Qualification Specification

AIM Awards Level 3 Certificate in

Counselling (QCF)

Version 4 – May 2015

This page is intentionally blank

AIM Awards Level 3 Certificate in Counselling (QCF) Qualification Specification V4

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AIM Awards Level 3 Certificate in Counselling (QCF)

601/3286/3


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Contents Page

Section One – Qualification Overview

Section Two - Structure and Content

Section Three – Assessment and Quality Assurance

Section Four – Operational Guidance

Section Five – Appendices

Appendix 1 – Invigilation of Examinations

Appendix 2 – Conditions for Storing Confidential Material

Appendix 3 – Assessment Pack

Appendix 4 – QCF Level Descriptors

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Section 1

Qualification Overview


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Section One

Qualification Overview

Introduction

Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible.

AIM Awards is a national Awarding Organisation, offering a large number of Ofqual regulated qualifications at different levels and in a wide range of subject areas. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally.

We pride ourselves on offering the best possible customer service, and are always on hand to help if you have any questions. Our organisational structure and business processes enable us to be able to respond quickly to the needs of customers to develop new products that meet their specific needs.

We are licensed by the Quality Assurance Agency (QAA) to approve and certificate Access to

Higher Education Diplomas.

This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment.

This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use.

This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use.

This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to

Ofqual General Conditions of Recognition C2.5 and E3.2.


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About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b

The AIM Awards Level 3 Certificate in Counselling (QCF) aims to further develop the skills and knowledge gained at Level 2. This qualification enables learners to work towards becoming a reflective practitioner of counselling by considering theories of human development, self-awareness, supervision and issues of difference and diversity. It also provides knowledge and understanding of the three main core theories and theorists that underpin counselling and addresses the nature of psychological problems and how they may be approached. The specialist skills and knowledge gained in this qualification will be applicable in a range of working contexts. It will enable learners to understand the need for a firm grasp of a coherent theoretical approach to counselling or supporting others. This is particularly important prior to starting work in a supervised placement if learners progress to Level 4.

This qualification comprises three mandatory units; Developing Counselling Skills , Towards

Reflective Practice and Counselling Theory.

Learners may progress onto the AIM Awards Level 4 Diploma in Counselling Practice (QCF).

Qualification


Assessment

Grading

This qualification is assessed through 4 different methods:



Externally assessed examination



Internally assessed essay



Internally assessed journal



Internally assessed role-play

Assessment is competent / not competent.

There is no grading

Operational Start Date

Last Registration Date

Sector

Qualification Accreditation

Number

01-Sep-2014

31-Jul-2019

1.3 Health and Social Care

601/3286/3

Learning Aim Reference

Credits

Guided Learning Hours

Learner Age Range

Rules of Combination

60132863

30

150

16-18; 19+

Learners must achieve 30 credits from the 3 mandatory units to achieve this qualification.

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Entry Guidance

Mapped to Ofqual General Conditions of Recognition: E3.2b/c

It is recommended that learners have Level 2 literacy skills, or English GCSE or equivalent. It is also recommended that learners have achieved the AIM Awards Level 2 Certificate in

Counselling Skills (QCF) or equivalent.

The End of the Accreditation Period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments.

We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.

Certificate End Date

The final date that certificates can be issued for this qualification is three years from the Last

Registration Date.

AIM Awards Level 3 Certificate in Counselling (QCF) 31-Jul-2022

Resource Requirements

This qualification has an externally assessed invigilated examination (see Appendix 1 –

Invigilation of Examinations for further information). Centres must ensure that they have

the appropriate resources in place to deliver the units in this qualification.

Reading List

The required and recommended reading lists are detailed on the individual units. Please see

Section 2 .


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Section 2

Structure and Content


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Section Two

Structure and Content

Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure and Unit Content

Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Please select the unit title to view the individual unit content and assessment guidance.

Rules of Combination for: AIM Awards Level 3 Certificate in Counselling (QCF)

Learners must achieve 30 credits from the 3 mandatory units (M) to achieve this qualification.

Unit

Reference

Unit Title Assessment Group Level Credit

Value

GLH

Number

F/506/3053 Counselling Theory Externally assessed examination and internally assessed essay

M Three 9 45

A/506/3052

M/506/3050

Counselling: Towards

Reflective Practice

Developing

Counselling Skills

Internally assessed journal

Internally assessed role-play

M

M

Three 12

Three 9

60

45

Unit Format

Unit Title

The unit title will appear on the learner’s certificate of achievement.

Unit Credit Value

When a learner achieves a unit, they gain the specified number of credits.

