How this qualification is assessed - AIM Awards · Web viewThe requirement of writing word-limited reflective journal entries after every course session is good practice for counselling

AIM Awards

Level 3 Certificate in Counselling (QCF)

Assessment Pack

2015- 2016

Learner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:

ContentsHow this qualification is assessed3Mandatory: Counselling Theory (Level 3)8Record of Learner Achievement8Assignment Brief10

Mandatory: Counselling: Towards Reflective Practice (Level 3)11Record of Learner Achievement11Assignment Brief13

Mandatory: Developing Counselling Skills (Level 3)15Record of Learner Achievement15Assignment: Role-Play Observation Report17

How this qualification is assessed

This qualification consists of three mandatory 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 qualification.

Mandatory Units – Learners must achieve all of the units below by completing the required assignments.

Unit

Assessment

Title

Reference Number

Level

Credit Value

Method

Task

Size

Page

Counselling Theory

F/506/3053

Three

9

Externally marked

Examination

N/A

Internally marked

Essay

2000-2500 words

10

Counselling: Towards Reflective Practice

A/506/3052

Three

12

Internally marked

Journal

800 words per entry

13

Developing Counselling Skills

M/506/3050

Three

9

Internally marked

Role-Play

17

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.

Deadlines

Externally 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.

Version 1 – September 20141

Types of assessment

Essay

Internally set task

Internally marked

Guidance:

Essay tasks are set according to the assignment briefs within this document and are internally assessed, internally verified at the centre and externally verified by AIM Awards.

Essays must be written in a formal style with:

· an introduction

· the main body of text which includes discussion, analysis and some evaluation of the information used as references

· a conclusion

· a list of references (the Harvard referencing system is suggested)

Learners must ensure that the Assessment Criteria referred to in the assignment brief are covered by their submission.

Tutors/Assessors must provide constructive useful feedback to learners on their finished submission and this must be recorded on the Record of Learner Achievement for the unit along with identification of the Assessment Criteria evidenced.

It is good practice for Tutors/Assessors to look at draft essays and provide formative feedback to learners about their work in progress.

A suggested essay writing approach for learners to follow is to:

· Prepare

· Research

· Plan the content and argument

· Find suitable quotations to support the argument

· Write the main body

· Write the conclusion and introduction

· Complete the reference list

Journal

Internally set task

Internally marked

Guidance:

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. 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 Sessions

The 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 relationship, 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 Guidelines

1. Sessions are organised in triads – counsellor, client and observer

2. 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 minutes

3. 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 alliance

4. Following this, the counsellor offers their views of the role-play – again with the help of the Tutor/Assessor Finally the client (client) offers their views as they are the expert on what they have said

5. 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-Play

AIM 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 learner’s 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. Client

3. 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 assessment

2. The centre will provide a number of alternative fictitious role briefs to be available on the day

3. The learners are assigned roles and their role responsibilities are explained

4. 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 minutes

7. The Assessor leads the 10 minute feedback session in which:

a. Firstly, the observer gives a verbal report to the counsellor

b. Secondly, the counsellor summarises the session

c. Thirdly, the client describes the experience

d. Finally, the Assessor formally de-roles each member of the triad

e. The Assessor completes the Role-Play Observation Record (on page 18) once for each learner, and identifies on the Record of Learner Achievement (on page 16) the Assessment Criteria that have been met. All Assessment Criteria must be met in order to achieve the unit.

Guidance for Assessors

The 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 Assessment

To successfully complete and pass the practical assessment at Level 3, 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.

