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Lay Counseling

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www.trainyoucan.co.za

COURSE SUMMARY

  • Short name: Lay Counselling
  • Full description: Counsel an individual in a structured environment
  • Accredited: Yes, ETDP SETA NQF Accredited
  • SETA: Education Training Development Practices SETA (ETDP Seta)  www.etdpseta.org.za
  • NQF: 4
  • Credits: 12
  • Duration: 3 days
  • Re-Assessment fees: None
  • Assignment extensions: Up to 18 months at no additional cost.
  • Hidden fees: None
  • Workshops: Weekly in Durban
  • Recognition: Based on the National Qualifications Framework that is Nationally Accepted in South Africa.
  • Success rate of learner: Our success rate for complete assignments and certified learners currently is estimated at 99%.
  • Short-cuts: We don’t take any short-cuts such as POE building in the class and follow all the guidelines stipulated by SAQA and the SETA.
  • Location: Public courses in KZN Durban but we do from time to time schedule classes in Cape Town and Gauteng.
  • Discounts: We offer a members discount for returning students, pensioners and NGO discount. Group discounts on own venues are also offered.

Also known/referred to as:

  • Career coaching
  • Co-coaching
  • Coaching
  • Empowerment
  • Leadership
  • Life coaching
  • Mentoring
  • Mentorship
  • Personal coaching
  • Systemic coaching
  • Christian counseling
  • Biblical counseling
  • Brief therapy
  • Co-counseling
  • Counseling psychology
  • Consultant
  • Credit counseling
  • Crisis hotline
  • Disciplinary counseling
  • E-mail counseling
  • Ecological counseling
  • Emotional therapy
  • Existential counselling
  • Exit counseling
  • Genetic counseling
  • Grief counseling
  • Grief therapy
  • Lay community counsellor
  • Mental health counselor
  • Narrative therapy
  • Navy Counselor
  • Online counseling
  • Pastoral counseling
  • Person-centered therapy
  • Re-evaluation Counseling
  • Rehabilitation counseling
  • School counselor
  • Social work
  • Solution focused brief therapy
  • Suicide intervention
  • Telephone counseling
  • HIF counseling

SUPPORTING STRUCTURES

Currently we have the following supporting structures in place for our members:

  • Telephone support 7 days a week.
  • Whatsapp –
    • Cell. 0825507946 Tel. 0867227014 English.
    • Cell. Zulu 0727372733 Tel. 0318115749 English/Zulu.
  • Helpdesk – www.help.trainyoucan.co.za – 7 days a week (integrated email and sms notifications).
  • Weekly workshops in Durban on Fridays between 8am and 12am.
  • Skype support – contact helpdesk for details.
  • Members private forum with model answers to all  activities including JOB opportunities.

COURSE DETAIL

  •  This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.
  • The qualifying learner is capable of:
    1. Explaining the functions and scope of practice of a counsellor.
    2. Setting up an enabling counselling environment.
    3. Explaining the principles and processes of counselling.
    4. Explaining the role of values in human behaviour and counselling.
    5. Applying a counselling process in a specific context.
    6. Reflecting on the counselling process.
  • Each learner will receive a learner guide and workbook during the contact session that will assist them with the building of their POE (Portfolio of Evidence).
  • Learner will receive full instruction from us before the course to assist with the preparation of the course. Where possible additional resources will be provided to learners who are not able to get there resources.
  • Learners are required to apply skills and knowledge obtained on the course in the workplace. As learners apply these skills, they produce evidence, which needs to be compiled into a portfolio of evidence (POE). This POE is submitted to Trainyoucan for assessment. Learners will receive a workbook and portfolio guide, which will guide them through the process. Any additional resources required will be provided by Trainyoucan to the learner, free of charge.

WHO SHOULD ATTEND

How often have you wished you could really help someone in crisis, instead of offering well-meant, but ultimately useless advice? With a little basic training, you can learn to listen, provide support and offer real guidance to people in need.

Whether you apply the skills learnt in your home community, at work, through your church or simply within your social circle, you can offer a valuable, supportive service that makes a positive contribution towards helping individuals overcome emotional hardship and issues.

