AIM Awards

Level 2 Certificate in Counselling Skills (QCF)

Assessment Pack

2017 - 2018

Learner Name:
Unique Learner Number:
Course:
Tutor/Assessor:
Learner Signature:
Date Started:
Date Completed:

Contents

How this qualification is assessed

Mandatory: Skills Acquisition and Practice (Level 2)

Record of Learner Achievement

Assignment: Role-Play Observation Report

Option Group – Working With Grief and Loss (Level 2)

Record of Learner Achievement

Assignment Brief

Option Group: Communicating with Children and Young People (Level 2)

Record of Learner Achievement

Assignment Brief

Option Group: Working With Trauma (Level 2)

Record of Learner Achievement

Assignment Brief

Option Group: Counselling: Skills for the Workplace (Level 2)

Record of Learner Achievement

Assignment Brief

How this qualification is assessed

This qualification consists of both mandatory and optional units. A grid showing an overview of the assessments for the qualification, followed by the assignment tasks is shown below. Each assignment must be passedin order to achieve the unit.Please refer to Section 2 of the qualification specification on how to achieve the full qualification.

Mandatory Unit – Learners must achieve the unit below by completing the required assignments.

Unit / Assessment
Title / Reference Number / Level / Credit Value / Method / Task / Size / Page
Counselling: Skills Acquisition and Practice / J/506/3040 / Two / 9 / Externally marked / Examination / N/A
Internally marked / Role-Play / 10

Optional Units - Learners must achieve a minimum of 6 credits by choosing a unit from the list below by completing the required assignments.

Unit / Assessment
Title / Reference Number / Level / Credit Value / Method / Task / Size / Page
Working with Grief and Loss / D/506/3030 / Two / 6 / Internally marked / Journal / Up to 800 words per entry / 15
Communicating with Children and Young People / K/506/3032 / Two / 6 / Internally marked / Journal / Up to 800 words per entry / 19
Working with Trauma / M/506/3033 / Two / 6 / Internally marked / Journal / Up to 800 words per entry / 23
Counselling: Skills for the Workplace / J/506/3037 / Two / 6 / Internally marked / Journal / Up to 800 words per entry / 27

TheTutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them.It is essential that assignments are completed on time and that they meet the Assessment Criteria at the correct level.

All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.

Deadlines

Externally marked tasks and examinations have strict deadlines that will be issued to centres. Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks.