Counsellor Role

In 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 Role

Observer 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 Role

The 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 Work

Each 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: Counselling Theory (Level 3)Record of Learner Achievement

LEARNING OUTCOMES

ASSESSMENT CRITERIA

TICK WHEN ACHIEVED

The learner will:

The learner can:

Exam

Essay

Understand the key concepts in the main approaches to counselling

Explain the view taken of the development and perpetuation of psychological problems as seen by each of the approaches

External

Distinguish between the nature and process of therapeutic change as seen by each of the approaches

External

Summarise the key therapeutic interventions typical of each of the approaches

External

Understand the strengths and limitations of the main approaches to counselling

Explain the key strengths for each of the approaches

External

Explain the key limitations for each of the approaches

External

Understand the strengths and limitations of an integrative approach to counselling

Describe an integrative approach to counselling

Discuss the potential advantages for practice of an integrative approach to counselling

Discuss the potential disadvantages for practice of an integrative approach to counselling

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

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

Learner Submission Disclaimer

I 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 Brief

Qualification:

AIM Awards Level 3 Certificate in Counselling (QCF)

Unit(s) covered:

Counselling Theory L3

Assessor:

Assignment Title:

Essay

Unit Assignment No.:

2 / 2

Date Brief Set:

Submission Date:

Why are we doing this?

Knowledge and understanding of the three main approaches to counselling and the theorists that underpin most counselling practice is required before starting work in a supervised placement. In completing this assignment, you will research each and evaluate their strengths and limitations.

Tasks

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

Task

Type of Evidence

Assessment Criteria

You must write an essay covering the following areas, ensuring that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Essay, 2000 to 2500 words

1. Describe an integrative approach to counselling and discuss the potential advantages and disadvantages for practice of this approach

3.1, 3.2, 3.3

Guidance for assessment

Good submissions should demonstrate:

· Selection of relevant evidence to the question set/title of essay

· Discussion of researched areas of study

· Evidence that essay title has been clearly addressed

· Evidence of relevant background reading throughout

· Organised use of resources and research material throughout essay

· Logical flow of ideas and discussion throughout essay

· Clear and structured conclusion, and related to essay title

· Correct spelling, grammar and use of the Harvard referencing system

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 Criteria

3.1

Describe an integrative approach to counselling

3.2

Discuss the potential advantages for practice of an integrative approach to counselling

3.3

Discuss the potential disadvantages for practice of an integrative approach to counselling

Mandatory: Counselling: Towards Reflective Practice (Level 3)Record of Learner Achievement

LEARNING OUTCOMES

ASSESSMENT CRITERIA

TICK WHEN ACHIEVED

The learner will:

The learner can:

Journal

1. Understand how the major counselling approaches explain human development

Clarify the different theories and approaches to human development

Compare different theories of human development

Compare how different theories impact upon counselling practice

Understand how the major counselling approaches relate to own thoughts, feelings and behaviours

Review the potential influence of the counsellor's own issues on the client and the counselling process

Justify the importance of differentiating between own and client's issues

Understand the nature of counselling supervision

Explain how to make effective use of counselling supervision

Explore ways in which the use of supervision may contribute to the counselling process

Understand the importance of issues of difference and diversity in the practice of counselling

Review ways in which issues of difference and diversity may influence the counselling relationship and process

Explore ways in which issues of difference and diversity may be managed as part of the counselling process





Assessor Disclaimer


Assessor

Learner

Date

Assignment Brief

Qualification:


Unit(s) covered:

Counselling: Towards Reflective Practice L3

Assessor:

Assignment Title:

Journal


1 / 1

Date Brief Set:

Submission Date:

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.

Tasks

To 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

· Clarification of the different theories and approaches to human development

1.1

· A comparison of the different theories of human development and how they impact upon counselling practice

1.2, 1.3

· A review of the potential influence of the counsellor's own issues on the client and the counselling process, and why it is important to differentiate between own and client's issues

2.1, 2.2

· An explanation of ways in which counselling supervision may contribute to the counselling process and how to make effective use of it

3.1, 3.2

· Review ways in which issues of difference and diversity may influence and can be managed as part of the counselling relationship and process

4.1, 4.2

Guidance for assessment

As 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 the 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 Criteria

