National Unit SpecificationGeneral informationUnit title:Counselling: An IntroductionUnit code:H2XN 11Superclass:PMPublication date:August 2015Source:Scottish Qualifications AuthorityVersion:03Unit purposeThis Unit has been designed for candidates who have no previous experience ofcounselling. The Unit will introduce candidates to the purpose and basic concepts andprocesses of counselling including reflective practice. This is a free-standing Unit and assuch can be delivered in different contexts appropriate to the candidate. As an introductoryUnit it provides underpinning and basic knowledge of the subject, it does not in any waypermit those who have achieved it to refer to themselves as qualified counsellors.OutcomesOn successful completion of the Unit the learner will be able to:1234Investigate the aims and purpose of counselling.Describe the counselling process.Participate in a role play activity to counsel a client.Reflect on own counselling skills.Credit points and level1 National Unit credit at SCQF level 5: (6 SCQF credit points at SCQF level 5*)Recommended entry to the UnitEntry is at the discretion of the centreH2XN 11, Counselling: An introduction (SCQF level 5)1
National Unit Specification: General information (cont)Unit title:Counselling: An IntroductionCore SkillsAchievement of this Unit gives automatic certification of the following Core Skills component:Complete Core SkillNoneCore Skill componentCritical Thinking at SCQF level 5There are also opportunities to develop aspects of Core Skills which are highlighted in theSupport Notes of this Unit specification.Context for deliveryIf this Unit is delivered as part of a Group Award, it is recommended that it should be taughtand assessed within the subject area of the Group Award to which it contributes.Equality and inclusionThis Unit specification has been designed to ensure that there are no unnecessary barriersto learning or assessment. The individual needs of learners should be taken into accountwhen planning learning experiences, selecting assessment methods or consideringalternative evidence.Further advice can be found on our website www.sqa.org.uk/assessmentarrangements.H2XN 11, Counselling: An introduction (SCQF level 5)2
National Unit Specification: Statement of standardsUnit title:Counselling: An IntroductionAcceptable performance in this Unit will be the satisfactory achievement of the standards setout in this part of the Unit specification. All sections of the statement of standards aremandatory and cannot be altered without reference to SQA.Outcome 1Investigate the aims and purpose of counselling.Performance Criteria(a)(b)(c)(d)Define what is meant by counselling.Describe the main aims of counselling.Identify a range of applications for counselling.Identify a range of contexts in which counselling takes place.Outcome 2Describe the counselling process.Performance Criteria(a)(b)(c)(d)Identify and explain a range of counselling models.Describe the core conditions of counselling.Identify and describe the components of a counselling session.Identify a range of skills used in the counselling process.Outcome 3Participate in a role play activity to counsel a client.Performance Criteria(a)(b)(c)(d)Establish client needs using open and closed questioning and active listening skills.Apply counselling skills in accordance with the core conditions.Maintain a positive attitude, tone and respect confidentiality throughout the counsellingsession.End the counselling session in accordance with client needs.Outcome 4Reflect on own counselling skills.Performance Criteria(a)(b)(c)Identify own strengths and weaknesses in specified counselling skills.Identify areas of strength and weakness in specified counselling skills based onfeedback from others.Identify how specified counselling skills can be improved.H2XN 11, Counselling: An introduction (SCQF level 5)3
National Unit Specification: Statement of standards (cont)Unit title:Counselling: An IntroductionEvidence Requirements for this UnitEvidence is required to demonstrate that learners have achieved all Outcomes andPerformance Criteria.Outcome 1 — Written and/or oral evidenceEvidence for Outcome 1 will be gathered in open-book conditions at appropriate pointsthroughout the Unit. Evidence will be gathered in a candidate folio.Candidates will investigate the aims and purpose of counselling and the wide range ofcontexts in which counselling takes place.Candidates are required to: Define what is meant by counselling.Describe the main aims of counselling.Identify a range of applications for counselling.Identify a range of contexts in which counselling takes place.Organise and present findings in an appropriate format.Candidates must organise and present findings in an appropriate format. A template for theinvestigation will be provided.The applications for counselling are provided in the Support Notes.Outcome 2 — Written and/or oral evidenceEvidence for Outcome 2 will be gathered at an appropriate point in the Unit.Candidates will describe the counselling process and identify a range of skills used in thecounselling process.Candidates are required to: Identify and explain three counselling models.Describe the core conditions of counselling.Identify and describe the components of a counselling session.Identify three skills used in the counselling process.The core conditions of counselling are: Unconditional Positive RegardCongruenceEmpathyExamples of counselling models, components of a counselling session and skills used areprovided in the Support Notes.H2XN 11, Counselling: An introduction (SCQF level 5)4