Version 2 – September 20171

Types of assessment

Journal / Internally set task / Internally marked
Guidance:
The journal is an important part of the learning and assessment process of this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice for the learnerThe journal is monitored throughout the lifetime of these units (where a journal is required) and is internally assessed, internally verified by the centre and externally verified by AIM Awards.
The requirement of writing word-limited reflective journal entries after every course session is good practice for counselling learners. At Level 2, it encourages them to work with a number of essential counselling related skills, such as active listening, observing and giving attention, self-awareness and summarising. In higher level courses, it demonstrates how they are beginning to practise the process of counselling – i.e. establishing the therapeutic alliance, how they work through the ‘client’s presenting story’, and how they prepare for appropriate and meaningful endings. Journal writing also helps the learners to take more of the responsibility for their learning. It is important, therefore, that both learners and Tutors/Assessors understand that the journal is an important integrative part of the course.
For the purpose of assessment, the journal provides permanent and reliable records of each learner’s unique progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment.
Assessing learners’ journals is a case of comparing what they have written on the subject with what was actually taught, and how learners have demonstrated achievement of the Assessment Criteria.
Tutors/Assessors who assess journals must have a good grasp of the quality of response that can be reasonably expected from a learner at a particular level. AIM Awards Assessor standardisation trainingis an essential element in developing the necessary skills of assessment, in addition to the importance of understanding the requirements of Level Descriptors.
Most learners, at whatever level they join a learning programme, will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter. For this reason, at the beginning of a course the journals need to be marked at regular intervals and this should continue throughout the lifetime of the course.
Writing the Journal for One-to-One Counselling Simulated Sessions
The journal needs to include a record and reflection from the learner on their experience, from work in triads, in all three roles of counsellor, client and observer. The EMPHASIS, however, will be on the learner’s own role as a counsellor.
The initial entry will need to clearly describe the contracting process between the individual as counsellor (and their client), and record how this fits into the future work, and the developing relationship.
Each entry will give clear evidence of the interventions made by the counsellor, and say how these interventions affect the work in progress. Learners will need to focus on the developing counselling relationships, and show where trust, intimacy and mutuality are evident in their comments. Learners should try to demonstrate their understanding of the process of change.
In the observer role, learners will need to keep a clear record of what they observe in order to give clear feedback to the counsellor (counsellor). They will need to be aware of describing what they observe in terms of skills used by the counsellor, and the counselling process. Their role is not an interpretive role, the focus is on description. They need to make sure that their record is accurate, and contains clearly expressed examples in order to be useful to the counsellor, and to demonstrate the observer’s ability to give accurate and useful feedback.
It is important to distinguish between feedback given immediately, and that offered in the light of journal reflections.
The record of the learner in the client (client) role is to describe, and reflect on what was useful or not, and to consider their experience of the developing relationship between themselves and the counsellor (counsellor).
Role-Play / Internally set task / Internally marked
Role-Play Guidelines
  1. Sessions are organised in triads – counsellor, clientand observer
  2. Each session should last 30 minutes in total. This is made up of 20 minutes of the actual role-play “counselling” session and the feedback session which should last 10 minutes
  3. In the feedback session, the observer is the first to provide feedback on what they thought about the session; the beginning, middle, ending, timing, orientation, skills and therapeutic alliance
  4. Following this, the counsellor offers their views of the role-play – again with the help of the Tutor/Assessor
  5. Finally the client (client) offers their views as they are the expert on what they have said
  6. The Tutor/Assessor will need to de-role at the conclusion of the session
This feedback process is important as sometimes a learner may have underperformed in the session but can make up for this by their own awareness of this in the feedback session.
Procedure for Assessing Counselling Skills Role-Play
AIM Awards recognises the importance of using role-play methods to teach counselling skills and assess learners. It is also essential to acknowledge that learners at this level are only learning counselling skills, and AIM Awards strongly recommends that only role-play scenarios are used for the purposes of assessment. It is further recognised that working with clients is not appropriate at this level and may be potentially damaging.
For the purpose of formally assessing learners, however, it is important that a standardised procedure is used and that it is applied equally to all learners.
Learners must be trained in the three roles and know the system well before any attempt is made to assess them. The learners ability to play roles is likely to vary considerably from learner to learner and it is important to keep in mind the objective is to assess counselling skills and not the learners’ ability to act out a role.
The practical skills assessments will include a summative assessment that takes place towards the end of a unit, and after the teaching of counselling skills for that unit are completed, combined with ongoing formative assessments to inform Tutor/Assessor and learner of progress made throughout the duration of the unit.
The assessment will always be in three parts and learners are each assessed in all three triad roles.
The assessed roles are:
  1. Counsellor
  2. Client
  3. Observer
The recommended practical skills assessment procedure is as follows:
  1. AIM Awards recommends that learners are notified at least two weeks in advance of the dates and times when they will be required to attend the formal practical assessment
  2. The centre will provide a number of alternative fictitious role briefs to be available on the day
  3. The learners are assigned roles and their role responsibilities are explained
  4. The learner with the client role chooses an appropriate role brief and is given at least 10 minutes to prepare before the session begins. The client must not communicate with the other two participants during this period. Learners are to be given the choice of at least two different scenarios to reduce the likelihood of them having to face personal issues
  5. The observer learner plays no part in the simulated session other than to observe it from an appropriate unobtrusive position out of the line of sight of both client and counsellor, but from where both can be clearly seen and heard
  6. The time boundary for the skills session is 20 minutes
  7. The Assessor leads the 10 minute feedback session in which:
  8. Firstly, the observer gives a verbal report to the counsellor
  9. Secondly, the counsellor summarises the session
  10. Thirdly, the client describes the experience
  11. Finally, the Assessor formally de-roles each member of the triad
  12. The Assessor completes the Role-Play Observation Record (on page 10) once for each learner, and identifies on the Record of Learner Achievement (on page 8) the Assessment Criteria that have been met. All Assessment Criteria must be met in order to achieve the unit.
Guidance for Assessors
The assessment methods outlined here are based on the assumptions that the learners being assessed have completed a course of study for the unit and:
  • are experienced in the role-play method and in all of the roles
  • know by name the ethical principles that underpin counselling
  • have been instructed in the management of risk to the health and safety of counsellors and clients
  • can identify by name the specified range of basic counselling skills
  • are able to explain the purpose of using each skill in a helping interaction
Assessors may be observed by Internal Verifiers from the centre and/or AIM Awards External Verifiers to confirm that assessment decisions are being reached appropriately.
Guidance for Learners Participating in the Practical Assessment
To successfully complete and pass the practical assessment at Level 2, learners should have demonstrated a broad and developing knowledge of counselling skills and know how they should be used within a framework of ethical counselling. However, learners at Level 2 are not learners or trainees of counselling but only learners of counselling skills; therefore, no more than an emerging and basic level of competence to use counselling skills will be judged in the assessment process.
Counsellor Role
In this role, we expect learners:
  • to make a reasonable attempt at demonstrating three key skills for rapport building
  • to respond appropriately and ethically to the client’s behaviour and apparent needs
  • during the course of the session the client must show some awareness of the progress made towards establishing a helping relationship
  • establish and keep within agreed boundaries
  • make a conscious choice of counselling skills which are appropriate.
The 10 minute feedback discussion is part of the overall assessment process, and learners who recognise missed opportunities or show that they were aware of weaknesses in their triad role may be able to evidence achievement of Assessment Criteria not met in the practical.
Observer Role
Observer learners are required to recognise key events during the process and provide feedback on the quality of the exchange between counsellor and client by identifying, and commenting on, the use of counselling skills and to comment on the listener – client relationship. They will also be expected to identify the model of counselling being used, if any, and to comment on the beginning, middle and ending part of the session.
Client Role
The Assessor/centre will provide the role-play scenarios for the learner. The client must make every effort to play the role with honesty and integrity and to the best of his or her ability. The client will be consistent throughout, and co-operate with the counsellor. The client must be referred in this role if he or she sets out to make the role more complex than is realistically expected, or if they seek to disrupt or mislead the counsellor.

