Level 3
Certificate in Counselling Skills
Student name:
Tutor name:
Contact details
ABC ID number:
Day of course:
Times of course:
KEY AIMS:
For the level 3 Certificate in Counselling Skills, the key aims are:
1. To develop a repertoire of counselling skills at a consistent level.
2. To underpin these skills with an understanding of one major therapeutic model.
3. To increase the self-‐awareness of the person and their awareness of the impact that they have on people.
LEARNING OUTCOMES:
For the level 3 Certificate in Counselling Skills, a summary of the learning outcomes are:
By the end of the course, candidates should be able to:
1. Use competently and effectively a range of counselling skills, specifically:
a) Initiating a counselling skills interaction.
b) Functioning in the interaction with the use of the following skills: i. Attentiveness and rapport building
ii. Active listening, including the use of minimal encouragers and the managing of silence
iii. Empathic listening, including the use of open questions iv. Paraphrasing and summarising
v. Focusing and challenging
vi. Reflecting on the counselling skills process and immediacy vii. Empowering change
viii. Making appropriate referrals
ix. Working at client's pace, i.e. appropriate timings x. Checking their understanding with client
c) Concluding individual sessions.
d) Ending a series of sessions.
2. Accept and subscribe to the current BACP Ethical Framework for Good Practice in Counselling and Psychotherapy and to recognise and accept that they are not trained and qualified counsellors.
3. Respect other people's views, attitudes, belief structures, and cultures, especially those who are disadvantaged in society by reason of class, race, religion, disability, age, gender, or sexual orientation.
4. Demonstrate a commitment to anti-‐oppressive practices and non-‐ discriminatory use of counselling skills.
5. Show a working understanding of one model of counselling and an awareness of two other models and ways of working and of the need to avoid the danger of using techniques based on a limited understanding.
6. Value and make use of casework supervision within their own organisational settings to obtain support and further learning and development of their counselling skills through the supervisory process.
7. Reflect constructively on themselves, their own life experiences, and their interactions with others and evidence their own personal and professional growth processes.
MAPPING OF EVIDENCE TO CRITERIA Submitting work for tutor assessment.
• Course work for assessment must be handed to your course tutor on the previously notified date during your course. Any course work submitted after the hand in date will be marked but can only achieve a maximum mark of 50% pass.
• ALL work submitted for tutor assessment must firstly have been self assessed by the student and mapped to a relevant criterion (see marking sheets for further details). Any course work submitted without clear evidence of self-‐ assessment and mapping will not be marked until the next date for submission.
• If you are submitting work for the second or more time, you should include the previously submitted work, the marking sheets and any tutor feedback from the previous submissions.
Do's and don'ts for mapping of evidence to criteria & some suggested guidelines
Each criterion should be evidenced and mapped individually and clearly indicating what part of your written work it is mapped to. (Simply writing more than one criteria at the top of a page of work is not 'SELF ASSESSMENT' as you are leaving the assessor to decide what is relevant to what and is clearly not sufficient for
demonstrating self-‐evaluation skills). Whilst not ruling out the prospect that some piece of your work might in some places coincide with more than one criterion, it must still be demonstrated that it is discernibly different.
A suggestion, (if you are using a pc) is to cut, copy and paste the extracts from your work under two different criteria and then add further work to sufficiently meet each of them.
As a general guideline, you may want to consider 'framing' a piece of work within a criterion. For example, you could take an individual criterion, write up its heading and then write your work within the context of the heading.
A guide to self assessment
Please consider carefully how you might self assess a piece of work as meeting the above requirements.
a) Is it accurate? Does it reflect the ABC Candidate Learning outcomes and is it within the overall context of the unit. Is the piece of work to be submitted for each criterion substantial enough and is it in accord with the level you are working at?
b) Have you addressed the criteria sufficiently? For example, is the work reflecting your developing awareness of your ‘self’ and others? For example, for trainees working at Level 3, does your work show an emerging
c) Is the work at an appropriate length as described for each unit?
d) Have you included a bibliography?
e) Have you used sufficient and appropriate references using the Harvard referencing guide in each of your submissions?
A guide to peer assessment
When receiving a peer’s work for your ‘peer assessment’ consider carefully what is being asked of you and what is not being asked of you.
What you are NOT expected to do
a) You are not ‘marking’ your peers work’! b) You are not the tutor!
c) You are not the expert!
