Unit of competency Outline
Date retreived
21/07/2026 11:39 PM AWST
21/07/2026 11:39 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Apply theory and practice of counselling approaches
Apply theory and practice of counselling approaches
Unit of competency
National Code
CHCFCS801B
CHCFCS801B
State Code
D2523
D2523
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/07/2014
Field of Education
090513 - Counselling
Original Release Date
21/07/2014
Nominal Hours
50
Description
This unit of competency describes the skills and knowledge required to determine and apply appropriate therapeutic approaches for counselling interventions
Notes
Elements and Performance Criteria
1. Apply appropriate family counselling model
- 1.1 Analyse and critique a broad range of family counselling approaches
- 1.2 Compare the various counselling models and identify limitations and appropriate applications to family counselling
2. Apply counselling approaches in a family counselling setting
- 3.1 Determine from a range of counselling theories the most appropriate counselling approach to meet client need
- 2.2 Develop a conceptualisation of the problem with regard to family context
- 2.3 Develop an hypothesis to explain the presenting problem
- 2.4 Identify individual behaviours and communication transactions that contribute to conflict
- 2.5 Identify family relationship patterns and themes and articulate these back to the client family in an empathic way
- 2.6 Identify problems with abstract thinking
3. Implement the components of a family therapy session
- 3.1 Use hypothesis to generate relevant questions
- 3.2 Use case conceptualisations to develop therapeutic options
- 3.3 Assess onset of presenting problems and explore relationships changes around it
- 3.4 Track a sequence within a family dynamic
- 3.5 Explore the relationships web using a variety of questions
- 3.6 Explore behaviours, meaning and relationships using a variety of questions
- 3.7 Develop a systemic intervention
4. Monitor and review use of counselling approaches and theories in family counselling contexts
- 4.1 Utilise peer support structures to test theoretical applications
- 4.2 Seek out and access supervision opportunities on a regular basis to assess effectiveness of practice applications
- 4.3 Use self awareness and own family of origin theory to identify and refer clients with whom it is inappropriate to work
- 4.4 Undertake professional development on a regular basis to increase theoretical knowledge base and improve counselling approaches
- 4.5 Monitor and evaluate interventions for consistency, congruency with counselling approach and theory of change, cultural contextual relevance, and agreed counselling goals
RANGE STATEMENT
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Counselling approaches may include one or more of the following and is not limited to:
Systemic family therapy
Narrative therapy
Group therapy
Gestalt therapy
Person-centred therapy
Existential therapy
Evidence-based family counselling
Depth of knowledge and levels of application of counselling approaches and theories is outlined in the Essential knowledge and skills section of this unit of competency
Counselling theories may include but is not limited to knowledge of principles of:
Theory of grief and loss and relationship to individuals including children experiencing separation and divorce
Theories of conflict management and negotiation and relevance to family/couples relationship counselling
Theories of separation and anxiety and application to experiences of children in situations of parental conflict and separation
Theories of human development, human sexuality, gender development and family development.
Theories of family systems and their importance in the family relationship counselling context.
Theories of change in complex circumstances
Peer support structures may include but are not limited to:
Discussions and reflective practice with colleagues
Discussions and reflective practice with other counsellors
Exploring issues in group supervision
Learning circles with peers
Supervision requires counsellors to:
Engage in a purposeful arrangement with a clinical supervisor to:
Reflect on the setting of their work and understand the process which lead to failure in counselling
Consider legal and ethical obligations
Analyse experience and practice of working with people in the counselling setting
Self awareness includes:
Awareness of own values, experiences and family of origin ,prejudices and stereotyping attitudes and behaviour and the potential influence these may have on counselling practice
Describe the effect of complex cases on the self of the family counsellor
Professional development may include:
Obtaining knowledge of advances and theoretical applications to counselling practice through:
further training or study for knowledge or skills development
individual research
attending relevant conferences
maintaining any standards for professional membership
maintaining regular individual and peer supervision
Develop an hypothesis relates to:
Development regarding relationship patterns, their bearing on the presenting problem and the influence of extra-therapeutic factors on client systems
Family relationship patterns and themes may include but are not limited to:
Family violence and abuse
Child protection issues
High levels of conflict
Separation divorce
Co-dependency
Ineffective communication
Psychological issues relating to expressions of emotions
Relationship webs may include:
Tools used to assess family history and dynamics:
genograms
sociograms
other diagrammatic or pictorial representation of relationships
Develop a systemic intervention with the aim to:
Empower clients and their relational systems to establish effective relationships with each other and larger systems
Counselling contexts may include:
Couples counselling
Family group counselling
Individual counselling
Counselling children and young people
The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.
