Version 3 – February 2015

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling

(QCF)

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AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF) 601/3301/6

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Section One – Qualification Overview 5

Section Two - Structure and Content 9

Section Three – Assessment and Quality Assurance 11

Section Four – Operational Guidance 19

Section Five – Appendices 23

Appendix 1 – AIM Awards Qualification Approval Form 26

Appendix 2 – Qualification Description (Summary) 28

Appendix 3 – Invigilation of Examinations 31

Appendix 4 – Conditions for Storing Confidential Material 34

Appendix 5 – Assessment Pack 40

Appendix 6 – QCF Level Descriptors 41

Contents Page

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Section 1

Qualification Overview

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

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Section One Qualification Overview

Introduction

Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework (QCF). Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery, assessment and internal quality assurance. The Qualification Description (Summary) (see Appendix 2) gives an overview of the qualification/qualification suite including rules of combination and unit titles. This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2.

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About the Qualification

Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF) provides opportunities for critical self-reflection and enables learners to work towards the production of a research proposal. The proposal will cover the field of counselling research and the methodological approaches to enquiry to assess and evaluate the practice of counselling and/or a topic relevant to the field. This qualification comprises 3 mandatory units; Counselling Practicum, Counselling Supervision, Ethical and Legal Issues, Research in Counselling and an externally set synoptic assessment.

Qualification

AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Assessment This qualification is assessed through three different methods:

Externally assessed study of supervised practice

Internally assessed essay

Externally assessed research proposal

Externally set synoptic assessment

Grading Assessment is competent / not competent. There is no grading

Operational Start Date 01-Sep-2014

Last Registration Date 31-Jul-2019

Sector 1.3 Health and Social Care

Qualification Accreditation Number

601/3301/6

Learning Aim Reference 60133016

Credits 44

Guided Learning Hours 195

Learner Age Range 19+

Rules of Combination Learners must achieve 44 credits from the 3 mandatory units to achieve this qualification.

Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c

It is recommended that learners have achieved the AIM Awards Level 4 Diploma in Counselling Practice (QCF) or equivalent before embarking on the Level 5 Diploma. This will equip the learner with the prerequisite level of knowledge, skills and understanding necessary to embark on this qualification. Learners will be expected to demonstrate a critical appreciation of theoretical concepts, legal and ethical issues in all their written work. At level 5, learners should be practitioners

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who have sufficient experience to evaluate how useful theoretical concepts are proving to be in their own client work.

The End of the Accreditation Period

We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.

Certificate End Date

The final date that certificates can be issued for this qualification is three years from the Last Registration Date.

AIM Awards Level 5 Diploma in in Psychotherapeutic Counselling (QCF) 31-Jul-2022

Resource Requirements

This qualification has an externally assessed invigilated exam. Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification.

Counselling Practicum

Learners studying towards the AIM Awards Level 5 Diploma in Psychotherapeutic Counselling must complete at least 100 hours of counselling placement, evidenced through a Supervisor’s report, before they can be awarded the qualification. Learners who have achieved the AIM Awards Level 4 Diploma in Counselling Practice (QCF) will be able use the 100 hours of practicum gained as part of this qualification to meet the practicum requirements of the AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF).

Reading List

The required and recommended reading lists are detailed on the individual units. Please see Section 2.

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Section 2 Structure and Content

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

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Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b

Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j

Please select the unit title to view the individual unit content and assessment guidance.

Credits from Unit Equivalences

Please contact AIM Awards to request unit equivalences.

Rules of Combination for: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Learners must achieve 44 credits from the 3 mandatory units (M) and an externally set synoptic

assessment to achieve this qualification.

Unit Reference Number

Unit Title Assessment Group Level Credit Value

GLH

D/506/3058 Counselling Practicum Externally assessed study of supervised

practice, 50 hours of practicum

M Four 20 75

T/506/3129

Counselling Supervision, Ethical and Legal Issues

Internally assessed essay

M Five 9 45

K/506/3130 Research in Counselling Externally assessed research proposal

M Five 15 75

Learners must also complete an externally set synoptic assessment and 50 additional hours of

practicum

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Section 3 Assessment and Quality

Assurance

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

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Section 3 Assessment and Quality Assurance Centre Staff Requirements

As an Awarding Organisation, we require that:

Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include:

o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above

o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education

Assessors should have an Assessor qualification or evidence of recent relevant experience. Suitable Assessor qualifications include:

o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Learner Performance using a Range of Methods o D32 Assess Learner Performance and D33 Assess Learner using Differing

Sources of Evidence o In addition, Assessors must hold a counselling qualification at Level 5 or

above.

Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include:

o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF)

o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF)

o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process o In addition, IVs must hold a counselling qualification at Level 5 or above.