Unit Level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of

achievement, from Entry to Level 8 (see Appendix 4: QCF Level Descriptors ).

Unit Guided Learning Hours

The number of Tutor-led contact hours required to support learner achievement of the unit.

Ofqual Unit Reference Number

Each unit is assigned a unit code that appears with the unit title on Ofqual’s Register of Regulated

Qualifications.

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Unit Review Date

The unit will be reviewed by this date. Any amendments will be notified to centres.

Unit Sector

This is the subject sector area of the unit.

Unit Summary

This gives a summary of what the unit aims to do. It provides a snapshot of the unit and the key knowledge, skills and understanding gained while studying the unit.

Learning Outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

Assessment Criteria

The assessment criteria specify the standard for which a learner must provide evidence in order to achieve the learning outcome. Additional guidance is available under the ‘Assessment

Guidance’ section of the unit if any part of the Learning Outcomes and Assessment Criteria are in bold.

Assessment Guidance

This section provides additional guidance related to the unit to support Tutors and Assessors.

This section gives information about the assessment evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Delivery Requirements

This sets out if there are any specialist resources needed for the delivery of this unit.

Evidence Requirements

This sets out if evidence of practical ability must be demonstrated and evidenced for the achievement of this unit.


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Section 3

Assessment and Quality

Assurance


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Section 3

Assessment and Quality Assurance

Centre Staff Requirements

As an Awarding Organisation, we require that:



Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include: o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education

 Assessors should have an Assessor qualification or evidence of recent relevant experience. Suitable Assessor qualifications include: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Learner Performance using a Range of Methods o D32 Assess Learner Performance and D33 Assess Learner using Differing

Sources of Evidence o In addition, Assessors must hold a counselling qualification at Level 3 or above.

 Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include: o Level 4 Award in Internal Quality Assurance of Assessment Processes and

Practice (QCF) o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment

Processes and Practice (QCF) o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process o In addition, IVs must hold a counselling qualification at Level 3 or above.

How the Qualification is Assessed

Mapped to Ofqual General Conditions of Recognition: E3.2i

To be awarded the qualification, learners must provide evidence of achievement of all the

assessment criteria for all the units specified in the rules of combination (see Section 2 for

guidance on rules of combination). Assessment of this qualification is through completion of four types of assessment tasks: examination, essay, journal and role-play.

The examination is externally set and taken during the specified examinations series in

either January or June. Instructions for the invigilation of examinations are in Appendix 1 .

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The Assessment Pack in Appendix 3 details the assessment of the journal, essay and role-

play tasks. Within this pack, mandatory assessment tasks and Record of Learner

Achievement forms are available for centres.

For more detailed guidance on working with AIM Awards qualifications, please refer to the

Being an AIM Awards Centre document available on the website .

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a process of assessing and validating learning or achievement that has not been certificated or accredited previously towards the qualification being studied. Credit Transfer allows for previously accredited achievement from within the Qualification and Credit Framework (QCF) to count towards another qualification, where it is allowed as an equivalency within the new qualification, or where the learner has already achieved unit(s) belonging to that qualification. A maximum of 70% of a qualification can normally be achieved through equivalency (credit transfer). At least

30% should be gained through new learning.

The Tutor or Assessor should carry out an effective interview and initial assessment of learners to establish their previous qualifications and experience. Funding may be affected if a learner achieves more than 50% of the assessment through RPL.

Opportunities for Recognition of Prior Learning can only be considered against internally assessed elements of this qualification.

Please refer to the AIM Awards website for more information.

Methods of Assessment

All assessment tasks are transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland.

Externally assessed examination

Learners must complete and pass an examination which can be taken in one of two series:

January or June of each year. This examination must be invigilated according to Appendix 1

– Invigilation of Examinations . Learners must be booked onto the examination by the centre

according to the instructions in Section 4 .

Internally assessed essay

Learners must write an essay to a set assignment brief which is assessed by the

Tutor/Assessor. The essay must be written in a formal style as detailed in the Assessment

Pack in Appendix 3 .

Internally assessed journal

Learners must complete a journal consisting of one entry per taught session which reflects on the content learned and introduces the concept of reflective practice. An assignment

brief for the journal is available in the Assessment Pack in Appendix 3 .

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Internally assessed role-play

Learners must participate in role-play assessments that emulate counselling sessions which are assessed by the Tutor/Assessor using the assignment brief available in the Assessment

Pack in Appendix 3 .