This course will equip you with the skills you need to help make a difference in people’s lives.

Being able to counsel effectively is a valuable life and business skill for anyone to have, especially:

  • Voluntary lay counsellors
  • HIV counsellors
  • Ministers and religious counsellors
  • People asked for advice at work/ – hairdressers, beauty therapists, teachers & other educators

This course is suitable for anyone – no previous counselling experience is necessary.

ENROLLMENT REQUIREMENTS

  • Basic communication skills (English = reading and writing skills on a NQF level 4 or equal to Metric Level)
  • Able to attend the contact session and any of our workshops offered.
  • Access to email and where possible to the internet for research.

Learner preparation for the contact session (Classroom Training)

a) COMPULSORY:

  • Attending the full contact session. (Classroom Session)
  • Copy of ID and CV for registration purposes. (Indicating previous workplace experience)
  • Pen and paper.
  • A4 lever arch file + 12 dividers. (Cheap dividers)

b) OPTIONAL: (Not required but for those who want to start with the research)

  • Laptop
  • Internet access to view additional support on our Forum

PROCESS FLOW

  1. Enrol as a learner with Trainyoucan by completing the application form. (PDF document or the online enrolment)
  2. Attend the contact session with Trainyoucan. (Each course starts with a 2 hour induction on the SETA’s and explaining the accreditation process. (Most of the learners find this very useful.)
  3. We provide you with all the learning material that you need, including a workbook that you must complete. (Outside the classroom as required by the Unit Standard and OBE Learning)
  4. You complete the workbook and submit this to our offices for assessments, or you can attend any of our FREE workshops for additional support. Any person who attended any of our courses can attend our workshops for FREE. One of the assessors can also evaluate your POE (Portfolio of Evidence) during the workshop and provide you feedback immediately.
  5. Your POE is submitted to our Assessors that will complete the assessment process and provide directly feedback to you through our online tracking system.
  6. Your file is scheduled for verification with the relevant SETA and uploaded on completion. Your final Certificate will only be issued once the SETA verified your POE for security reasons and a final SOR will be issues. (SOR, also called the “Statement of Results” will be issued by the relevant SETA once the process was completed). You MUST receive your SOR one completion from any provider as proof that you were registered. NO SOR = NO ACCREDITATION. (Bear in mind that this process can take up to 3 months to complete.
  7. We provide you with all the guidance and resources to register with the relevant SETA of your choice.

ACCREDITATION AND QUESTIONS YOU SHOULD ASK

The criteria for the accreditation of training providers define a number of requirements that include:

      • Administrative procedures and record keeping and policies.
      • Management review
      • Authorization of affiliates
      • Tutor selection, training and performance review
      • Issuance of training certificates
      • Learner Support
      • Delivery, Assessment and Moderation practices

NOTE: There are basically two different types of accreditation:

    1. The training provider or the institute must be accredited by a SETA. “ETQA” (Their offices, policies and procedures. This can be any SETA = does not matter what type of courses they offer.)
    2. Each learning programme or qualification is accredited with the relevant SETA “ETQA” who is responsible for this programme. Also note that the word “accreditation” does not mean they SETA accredited. It must say “NQF Accredited”.

 Before you can start with any course you should ask the following questions:

    • Is the course accredited and with what SETA?
    • What is the process and duration from start to completion?
    • Are there any additional fees for support to re-submission?
    • Entry Requirements? Do you charge for registration and why?
    • What discount can I get if I do more courses with your institute?
    • What after support and resources to you offer?

