Unit of competency Outline
Date retreived
21/07/2026 11:37 PM AWST
21/07/2026 11:37 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 learning theories in counselling
Apply learning theories in counselling
Unit of competency
National Code
CHCCSL505A
CHCCSL505A
State Code
D2366
D2366
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
30/08/2012
Field of Education
090513 - Counselling
Original Release Date
30/08/2012
Nominal Hours
50
Description
DescriptorThis unit describes the skills and knowledge required to apply theory underpinning behaviourism and social learning (modelling) in counselling practice
Notes
Elements and Performance Criteria
1. Apply behaviourism in counselling practice
- 1.1 Identify the contributions of stimulus and response theory to counselling practice
- 1.2 Analyse and apply stimulus and response techniques in counselling practice
- 1.3 Analyse and demonstrate application of principles of negative and positive reinforcement
- 1.4 Explain the relationship between punishment and negative reinforcement
- 1.5 Apply positive and negative reinforcement in counselling practice
2. Analyse environmental modelling influences in counselling practice
- 2.1 Explain the impact of environmental modelling influences
- 2.2 Identify and analyse the impact of modelling influences within a client's environment to facilitate client change
3. Analyse possible behavioural outcomes of different modelling and reinforcement influences
- 3.1 Analyse different reinforcement influences of siblings in relation to sequence of birth
- 3.2 Analyse individual responses to similar modelling/ reinforcement
- 3.3 Analyse the effects of environmental differences and dysfunctional environments
4. Formulate a program for change in a counselling context
- 4.1 Identify change required to achieve identified outcomes and formulate and record a program for change
- 4.2 Apply and record the method of reinforcements to ensure behaviour change
- 4.3 Formulate a process for program monitoring, recording and intervention where appropriate
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.
Reinforcement may include:
Isolating stimulus-response
Application of selective reinforcement - positive and/or negative
Primary reinforcement
Secondary reinforcement
Reinforcement schedules
Environmental modelling influences may include:
Strength of the influence
Duration of the influence
Major environmental influences from childhood
The importance of childhood environmental influences in terms of strength
The influence of school environment in terms of duration
Client's environment may include:
Family
School
Peer group
Workplace group
Environmental differences may include:
Family environment
Learning environment
Dysfunctional environments may:
Be inadequately resourced to effectively support human growth and development
Not be conducive to learning and/or development
Be inadequate in providing appropriate nurturance and care for typical development
Program for change may include:
Differential effects of modelling
Dysfunctional environmental outcomes
Functional environmental outcomes
Reinforcement techniques
Reinforcement of specific behaviours
Mediating responses
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.
Reinforcement may include:
Isolating stimulus-response
Application of selective reinforcement - positive and/or negative
Primary reinforcement
Secondary reinforcement
Reinforcement schedules
Environmental modelling influences may include:
Strength of the influence
Duration of the influence
Major environmental influences from childhood
The importance of childhood environmental influences in terms of strength
The influence of school environment in terms of duration
Client's environment may include:
Family
School
Peer group
Workplace group
Environmental differences may include:
Family environment
Learning environment
Dysfunctional environments may:
Be inadequately resourced to effectively support human growth and development
Not be conducive to learning and/or development
Be inadequate in providing appropriate nurturance and care for typical development
Program for change may include:
Differential effects of modelling
Dysfunctional environmental outcomes
Functional environmental outcomes
Reinforcement techniques
Reinforcement of specific behaviours
Mediating responses
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 will be most appropriately assessed in the workplace or in a simulated work context and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
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:
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:
An appropriate workplace and/or simulation of realistic work environment where assessment can take place
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
Related units:
Assessment of this unit is recommended (but not required) after or in conjunction with assessment of:
CHCCSL504A Apply personality and development theories
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 will be most appropriately assessed in the workplace or in a simulated work context and under the normal range of workplace conditions
It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situations and settings
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:
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:
An appropriate workplace and/or simulation of realistic work environment where assessment can take place
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
Related units:
Assessment of this unit is recommended (but not required) after or in conjunction with assessment of:
CHCCSL504A Apply personality and development theories
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWB37 | CHCCSL005 | Apply learning theories in counselling | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D321 | CHC51708 | Diploma of Counselling | Qualification |
| J041 | CHC51712 | Diploma of Counselling | Qualification |