Marking Tasks

Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4

Internally assessed learner work

Assessors must mark learner work against the assessment criteria of the unit to ensure that

it is at the correct level and is sufficient, appropriate, and authentic. Please refer to Appendix

4 – QCF Level Descriptors

for guidance. Centres must ensure that learner evidence is generated by that learner, i.e. that plagiarism does not occur.

Assessors must judge and mark whether each assessment criteria is either achieved or not achieved using the Record of Learner Achievement forms available within the Assessment

Pack in Appendix 3 . Units are achieved when all assessment criteria of that unit have been

achieved. All reasonable steps must be taken to avoid any part of the assessment of a learner (including verification) being undertaken by any person who has a personal interest in the result of the assessment.

Externally assessed examinations

AIM Awards Examiners will mark completed examinations. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners.

Recording Achievement

Assessors must make it clear to the Internal and External Verifiers where achievement of each assessment criteria has been evidenced using the Record of Learner Achievement

forms contained within the Assessment Pack in Appendix 3 . Once the work has been

marked and signed off as meeting the assessment criteria by the Assessor, final feedback should be provided to the learner. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered and the Assessor must tick the RAC to indicate which unit(s) each learner has achieved and sign to confirm the

certification. See Section 4: Operational Guidance for further information.

Internal Verification

The completed marked work should be presented to the Internal Verifier for sampling according to the centre’s internal verification plan. This plan must cover all internally assessed components, including the observation of Assessors assessing practical activities

(for example role-play tasks – further information is contained within the Assessment Pack

in Appendix 3 ).

AIM Awards provide sample internal verification documentation available to centres on the website here . These sample forms include:



Assessment and Internal Verification Plan

 Internal Verification of Assessment Decisions



Internal Verifier Report of Observed Assessor Performance

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Once this process has been completed, the Internal Verifier must sign the RAC to confirm

their approval of learner achievement. See Section 4: Operational Guidance for further

information.

External Verification

Once learner work has been completed, assessed and internally verified according to the centre’s internal verification plan, the work should be presented for external verification.

The External Verifier (EV) will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will review records of assessment, internal verification documentation, feedback to learners and any records of reasonable adjustments applied. The completed RAC(s) must also be made available for the

EV to review. If the EV is satisfied with the standards of assessment and verification, they will sign the RAC(s) and learners will be certificated.

Reasonable Adjustments

Mapped to Ofqual General Conditions of Recognition H5.2

Reasonable adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner’s particular difficulty directly affects performance in the actual attributes to be assessed.

For internally assessed learner work

The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification.

For externally assessed examinations

If reasonable adjustments are required for learners taking examinations, the centre must gain approval from AIM Awards prior to the date of the examination:

1.

The Tutor should complete and submit a Request for Reasonable Adjustments Form for each learner with supporting evidence to AIM Awards at least 14 days before the planned examination date

2.

AIM Awards will confirm receipt of the form within 2 working days

3.

AIM Awards will consider the application and give a decision within 10 working days of receipt. AIM Awards will inform the centre if we will be unable to reach a decision in this timescale.

Types of evidence acceptable:

 Educational Psychologist’s report – must be current/valid within two years of the date of the examinations

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

Specialist teachers assessment report - must be current/valid within two years of the date of the examinations

 Medical letter – must be specific AND recommend, in detail, the support being requested. For a long term physical/medical condition which is not going to change i.e. hearing/visual impairment – a letter form a doctor/optician or hospital report is acceptable in most cases. A condition which is not permanent, but will not go away, will require a new letter confirming the diagnosis each academic year.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on the AIM Awards website .

Special Considerations

Special consideration is consideration to be given to a learner who has temporarily experienced:

 an illness or injury, or

 some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance.

It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations.

In the case of examinations:

1.

The Head of Centre should complete and submit a Request for Special Consideration

Form for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the Invigilator/Verifier to AIM Awards no later than 24 hours after the examination date

2.

AIM Awards will confirm receipt of the form within 2 working days

3.

AIM Awards will consider your application and give a decision within 10 working days of receipt. AIM Awards will inform the centre if we are unable to reach a decision in this timescale.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website .


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Invigilation of Examinations

Centres are responsible for appointing Invigilators according to the Invigilation of

Examinations in Appendix 1 . Centres must ensure that there are no conflicts of interest

between the Invigilator and learners by checking in advance of the examination (e.g. a relative of a learner, a teacher who has prepared learners for the examination being taken or there is a personal interest in the outcome of the assessment).

There must be at least one Invigilator present per thirty learners. Where there are less than thirty learners and a sole Invigilator, assistance must be available for the Invigilator without them having to leave the room or disturb the learners.

All learners in the room must be able to be seen by an Invigilator at all times.

