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The distinction between the informed use of counselling skills in the context of being a skilled helper in a health and social care setting as opposed to that of being a practising counsellor should be clarified for learners. They will also benefit from an appreciation of the training required for the counselling profession, as this may be a career progression opportunity they aspire to in the future.
Learners require ample opportunities to practise using counselling skills in a role-play situation. Mature learners may already be using basic helping skills in the health and social care setting, either inadvertently or in a planned way. Early formative assessment and peer P3 discriminatory practise of the use of stage 1 skills will enable learners to gain confidence and develop through regular practice, observation and feedback.
Self-awareness exercises are a key tool in familiarising learners with the techniques to use to reflect on their use of helping skills.
Emerging self-awareness can evoke previously unrecognised vulnerabilities in the individual. As part of the introduction to this unit, learners should be advised of the types of support mechanisms and self-referral options available via the centre and elsewhere. The JOHARI window should be covered early in the unit to help both learners and tutor to ascertain the existing level of self-awareness and their ability to utilise this model within their toolkit of helping skills.
Delivery should start with stage 1 skills with progression to the skills of stage 2, in which a potential client is helped to see themselves and their situation from a new perspective and to focus on what changes can be made to be more effective. At stage 3, the potential client is helped to consider possible ways to act, to look at costs and consequences, to plan action, implement it and evaluate it.
An awareness of the application of the skills related to using modern technology, for example online, internet and messaging, phone helplines, should be encouraged. Learners must have a commitment to and demonstrate equal opportunities, non-discriminatory practice and cross-cultural counselling.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.
The knowledge gained in Unit 8: Consider the scope and limitations of the skilled helper. Reflect on the limitations of the skilled helper and identify the HSC services most likely to refer clients to each type of helper and therapist giving a summary of the reasons why.
This enables people to understand an individual better and enable appropriate support to be provided where needed. This tool can be used by a skilled helper for self-awareness and for the benefit of clients. Repeat the exercise this time reversing the roles.
Receive feedback as a client and reflect on this via a written journal. Through demonstration and role play, learners can evaluate the use of this model as a helping tool in health and social care settings, and relate it to their own emerging skills.
Learners will develop an understanding of counselling skills, practise using them regularly in each teaching session throughout the unit.
Activity and assessment opportunity: Immediate written feedback can be encouraged using a standard template covering relevant assessment criteria for learner use and tutor observations. Each role-play session can be written up as a reflective log, encouraging learners to demonstrate reflection in relation to the criteria.
Tutor supplied case studies are also extremely useful for learners who have not had sector-specific employment or work experience. Identify the strengths of the application of skills through self-reflection, peer review and tutor feedback.
Highlight this particular skill or technique for further development and feedback by directing observers to identifying them in practice.Equality of opportunity and anti-discriminatory practice are actively promoted 4. Children’s health and well-being are actively promoted 5.
Children’s personal and physical safety is safeguarded, whilst allowing for risk and challenge as appropriate to the capabilities of the child. P3: describe potential effects of discriminatory practice on those who use health or social care services P1: concepts of equality diversity and rights Equality is ensuring individuals are treated fairly by being offered the same opportunity as everyone else regardless of their race, religion, disability etc.
Unit Introduction to Counselling Skills for Health and Social Care Settings Unit code: T// QCF Level 3: BTEC Nationals understand and practise the parameters of the skills utilised in such helping relationships, including managing non-discriminatory practice and cross-cultural counselling.
09/11/18 Quarterly Bulletin for July to September (Quarter 3) CCEA will publish the Technical and Professional (Vocational) Qualifications Quarterly Bulletin for April to June , at on 20th September P3: describe the potential effects of discriminatory practices on those who use the health and social care service.
I am going to write about the discriminatory practices in a care setting and the effects they have on individuals using the service. What is Socialisation?
Basically, socialisation is a general term for the many different ways and processes by which children come to be able to function as members of their social community.