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252512 Counsel an individual in a structured environment elearning course

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  • ID: 252512
  • Description: Counsel an individual in a structured environment
  • NQF Level: 4
  • Credits: 12
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD 
This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.
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Description

  • ID: 252512
  • Description: Counsel an individual in a structured environment
  • NQF Level: 4
  • Credits: 12
  • Method of delivery: elearning
  • Company: TrainYouCan PTY LTD
  • Website: www.trainyoucan.co.za
  • Accreditation: ETDP SETA

 

PURPOSE OF THE UNIT STANDARD 
This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.
The qualifying learner is capable of:
  • Explaining the functions and scope of practice of a counsellor.
  • Setting up an enabling counselling environment.
  • Explaining the principles and processes of counselling.
  • Explaining the role of values in human behaviour and counselling.
  • Applying a counselling process in a specific context.
  • Reflecting on the counselling process.

 

UNIT STANDARD RANGE 
The typical scope of this Unit Standard is:
A structured environment refers to:
> The physical space that should be conducive to confidentiality, freedom of expression and counselling.
> The counsellor is managed and mentored including ongoing supervision, monitoring, assessment and debriefing.
> Sessions may be scheduled or unscheduled.
Short term counselling under supervision within a clearly indicated scope of practice.
Scope of practice refers to the boundaries within which the counselor operates without referral as defined by own work context.
Techniques and skills include, but are not limited to, problem solving, managing difficult clients, creation of a supportive and safe counselling relationship, facilitating decisions and making use of effective, non-threatening, exploring skills.

UNIT STANDARD

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:

 

Counsel an individual in a structured environment
SAQA US ID UNIT STANDARD TITLE
252512 Counsel an individual in a structured environment
ORIGINATOR
SGB Psychology
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
–
FIELD SUBFIELD
Field 07 – Human and Social Studies General Social Science
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 12
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2018-07-01 2023-06-30 SAQA 06120/18
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30 2027-06-30

 

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise. 
This unit standard replaces:
US ID Unit Standard Title Pre-2009 NQF Level NQF Level Credits Replacement Status
114478 Conduct basic lay counselling in a structured environment Level 4 NQF Level 04 15

 

PURPOSE OF THE UNIT STANDARD
This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.

The qualifying learner is capable of:

  • Explaining the functions and scope of practice of a counsellor.
  • Setting up an enabling counselling environment.
  • Explaining the principles and processes of counselling.
  • Explaining the role of values in human behaviour and counselling.
  • Applying a counselling process in a specific context.
  • Reflecting on the counselling process.

 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is recommended that learners are competent in Communication at NQF Level 3.

 

UNIT STANDARD RANGE
The typical scope of this Unit Standard is:

  • A structured environment refers to:> The physical space that should be conducive to confidentiality, freedom of expression and counselling.
    > The counsellor is managed and mentored including ongoing supervision, monitoring, assessment and debriefing.
    > Sessions may be scheduled or unscheduled.
  • Short term counselling under supervision within a clearly indicated scope of practice.
  • Scope of practice refers to the boundaries within which the counselor operates without referral as defined by own work context.
  • Techniques and skills include, but are not limited to, problem solving, managing difficult clients, creation of a supportive and safe counselling relationship, facilitating decisions and making use of effective, non-threatening, exploring skills.

 

Specific Outcomes and Assessment Criteria:

 

SPECIFIC OUTCOME 1
Explain the functions and scope of practice of a counsellor.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The concept of counselling is explained with examples for different situations.

 

ASSESSMENT CRITERION 2
The qualities and skills of a counsellor are explained with reference to personal qualities, skills and boundaries in a selected context.
ASSESSMENT CRITERION RANGE
  • Qualities include but are not limited to empathy, reliability, integrity, unbiased feelings, non-judgemental and professional stance.
  • Skills include but are not limited to good communication and interpersonal skills.