What you are expected to do
a) You are providing your peer with another viewpoint, another perspective, an alternative dimension.
b) You are practising the skills of constructive feedback.
c) You are checking to see if you think that the work is addressing the criteria that it has been mapped to by your peer.
d) You provide a written piece of work that reflects what you’ve read/or seen your peer do.
e) If it’s skills work you then complete the pro-‐forma and pass a copy to your peer whilst keeping a copy for yourself to use as evidence of giving feedback. f) If its having read your peer’s assignment/case study extracts etc, you provide a written piece of work -‐ keep a copy in your portfolio as evidence of having provided peer assessment.
g) If it’s the learning journal, you provide a written piece of work -‐keep a copy in your portfolio as evidence of having provided peer assessment.
Finally, towards the end of the course, your Personal tutor will conduct a Portfolio Completion check. Your record of attendance will be checked (minimum 80%
attendance is required). Once the outcome of the assessment process is completed and signed off by your course tutor and if everything is in order, you will receive the Certificate.
Unit 1
Understanding the context for the use of counselling skills
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. 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
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
·∙ the personal development of the trainee and the qualified trained counsellor
Assessment Guidance: Internal assessment:
A 2500 word (plus or minus 10%) Professional Framework report.
Unit 2.
Understanding counselling theory 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
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
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
Assessment Guidance: Internal assessment: A 2500 word essay (plus or minus 10%).
Unit 3
Using counselling skills 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. 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 ·∙ 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
Assessment Guidance: Internal assessment:
Observed assessed skills practice plus a case study of 2,500 words (plus or minus 10%).
Unit 4
Personal development for users of counselling skills
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. 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
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
Assessment Guidance: Internal assessment: A 2500 word essay (plus or minus 10%).
Section 1: (1.1, 1.2 & 1.3) is submitted with Unit 2 assignment
Section 2: (2.1, 2.2, 2.3 & 2.4) is submitted with Unit 3 assignment
Section 3: (3.1, 3.2, 3.3 & 3.4) is submitted with Unit 1 assignment
CERTIFICATION
Successful completion of the course and the award of the ABC level 3 Certificate in Counselling Skills will be based upon the following:
Areas of Assessment Evidence
80% Attendance Attendance Register
Unit one:
Understanding the context for the use of counselling skills
Professional framework report (2500 words)
Minimum 50% pass Internal assessment
Unit two:
Understanding counselling theory
A 2500 word essay Minimum 50% pass Internal assessment
Unit three:
Using counselling skills
Observed practice/25 minute recording A 2500 word case study
Minimum 50% pass Internal assessment
Unit four:
Personal development for users of counselling skills A 2500 word statement Minimum 50% pass Internal assessment ATTENDANCE POLICY
An overall minimum attendance of 80% is required to be awarded the ABC level 3 Certificate in Counselling Skills. Making yourself available for all of the sessions as well as the Saturday attendances is highly recommended so that you can gain the most from every learning opportunity. ABC will require evidence of attendance as part of the successful completion of the course.
DEFERRAL POLICY
Any candidate seeking a deferral for any of the units of assessment outlined above must apply in writing to the course tutor giving reasons why a deferral request is being made.
If the course tutor approves the deferral application, the ABC level 3 Certificate in Counselling Skills will be awarded to a candidate provided that all of the above assessed work is successfully comp1eted no later than 12 months after the formal end of the course.
Tutorial Log Submission of Portfolio
Student Name:………Tutor Name………
Date of tutorial
Duration Issues Discussed Signature
student Signature Tutor 1 2 3
PRESENTATION OF WORK
Your work should be presented on loose leaf, A4 paper and double spaced. Writing should be on one side of the page only, with a clear margin for tutor comment. All work submitted should be typed or word processed, wherever possible. You can use IT facilities in the Learning Centre in College. It is your responsibility to keep photocopies of all work that is submitted.
On the given deadline, a lightweight wallet portfolio should be submitted, clearly marked with your name, course title etc. Please do not put pages in individual plastic covers.
Plagiarism
Plagiarism will always be regarded as a very serious matter which is likely to disqualify your work. Plagiarism is defined as the use of someone else's ideas without acknowledging the written source of authorship of those ideas. It is therefore in your best interest that you follow the guidelines for quotation, referencing and bibliography outlined here.
Referencing System
1. When you quote from another's work in your text indent your quotation and show the quotation in italics or quotation marks. The quotation should then be followed by the name of the author, date of publication and the page reference.
"The father who is able to put aside his own needs to give support to his partner in her relationship with the newborn child, allows the mother to be wholly available to her infant, free from external worries and anxieties."