National Unit Specification: Statement of standards (cont)Unit title:Counselling: An IntroductionOutcome 3 — Performance and written and /or oral evidenceCandidates will be required to participate in a role play activity to counsel a client to a givenbrief.Candidates are required to: Establish client needs using open and closed questioning and active listening skills.Apply counselling skills in accordance with the core conditions.Maintain a positive attitude tone and confidentiality throughout the counselling session.End the counselling session in accordance with client needs.An assessor observation checklist must be used to support performance evidence.Outcome 4 — Written and /or oral evidenceEvidence for Outcome 4 must take the form of a completed candidate review record whichwill give the candidate the opportunity to record their progress in developing counsellingskills. Candidates will be provided with a template for the review. Each review will include thefollowing:1A record of the candidate’s analysis of own strengths and weaknesses in relation tothree of the following counselling skills.Counselling skills will be selected from the range below: 2Active listeningReflectionParaphrasingSummarising.Open questioningBody languageA record of feedback from others in relation to counselling skillsCandidates must take account of the feedback from the teacher/lecturer.3A record of the candidate’s identified areas for improvementThe Assessment Support Pack (ASP) for this Unit illustrates the standard that should beapplied. It contains an investigation pro forma, candidate brief, a series of structuredquestions, candidate review and an assessor observation checklist. If a centre wishes todesign its own assessments for this Unit, they should be of a comparable standard.H2XN 11, Counselling: An introduction (SCQF level 5)5
National Unit: Support NotesUnit title:Counselling: An IntroductionUnit Support Notes are offered as guidance and are not mandatory.While the exact time allocated to this Unit is at the discretion of the centre, the notionaldesign length is 40 hours.Guidance on the content and context for this UnitThis Unit has been designed for candidates who have no previous experience ofcounselling. The Unit will introduce candidates to the purpose and basic concepts andprocesses of counselling including reflective practice. This is a freestanding Unit and as suchcan be delivered in different contexts appropriate to the candidate. As an introductory Unit itprovides underpinning and basic knowledge of the subject, it does not in any way permitthose who have achieved it to refer to themselves as qualified counsellors.Outcome 1This Outcome is intended to introduce candidates to the main aims of counselling and thewide range of applications for counselling help available within the caring professions totackle emotional problems and lifestyle issues.British Association of Counselling and Psychotherapy (BACP) Definition of Counselling‘Counselling and psychotherapy are umbrella terms that cover a range of talking therapies.They are delivered by trained practitioners who work with people over a short or long term tohelp them bring about effective change or enhance their wellbeing.’AimsMajor aims of counselling include information giving; promoting insight; giving support;conflict resolution; problem solving; enabling decisions.Egan’s 3 stage model has the following aims:Stage 1 — Exploration: The aim is to develop a relationship which allows the client toexplore the problem and focus on specific concerns.Stage 2 — Understanding: The aim is to help the client see a situation in a new light andfocus on what he/she might do to cope more effectively. The worker helps the client to seewhat strengths and resources he/she might use.Stage 3 — Action and evaluation: The aim is to help the client consider possible ways toact, consider consequences, plan action, and implement and evaluate planned action.H2XN 11, Counselling: An introduction (SCQF level 5)6
