Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
AIM Awards Level 5 Diploma in Psychotherapeutic Counselling
Synoptic Assessment
Marking Scheme
Using this mark scheme
A generic marking grid which is applied to each of the questions is provided for examiners. This should
be used alongside the content tables guidance for each question.
The marking grid scheme must be used consistently across all questions to apply marks for academic
skills and application of content. The content tables indicate a variety of material that a student is likely
to use. It is not, however, prescriptive. Alternative responses are possible and should be credited if
appropriate. Examiners will need to use their own experience as practitioners to assist them in this
process.
It will be found that when applying the generic mark scheme, many responses will display features of
different levels. In locating the appropriate descriptor, examiners must look to the best-fit or dominant
descriptors. The overall decision as to whether or not to pass or fail a candidate should be taken
according to the following criteria:
•
•
•
•
understanding of theoretical concepts
accuracy and detail of arguments
clarity and relevance of examples given
convincing application of theory to own practice
Candidates answers for each question are marked either pass or fail. Candidates must pass both
questions in order to pass the overall assessment. In the marking descriptors bands are provided for:
 Good pass (23-30 marks)
 Pass (15-22 marks)
 Borderline (13-14 marks)
 Did not achieve (0-12 marks)
As only an overall pass or fail can be awarded for each question the additional bands are provided to
support markers in their assessment decisions.
Although the content tables are not prescriptive, examiners must familiarise themselves with their
content. Examiners must recognise creditworthy material and the subject-specific guidance is an
important tool for achieving this.
Material should first be placed in the appropriate band according to the descriptors. However, not all
the criteria need to be satisfied for an answer to be placed in a particular band. Weak performance in
Version
Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
one area may be compensated for by strong performance in others. In order to access the top band,
issues, debates and/or approaches need to be addressed effectively.
Generic Marking Grid
Good Pass
(23-30 marks)
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Pass
(15-22 marks)
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Borderline
(13-14 marks)
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Did not achieve
(0-12 marks)
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Academic Skills
Evaluation demonstrates sound analysis,
understanding and interpretation.
The answer is well focused and shows coherent
elaboration and/or a well formed argument.
Issues/debates/approaches are used effectively.
Ideas are well structured and expressed clearly and
fluently. Consistently effective use of counselling
terminology.
Evaluation demonstrates reasonable analysis and
understanding.
The answer is generally focused and shows
reasonable elaboration and/or clear line of
argument is evident.
Issues/debates/approaches are used in a
reasonably effective manner.
Most ideas appropriately structured and expressed
clearly. Appropriate use of counselling terminology.
Evaluation demonstrates basic, superficial
understanding.
The answer is sometimes focused and shows some
evidence of elaboration.
Superficial reference may be made to
issues/debates/approaches.
Expression of ideas lacks clarity. Limited use of
counselling terminology
Evaluation is rudimentary, demonstrating a very
limited understanding.
The answer is weak, muddled and incomplete.
Material is not used effectively and may be mainly
irrelevant.
If reference is made to issues/debates/approaches,
it is muddled and inaccurate.
Deficiency in expression of ideas results in
confusion and ambiguity. The answer lacks
structure, often merely a series of unconnected
assertions.
Application of Content
Content is evaluated in
relation to own practice.
(See content table below in
relation to question being
marked)
Content is analysed with
some reference to own
practice
(See content table below in
relation to question being
marked)
Content is mentioned and
discussed.
(See content table below in
relation to question being
marked)
Content is not mentioned
or referenced incorrectly
(See content table below in
relation to question being
marked)
Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
Content Table
Question 1 – Option 1
A counselling supervisor should not also be your line manager, trainer or personal therapist, however in
practice, this may not always be the case.
Give an account of your understanding of this principle and its implications for practice. Describe how
relevant this has been for you within your own experience of supervision.