(Gray: 1994, p. 117)
2. If you are paraphrasing a particular author or text you need to show the name and year of publication in brackets in your own work, e.g.:
Research has repeatedly suggested that successful outcome of counselling psychology or therapeutic counselling is associated with high focus (Norcross and Goldfried 1992) or a clear and mutually agreed contract.
3. At the end of your Essay you will need a Bibliography. This will be subdivided into: Primary Texts (those which were the focus of discussion in your text), and Secondary Texts (those which formed a background influence to your writing). Texts should be listed alphabetically.
All articles should be shown as below:
Zellan, A. (1995) Was Freud a Darwinian? Journal of Analytic Trends 4, 402-‐420.
Bibliography guidelines
Primary texts
Primary texts are those texts which have been directly quoted from. For example: -‐ Casement, P. (1985) On Learning From the Patient, Tavistock Publications
Winnicott, D. W. (1974) Playing and Reality, Pelican Secondary texts
Secondary texts are those texts which have provided background reading. For example:
Chaplin J. (1988) Feminist Counselling in Action, Sage Storr, A. (1963) The Integrity of the Personality, Pelican Internet References
Students must take a hard copy of web based material. If the work is not dated, students must quote the date of retrieval. If the student uses a direct quote, the pages of web material must be numbered by the student. The full website address must be quoted. A correctly written reference reads:
Laszlo J. Esterman (R.25.3.06) Therapy Over the Internet -‐ Research and Finances. http://rdz.stjohns.edu/~storm/ethguid
Core Reading List
All students will be expected to have read the core reading book list below during the life-time of the course.
Counselling Skills and Theory: 3rd Edition Margaret Hough Publisher Hodder Education ISBN 9781444119930 Person-‐Centred Counselling in Action 4th Edition
Dave Mearns and Brian Thorne Publisher SAGE Publications Ltd ISBN 9781446252536 Psychodynamic Counselling in Action 4th Edition Michael Jacobs Publisher SAGE Publications Ltd ISBN 9781849208031 Cognitive-‐Behavioural Counselling in Action 2nd Edition
Peter Trower, Andrew Casey, Windy Dryden
Publisher
SAGE Publications Ltd
ISBN
9781849201940
Standards and Ethics for Counselling in Action Tim Bond 3rd Edition
Publisher
SAGE Publications Ltd
ISBN
9781412902397
Ethical Framework for Good Practice in Counselling and Psychotherapy.
BACP (2010)
Download from BACP
http://www.bacp.co.uk/ ethical_framework/
First Steps in Counselling Pete Sanders 4th Edition Publisher PCCS Books ISBN
Secondary reading list
Blank Minds and Sticky Moments in Counselling: Janice Russell and Graham Dexter
Counselling Skills in Context S Aldridge & S Rigby, Hodder & Stoughton
Dryden’s Handbook of Individual Therapy: 5th Edition Edited by Windy Dryden
First Steps in Counselling: Ursula O’Farrell
Learning to Counsel: Jan Sutton & William Stewart
Counselling for Toads, A Psychological Adventure: Robert de Board
Dibs, In search of self:Virginia M Axline
Families and how to Survive Them: Robin Skynner & John Cleese
The Road Less Travelled: M. Scott Peck
The Schopenhauer Cure: Irvin D Yalom
Unit 3 – Basic Counselling Skills Guidelines
• To demonstrate a range of skills used within the counselling profession. To demonstrate how sessions in which counselling skills are used are professionally managed activity with a start, middle and end. Cultural differences are recognised, acknowledged and worked with.
• Students are formally assessed three times during the academic year and will receive written feedback, which should be kept safe for inclusion in their Portfolio.
• Written and verbal feedback is received from the Observer and Tutor for each session.
• The first recorded session will last 10 minutes, the second recorded session with last 15 minutes and the third recorded session 20 minutes.
• Before the start of the session the Helper should be able to say what counselling skills they hope to use in the session and what outcome might be achieved if these skills are successfully used.
• The client material brought into the session should be ‘live’ while consideration needs to be given to the time restraint of the session and the sensitivity of the material.
• Feedback from the Observer should be constructive and offered from the guidelines given on the Skills Feedback Sheet.
• Helpers should be able to demonstrate an understanding of counselling skills and their application to practice within a professional framework.
• Unit 3 Assignment Case Study is written from the recording.
Level 3 Counselling Skills -‐ Criteria for Assessment –T/601/7567 C4 (Unit 1): Understanding the context for the use of counselling skills
Any words submitted in excess of the word count + 10% will not be marked.