 COPY OF THE UNIT STANDARD

logoAll qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY
REGISTERED UNIT STANDARD:
Counsel an individual in a structured environment
SAQA US ID UNIT STANDARD TITLE
252512 Counsel an individual in a structured environment
ORIGINATOR ORIGINATING PROVIDER
SGB Psychology
QUALITY ASSURING BODY
FIELD SUBFIELD
Field 07 – Human and Social Studies General Social Science
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined Regular Level 4 NQF Level 04 12
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered 2012-07-01 2015-06-30 SAQA 0695/12
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2016-06-30 2019-06-30

PURPOSE OF THE UNIT STANDARD
This is a generic Unit Standard for learners in a variety of counselling contexts where clients are enabled to go through the process of finding solutions to their concerns or difficulties. It is intended for learners who counsel people in a variety of situations, but who are not registered professionals such as qualified psychologist and social workers. It will be useful for counsellors in a variety of counselling contexts including, but not limited to, schools, Non-Governmental Organisations, Faith Based Organisations, the South African Police Service, Counselling Call Centres, Hospitals, Clinics and Support Agencies, Sports Centres, Education and Training facilities, Government and Health and Social Services facilities. It should develop learners who know their scope of practice, behave ethically in a counselling context, conform to minimum standards and know when to refer a client.

The qualifying learner is capable of:

  • Explaining the functions and scope of practice of a counsellor.
  • Setting up an enabling counselling environment.
  • Explaining the principles and processes of counselling.
  • Explaining the role of values in human behaviour and counselling.
  • Applying a counselling process in a specific context.
  • Reflecting on the counselling process.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING
It is recommended that learners are competent in Communication at NQF Level 3.

UNIT STANDARD RANGE
The typical scope of this Unit Standard is:
A structured environment refers to:

> The physical space that should be conducive to confidentiality, freedom of expression and counselling.
> The counsellor is managed and mentored including ongoing supervision, monitoring, assessment and debriefing.
> Sessions may be scheduled or unscheduled.
Short term counselling under supervision within a clearly indicated scope of practice.
Scope of practice refers to the boundaries within which the counselor operates without referral as defined by own work context.
Techniques and skills include, but are not limited to, problem solving, managing difficult clients, creation of a supportive and safe counselling relationship, facilitating decisions and making use of effective, non-threatening, exploring skills.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1
Explain the functions and scope of practice of a counsellor.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The concept of counselling is explained with examples for different situations.

ASSESSMENT CRITERION 2
The qualities and skills of a counsellor are explained with reference to personal qualities, skills and boundaries in a selected context.
ASSESSMENT CRITERION RANGE
Qualities include but are not limited to empathy, reliability, integrity, unbiased feelings, non-judgemental and professional stance.
Skills include but are not limited to good communication and interpersonal skills.

ASSESSMENT CRITERION 3
The aims, functions and elements of counselling are explained with reference to a selected context.
ASSESSMENT CRITERION RANGE
Elements include but are not limited to understanding of a specific approach, deepening understanding of self and others, ability to give insightful guidance and support, respect and acceptance.

ASSESSMENT CRITERION 4
Different approaches or theories are explained with reference to selected counselling models.
ASSESSMENT CRITERION RANGE
Models include but are not limited to Rogers-person centred, Egan-skilled helper, Cognitive, Behavioural, Cognitive Behavioural and Interpersonal.

ASSESSMENT CRITERION 5
The legal and ethical requirements and limits on scope of practice on counsellors are explained with reference to a selected client.
ASSESSMENT CRITERION RANGE
Ethical and legal requirements include but are not limited to responsibility to the client, values, responsibility, contracts, boundaries, confidentiality, accountability and supervision.

SPECIFIC OUTCOME 2
Set up an enabling counselling environment.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The characteristics of an enabling environment are described with reference to counselling setting.
ASSESSMENT CRITERION RANGE
Characteristics of an enabling environment include but are not limited to physical layout of the room, placing of the table, chairs and lighting, safety, privacy, and confidentiality of arrival, session and exit, supportive, private and receptive climate without distractions.

ASSESSMENT CRITERION 2
An enabling environment is created for a specific counselling session.

SPECIFIC OUTCOME 3
Explain the principles and processes of counselling.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
Generally accepted principles of counselling are explained with reference to their application in different contexts.
ASSESSMENT CRITERION RANGE
Generally accepted principles include but are not limited to a non-judgemental attitude, confidentiality, controlled emotional involvement, self determination and client involvement.