1.1

Clarify the different theories and approaches to human development

1.2

Compare different theories of human development

1.3

Compare how different theories impact upon counselling practice

2.1

Review the potential influence of the counsellor's own issues on the client and the counselling process

2.2

Justify the importance of differentiating between own and client's issues

3.1

Explain how to make effective use of counselling supervision

3.2

Explore ways in which the use of supervision may contribute to the counselling process

4.1

Review ways in which issues of difference and diversity may influence the counselling relationship and process

4.2

Explore ways in which issues of difference and diversity may be managed as part of the counselling process

Mandatory: Developing Counselling Skills (Level 3) Record of Learner Achievement

LEARNING OUTCOMES

ASSESSMENT CRITERIA

TICK WHEN ACHIEVED

The learner will:

The learner can:

Role-Play

1. Understand the key features of the therapeutic relationship

Demonstrate the skills required to establish the therapeutic relationship

Demonstrate the skills required for developing and sustaining the therapeutic relationship

Demonstrate the skills required for evaluating and concluding the therapeutic relationship

Be able to use strategies and interventions in different counselling settings

Practice therapeutic responses in a number of different settings

Determine the effectiveness of therapeutic responses in a number of different settings

Be able to apply responses to a range of presenting clients’ issues

Apply responses to particular presentations of clients' issues





Assessor Disclaimer


Assessor

Learner

Date

Assignment: Role-Play Observation Report

Qualification:


Unit(s) covered:

Developing Counselling Skills L3

Assessor:

Assignment Title:

Role-Play Observation Report by Assessor


1 / 2

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:

· Establish the therapeutic relationship

· Develop and sustain the therapeutic relationship

· Conclude and evaluate the therapeutic relationship

· Practice therapeutic responses in a number of different settings

· Determine the effectiveness of therapeutic responses in a number of different settings

· Apply responses to particular presentations of clients' issues

Guidance for Assessment

Counsellor Role Principles

The counsellor begins a working relationship by:

a) being aware of and maintaining the time boundary/confidentiality/contract

b) helping the client to establish what the client wants

c) helping the client to understand what the counsellor can offer

d) demonstrating structured ending to the process

Throughout the session, the counsellor works towards understanding the client’s concerns by demonstrating the following skills:

a) counselling as a process

b) identifying the client’s expectations

c) works within level of competence

d) establishing and developing working alliance

e) working ethically and safely at all times

f) clear application of skills from chosen theoretical approach

Counsellor closes the session with the client by:

a) summarises the client’s position at the end of the session

b) an appropriate indication that the session is at an end/about to end

Counsellor evaluates the session:

a) explaining the counsellor’s understanding of the focus of the session

b) discussing verbal and non-verbal communication

c) beginning to demonstrate an understanding of each theoretical model

d) commenting on the relationship

e) reviewing what went well / what did not go well/identified use of skills

Observer Role Criteria Principles

The observer shows the learner's understanding of what happened in the role-play by:

a) offering descriptive and constructive feedback to the counsellor

b) commenting on how the relationship was established/beginning

c) identifying the skills used, giving specific examples/middle

d) evaluating the conclusion to the session

e) identifying theoretical orientation

Client Role Criteria Principles

The client undertakes the role with honesty and integrity:

a) makes every effort to portray the role as it was presented

b) makes no attempt to influence or disrupt the counsellor


No.

Assessment Criteria

1.1

Demonstrate the skills required to establish the therapeutic relationship

1.2

Demonstrate the skills required for developing and sustaining the therapeutic relationship

1.3

Demonstrate the skills required for evaluating and concluding the therapeutic relationship

2.1

Practice therapeutic responses in a number of different settings

2.2

Determine the effectiveness of therapeutic responses in a number of different settings

3.1

Apply responses to particular presentations of clients' issues

Assessor Statement

I 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

Documents

How this qualification is assessed - AIM Awards · Web viewThe requirement of writing word-limited reflective journal entries after every course session is good practice for counselling