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Engage in counselling in situations of generic and specific need level: credit: planned review date: sub-field: purpose:
7
12
June 2006
Social Services
People credited with this unit standard are able to: establish the counselling relationship with a service user in a situation of generic and specific need; assist the service user to identify their generic and specific purpose(s) for counselling; assist the service user to plan towards achieving their generic and specific purpose(s) for counselling; assist the service user to implement their plan; and effect closure of the counselling relationship with the service user. entry information: accreditation option:
Open.
Evaluation of documentation and visit by NZQA, industry and teaching professional in the same field from another provider. moderation option: A centrally established and directed national moderation system has been set up by Community Support Services ITO
Limited (Careerforce). special notes: 1 People awarded credit in this unit standard are able to implement Te Tiriti o Waitangi in the social services according to the authority and resources available to them, and are able to demonstrate application of this competence to the context of assessment for this unit standard (for further clarification, please refer to Unit
7928, Implement Te Tiriti o Waitangi in the social services ).
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2 Glossary
Characteristics and needs of service users may be physical, spiritual, or mental. Characteristics and needs may include but are not limited to: age and stage of development; coping strategies; couple, family, or w hānau roles and dynamics; culture; disability; experience; knowledge; personal history of the service user; family or whānau history; gender; health status; language; psycho-social situation and systems; sexual orientation; socio-economic situation; and needs for physical comfort, safety, and privacy.
Generic and specific needs may include but are not limited to: adoption; alternative care; ageing; career guidance and employment; criminal justice; disabilities; economic development; education; finance and income support; gender issues; grief and loss; housing and land; human rights; infertility and pregnancy; wh ānau, hapū, and iwi issues; legal issues; physical health; mental health; sexuality; alcohol and drug issues; violence and abuse. People awarded credit in this unit standard are able to demonstrate competence in generic counselling, and are able to demonstrate transfer of that competence to one area of specific need.
Needs may include but are not limited to: cultural, economic, educational, emotional, psychological, physical, spiritual, social, political needs. They may relate to individual, couple, or family or wh ānau changes, crises, or development.
Service users is used as a generic term to denote the people who are involved in counselling. They may be referred to by various descriptive terms in the range of social services settings. A service user may be an individual, couple, family or whānau.
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3 People awarded credit in this unit standard demonstrate: ability to relate to difference; acknowledgement and respect for difference; acceptance, genuineness, honesty, humility, patience, and warmth; use of inclusive language; selection and implementation of counselling methods and modalities that are appropriate to the characteristics and needs of service users; rapport with service users; professional responses to positive and negative service user feedback; clarity about their role and boundaries in relationships with service users; clarity about the limits of their competence and when to refer on to others.
4 In any given situation, candidates may not complete all elements of this unit standard. For example, a service user may not need the candidate to assist them to implement a plan, so the candidate may then move on to establish closure of the relationship. However, it is necessary to demonstrate competence in all elements of this unit standard in order to be awarded credit.
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5 All communications are treated confidentially. The scope and limits of confidentiality are defined through negotiation and informed consent, and criteria established by legislation, ethical practice, and service provider guidelines. In the context of this unit standard, sources of criteria established by legislation, ethical practice, and service provider guidelines may include but are not limited to counselling-related sections of:
Adoption Act 1955, Children, Young Persons and Their
Families Act 1989, Criminal Justice Act 1985, Family
Proceedings Act 1980, Guardianship Act 1968, Health
Act 1956, Mental Health (Compulsory Assessment and
Treatment) Act 1992, Official Information Act 1982,
Privacy Act 1993, Protection of Personal and Property
Rights Act 1988, Resource Management Act 1991,
Evidence Amendment Act (No 2) 1980, specific provisions in legislation governing confidentiality in reports to courts, committees and statutory agencies, service provider codes of conduct, codes of practice issued by the Privacy Commissioner, social service codes of ethics, and service provider guidelines, protocols, staff manuals, strategic plans, kawa, or tikanga.
6 People awarded credit in this unit standard show that their actions are guided and supported by valid theory for social service practice. Evidence is required of social service theory that is derived from authoritative sources, which may include but are not limited to: body of knowledge related to social service work; cultural theory; practice research.
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Elements and Performance Criteria element 1
Establish the counselling relationship with a service user in a situation of generic and specific need. performance criteria
1.1 Establishment of the environment for counselling attends to the characteristics and needs of the service user.
1.2 The role, function, and any legal responsibilities of the social service worker and service provider are clarified with the service user.
