Course Title: Establish and confirm the counselling relationship
Part B: Course Detail
Teaching Period: Term1 2018
Course Code: OHTH5924C
Course Title: Establish and confirm the counselling relationship
School: 365T Global, Urban and Social Studies
Campus: City Campus
Program: C5360 - Diploma of Financial Counselling
Course Contact: Jo Wallwork
Course Contact Phone: +61 3 9925 3983
Course Contact Email: mary-josephine.wallwork@rmit.edu.au
Name and Contact Details of All Other Relevant Staff
Nominal Hours: 100
Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.
Pre-requisites and Co-requisites
None.
Course Description
This course describes the skills and knowledge required to develop a structured approach to counselling using advanced and specialised communication skills. The counselling skills developed within this course will be considered in a financial counselling context.
This course is clustered with three (3) other courses:
- Apply specialist interpersonal and counselling interview skills CHCCSL002
- Facilitate the counselling relationship and process CHCCSL003
- Support counselling clients in decision-making processes CHCCSL007
These four courses are delivered and assessed together.
National Codes, Titles, Elements and Performance Criteria
National Element Code & Title: |
CHCCSL001 Establish and confirm the counselling relationship |
Element: |
E1. Use a structured approach to counselling |
Performance Criteria: |
1.1 Analyse existing client information prior to commencement of counselling session 1.2 Use initial session to gather additional client information as a foundation for counselling process 1.3 Select and use communication techniques that support the initial counselling session objectives 1.4 Follow a structured approach to counselling based on client needs and expectations |
Element: |
E2. Establish the nature of the helping relationship |
Performance Criteria: |
2.1 Provide information that assists clients to understand the nature of the counselling service on offer 2.2 Clarify, confirm or modify client expectations of the counselling service 2.3 Identify client anxieties about the counselling process and explore with clients 2.4 Acknowledge and show respect for client’s immediate concerns 2.5 Clarify both expectations and commitment to the counselling relationship and confirm with clients 2.6 Identify indicators of client issues beyond scope of own role and report or refer according to presenting issue and organisation requirements |
Element: |
E3. Confirm the helping relationship |
Performance Criteria: |
3.1 Explore options and approaches for the relationship with clients according to individual need 3.2 Agree priorities and develop a plan for counselling in collaboration with the client 3.3 Make documented agreement with the client that addresses disclosure and organisation requirements |
Learning Outcomes
On successful completion of this course you will have developed and applied the skills and knowledge required to demonstrate competency in the above elements. By applying these skills and this knowledge you will be able to use specialised communication skills within a counselling process. You will be able to use a structured approach to establish the counselling process; with the other three (3) counselling courses, you will be able to work with clients to clarify goals, options, and courses of action, and manage the counselling process to its conclusion.
Details of Learning Activities
In-class activities:
- teacher directed group activities/projects
- peer teaching
- group discussion
- class exercises to review discussions/lectures
- role play activities
Out-of-class activities:
- independent project based work
- online and other research
- independent study
Teaching Schedule
Workshop 1 |
Structured approach and ‘Person-centred practice’ Information required before seeing client Legal and ethical considerations for initial stages of counselling and how to apply these – codes of conduct/duty of care/mandatory reporting/privacy-confidentiality-disclosure/work role boundaries/practitioner-client boundaries/discrimination/human rights Using the initial session to gather client information as a foundation for counselling process Communication techniques to support the initial session’s objectives The client's needs and expectations Establishing the nature of the counselling relationship
To consider:
Working on a plan for counselling in collaboration with client Making documented agreement with the client Communication techniques
How to take notes unobtrusively The sequence of a counselling interview Identifying when specialised counselling interview skills are appropriate for inclusion, and when they can impact positively to enhance client development and growth How to identify and respond appropriately to strong client emotional reactions How to reflect on and evaluate how you have communicated with the client: why do this? how to do this? Identify when/how/what skills need developing |
Workshop 2 |
Micro-skills required for effective counselling (communication techniques) Looking at:
Working with client barriers – these could be uncertainty/ambivalence/anxiety How to support clients to experience and process difficulties Paying attention to the particular story of the client in regard to parallels, links in client’s experience and meaningful interventions (related to client situation) Strengths-based approach – what this is, how this can work in financial counselling context Using techniques such as: reflecting back; clarification; review Working with the client to look at underlying issues and collaboratively working on how to deal with them Acknowledging and working with changes in client’s life as appropriate Monitoring and reviewing counselling process with client to ensure relevance, including how counsellor and how client both perceive process and progress How to address tension between client’s hopes/expectations and the reality of resource limitations Facilitating change at a pace that the client can work with How to bring the counselling process to a conclusion:
|
Workshop 3 |
Assisting clients to clarify goals and requirements
Review Communication techniques – micro-skills etc Exploring options with clients – look at this in counselling context and financial counselling context
Case study activities Working with the client to decide on course of action, and how to consider alternatives where necessary. Documenting decisions and agreeing ongoing support within organisational guidelines |
Workshop 4 |
In-class assessment activity: Role Play |
Learning Resources
Prescribed Texts
References
Other Resources
Overview of Assessment
Your knowledge and understanding of course content is assessed through:
- Practical demonstration of skills
- Case study scenarios
- Written assignments/questions
Assessment Tasks
This course is assessed in accordance with competency-based assessment.