National Unit: Support Notes (cont)Unit title:Counselling: An IntroductionApplicationsThe applications of counselling include support; developmental; post-trauma; decisionmaking; crisis; problem focused.The counsellor uses the relationship with the client as a means of healing and change. Thetypes of problems/issues for which clients may seek counselling help could include: Relationship difficulties. Family and friends, colleagues, commitment, jealousy, abuse.Family issues. Partners, children, parenting, separation and divorce, homesickness.Lack of confidence. Worried about failing, never being good enough, feeling judged.Depression. Feeling isolated, lonely, empty, tearful, unloved, or suicidal.Repeated destructive behaviour. Binge eating, harming yourself, abusive relationships,alcohol, drugs.Exam and study stress. out of control, panic attacks, feelings of inadequacy.Bereavement. Loss, anger, loneliness, sadness and depression.ContextsThe contexts or settings in which counselling takes place include voluntary agencies;statutory bodies (Social Work Department; Education Department; Health Board); privateagencies; telephone helplines, online and e-mail.The investigation will be recorded in a candidate portfolio and include all performanceCriteria specified. The folio could be presented in a variety of formats e.g. a presentation,display, poster or leaflet. Candidates should be encouraged to identify ways in which theirfolio or presentation reflects and promotes equality and diversity. This could include the useof signs, symbols, pictures, etc.Outcome 2This Outcome is intended to introduce candidates to a range of counselling models and todescribe the components of a counselling session.Candidates should be aware of different types of counselling based on whether thecounsellor is directive (suggesting courses of action and perhaps giving ‘homework’exercises) or non-directive (with the client taking the lead in what’s discussed). Each modelhas its own theory of human development and its own way of working.Models of counselling include:Cognitive analytical therapyCAT explores a person’s language and thinking, and the link between historical, cultural andsocial factors on how we function. It encourages the development of skills to changedestructive patterns of behaviour and negative ways of thinking and acting. The therapy isshort term structured and directive.H2XN 11, Counselling: An introduction (SCQF level 5)7
National Unit: Support Notes (cont)Unit title:Counselling: An IntroductionCognitive behavioural therapy (CBT)CBT aims to change negative emotions that relate to an inaccurate view of the events thathappen. It helps you to explore your beliefs, thoughts and behaviours and helps you learnnew ways of behaving and reacting. CBT is sometimes used with groups of people as wellas individuals.Family therapyFamily therapy explores family relationships. It works by looking at the family as a whole,rather than working with a single person in the family unit. The focus is on how familiesinteract together, and the therapist's aim is to involve the whole family in finding positivesolutions.HypnotherapyHypnotherapy uses the technique of hypnosis to induce a deep state of relaxation duringwhich the unconscious mind is highly receptive to new ideas. Accessing this part of the mindthrough hypnosis can help change behaviour, attitudes and emotions, as well as managepain, anxiety, stress-related illnesses and bad habits, as well as promote personaldevelopment.Neuro-linguistic programming (NLP)The theory of NLP is broken down into three layers: Neuro involves creating our own mental map of the world.Linguistic involves how we each give meaning to the information.Programming involves how we respond to the meaning we have given to information.NLP techniques are often used to bring about change and improve our personal growth,development and performance.Person-centred counsellingPerson-centred counselling is based on the belief that a person who wants to find an answerto a problem can feel that their counsellor will not judge them, which will help them expresstheir emotions and feelings. Person-centred counselling is for those who would like to tacklespecific psychological habits or patterns of thinking.PsychoanalysisPsychoanalysis deals with the exploration of the mind, using the knowledge of humanbehaviour. The counsellor can make you aware of unconscious patterns so you can changethem. Your relationship with the counsellor is important – as it can highlight your patterns ofbehaviour within relationships generally.H2XN 11, Counselling: An introduction (SCQF level 5)8
National Unit: Support Notes (cont)Unit title:Counselling: An IntroductionPsychodynamic psychotherapyPsychodynamic psychotherapy focuses on the unconscious mind and past experiences, andexplores their influence on current behaviour. You will be encouraged to talk about childhoodrelationships with parents and other significant people. As part of the therapy you maytransfer and pass on deep feelings about yourself, parents and others to the therapist.Relationship counsellingRelationship counselling aims to help people recognise and manage differences andnegative patterns within their relationships. The aim is to find ways to change and adapt for amore positive future.Solution-focused brief therapyThis kind of therapy focuses on a particular issue and promotes positive change, rather thandwelling on the issue or past problems. You are encouraged to focus positively on what youdo well, your strengths and resources and to set goals to achieve the changes you