In accordance with JCQ guidance, centres in the UK are allowed to start examinations by up to 30 minutes earlier than, or later than, the publishing starting time for the session, without the need to complete any paperwork. Prior permission from an awarding body is not required. Where this policy is followed, to avoid any possible breach of security, late arriving candidat es or early departing candidates must be supervised as if the specified starting time had been in place.

Invigilators must follow the instructions in Appendix 1 – Invigilation of Examinations and

have a copy of these instructions to hand at all times during the examination.

Invigilators must confirm and be satisfied with the identity of all learners sitting the

examination. By signing the Assessment Cover Sheet (see Section 4 for further information),

the Invigilator/Head of Centre takes responsibility for confirmation of learner attendance at the examination and that there are no conflicts of interest between themselves and learners. Examination scripts and Assessment Cover Sheets must be packed by the

Invigilator and sealed securely.

Should a conflict of interest be identified at the start of or during the invigilation of an examination, the procedures below must be followed:

Where there is a known potential conflict of interest, the Invigilator/Assessor must complete and submit a Conflict of Interest Declaration form (available on the AIM Awards website here ) declaring the potential conflicts of interest prior invigilating an examination.

AIM Awards will consider all declarations and inform the examination centre of one of the following possible outcomes:

1. The Invigilator is accepted to manage the examination / Assessor approved to assess

2. Further information is required to demonstrate suitability

3. Further appropriate steps agreed to have the invigilation or assessment subject to scrutiny by another person

4. The Invigilator/ Assessor has a conflict of interest and the application has been rejected.

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If an applicant is dissatisfied with the decision, they can appeal to AIM Awards within two weeks of receiving the outcome.

Should a conflict of interest between staff and learner be identified at the start of or during the examination/assessment, you must:

1.

Replace the Invigilator/Assessor with another suitable member of staff

2.

If this is not possible, move the learner to another assessment/examination room

3.

If this is not possible, add an additional member of staff to invigilate/assess those learners

4.

If this is not possible and there are no other opportunities for the learner to be examined/assessed, the examination/assessment may take place. Immediately following the examination/assessment, you must complete and submit by email (to the centre’s

AIM Awards Customer Support Officer) the Conflict of Interest: Change in Circumstance

Form (available on the AIM Awards website here ) explaining this. Any examinations that have taken place where a Conflict of Interest: Change in Circumstance Form has been submitted will be moderated to ensure that no unfair advantage has been given to those learners.

Malpractice/Maladministration

Confidentiality of assessment papers, mark schemes and learner work must be maintained at all times. Centres must ensure that the instructions set out in this document are followed and inform AIM Awards of any potential breach of confidentiality. Further details on

Malpractice can be found on the AIM Awards website here.

AIM Awards Qualification Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides AIM

Awards with important information for the qualification review process.

It is a requirement of the Centre Agreement that centres offering units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. AIM Awards will write to you to request samples if necessary.

Outcomes from qualification standardisation will be made available to those centres using that qualification.

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Section 4

Operational Guidance


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Section 4

Operational Guidance

Offering the Qualification

Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can apply to become a centre using the Centre Recognition Application Process on our website or by contacting the AIM Awards office.

We can advise centres on the best and most efficient methods for offering this qualification.

All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.

Approval to Offer the Qualification

Centres wishing to offer this qualification must complete and submit a Qualification Approval

Form (QAF) (available on the AIM Awards website) to their allocated Customer Support

Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form.

Fees and Charges

T he AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed if centre fees have not been paid.


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Registration and Certification

A summary of the registration and certification process for this qualification is shown below:

Centre decides to run AIM

Awards qualifications. Centre ensures appropriate resources are in place

Centre staff

Centre applies for Centre

Recognition

Centre staff

Centre is recognised. Centre applies for Qualification

Approval

Centre staff/Quality Officer

Externally Marked

Examination

Qualification Approval granted

Quality Officer

Learners registered on qualification within timelines

Centre Administrator

Internally Marked

Assignments, eg

Journal

Centre completes Paper

Order Form identifying any learners entering next exam series and submits to

Customer Support Officer

By 21 st

October for January series

By 21 st

March for June series

Internally assessed work completed according to assessment pack

Learners

Work marked against and referenced to assessment criteria

Assessor

Centre applies for any required reasonable adjustments for exam

At least 14 days before exam

Assessed work checked by

Internal Verifier according to

Internal Verification plan

Internal Verifier

Exam papers issued to centres by post and stored securely

Paper Printing Company

At least 5 working days before exam

RAC completed and authorised

Assessor & Internal Verifier

Learners take invigilated exam under exam conditions

Invigilator

RAC and completed marked work presented to EV or

Approved Internal Verifier

Assessor & Internal Verifier

Completed papers sent back to Paper Printing Company

(stored securely in meantime)