Student Name: Assessor Name: Date
Essay of 2500 Words (+ or -‐ 10%) P/R/F Tutor Comments 1. Understand what is meant by counselling
skills
This unit it 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.
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
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 a counselling 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
•the personal development of the trainee and the qualified trained counsellor
Produces a relevant bibliography
Level 3 Counselling Skills -‐ Criteria for Assessment – R/601/7575 C5 (Unit 2) Understanding Counselling Theory
Any words submitted in excess of the word count + 10% will not be marked.
Student Name: Assessor Name: Date:
Essay of 2500 Words (+ or -‐ 10%) P/R/F Tutor Comments 1. Understand a major therapeutic model of
counselling
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 realise awareness of other models.
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 Describe two scenarios from your personal material that illustrates various aspects of the concept of self and the development of self-‐concepts in terms of the chosen model. e.g.
• A condition of worth if person-‐centred
•A projection if psychodynamic
•Irrational thinking if cognitive-‐behavioural.
For each scenario:
• Describes a scenario
• Explains the scenario and relates it
appropriately to theory
• Evaluates the importance of the
scenario in terms of the concept of
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 For each model:
• Describes the model
• Explains the main features of the
model
2.2 Compare and contrast these two models with the main model
For each model:
• Describes the model
• Explains the significant
differences between the model and the main model
Produces a relevant bibliography
Mark awarded (Pass /Refer/Fail) Assessor signature
Level 3 Counselling Skills -‐ Criteria for Assessment – K/601/7579
C6 (Unit 3) Basic Counselling Skills – Written Report (taken from recorded session)
Any words submitted in excess of the word count + 10% will not be marked. Student Name: Assessor Name:
Date:
Essay of 2500 Words (+ or -‐ 10%) P/R/F Tutor Comments 1. Understand the process of counselling
skills session
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.
1.1 Identify three stages in the counselling skills session. (Give examples from
recorded 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 • Focusing
• Immediacy
• Working at an appropriate pace • Checking understanding
For each of the 10 skills
Explained importance with an example given and when not used in recorded session indicated reason for not using
1.4 Explain the importance of closing the session. (Give examples from recorded session.)
1.5 Explain the possible impact of diversity on the use of counselling in a session. (Give examples from recorded 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. (Give examples from recorded session.)
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. (Give examples from recorded session.)
2.4 End a session appropriately within agreed time boundaries showing sensitivity to the speaker’s needs and feelings. (Give examples from recorded session.)
3. Reflect on own practice 3.1 Reflect on the stages of the counselling
skills session. (Give examples from recorded session.)
Produces a relevant bibliography
Mark awarded (Pass/Refer/Fail) Assessor signature
Level 3 Counselling Skills -‐ Criteria for Assessment – K/601/7582 C7 (Unit 4) Personal development of users of counselling skills
(To be completed along side R/601/7575 Understanding Counselling Theory)
Any words submitted in excess of the word count + 10% will not be marked. Student Name: Assessor Name: Date: Essay of 2500 Words (+ or -‐ 10%) in total
(700 word count for this Section) P/R/F Tutor Comments 1. Understand how the study of counselling theory can
inform personal development and growth In this unit, learners reflect on how the study of counselling theory, the use of counselling skills and feedback receive can inform personal development and growth, in particular their understanding of self. 1.1 Reflect on ways in which the study of counselling
theory can inform personal development and growth
• Demonstrates through reflective
consideration how counselling theory can inform personal development growth with relevant examples.
1.2 Reflect on ways in which the study of counselling theory has developed an understanding of life events and response to them.
• Demonstrates through reflective
consideration ways in which counselling theory has developed an understanding of life events with relevant examples.
1.3 Reflect on ways, in which the study of counselling theory has developed a personal understanding of relationships, and the way they form, develop, maintain and end them.
• Demonstrates through reflective consideration how counselling theory developed an
understanding of personal relationships and the way they are formed, developed, maintained and ended. To include relevant examples.
Produces a relevant bibliography
Level 3 Counselling Skills -‐ Criteria for Assessment – K/601/7582
C7 (Unit 4) Personal development of users of counselling skills
(To be completed along side K/601/7579
Using Counselling Skills – Written Report taken from recorded session)
Any words submitted in excess of the word count + 10% will not be marked.