want tomake.All models of counselling are based on the principle developed by Carl Rogers that thecounsellor provides three 'core conditions' (or essential attributes) that are, in themselves,therapeutic and allow the client to express their feelings freely without having the feeling thatthey are being judged. These are: Empathy (the ability to imagine oneself in another person's position).Unconditional positive regard (warm, positive feelings, regardless of the person'sbehaviour).Congruence (honesty and openness).The counsellor does not attempt to change the client's way of thinking in order to explore theissues that are most important to them.The components of a counselling session are: Open the session. State the purpose of the counselling and review previouslyestablished performance goals.Discuss the issues. Employ active listening; respond and question without dominatingthe conversation.Develop the plan of action.Record and close the session.Candidates should be introduced to, and given the opportunity to develop and apply basiccounselling skills. Candidates should develop an awareness of their own, and others’ bodylanguage and non-verbal communication.H2XN 11, Counselling: An introduction (SCQF level 5)9
National Unit: Support Notes (cont)Unit title:Counselling: An IntroductionBasic counselling skills will include: Active listeningReflectionParaphrasingSummarisingOpen questioningBody languageOutcome 3This Outcome is intended to provide candidates with an opportunity to demonstrate specifiedcounselling skills within a practical activity in the form of a role play scenario. Opportunitieswill arise for the teacher/ lecturer to observe and provide constructive feedback tocandidates on how they conduct themselves and perform in relation to the interaction.Candidates should demonstrate a willingness to listen and respond constructively tofeedback.Examples of relevant scenarios could include Life ChangesRelationship IssuesWork-related problemsFeelings of ief/BereavementEating DisordersCoping with Sexual harassment and assaultAddiction/Substance Dependence/Substance AbuseOutcome 4This Outcome is intended to give candidates the opportunity to review and evaluate theirperformance in relation to specified counselling skills. They will be expected to takeresponsibility for improving their performance by identifying areas for improvement throughself-evaluation and taking account of feedback from the teacher/ lecturer. The counsellingskills can be practised, reviewed and evaluated through role play and individual classroom orgroup activities.Candidates should be given opportunities to exhibit counselling skills in practical contextssuch as role play exercises.H2XN 11, Counselling: An introduction (SCQF level 5)10
National Unit: Support Notes (cont)Unit title:Counselling: An IntroductionGuidance on approaches to delivery of this UnitCandidates could be encouraged to identify a range of counselling services in their localarea.Delivery of this Unit could incorporate a variety of teaching and learning methods toencourage a learner-centred, participative and practical approach, including: Teacher/lecturer presentations.DVD presentations.Group work and discussions.Handouts.Books and articles.Visiting speakers.Role play activities.Individual and group research.Internet searches.Reflection.Observation and evaluation of self and others in counselling contexts.Teachers/lecturers could help candidates develop their counselling skills throughdemonstration and selecting appropriate role play scenarios to give candidates as muchpractice as possible before their assessment takes place.Guidance on approaches to assessment of this UnitOutcome 1Evidence can be generated using different types of instruments of assessment. Candidatesshould present their evidence in an appropriate format. The following are suggestions only.There may be other methods that would be more suitable to learners.This will be in the form of an investigation. The investigation will require candidates to gatherinformation from a variety of sources which could include: Visiting speakersInternet researchLibraryHealth boardsGP surgeryIt may be beneficial for candidates to work in groups and share information although the finalinvestigation must be the candidate’s own work. Candidates should discuss and agree withthe teacher/lecturer a suitable format for presenting the information. Initial discussions canbe carried out in groups and whole class expositions. There is the opportunity for candidatesto practise and develop skills of verbal and non-verbal communication, planning and respectand cons
Counselling skills will be selected from the range below: Active listening Reflection Paraphrasing Summarising. Open questioning Body language 2 A record of feedback from others in relation to counselling skills Candidates must take account of the feedback from the teacher/lecturer. 3 A record of the candidate’s identified areas for improvement The Assessment Support Pack (ASP) for this Unit .
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