Tracking LearnerWork

Each assessment task will identify the Assessment Criteria that it covers. Submissions must evidence achievement of those Assessment Criteria and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must tick to identify whether the Assessment Criteria have been met and sign to confirm the unit has been achieved. Summative feedback to learners should be provided on this sheet containing feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification.If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier.

Each Record of Learner Achievement identifies which assessment criteria are covered by each task:

  • Blank boxes identify Assessment Criteria mapped to that task and therefore should be ticked when the learner has achieved each criteria
  • Dark grey boxes are not mapped to that task and should be ignored
  • Light grey boxes with the word “external” signify that the criteria is covered by an externally marked assessment.

Mandatory: Skills Acquisition and Practice (Level 2)

Record of Learner Achievement

LEARNING OUTCOMES / ASSESSMENT CRITERIA / TICK WHEN ACHIEVED
The learner will: / The learner can: / Examination / Role-Play
  1. Understand the role of counselling skills in a helping relationship
/ 1.1.Define what is meant by counselling skills / External
1.2.Identify the place of counselling on a helping continuum / External
  1. Know about initiating a counselling interaction
/ 2.1.Identify key elements in a counselling contract / External
2.2.Identify key skills for rapport building / External
  1. Know how to develop and maintain a counselling interaction
/ 3.1.Identify the skills needed to develop and maintain the counselling relationship / External
3.2.Demonstrate the skills needed to develop and maintain the counselling relationship
3.3.Identify positive ways of moving the counselling relationship forward
3.4.Identify negative ways of moving the counselling relationship forward
  1. Be able to conclude a counselling interaction
/ 4.1.Describe the importance of endings in a counselling interaction / External
4.2.Conclude a counselling interaction

Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):

Learner Evaluation (evaluation of own work and comment on assessment task):

Learner Submission Disclaimer

I declare that this is an original piece of work and that all of the work is my own unless referenced.

Assessor Disclaimer

I confirm that this learner’s work fully meets the assessment criteria listed above and that any specified evidence requirements have been addressed.

Assessor / Learner / Date

Assignment: Role-Play Observation Report

Qualification: / AIM Awards Level2 Certificate in Counselling Skills (QCF)
Unit(s) covered: / Skills Acquisition and Practice L2
Assessor:
Assignment Title: / Role-Play Observation Report by Assessor / Unit Assignment No.: / 1 / 1
Date Brief Set: / Submission Date:

Record of Role-Play

Learner Name:
Observer’s Name:
Observer’s Qualifications:
Date of Assessed Role-Play:
Please comment on the learner’s ability to:
  • Demonstrate the skills needed to develop and maintain the counselling relationship

  • Identify positive ways of moving the counselling relationship forward

  • Identify negative ways of moving the counselling relationship forward

  • Conclude a counselling interaction

Guidance for Assessment

Counsellor Role Principles
The counsellor begins a working relationship by:
a)being aware of and maintaining the time boundary of 20 minutes
b)helping the client to establish what the client wants
c)helping the client to understand what the helper can offer
Throughout the session the counsellor works towards understanding the client’s concerns by demonstrating the following skills:
a)reflecting meanings
b)reflecting feelings
c)timing responses
d)checking the helper’s understanding with the client
e)demonstrates skills needed to develop and maintain the client-helper relationship
f)working ethically and safely at all times
Counsellor closes the session with the client by:
a)Recognising the client’s position at the end of the session
b)an appropriate indication that the session is at an end using appropriate counselling skills
Counsellor evaluates the session:
a)explaining the counsellor’s understanding of the focus of the session
b)discussing verbal and non-verbal communication
c)commenting on what was only implied
d)commenting on the relationship
Observer Role Criteria Principles
The observer shows the learner's understanding of what happened in the role-play by:
a)offering descriptive feedback to the helper
b)commenting on how the relationship was established
c)identifying the skills used, giving specific examples
Client Role Criteria Principles
The client undertakes the role with honesty and integrity:
a)makes every effort to portray the role as it was presented
b)makes no attempt to influence or disrupt the counsellor

To pass this assessment,learners must meet all of the Assessment Criteria. Work that does not meet all of the Assessment Criteria may be referred for additional work and then resubmitted according to the centre’s policy. This must be clearly identified in the Tutor/Assessor Feedback to learners.