SayPro Online Course SAQA 11516662729

Description

Assessment Criteria for Exit Level Outcome (Component 1):

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem -solving assignments, report and presentation, role-play and self critique.

However, the final integrated assessments need to have the following characteristics:

It should assess the ability of the learner to observe barriers to effective interpersonal communication.
Demonstrate in a ten minute video or audiotape role-play, the application of interpersonal skills.
Apply this knowledge through the submission of a self critique whereby the learner critically reflects on the strengths and limitations of the above process.
Apply continuous assessment as to whether the learner is able to integrate the theory and skills of interpersonal communication, understand the theoretical basis for such communication and reflect on and make adjustments to their own practice and form of communication.

The Assessment Criteria and evidence requirements are as follows:

Through practical teaching and learning situations, a simulated situation, or a situation that combines the practical teaching and learning situation as well as the written component, the learner will:

Determine the elements that define the communication process.
Analyze the different types of interpersonal communication and practice these with individuals and groups.
Define the barriers to different types of communication.
Gain the key skills in interpersonal communication.
Analyze the role of attitudes, values and perceptions and their effect on communication.
Determine effective strategies for reducing attitudinal barriers to effective interpersonal communication.
Demonstrate techniques for constructive questioning, initiating and engaging in effective interpersonal communication.
Plan and prepare presentations using communication skills which recognize the audience’s needs.
Explain and demonstrate the role of interpersonal skills in workplace group facilitation.
Define the term counselling.
Describe alternative models of counselling and demonstrate core counselling competences.
Evaluate and analyze the attributes of an effective counsellor.
Reflect on the learning and application.

Assessment Criteria for Exit Level Outcome (Component 2):

The assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem solving assignments, projects, written and oral submissions.

However, the final integrated assessments need to have the following characteristics:

Define the therapeutic process in counselling.
Identify the changes a client undergoes in the therapeutic process of counselling.
Assess the extent to which the learner can deal with clients who demonstrate resistance and defensive behaviour.
Measure the extent to which learners have integrated the different applications of each counselling approach.
Determine the learners understanding of phenomenological orientation and how this philosophy underpins the counselling approach.
Assess the learner’s ability to distinguish between objective and subjective reality when counselling others.
Assess the ability of learners to identify possible abnormal behaviour and associated mental health issues.
Measure applied competence and assess whether learners are able to integrate the theory with their ability to provide counselling intervention strategies within a variety of contexts.
Reflect on the learning and application.

Assessment Criteria for Exit Level Outcome (Component 3):

The assessment strategies as a whole, evidence must be demonstrated through a variety of options: Case studies, and problem solving assignments, research projects, written and oral presentations.

However, the assessments need to have the following characteristics:

Display suitable techniques for the identification of an underlying problem that exists with the client.
Engaging with the client.
Determine strategies for assessing outcomes.
Demonstrate selected strategies/interventions to rectify dysfunctions and clarifying boundaries and hierarchies.
Key features of counselling are identified.
Assess the basic principles of the structural systems approach to relationship counselling.

Assessment Criteria for Exit Level Outcome (Component 4):

The assessment strategy as a whole, evidence must be demonstrated through a variety of options, evidence of competence in the application of counselling skills in scripted role-play scenarios, evidence of skill, evaluation and critical analysis of client material through information gathering and self-reflection evidenced in written case reports, participation in supervision and engaging with the supervision process and a written and oral presentation of counseling work done in the field.

The compulsory case reports act as an assessment tool for the supervisor and student to use to identify areas that are in need of further skill development and are used to assess student progress and competence as well as the student’s ability to keep accurate client records.

Supervision provides a regular forum for student and supervisor to engage around issues of ethical practice, appropriate counseling approaches for specific client needs and allows for individual assessment of the student’s skill level, abilities around critical thinking, and interpretation of data, level of insight and analysis and competence.

The final written report and case presentation allow for an exit evaluation of the student’s ability to integrate all of the knowledge, theory and skills gained in the practicum as well as evaluate competency in awareness around case management practices, ethical considerations and client referral.

Integrated Assessment:

In the assessment strategy as a whole, evidence must be demonstrated through a variety of options: Case studies, problem solving assignments, research, project work, written and oral submissions, role-plays, interviews and self-critique. It is accepted that some of these options are more suited to the assessment of foundational competence, rather than practical and reflective competence.

However, the final integrated assessment needs to have the following characteristics:

Assess the extent to which learners can provide counselling competently and effectively to abroad range of individuals and groups within South Africa.

Measure the extent to which learners have integrated the knowledge and skills delivered through the modules that make up the Counsellor Training and Development Programme.