Counselling approaches may include one or more of the following and is not limited to:
Systemic family therapy
Narrative therapy
Group therapy
Gestalt therapy
Person-centred therapy
Existential therapy
Evidence-based family counselling
Depth of knowledge and levels of application of counselling approaches and theories is outlined in the Essential knowledge and skills section of this unit of competency
Counselling theories may include but is not limited to knowledge of principles of:
Theory of grief and loss and relationship to individuals including children experiencing separation and divorce
Theories of conflict management and negotiation and relevance to family/couples relationship counselling
Theories of separation and anxiety and application to experiences of children in situations of parental conflict and separation
Theories of human development, human sexuality, gender development and family development.
Theories of family systems and their importance in the family relationship counselling context.
Theories of change in complex circumstances
Peer support structures may include but are not limited to:
Discussions and reflective practice with colleagues
Discussions and reflective practice with other counsellors
Exploring issues in group supervision
Learning circles with peers
Supervision requires counsellors to:
Engage in a purposeful arrangement with a clinical supervisor to:
Reflect on the setting of their work and understand the process which lead to failure in counselling
Consider legal and ethical obligations
Analyse experience and practice of working with people in the counselling setting
Self awareness includes:
Awareness of own values, experiences and family of origin ,prejudices and stereotyping attitudes and behaviour and the potential influence these may have on counselling practice
Describe the effect of complex cases on the self of the family counsellor
Professional development may include:
Obtaining knowledge of advances and theoretical applications to counselling practice through:
further training or study for knowledge or skills development
individual research
attending relevant conferences
maintaining any standards for professional membership
maintaining regular individual and peer supervision
Develop an hypothesis relates to:
Development regarding relationship patterns, their bearing on the presenting problem and the influence of extra-therapeutic factors on client systems
Family relationship patterns and themes may include but are not limited to:
Family violence and abuse
Child protection issues
High levels of conflict
Separation divorce
Co-dependency
Ineffective communication
Psychological issues relating to expressions of emotions
Relationship webs may include:
Tools used to assess family history and dynamics:
genograms
sociograms
other diagrammatic or pictorial representation of relationships
Develop a systemic intervention with the aim to:
Empower clients and their relational systems to establish effective relationships with each other and larger systems
Counselling contexts may include:
Couples counselling
Family group counselling
Individual counselling
Counselling children and young people
EVIDENCE GUIDE
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including
couples counselling
individual counselling as planned strategy for relationships intervention
family counselling
child and/or young person counselling
cases of complex family dynamics
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific 0resources for assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Method of assessment
Observation in the workplace is essential
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.
Critical aspects for assessment and evidence required to demonstrate this unit of competency:
The individual being assessed must provide evidence of specified essential knowledge as well as skills
Observation of workplace performance is essential for assessment of this unit
Consistency of performance should be demonstrated over the required range of client situations or scenarios relevant to the workplace including
couples counselling
individual counselling as planned strategy for relationships intervention
family counselling
child and/or young person counselling
cases of complex family dynamics
Access and equity considerations:
All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work
All workers should develop their ability to work in a culturally diverse environment
In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people
Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities
Context of and specific 0resources for assessment:
In cases where the learner does not have the opportunity to cover all relevant aspects in the work environment, the remainder should be assessed through realistic simulations, projects, previous relevant experience or oral questioning on 'What if?' scenarios
Assessment of this unit of competence will usually include observation of processes and procedures, oral and/or written questioning on essential knowledge and skills and consideration of required attitudes
Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of workplace settings, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons
Method of assessment
Observation in the workplace is essential
Written assignments/projects or questioning should be used to assess knowledge
Case study and scenario as a basis for discussion of issues and strategies to contribute to best practice.
Counselling skills involving direct client contact are to be assessed initially on two occasions in a simulated counselling setting. If successful, further assessment is required during 10 hours actual counselling practice under direct supervision
The assessment environment should not disadvantage the candidate
Assessment practices should take into account any relevant language or cultural issues related to Aboriginality, gender or language barriers other than English
Where the candidate has a disability, reasonable adjustment may be applied during assessment
Language and literacy demands of the assessment task should not be higher than those of the work role
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWA91 | CHCFCS001 | Facilitate the family counselling process | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D334 | CHC80208 | Graduate Diploma of Relationship Counselling | Qualification |