Student Name Assessor Date
Essay of 2500 Words (+ or -‐ 10%) in total
(900 word count for this Section) P/R/F Tutor Comments
2. Use counselling skills practice to understand self In this unit, learners reflect on how the study of counselling theory, the use of counselling skills and feedback receive can inform personal development and growth, in particular their understanding of self.
2.1 Reflect on ways in which the counselling skills practice has impacted on the development of self.
• Demonstrates through reflective consideration
how counselling skills practice has impacted on the development of self. To include relevant
examples.
2.2 Explain how interaction with others has impacted on self.
• Explains with relevant examples how interaction
with others has impacted on self.
2.3 Reflect on the impact on self of responding to equality and diversity issues.
• Demonstrates through reflective consideration on
the impact on self of responding to equality and diversity issues. To include relevant examples from recording if appropriate.
2.4 Reflect on the impact on practice of responding to equality and diversity issues.
• Demonstrates through reflective consideration on
the impact on practice of responding to equality and diversity issues. To include relevant examples from recording if appropriate.
Produces a relevant bibliography
Marks for Section 2(maximum 40%) P/R/F (%)
Level 3 Counselling Skills -‐ Criteria for Assessment – K/601/7582 C7 (Unit 4) Personal development of users of counselling skills
(To be completed along side T/601/7567 Understanding the context for the use of counselling skills)
Any words submitted in excess of the word count + 10% will not be marked.
Student Name: Assessor Name: Date: Essay of 2500 Words (+ or -‐ 10%) in total
(900 word count for this Section) P/R/F Tutor Comments 3. Reflect on personal development In this unit, learners reflect on how the study of
counselling theory, the use of counselling skills and feedback receive can inform personal development and growth, in particular their understanding of self.
3.1 Identify constructive guidance provided by others that has informed personal awareness.
• Names the constructive guidance provided by
others that has informed awareness. To include relevant examples
3.2 Explain how feedback has impacted on self.
• Gives clear explanation with
examples how feedback has impacted on self
3.3 Evaluate own strengths and weaknesses as a person who uses counselling skills.
• Names and assesses strengths and
weaknesses as a person who reflectively uses counselling skills
3.4 Plan for and justify future personal development
Produces a relevant bibliography
Marks for Section 3 (maximum 25%) P/R/F (%)
DECLARATION OF AUTHENTICITY
This declaration must be completed and signed by the learner and countersigned by the tutor / assessor.
Learner Name Learner Number
Centre Name
Bedonwell Counselling Associates
Learner statement of authenticity
I confirm that the attached assignment / portfolio is all my own work* and does not include any work completed by anyone other than myself. I have completed the assignment / portfolio in accordance with ABC Awards’ instructions and within the time limits set by my centre.
Signature Date
Centre confirmation of authenticity
On behalf of Bedonwell Counselling Associates Ltd, I confirm that the above
mentioned learner, to the best of my knowledge, is the sole author of the completed assignment / portfolio attached and the assessments have been completed under the required conditions.
Signed Date
Name
Title Counselling Tutor
Guidance for Learners
You have been asked to sign this Declaration of Authenticity and place it at the front of your portfolio or course work assessment. It confirms that the work you have submitted for assessment is your own and that you have not copied it from someone else or allowed another learner to copy it from you.
When preparing any course work it is good practice to undertake research using information from published sources. If you quote directly from these sources then this must be indicated in your work by using quotation marks and referencing the document from which the quotation was taken. You must then comment in your own words on any ideas expressed.
Assessors, internal verifiers and ABC Awards’ external moderators and verifiers are subject specialists who can spot the use of published materials that may be passed as your own words or ideas.
If you do copy words from a published source and do not indicate their reference you will be committing plagiarism. This is considered a form of cheating and may result in your assessment being declared void.
ACADEMIC APPEALS PROCEDURE INTRODUCTION
This procedure applies to all students and must be read in conjunction with any course specific procedure and awarding body requirements.
The following constitute grounds for appeal: -‐
• Failure by the course tutor to notify a student about assessment criteria and
requirements
• Inconsistency of marking/verification by tutoring/verification staff against
assessment criteria
• Special circumstances relating to the student which have previously been informed
which were not taken into account by the at the time of the assessment
A student cannot appeal merely because he/she disagrees with the academic judgement of the assessor.
GENERAL GUIDELINES
If a student wishes to appeal against an assessment/verification decision on any of the above grounds, he/she must follow the procedure set out in this document.
Academic Appeals must be made as soon as possible. The last date for acceptance of an appeal is 8 weeks from the date of return of assessed work.