Related unit
content
Counselling
 Ethical Framework or Code of Ethics
Supervision,
 Dual Relationships in Counselling Supervision
Ethical and Legal
 Multiple professional roles
Issues
 Line manager may have responsibility for hiring/firing, performance review,
LO.1
case allocation
LO.2
 Trainer may be involved in assessment pass/fail decisions
 Personal therapist has client’s interests at heart, not supervisee’s clients’
interests
 Task of Supervision becomes blurred
 Relation to the Supervision Contract
Implications for Practice
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More benefits or more harm where client is concerned
Expectation of supervisee from supervisor in managing multiple professional
roles
acknowledgement of power differential and evaluative roles,
maintenance of objectivity, assessment of potential for harm
keeping of clear boundaries,
open discussion of issue with supervisee.
awareness as an important component in avoiding harm
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Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
Content Table
Question 1 – Option 2
Use examples to discuss the difference between an ethical requirement and a legal requirement, which
might arise in counselling practice. Relate your examples to your own experience of client work.
Related unit
content
Counselling
 Ethical Framework or Code of Ethics
Practicum
 Ethical requirements as prescriptive/advisory/guidance for decision making
LO.1
 Implications for professional status
LO.2
 Legal requirements as proscriptive/compulsory/potentially even more serious
LO.3
consequences
 Difference between civil and criminal law
Examples of ethical requirements
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Respect/autonomy/consent
Confidentiality
Contracting
Competence
Dual relationships
Research
Self-care and CPD
Examples of legal requirements
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Contracting
Obtaining informed consent for counselling ( partic when working with C&YP –
[Gillick Competence] or vulnerable adults [Mental Capacity Act 2005]
Duty of care
Liability
Risk:
o Self-harm/suicide/investigation of abuse/ terrorism/drug dealing
o Access to records
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Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
Content Table
Question 1 – Option 3
Give two examples of reporting requirements, which could place a legal obligation on a counsellor to
breach client confidentiality.
Discuss how you would manage the situation if a similar example arose in your own practice.
Related unit
content
Examples of mandatory reporting requirements
Counselling
Practicum
LO.1
 Terrorism Act 2000/Terrorism , Crime and Security Act 2001
LO.2
 Drug Trafficking Act 1994
LO.3
 Children Act 2004 [specifically co-operating with an investigation by Social
Services into suspected Child Abuse]
Other similar examples/issues
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Children Act 2004 (complex area- not straightforwardly mandatory but moral or
ethical duty ‘ the welfare of the child is paramount’)
Social services/NSPCC
Suicidal clients ( welfare of C YP ( law weighted to preserve life for U18s and
mental capacity for adults ( law weighted towards an individual’s autonomy)
Contractual obligation to employer (conflict with professional/ethical duty?)
Requirements of multi-disciplinary/statutory settings
Implications for practice
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Use Ethical Framework/Code of Ethics
Use supervision
Check insurance
Take legal advice
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Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
Content Table
Question 2
It has been argued that much of the research being done into the effectiveness of counselling fails to
reflect the complexities of actual work with clients.
Give an account of your own understanding of this statement, relating to your own experience of
research and client work.
Related unit
content
Research in
 Emphasis on evidence based practice
Counselling
 Ignorance/minimisation of practice based evidence
LO.1
 Dependence on statistical generalizations
LO.3
 Lack of evidence that research outcomes benefit clients
LO.4
 Concerns re confidentiality
 Standardised questionnaires do not match client’s experience?
 Randomized Controlled Trials
 CORE system
 NICE recommendations
 Qualitative/quantitative methods
 Working Alliance Inventory
 Systematic use of Case Studies
Distribution of marks:
Question
1
Marks
30
2
Total
30
60
Unit content covered
Counselling Supervision, Ethical and Legal Issues
LO.1, LO.2
Counselling Practicum LO.1, LO.2, LO.3
Research in Counselling LO.1, LO.3, LO.4
Weighting
50%
50%
This assessment is designed to assess aspects of the units covered by the this synoptic assessment listed.
Writers will ensure elements from all units are included from across the exam paper.
Unit specifications can be found through the following links
Unit Reference Number
Unit Title
D/506/3058
Counselling Practicum
T/506/3129
Counselling Supervision, Ethical and Legal Issues
K/506/3130
Research in Counselling
Version
Level 5
Diploma in Psychotherapeutic
Counselling
Series: Sample
The qualification specification contains full information on the qualification.
Version