 

ASSESSMENT CRITERION 3
The aims, functions and elements of counselling are explained with reference to a selected context.
ASSESSMENT CRITERION RANGE
Elements include but are not limited to understanding of a specific approach, deepening understanding of self and others, ability to give insightful guidance and support, respect and acceptance.

 

ASSESSMENT CRITERION 4
Different approaches or theories are explained with reference to selected counselling models.
ASSESSMENT CRITERION RANGE
Models include but are not limited to Rogers-person centred, Egan-skilled helper, Cognitive, Behavioural, Cognitive Behavioural and Interpersonal.

 

ASSESSMENT CRITERION 5
The legal and ethical requirements and limits on scope of practice on counsellors are explained with reference to a selected client.
ASSESSMENT CRITERION RANGE
Ethical and legal requirements include but are not limited to responsibility to the client, values, responsibility, contracts, boundaries, confidentiality, accountability and supervision.

 

SPECIFIC OUTCOME 2
Set up an enabling counselling environment.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The characteristics of an enabling environment are described with reference to counselling setting.
ASSESSMENT CRITERION RANGE
Characteristics of an enabling environment include but are not limited to physical layout of the room, placing of the table, chairs and lighting, safety, privacy, and confidentiality of arrival, session and exit, supportive, private and receptive climate without distractions.

 

ASSESSMENT CRITERION 2
An enabling environment is created for a specific counselling session.

 

SPECIFIC OUTCOME 3
Explain the principles and processes of counselling.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
Generally accepted principles of counselling are explained with reference to their application in different contexts.
ASSESSMENT CRITERION RANGE
Generally accepted principles include but are not limited to a non-judgemental attitude, confidentiality, controlled emotional involvement, self determination and client involvement.

 

ASSESSMENT CRITERION 2
A counselling process is explained with reference to planning and preparation, identifying and prioritising needs, management, initiation, contracting, terminating, and relating to clients.

 

ASSESSMENT CRITERION 3
Techniques and skills required for counselling are explained with reference to when each is appropriate.

 

SPECIFIC OUTCOME 4
Explain the role of values and attitudes in behaviour and counselling.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The relationship between own values and attitudes and behaviour is explored with reference to the implications for the counselling.
ASSESSMENT CRITERION RANGE
Attitudes and values include but are not limited to attitudes to gender, sexual orientation, age, culture, faith-based beliefs and social class.

 

ASSESSMENT CRITERION 2
The importance of an attitude of respect for diversity of values is explained with reference to the counselling process.

 

SPECIFIC OUTCOME 5
Apply a counselling process in a specific context.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
A counselling process is demonstrated to counsel an individual in an authentic situation using appropriate skills and techniques.
ASSESSMENT CRITERION RANGE
The counselling process includes but is not limited to initiating (building relationships, clarifying the nature of the relationship and establishing rapport), negotiating a counselling contract (setting boundaries, mutual expectations, goals and confidentiality), facilitating/managing (termination of relationship, techniques, timeframes, referral, managing own emotions, and understanding the effect of the counsellor on the client and the client on the counsellor.

 

ASSESSMENT CRITERION 2
An ethical code of conduct is applied in the counselling process.

 

ASSESSMENT CRITERION 3
Respect for diversity of values is demonstrated at various stages of the counselling and problem solving process.

 

SPECIFIC OUTCOME 6
Reflect on the counselling process.

ASSESSMENT CRITERIA

 

ASSESSMENT CRITERION 1
The strengths and limitations of the counselling process are identified and motivated based on personal reflection.

 

ASSESSMENT CRITERION 2
Key lessons are identified and changes for future counselling sessions are discussed as part of ongoing professional development.

 

ASSESSMENT CRITERION 3
Personal and organisational strategies to reduce the risk of burnout and secondary trauma are explored with reference to own life and person.
ASSESSMENT CRITERION RANGE
Strategies include but are not limited to a system of counselling for counsellors, personal wellness, technical proficiency, supervision and emotional support.

 

ASSESSMENT CRITERION 4
The concept of supervision is explained and an indication is given of the benefits of supervision for the counsellor.

 

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
  • Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
  • Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

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