At Academic Appeal meetings, a supporter can accompany a student. This could be a personal tutor, or if this is inappropriate, a senior tutor, friend, student representative or relative.
Students should note: -‐
The outcome of an Academic Appeal could possibly result in their work being downgraded rather than upgraded.
Unacceptable behaviour, e.g. making unsubstantiated allegations of unprofessional conduct against any staff will be taken very seriously by the Appeals committee that could possible result in the individual being asked to leave the training programme immediately and a copy of her/his conduct placed on the student file.
STAGES OF APPEAL Stage 1: Informal
The student must speak to their persona tutor/assessor. Normally the appeal will be sorted out at this stage. A note of the meeting must be recorded on the student file.
If this does not resolve the problem the student may proceed to Stage 2.
Stage 2: Formal Appeal
The student must consult the Internal Verifier for their course who will investigate the student’s appeal and report back to her/him within 14 days.
At the first meeting, the student must complete Part 1 of the Academic Appeals Form stating the reason for the appeal. The Internal Verifier will state any action to be taken if necessary and indicate when they will give their decision.
The outcome of the investigation will be recorded on part 2 of the Academic appeals form.
The student will be required to sign part 2 of the Academic appeals form indicating whether s/he accepts or does not accept the result of the investigation. The student will be allowed 7 days to consider this decision.
Stages 1 & 2 of the Academic Appeals Procedure have not been properly followed or additional information was not available earlier.
Stage 3: Formal
The student must complete the Academic appeals form part 3 and send it to the Arbitrator. This must be received within 14 days of the stage 2 decision.
Upon receipt of the Academic appeals form part 3, the Arbitrator will decide whether it is appropriate to convene an academic appeals panel.
The panel will meet within four weeks of receipt of the appeal to carefully consider the evidence of the appellant.
ACADEMIC APPEALS PANEL
• There shall be three members of the Panel.
• All members shall be qualified Assessors or Verifiers.
• The Panel will, after careful consideration of all of the evidence, decide whether to
uphold or reject the appeal and the student will be notified in writing of the outcome of its decision.
THE DECISION OF THE ACADEMIC APPEAL PANEL IS FINAL.
COMPLAINTS PROCEDURE
A student who has a complaint may wish to have an initial informal discussion with their course tutor or programme leader. However, their complaint should if possible, initially be directed to the appropriate member of staff. If this is not possible, or if the issue is not addressed to the student’s satisfaction, s/he should make the complaint in writing to the Head of Centre.
Complaints will be dealt with in accordance with the appropriate policy and procedure. For example, if a complaint is made against an assessment of course-‐work the ‘Student
Academic Appeals Procedure’ will be applied. INFORMAL COMPLAINTS
Where the complainant feels that the behaviour of an individual towards her/him is
affecting their work, it is preferable in the first instance to raise the matter directly with the person concerned. If the complainant feels unable to do so, or if after initial contact, the matter remains unresolved, the complainant should contact their personal tutor, the programme leader or the general manager.
MEDIATION
If the complaint is about an individual member of staff or student the complaint should be made in writing and sent to the Centre manager. The Centre manager will initially seek to arrange a mediation meeting between all parties in an attempt to find a satisfactory
conclusion for all concerned. However, if a mediation meeting is not possible, or if the issue is not addressed to the complainant’s satisfaction, the matter will be referred to the quality assurance officer.
REFERRAL OF A FORMAL COMPLAINT TO THE QUALITY ASSURANCE OFFICER
The quality assurance officer will receive all of the evidence and carefully consider all aspects of the complaint. This may involve requesting written evidence from the individual who is subject to the complaint as well as from other witnesses. Having considered all of the evidence the quality assurance officer will inform all parties of the decision. If the complaint is not addressed to the complainant’s satisfaction, an appeal against the decision may be made in the manner set out in below.
APPEALS PROCEDURE
Appeals against a decision of the quality assurance officer should be addressed in writing to the Appeals Arbitrator. The arbitrator shall acknowledge receipt of the appeal within 5 working days.
Within 15 working days of receipt of the letter of appeal the arbitrator shall carry out an enquiry into the circumstances of the complaint and the way in which it has been dealt with. This will include:
• A discussion between the Centre manager, the quality assurance officer and the
arbitrator
• The arbitrator shall call for and exam any documentation relating to the complaint
The arbitrator shall make a full written report detailing the final decision as follows: -‐
• A written recognition of a failure with apologies, an explanation and assurance of
corrective action in the future;