Exams Officer

Within 24 hours of exam

Exam results issued to centre

Customer Support Officer

Within 2 months of exam

Enquires about results made

Centre

Within 28 working days of results

EV visits carried out: sample of assessed learner work, internal verification and progress on actions from last

EV visit checked. RAC approved if appropriate

External Verifier (EV)

EV reports circulated to centre and centre Risk Rating updated. Sanctions applied if necessary

External Verifier (EV)

Certificates issued once exam passed and internally assessed work approved by

External Verifier

Customer Support Officer 22


Once centres have approval to offer the qualification, they will be able to register learners via the AIM Awards Online Portal. Centre staff will need to set up accounts in order to use the Portal to carry out administration of the centre. An allocated Customer Support Officer will guide centres through this process.

 The centre registers learners onto the correct qualification via the Portal within the following timescales: o Short Courses - Courses of 15 weeks or less . Registrations must be received within 25 working days of the start date of the course or before the chosen examination cut-off date (21 st October or 21 st March) o Long Courses - Courses over 15 weeks . Registrations must be received within

60 working days of the start date of the course or before the chosen examination cut-off date (21 st

October or 21 st

March) o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy.

Externally Marked Examinations



Assessment is available in two series: January and June of each year. Centres must also enter learners onto a series using a Paper Order Form downloaded from the

AIM Awards Portal. o For those entering examinations in the January series, completed Paper

Order Forms must be returned to the allocated AIM Awards Customer

Support Officer by 21 st

October o For those entering examinations in the June series, completed Paper Order

Forms must be returned to the allocated AIM Awards Customer Support

Officer by 21 st

March o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy.



Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended examination (see here for further information)



Examination papers will be dispatched for each examination series to centres in sealed packages/boxes



Centres will normally receive papers and Assessment Cover Sheets no less than five working days before the examination date. Examination packages should be checked on receipt for the following: o Examination paper packets match up to the requirements o Damage to any package contents o Any apparent breach of security e.g. tampering with sealed packages



Once received, centres must keep the examination papers in the sealed package in which they are received and store them securely. Access to papers must be restricted to designated personnel in the centre and papers must be issued to

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learners only at the time of the examination. Where satellite sites have delegated responsibility, they must store and distribute papers according to the satellite

agreement(s). Please refer to Appendix 2 – Conditions for Storing Confidential

Material for further information

At the end of the examination

 Completed assessment papers must be collected at the end of the examination session, checked to ensure they match the Assessment Cover Sheet and collated by learner number. Fully completed Assessment Cover Sheets must be enclosed in the package containing learner examination papers. Each centre should also keep a copy of the Assessment Cover Sheets. Completed assessment papers must be kept in a secure location on site as above in a sealed package and sent to the paper printing company using the details provided in the package by registered post within 24 hours of the examination. The centre must retain the tracking details

 Centres must inform AIM Awards immediately of any threat to the confidentiality of assessment papers

 AIM Awards Examiners will mark completed examinations. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners



The results of examinations are issued to the centre within two months of the date of the examination



All enquires must be made within 28 working days of the issuing of the results and it is therefore vital for centres to pass on the results to learners straight away.



AIM Awards will issue certificates of achievement to the centre within 20 working days of the results being issued

Internally Marked Assignments

Once registered onto the qualification within the timelines: o Short Courses - Courses of 15 weeks or less . Registrations must be received within 25 working days of the start date of the course or before the chosen examination cut-off date (21 st

October or 21 st

March) o Long Courses - Courses over 15 weeks . Registrations must be received within

60 working days of the start date of the course or before the chosen examination cut-off date (21 st

October or 21 st

March)



Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information)



A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations . The RAC is used to claim the learners’ achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued.

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Once internally assessed work has been completed according to the Assessment Pack

( Appendix 3

) and quality assured (see Section 3 ):

 AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification.

 Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued.

Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.

Resits of Externally Marked Examinations

Learners who do not achieve a pass in the externally assessed examination are eligible to be entered for a resit. Resits take place in the main examination series (January and June) to allow for further teaching and learning activities to take place at the centre.

Centres must enter learners onto a series using a Paper Order Form downloaded from the

AIM Awards Portal. o For those entering examinations in the January series, completed Paper Order

Forms must be returned to the allocated AIM Awards Customer Support Officer by

21 st

October o For those entering examinations in the June series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21 st

March o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy

The AIM Awards Fees and Charges Brochure includes details on resit charges and is available on our website.