ASSESSMENT CRITERION 2
A counselling process is explained with reference to planning and preparation, identifying and prioritising needs, management, initiation, contracting, terminating, and relating to clients.

ASSESSMENT CRITERION 3
Techniques and skills required for counselling are explained with reference to when each is appropriate.

SPECIFIC OUTCOME 4
Explain the role of values and attitudes in behaviour and counselling.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The relationship between own values and attitudes and behaviour is explored with reference to the implications for the counselling.
ASSESSMENT CRITERION RANGE
Attitudes and values include but are not limited to attitudes to gender, sexual orientation, age, culture, faith-based beliefs and social class.

ASSESSMENT CRITERION 2
The importance of an attitude of respect for diversity of values is explained with reference to the counselling process.

SPECIFIC OUTCOME 5
Apply a counselling process in a specific context.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
A counselling process is demonstrated to counsel an individual in an authentic situation using appropriate skills and techniques.
ASSESSMENT CRITERION RANGE
The counselling process includes but is not limited to initiating (building relationships, clarifying the nature of the relationship and establishing rapport), negotiating a counselling contract (setting boundaries, mutual expectations, goals and confidentiality), facilitating/managing (termination of relationship, techniques, timeframes, referral, managing own emotions, and understanding the effect of the counsellor on the client and the client on the counsellor.

ASSESSMENT CRITERION 2
An ethical code of conduct is applied in the counselling process.

ASSESSMENT CRITERION 3
Respect for diversity of values is demonstrated at various stages of the counselling and problem solving process.

SPECIFIC OUTCOME 6
Reflect on the counselling process.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1
The strengths and limitations of the counselling process are identified and motivated based on personal reflection.

ASSESSMENT CRITERION 2
Key lessons are identified and changes for future counselling sessions are discussed as part of ongoing professional development.

ASSESSMENT CRITERION 3
Personal and organisational strategies to reduce the risk of burnout and secondary trauma are explored with reference to own life and person.
ASSESSMENT CRITERION RANGE
Strategies include but are not limited to a system of counselling for counsellors, personal wellness, technical proficiency, supervision and emotional support.

ASSESSMENT CRITERION 4
The concept of supervision is explained and an indication is given of the benefits of supervision for the counsellor.
UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS
Anyone assessing a candidate against this Unit Standard must be registered as an assessor with the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
Any institution offering learning that will enable achievement of this Unit Standard must be accredited as a provider through the relevant ETQA or ETQA where a Memorandum of Understanding (MOU) exists with the relevant ETQA.
Moderation of assessment will be overseen by the relevant ETQA according to the moderation guidelines and the agreed ETQA procedures.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE
N/A

UNIT STANDARD DEVELOPMENTAL OUTCOME
N/A

UNIT STANDARD LINKAGES
N/A
Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING
The learner is able to identify and solve problems in which responses show that responsible decisions using critical and creative thinking have been made in counselling a client following a generally accepted counselling process.

UNIT STANDARD CCFO WORKING
The learner is able to work effectively with others as a member of a team, group, organisation or community in that counselling involves working with at least one other person and learners at Level 4 counsel under supervision in a structured environment.

UNIT STANDARD CCFO ORGANISING
The learner is able to organise and manage him/herself and his/her activities responsibly and effectively in planning and preparing for counselling sessions and recording and reporting on the outcomes.

UNIT STANDARD CCFO COLLECTING
The learner is able to collect, organise and critically evaluate information in facilitating the counselling process and in investigating theories of counselling.

UNIT STANDARD CCFO COMMUNICATING
The learner is able to communicate effectively in interacting with clients and supervisors.

UNIT STANDARD CCFO CONTRIBUTING
The learner is able to reflect on and explore a variety of strategies to learn more effectively in reflecting on the outcomes of counselling sessions exploring strategies to reduce burnout and secondary trauma.
The learner is able to be culturally and aesthetically sensitive across a range of social contexts in understanding the importance of respect for diverse values and accommodating difference in counselling sessions.

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www.trainyoucan.co.za