Unit of competency Outline
Date retreived
23/07/2026 10:21 PM AWST
23/07/2026 10:21 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.
Provide grief and loss counselling
Provide grief and loss counselling
Unit of competency
National Code
CHCFCS803B
CHCFCS803B
State Code
D2525
D2525
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
40
Description
This unit of competency describes the skills and knowledge required for counsellors to explore the meaning and effect of grief and loss issues and work with individuals and families experiencing grief and loss
Notes
Elements and Performance Criteria
1. Establish rapport and explore the clients understanding of grief and loss
- 1.1 Engage with client using their framework and language to establish an environment of safety and trust
- 1.2 Join with the client to explore client's understanding of grief and loss
- 1.3 Assist clients to understand how their unique context has impacted on their experience of grief and loss
- 1.4 Explain the role of the counsellor in dealing with loss
2. Assist clients to understand the different impacts of grief and loss
- 2.1 Explain the possible range of responses to grief and loss
- 2.2 Use effective intervention techniques to assist the client to normalise their responses to grief and loss
- 2.3 Use correct terminology and concepts in the grief counselling process
- 2.4 Identify the key issues in bereavement counselling setting
- 2.5 Apply the counselling strategies to a broad range of diverse responses to grief
3. Formulate counselling responses to grief and loss
- 3.1 Monitor and respond to client presentations including safety and assessed risks
- 3.2 Assist client to set goals or outcomes for the grief and loss process, dependant upon clients position in grieving process
- 3.3 Match therapeutic interventions to client's needs and goals
- 3.4 Facilitate referrals to other support services where appropriate
4. Terminate counselling sessions
- 4.1 Recognise when the counselling is no longer serving the interests or needs of the client
- 4.2 Discuss with the client/s when counselling no longer appears to serve the clients interest or needs and either renegotiate the professional relationship or terminate the service
- 4.3 Engage client/s in determining any further external interventions as identified and arrange appropriate referrals
- 4.4 Discuss with the client any interruptions to counselling, planned or otherwise, and implement alternative interim counselling
5. Seek feedback from the client/s about the counselling service provided
- 5.1 Review counselling progress and provision regularly with the client
- 5.2 Obtain feedback from the client throughout and at the conclusion of the counselling service
- 5.3 Use a range of feedback strategies to encourage client contribution to improved counselling practice
- 5.4 Review client feedback and use this to inform practice reflection and improvement in conjunction with supervision
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.
Grief and loss may include but is not limited to:
Significant loss for example:
relationships
employment
missed opportunities
goals and visions
infertility
Range of responses to grief and loss may include but are not limited to:
Different responses to grief will be evident depending on circumstances of loss, e.g. post loss, suicide, homicide, disaster, indirect loss, vicarious traumatisation. Responses may include:
Disbelief
Avoidance
Anger
Sadness
Withdrawal
Dissociation
Suicidal ideations
Self-harming
Stress reactions
Post traumatic stress disorder
Depression
Numbing
Denial
Anxiety
Counselling strategies may include but are not limited to:
Depth of knowledge and levels of application of counselling approaches and theories is presented at the Essential knowledge and skills section of this unit of competency:
Narrative therapy
Grief and loss model
Group therapy
Gestalt therapy
Person-centred therapy
Existential therapy
Research-informed practice
Safety and assessed risks may include:
Processes for proactively enquiring about the presence of family domestic violence with the intention of preventing further violence or harm
Processes for evaluating the nature of specific risks to safety for individual clients including depression, using assessment and structured clinical judgement
The content of risk may relate to:
exposure to further violence
mental health issues
children's and parenting issues
Other support services may include:
Crisis intervention services
Legal or medical services
Family domestic violence services
Child support services
Culturally specific services
Accommodation services
Access to services/information
Financial services
Child support agency
Mediation services
Living skills and problem solving programs
Educational programs
Specialist services (include GP and psychiatrist)
Grief support for grief and loss (therapeutic and self help)
Terminate counselling sessions may include:
Planned termination of counselling
Dealing with client decision to terminate the sessions
Counsellor assessing and identifying issues of concern in a client case where to continue counselling would be unethical and/or place the client and/or others at risk
Interruptions to counselling may include:
Counsellor illness
Counsellor planned leave
Counsellor changes employment
Interruptions due to organisation change
Counsellor ceases practice
Other external factors e.g. client illness, expert recommendations that counselling cease
Feedback strategies may include but are not limited to:
Interviews with colleagues
In session feedback (with longer term work of grief)
Evaluation forms
Complaints
Recommendations
Suggestions
Focus group work
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.
Grief and loss may include but is not limited to:
Significant loss for example:
relationships
employment
missed opportunities
goals and visions
infertility
Range of responses to grief and loss may include but are not limited to:
Different responses to grief will be evident depending on circumstances of loss, e.g. post loss, suicide, homicide, disaster, indirect loss, vicarious traumatisation. Responses may include:
Disbelief
Avoidance
Anger
Sadness
Withdrawal
Dissociation
Suicidal ideations
Self-harming
Stress reactions
Post traumatic stress disorder
Depression
Numbing
Denial
Anxiety
Counselling strategies may include but are not limited to:
Depth of knowledge and levels of application of counselling approaches and theories is presented at the Essential knowledge and skills section of this unit of competency:
Narrative therapy
Grief and loss model
Group therapy
Gestalt therapy
Person-centred therapy
Existential therapy
Research-informed practice
Safety and assessed risks may include:
Processes for proactively enquiring about the presence of family domestic violence with the intention of preventing further violence or harm
Processes for evaluating the nature of specific risks to safety for individual clients including depression, using assessment and structured clinical judgement
The content of risk may relate to:
exposure to further violence
mental health issues
children's and parenting issues
Other support services may include:
Crisis intervention services
Legal or medical services
Family domestic violence services
Child support services
Culturally specific services
Accommodation services
Access to services/information
Financial services
Child support agency
Mediation services
Living skills and problem solving programs
Educational programs
Specialist services (include GP and psychiatrist)
Grief support for grief and loss (therapeutic and self help)
Terminate counselling sessions may include:
Planned termination of counselling
Dealing with client decision to terminate the sessions
Counsellor assessing and identifying issues of concern in a client case where to continue counselling would be unethical and/or place the client and/or others at risk
Interruptions to counselling may include:
Counsellor illness
Counsellor planned leave
Counsellor changes employment
Interruptions due to organisation change
Counsellor ceases practice
Other external factors e.g. client illness, expert recommendations that counselling cease
Feedback strategies may include but are not limited to:
Interviews with colleagues
In session feedback (with longer term work of grief)
Evaluation forms
Complaints
Recommendations
Suggestions
Focus group work
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 situations relevant to the workplace
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 resources 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 situations relevant to the workplace
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 resources 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 |
|---|---|---|---|
| AWA88 | CHCFCS004 | Provide grief and loss counselling | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D334 | CHC80208 | Graduate Diploma of Relationship Counselling | Qualification |