To demonstrate competency in this course you will need to complete the following assessment tasks to a satisfactory standard. You will receive feedback from the teacher when you have completed the assessment tasks.
You should refer to the assessment plan which is available on Canvas for details of each assessment task and for detailed assessment criteria. The dates noted below are provisional and may be subject to change.
Assessment Task 1: Role play activity
Due date: In-class 15 March 2018
Assessment Task 2: Case studies and written questions
Due date: 8 April 2018
Assessment Task 3: Case studies and written questions
Due date: 17 June 2018
Assessment Task 4: Video submission counselling session
Due date: 24 June 2018
Assessment Task 5: Knowledge questions
Due date: 8 October 2018
Assessment Task 6: Case studies and written questions
Due date: 21 October 2018
Assessment Task 7: Mock financial counselling session/role play
Due date: In-class 31 Oct & 1 Nov 2018
Grades that apply to courses that are delivered and assessed in accordance with competency-based assessment are:
CA: Competency Achieved
NYC: Not Yet Competent
DNS: Did not Submit for Assessment
Assessment Matrix
The assessment matrix demonstrates alignment of assessment tasks with the relevant unit of competency. These matrices are available with the assessment tasks on Canvas.
Other Information
Please refer to the RMIT student page for extensive information about study support, assessment, extensions, appeals and a range of other matters: rmit.edu.au/students
Attendance
It is strongly advised that you attend all sessions in order to engage in the required learning activities, ensuring the maximum opportunity to gain the competency.
Applying for Special Consideration
If you are seeking an extension of more than seven calendar days (from the original due date) you must lodge an Application for Special Consideration form, preferably prior to, but no later than two working days after the official due date. Late applications will only be accepted in exceptional circumstances. For information about Special Consideration and how to apply, see: http://www1.rmit.edu.au/students/specialconsideration
Assessment Appeals
If you believe your assessment result or final result is wrong please contact the course coordinator and provide the reason why you think your result is incorrect. Valid reasons for seeking a review of results include:
- a) You believe an error has occurred in the calculation of the grade; or,
- b) You believe the assessment did not comply with criteria published in the Course Guide; or,
- c) You believe the assessment did not comply with University Policies on Assessment (i.e. an error in process has occurred).
Full details of the procedure (including appeals procedure) can be located at this RMIT site: http://www1.rmit.edu.au/policies/academic#assessment
Academic Integrity
Academic integrity means honesty and responsibility in scholarship through respecting the work of others whilst having the freedom to build new insights, new knowledge and ideas. RMIT University upholds the values of academic integrity as fundamental to the scholarship undertaken by all members of its community. Whenever you refer to another person’s research or ideas (either by directly quoting or paraphrasing them) you must acknowledge your source.
If you are even in doubt about how to properly cite a reference, consult your lecturer or the academic integrity website: http://www.rmit.edu.au/academicintegrity
The RMIT library provides tools to assist with your referencing http://www1.rmit.edu.au/library/referencing
Plagiarism and Collusion
Plagiarism and collusion constitute extremely serious academic misconduct, and are forms of cheating. You are reminded that cheating, whether by fabrication, falsification of data, or plagiarism, is an offence subject to University disciplinary procedures. Plagiarism is the presentation of the work, idea or creation of another person as though it is your own. It is a form of cheating and is a very serious academic offence that may lead to expulsion from the University. Plagiarised material can be drawn from, and presented in, written, graphic and visual form, including electronic data, and oral presentations. Plagiarism occurs when the origin of the material used is not appropriately cited. Plagiarism is not acceptable.
Examples of plagiarism include:
- Copying sentences or paragraphs word-for-word from one or more sources, whether published or unpublished, which could include but is not limited to books, journals, reports, theses, websites, conference papers, course notes, etc. without proper citation;
- Closely paraphrasing sentences, paragraphs, ideas or themes without proper citation;
- Piecing together text from one or more sources and adding only linking sentences;
- Copying or submitting whole or parts of computer files without acknowledging their source;
- Copying designs or works of art and submitting them as your original work;
- Copying a whole or any part of another student's work; and
- Submitting work as your own that someone else has done for you.
- Enabling Plagiarism: the act of assisting or allowing another person to plagiarise or to copy your own work is also an offence.
For further information, please see the RMIT Plagiarism Policy – http://www.rmit.edu.au/browse;ID=sg4yfqzod48g1 (unresolved) – and the RMIT Student Conduct Regulations – http://www1.rmit.edu.au/browse;ID=r7a7an6qug93
Complaints Procedure:
RMIT University is committed to providing a harmonious study and work environment for all students and staff. The University recognises your right to raise concerns about academic, administrative or support services without recrimination and has policies and procedures to assist in the resolution of complaints.
Most issues are resolved at the local level and you are encouraged to take steps to resolve your issue locally. The student complaint procedure details steps to take if your problem is not resolved or you believe the response you received is unreasonable. See this link on the RMIT webpage for further information:
https://www.rmit.edu.au/students/student-essentials/rights-and-responsibilities/complaints
Working with Children Check – This course requires a Working with Children Check
Police Check – This course requires a satisfactory Police Check
Course Overview: Access Course Overview
Course Overview: Access Course Overview