1. Indicate key challenges to ethical practice when working with children and young people



4.2. Assess potential key risks the client

5. Know about an awareness of self in relation to others when working with children and young people

5.1. Identify ways in which self-awareness has developed when working with children and young people







Assignment BriefVersion 2 – September 2017 18

Qualification: AIM Awards Level 2 Certificate in Counselling SkillsUnit(s) covered: Communicating with Children and Young People L2Assessor:

Assignment Title:Journal: Communicating with Children and Young People


1 / 1







Assessment Criteria




An overview of the value of developmental theories to working with children and young people

1.1

A comparison of developmental theories 1.2

A discussion on how well counselling skills can be applied to working with children and young people

2.1, 2.2

The key challenges to ethical practice for working with children and young people

3.1


Identification of ways in which self-awareness has developed when working with children and young people

5.1

Guidance for assessmentAs you write your journal you are expected to identify which Assessment Criteria each entry relates to from the list below. You may choose to use the Assessment Criteria as sub-headings for your text, or to identify the Assessment Criteria covered by a paragraph or section by noting it numerically (e.g. 1.2).









6. Tutor/Assessors must tick to indicate achievement of Assessment Criteria on the Record of Learner Achievement for the unit assessed by the journal.


No. Assessment Criteria1.1 Illustrate the value of developmental theories when working with children and young people1.2 Compare different developmental theories2.1 Illustrate the application of counselling skills when working with children and young people2.2 Assess the application of counselling skills when working with children and young people3.1 Indicate key challenges to ethical practice when working with children and young people4.1 Assess potential key risks to the counsellor4.2 Assess potential key risks the client5.1 Identify ways in which self-awareness has developed when working with children and young people

Option Group: Working With Trauma (Level 2)Version 2 – September 2017 20

Record of Learner AchievementLEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVEDThe learner will: The learner can: Journal1. Understand the nature of

trauma1.1. Define the term trauma1.2. Describe the difference between

post-traumatic stress and post-traumatic stress disorder

2. Understand the context of counselling people experiencing traumatic stress

2.1. Illustrate the application of counselling skills for people experiencing traumatic stress

2.2. Assess the application of counselling skills when working with people experiencing traumatic stress

3. Understand ethical practice when working with people experiencing traumatic stress

3.1. Indicate key challenges to ethical practice when working with people experiencing traumatic stress



4.2. Assess potential key risks the client

5. Know about an awareness of self in relation to others when working with trauma

5.1. Identify ways in which self-awareness has developed when working with trauma




Assignment Brief

Qualification: AIM Awards Level 2 Certificate in Counselling SkillsUnit(s) covered: Working With Trauma L2Assessor:

Assignment Title: Journal: Working with TraumaUnit Assignment No.:

1 / 1







Assessment Criteria




Definitions of the term trauma 1.1

A description of the difference between post-traumatic stress and post-traumatic stress disorder

1.2

A discussion on how well counselling skills can be applied to working with people experiencing traumatic stress

2.1, 2.2

The key challenges to ethical practice for working with people experiencing traumatic stress

3.1


Identification of ways in which self-awareness has developed when working with trauma

5.1












No. Assessment Criteria1.1 Define the term trauma1.2 Describe the difference between post-traumatic stress and post-traumatic stress disorder2.1 Illustrate the application of counselling skills for people experiencing traumatic stress2.2 Assess the application of counselling skills for people experiencing traumatic stress3.1 Indicate key challenges to ethical practice when counselling people experiencing traumatic stress4.1 Assess potential key risks to the counsellor4.2 Assess potential key risks to the client5.1 Identify ways in which personal self-awareness has developed when working with trauma


Option Group: Counselling: Skills for the Workplace (Level 2)Record of Learner AchievementLEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVEDThe learner will: The learner can: Journal1. Understand the nature of

counselling in the workplace1.1. Describe the key features of

counselling in the workplace1.2. Describe the influence of

theoretical approaches on workplace counselling

2. Understand the context of counselling in a workplace setting

2.1. Illustrate the application of counselling skills in the workplace

2.2. Assess the application of counselling skills in the workplace

3. Understand ethical practice when counselling in the workplace

3.1. Indicate key challenges to ethical practice when counselling in the workplace



4.2. Assess potential key risks to the client

5. Know about an awareness of self in relation to others when counselling in the workplace

5.1. Know about an awareness of self in relation to others when counselling in the workplace



Assignment Brief

Qualification: AIM Awards Level 2 Certificate in Counselling SkillsUnit(s) covered: Counselling: Skills for the Workplace L2Assessor:

Assignment Title:Journal: Counselling: Skills for the Workplace


1 / 1







Assessment Criteria




A description of the key features of counselling in the workplace 1.1

A description of the influence of theoretical approaches on workplace counselling

1.2

A discussion on how well counselling skills can be applied to the workplace 2.1, 2.2

The key challenges to ethical practice when counselling in the workplace 3.1


Identification of ways in which self-awareness has developed when counselling in the workplace

5.1












No. Assessment Criteria1.1 Describe the key features of counselling in the workplace1.2 Describe the influence of theoretical approaches on workplace counselling2.1 Illustrate the application of counselling skills in the workplace2.2 Assess the application of counselling skills in the workplace3.1 Indicate key challenges to ethical practice when counselling in the workplace4.1 Assess potential key risks to the counsellor4.2 Assess potential key risks to the client5.1 Know about an awareness of self in relation to others when counselling in the workplace


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