Elements and Performance Criteria

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.


Nature-nurture theory may include:
Impact of environmental influences including family, peers, culture
Comparison of nature versus nurture
Genetic inheritance


Freudian concepts may include:
Id
Ego
Superego
Conscious
Unconscious
Subconscious
Psycho-sexual stages


Maslow's hierarchy of needs relates to:
Physiological needs
Safety and security needs
Love and belonging
Self-esteem
Self-actualisation


Piaget's stages of cognitive development include:
Sensorimotor
Preoperational
Concrete
Formal operations


Erikson's psychosocial stages include:
Trust vs mistrust
Autonomy vs shame and doubt
Initiative vs guilt
Industry vs inferiority
Identity vs role confusion
Intimacy vs isolation
Generativity vs stagnation
Integrity vs despair


Lifespan development may include:
Psychodynamic - Freud, Eriksson
Behavioural - Skinner, Bandura
Psychological, sociological and biological development and impact of individual

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
This unit is most appropriately assessed in the workplace or in a simulated work context under the normal range of workplace conditions
Consistency in performance should consider the range of clients and situations encountered in 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


Method of assessment:
For valid and reliable assessment of this unit, competency should be demonstrated in a range of situations which may include:
Observation of performance in an actual workplace or in a setting that realistically simulates work conditions:
observation should include key aspects described in elements, performance criteria and relevant aspects of the Range Statement of the unit
where face-to-face observation is not possible, video recordings may be provided
candidate's critique of their 'performance' to demonstrate cognitive understanding of theory
written questioning
relevant case studies and/or scenarios
role play
focused discussion


Context of and specific resources for assessment:
This unit can be assessed independently, however holistic assessment practice is encouraged with other units of competency relating to counselling practice
Resources required for assessment include access to relevant workplace or simulated realistic work environment where assessment may take place


Related units:
Assessment of this unit is recommended (but not required) before or in conjunction with assessment of:
CHCCSL505A Apply learning theories in counselling