1.3 The service user is engaged in counselling according to their characteristics and needs, and in accordance with the social service worker's role, function, and any legal responsibilities. element 2
Assist the service user to identify their generic and specific purpose(s) for counselling.
Range: assistance may include but is not limited to - assistance or counselling for an individual service user; assistance or counselling for a couple, family or whānau; assessment, co-creating and exploring alternatives; challenging; coaching; confrontation; exploring past and current behaviours, patterns, and beliefs; feedback; focusing; making connections; providing information on the area of specific need; referral to or co-ordination of other services; reframing.
Evidence is required of six. performance criteria
2.1 The process to be used to identify the service user's generic and specific needs is established according to negotiation with the service user.
2.2 Assistance enables the service user to identify and describe their generic and specific needs.
2.3 Assistance is provided using interpersonal skills that respond to verbal and nonverbal communications including body language.
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Range: interpersonal skills include but are not limited to - attending, clarifying, encouraging, following, listening, questioning, paraphrasing, reflection of feeling and content, summarising.
2.4 Assistance enables the service user to identify connections between their generic and specific needs and their social and cultural context.
2.5 element 3
Assistance enables the service user to identify achievable purpose(s) for counselling that are consistent with their generic and specific needs, and consistent with their coping abilities, knowledge, resources, skills, and values.
Assist the service user to plan towards achieving their generic and specific purpose(s) for counselling.
Range: assistance may include but is not limited to - assistance or counselling for an individual service user; assistance or counselling for a couple, family or wh ānau; assessment, co-creating and exploring alternatives; challenging; coaching; confrontation; exploring past and current behaviours, patterns, and beliefs; feedback; focusing; making connections; providing information on the area of specific need; referral to or co-ordination of other services; reframing.
Evidence is required of six. performance criteria
3.1 Assistance enables the service user to identify and select options to achieve their generic and specific purpose(s) for counselling, individually and/or jointly as a couple, family or wh ānau.
3.2 Assistance enables the service user to develop a plan to achieve their generic and specific purpose(s) for counselling that is consistent with their coping abilities, knowledge, resources, skills, and values individually and/or jointly as a coup le, family or whānau.
3.3 element 4
The plan identifies resources that are available to achieve the service user's purpose(s) for counselling, a time frame that is consistent with the use of those resources, the social service worker's role in the plan, and methods of evaluating progress.
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Assist the service user to implement their plan.
Range: assistance may include but is not limited to - assistance or counselling for an individual service user; assistance or counselling for a couple, family or whānau; assessment, co-creating and exploring alternatives; challenging; performance criteria
4.1 Assistance is provided in accordance with the social service worker's role in the plan.
4.2 Assistance is provided using methods that encourage self determination by the service user, and discourage dependency by them on the social service worker or service provider.
4.3 coaching; confrontation; exploring past and current behaviours, patterns, and beliefs; feedback; focusing; making connections; providing information on the area of specific need; referral to or co-ordination of other services; reframing.
Evidence is required of six.
Assistance enables the service user to evaluate progress in achieving their purpose(s) for counselling individually and/or jointly as a couple, family or wh ānau.
4.4 Where necessary, the service user is assisted to redefine their purpose(s) of counselling, establish new purposes, identify further options, and amend their plan in terms of their evaluation of progress. element 5
Effect closure of the counselling relationship with the service user. performance criteria
5.1 Closure of each counselling session is effected with the service user according to the established kawa or protocol.
5.2 Closure of the counselling relationship is effected according to completion of planned involvement of the social service worker or service provider.
5.3 The closure process identifies issues arising from counselling.
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Range: issues may include but are not limited to - identification of achievements and new learning towards independence; transfer of learning to dealing with other concerns, issues, or needs; ongoing self management plans.
5.4 The closure process identifies issues for future involvement in counselling.
Range: issues may include but are not limited to - factors that may lead to resumption of contact; future roles, functions and services available from the social service worker or service provider; means of re-establishing contact with social service worker or service provider; other sources of referral.
5.5 Closure of the counselling relationship is managed according to the established kawa or protocol.
Comments to:
Careerforce
PO Box 2637
Wellington 6140
Please Note: Providers must be accredited by the Qualifications Authority before they can offer programmes of education and training assessed against unit standards.
Accredited providers assessing against unit standards must engage with the moderation system that applies to those unit standards. [Please refer to relevant Plan ref: 0222]
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New Zealand Qualifications Authority 2020