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Charges

Section 5

Appendices


26

Appendix 1 – Invigilation of Examinations 28

Appendix 2 – Conditions for Storing Confidential Material 32

Appendix 3 – Assessment Pack 34

Appendix 4 – QCF Level Descriptors 40


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APPENDIX 1

INVIGILATION OF

EXAMINATIONS


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Invigilation of Examinations

Assessment Venue Requirements

Centres must ensure that assessments take place in a suitable assessment environment.

This means that:



Any room in which an assessment is held must provide learners with appropriate conditions for taking the assessment. Particular attention should be given to conditions such as heating, lighting, ventilation and the level of outside noise



Display material, such as posters, wall charts, information leaflets, which might be helpful to learners must not be visible in the assessment room



A reliable clock (or other suitable time keeping device, e.g. time displayed via a computer screen) must be visible to each learner in the assessment room. The clock/display must be large enough for all learners to read clearly



The following items must be on display in the assessment room: o A poster advising learners that mobile phones should be switched off o Assessment notice for learners o Centre appeals procedure o Emergency/evacuation procedures



There must be a sign, clearly visible to others in the building, that an assessment is taking place



Information must be visible to all learners showing the centre number and the start and finish times of the assessment



Seating arrangements must prevent learners from overlooking the work of others. In particular, the minimum distance in all directions from centre to centre of learners’ chairs must be 1.25 metres. All learners should be seated facing the same direction



For written assessments, each learner should have a separate desk or table large enough to hold question papers. Learners who are not seated at individual desks must be far enough apart

(minimum 1.25m) so that their work cannot be seen by, and contact cannot be made with, other learners



For computer-based assessments: the room layout must be planned to prevent screens being read by other learners; there must be at least 1.5 metres from the centre of each screen to the centre of the next screen; the clock is displayed on every computer screen in use; a trained administrator must be available during the assessment to deal with any technical queries that may arise



There must be space for the Invigilator to sit

Centres are required to maintain records of how assessment venues meet these criteria, which must be made available to AIM Awards on request.

False or misleading statements by centres in respect of assessment venues may result in immediate suspension or withdrawal of centre approval, and assessment papers may be declared void.

29


Invigilator Instructions and Checklist

Starting the assessment:

Before the assessment starts, the examination Invigilator must:



Check that all learners have the required identity documents and photograph (where applicable) and that the relevant section of the Assessment Front Cover Sheet has been completed to show attendance



Confirm there are no conflicts of interest between Invigilator and learners (see instructions in

Section 3 of the qualification specification)



Advise learners who are unable to provide the required identity documents and photograph that they cannot sit the assessment, and that they must leave the assessment room unless they can be identified by their Assessor



Make sure that the seating arrangements meet awarding body requirements (see assessment venue requirements)



Inform learners that they must follow the regulations of the assessment



Open the packets of assessment papers, in the assessment room in front of the learners, and distribute to learners



Check that learners have the correct paper



Advise learners of emergency/evacuation procedures

The Invigilator must advise learners that:



They must write in black ink



All mobile phones, or other electronic devices, must be switched off



Any course material should be removed from their desk, and placed at either the front or back of the room



They must not ask for, and will not be given, any explanation of the questions and answers



If they leave the assessment room, unaccompanied by a member of centre staff, they will not be able to return during the assessment

The Invigilator must :



Announce clearly to learners when they may begin



Specify the start and finish time of the assessment, and the earliest time that learners can leave the assessment room



Remind learners that they cannot communicate in any way with, ask for help from or give help to another learner while they are in the assessment room

The Invigilator must not :



Make any comment where a learner believes that there is an error or omission on the question paper. However, in this situation, the Invigilator must refer the matter to the Head of the Centre, who should send a report to AIM Awards



Give any information to learners about possible mistakes in the question paper, unless there is an erratum notice, or permission has been given by AIM Awards



Comment on the content of the question paper



Offer any advice or comment on the work of a learner

30


During the assessment:

Invigilators must supervise learners throughout the whole time that an assessment is in progress.

This means that:



Invigilators must give complete attention to this duty at all times



Invigilators must not carry out any other task (e.g. doing other work, using a mobile phone) in the assessment room



Invigilators are required to move around the assessment room, quietly and at frequent intervals



Invigilators must give frequent time checks

Summoning help during an assessment:

When one Invigilator is present in an assessment, they must be able to summon help, in case of an emergency, without leaving the room or disturbing learners. A mobile phone may be used, and must be switched to silent alert, so as not to disturb learners.

Learners who arrive late:

In accordance with JCQ guidance, centres in the UK are allowed to start examinations by up to 30 minutes earlier than, or later than, the publishing starting time for the session, without the need to complete any paperwork. Prior permission from an awarding body is not required. Where this policy is followed, to avoid any possible breach of security, late arriving candidates or early departing candidates must be supervised as if the specified starting time had been in place.

Leaving the assessment room:

Learners are not permitted to leave the assessment room until at least twenty minutes assessment time has elapsed (other than in an emergency/medical situation). Where learners have completed their assessment and are permitted to leave before the finish time, they must be instructed to do so quietly, without causing undue distraction to others.

Ending the assessment:

When ending the assessment, Invigilators should give sufficient notice to learners. This is normally achieved by giving fifteen minute and five minute warnings prior to the published finish time. All assessment papers must be collected and placed in secure storage prior to submitting to AIM

Awards for marking. At no point must any indication be given to learners as to whether it is believed that they have passed or failed the assessment. The marking of assessment papers by centre staff, to pre-empt awards will be treated as malpractice and could result in the withdrawal of centre approval. Assessment papers must be sent to AIM Awards within the specified timeframe of the assessment. Assessments must not be invigilated by the class Tutor unless another independent

Invigilator is present.

31


APPENDIX 2

CONDITIONS FOR STORING

CONFIDENTIAL MATERIAL

32


Conditions for Storing Confidential Material

Question papers and any other confidential material, e.g. answer booklets, must be stored securely at the centre’s registered address in a secure room solely assigned to examinations, restricted to two to four key holders only. This is commonly referred to as a “box within a box”. The following requirements must be met.

Requirement- “a box within a box” Note

Secure room solely assigned to examinations in a fixed building, i.e. not a Portakabin or similar, meeting all of the following requirements:



Walls, ceiling and floor of strong, solid construction



Solid door or reinforced door with o Strong secure/heavy duty hinges o Security lock e.g. 5 lever mortice lock or coded keypad lock or electronic security lock o 2 to 4 key holders only

The following must also be met (where applicable):



If question papers are stored in a room with windows, which are easily accessible, bars must be fitted or the room alarmed.



If the room has a glass panel in or above the door, e.g. for health and safety reasons, the glass must be toughened safety glass.



If the volume of question papers is too great for secure storage in one room, you must use additional rooms within the centre.

These additional rooms must also meet the requirements for secure storage.

The secure room(s) must contain one of the following: (with 2 to 4 key holders only)

• Strong non-portable safe or

• Non-portable security cabinet with multi point locking system or

• Metal cabinet with full length external locking bar, bolted to wall or floor or where a centre has large numbers of question papers to store:

• Metal security screen, e.g. roll down shutter, directly in front of open shelving.

Preferably on an upper floor with no windows.

Stud partition walls are only acceptable with metal reinforcement.

A hollow panel door would require extra metal reinforcement.

Upper floor window(s) with a balcony or flat roof must be fitted with bars or the room alarmed.

The room must not have a door which directly leads out to the exterior of the building.

Small safes must be fixed securely in place.

A full length external locking bar will ensure that question papers are stored in a secure environment at all times.

33


APPENDIX 3

ASSESSMENT PACK


34

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:

1

Contents

How this qualification is assessed ......................................................................................................................... 3

Mandatory: Counselling Theory (Level 3) ............................................................................................................. 8

Record of Learner Achievement ....................................................................................................................... 8

Assignment Brief ............................................................................................................................................. 10

Mandatory: Counselling: Towards Reflective Practice (Level 3) ......................................................................... 12

Record of Learner Achievement ..................................................................................................................... 12

Assignment Brief ............................................................................................................................................. 14

Mandatory: Developing Counselling Skills (Level 3) ........................................................................................... 16

Record of Learner Achievement ..................................................................................................................... 16

Assignment: Role-Play Observation Report .................................................................................................... 18

2

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.

Title

Unit

Reference

Number

Level Credit

Value

Method

Assessment

Task Size Page

Externally marked

Examination N/A

Counselling Theory F/506/3053 Three 9

Internally marked

Essay

2000-

2500 words

10

Counselling: Towards

Reflective Practice

Developing

Counselling Skills

A/506/3052

M/506/3050

Three

Three

12

9

Internally marked

Internally marked

Journal

Role-Play

800 words per entry

13

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.

3

Types of assessment

Essay

Guidance:

Internally set task Internally marked

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

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


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

5

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.

6

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.

7

Mandatory: Counselling Theory (Level 3)

Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1.

2.

3.

Understand the key concepts in the main approaches to counselling

Understand the strengths and limitations of the main approaches to counselling

Understand the strengths and limitations of an integrative approach to counselling

1.1.

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

1.2.

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

1.3.

Summarise the key therapeutic interventions typical of each of the approaches

2.1.

Explain the key strengths for each of the approaches

2.2.

Explain the key limitations for each of the approaches

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

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

TICK WHEN ACHIEVED

Exam Essay

External

External

External

External

External

8

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

9

Assignment Brief

Qualification:

Unit(s) covered:

Assessor:

Assignment Title:


Counselling Theory L3

Essay

Unit

Assignment

No.:

2 / 2

Date Brief Set:

Why are we doing this?

Submission Date:

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

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.

Type of

Evidence

Essay, 2000 to 2500 words

Assessment

Criteria

1.

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

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

3.1, 3.2, 3.3

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.

10

No. Assessment Criteria

3.1 Describe an integrative approach to counselling

3.2

3.3

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

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

11

Mandatory: Counselling: Towards Reflective

Practice (Level 3)


LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:

1.

2.

3.

4.

Understand how the major counselling approaches explain human development

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

Understand the nature of counselling supervision

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

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



Journal

12







13

Assignment Brief

Qualification:

Unit(s) covered:

Assessor:

Assignment Title:


Counselling: Towards Reflective Practice L3

Journal

Unit

Assignment

No.:

1 / 1

Date Brief Set:

Why are we doing this?

Submission Date:

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

Journal, 800 words per entry

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:



Clarification of the different theories and approaches to human development



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



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



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



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

1.1

1.2, 1.3

2.1, 2.2

3.1, 3.2

4.1, 4.2

14

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 selfawareness

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




1.1 Clarify the different theories and approaches to human development

1.2

1.3

2.1

Compare different theories of human development

Compare how different theories impact upon counselling practice

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

2.2

3.1

3.2

4.1

4.2

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

Explain how to make effective use of counselling supervision

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

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

15

Mandatory: Developing Counselling Skills

(Level 3)


LEARNING OUTCOMES

The learner will:

1.

Understand the key features of the therapeutic relationship

2.

Be able to use strategies and interventions in different counselling settings

3.

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

ASSESSMENT CRITERIA

The learner can:

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



Role-Play

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Assignment: Role-Play Observation Report

Qualification:

Unit(s) covered:

Assessor:


Developing Counselling Skills L3

Assignment Title:

Role-Play Observation Report by

Assessor

Unit

Assignment

No.:

Submission Date: Date Brief Set:

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

1 / 2



Develop and sustain the therapeutic relationship

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

Conclude and evaluate the therapeutic relationship










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

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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




1.1 Demonstrate the skills required to establish the therapeutic relationship

1.2

1.3

2.1

2.2

3.1

Demonstrate the skills required for developing and sustaining the therapeutic relationship

Demonstrate the skills required for evaluating and concluding the therapeutic relationship




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

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APPENDIX 4

QCF LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding

Level 2 Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete welldefined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance.

Application and action

Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems

Complete well-defined, generally routine tasks and address straightforward problems.

Interpret relevant information and ideas.

Select and use relevant skills and procedures.

Be aware of the types of information that are relevant to the area of study or work

Identify, gather and use relevant information to inform actions.

Identify how effective actions have been.

Autonomy and accountability

Take responsibility for completing tasks and procedures

Exercise autonomy and judgement subject to overall direction or guidance

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Summary Knowledge and Understanding

Level 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.

Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non- routine

Interpret and evaluate relevant information and ideas

Be aware of the nature of the area of study or work

Have awareness of different perspectives or approaches within the area of study or work

Application and action Autonomy and accountability

Address problems that, while well defined, may be complex and nonroutine

Identify, select and use appropriate skills, methods and procedures

Exercise autonomy and judgement within limited parameters

Use appropriate investigation to inform actions

Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others

Review how effective methods and actions have been

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Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work

Use practical, theoretical or technical understanding to address problems that are well defined but complex and non-routine

Address problems that are complex and non-routine while normally fairly well defined

Analyse, interpret and evaluate relevant information and ideas

Identify, adapt and use appropriate methods and skills

Initiate and use appropriate investigation to inform actions Be aware of the nature and approximate scope of the area of study or work

Have an informed awareness of different perspectives or approaches within the area of study or work

Review the effectiveness and appropriateness of methods, actions and results

Take responsibility for courses of action, including, where relevant, responsibility for the work of others

Exercise autonomy and judgement within broad but generally welldefined parameters

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