It is a requirement that those involved in the assessment of this qualification must attend one AIM Awards Counselling Assessor standardisation event every other year. Dates for these events can be found on the AIM Awards website here.

How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i

To be awarded the qualification, learners must provide evidence of achievement of all the assessment criteria for all the units specified in the rules of combination (see Section 2 for guidance on rules of combination). Assessment of this qualification is through completion of four types of assessment tasks: a report of study of supervised practice, essay, research proposal and examination.

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A Supervisor’s report to record 100 hours of practice will be internally reviewed. The examination is externally set and taken during the specified examinations series in either January or June. Instructions for the invigilation of examinations are in Appendix 3. The Assessment Pack in Appendix 5 details the assessment of the study of supervised practice, the research proposal and essay tasks. Within this pack, mandatory assessment tasks and Record of Learner Achievement forms are available for centres. For more detailed guidance on working with AIM Awards qualifications, please refer to the Being an AIM Awards Centre document available on the website.

Recognition of Prior Learning (RPL) is a process of assessing and validating learning or achievement that has not been certificated or accredited previously towards the qualification being studied. Credit Transfer allows for previously accredited achievement from within the Qualification and Credit Framework (QCF) to count towards another qualification, where it is allowed as an equivalency within the new qualification, or where the learner has already achieved unit(s) belonging to that qualification. A maximum of 70% of a qualification can normally be achieved through equivalency (credit transfer). At least 30% should be gained through new learning. The Tutor or Assessor should carry out an effective interview and initial assessment of learners to establish their previous qualifications and experience. Funding may be affected if a learner achieves more than 50% of the assessment through RPL. Opportunities for Recognition of Prior Learning can only be considered against internally assessed elements of this qualification. Please refer to the AIM Awards website for more information.

Methods of Assessment All assessment tasks are transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland. Internally reviewed supervisor’s report Assessors will review the Supervisor’s report to ensure learners have successfully achieved the required evidence of 100 hours of counselling practice. Externally assessed report of study of supervised practice Learners must complete an academic study, in essay form, of about eight one-to-one clinically supervised counselling sessions with the same client which will have been completed within their placement setting. The essay is externally assessed and must be submitted to AIM Awards by the deadline (see Section 4 for deadlines).

Recognition of Prior Learning

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Internally assessed essay Learners must write an essay to a set assignment brief which is assessed by the Tutor/Assessor. The essay must be written in a formal style as detailed in the Assessment Pack in Appendix 5. Externally assessed research proposal Learners must complete a research proposal using the AIM Awards template (in the Assessment Pack in Appendix 4) to outline a viable and realistic research project. The proposal is externally assessed and must be submitted to AIM Awards by the deadline (see Section 4 for deadlines). Externally assessed examination Learners must complete and pass an examination which can be taken in one of two series: January or June of each year. This examination must be invigilated according to Appendix 3 – Invigilation of Examinations. Learners must be booked onto the examination by the centre according to the instructions in Section 4.

Marking Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4

Internally assessed learner work Assessors must mark learner work against the assessment criteria of the unit to ensure that it is at the correct level and is sufficient, appropriate, and authentic. Please refer to Appendix 6 – QCF Level Descriptors for guidance. Centres must ensure that learner evidence is generated by that learner, i.e. that plagiarism does not occur. Assessors must judge and mark whether each assessment criteria is either achieved or not achieved using the Record of Learner Achievement forms available within the Assessment Pack in Appendix 5. Units are achieved when all assessment criteria of that unit have been achieved. All reasonable steps must be taken to avoid any part of the assessment of a learner (including verification) being undertaken by any person who has a personal interest in the result of the assessment. Externally assessed examinations and learner work

AIM Awards Examiners will mark completed examinations and the report of study of supervised practice. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners.

Recording Achievement

Assessors must make it clear to the Internal and External Verifiers where achievement of each assessment criteria has been evidenced using the Record of Learner Achievement forms contained within the Assessment Pack in Appendix 5. Once the work has been marked and signed off as meeting the assessment criteria by the Assessor, final feedback should be provided to the learner. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered and the Assessor must

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tick the RAC to indicate which unit(s) each learner has achieved and sign to confirm the certification. See Section 4: Operational Guidance for further information.

Internal Verification

The completed marked work should be presented to the Internal Verifier for sampling according to the centre’s internal verification plan. This plan must cover all internally assessed components, including the observation of Assessors assessing practical activities (for example role-play tasks – further information is contained within the Assessment Pack in Appendix 5). AIM Awards provide sample internal verification documentation available to centres on the website here. These sample forms include:

Assessment and Internal Verification Plan

Internal Verification of Assessment Decisions

Internal Verifier Report of Observed Assessor Performance Once this process has been completed, the Internal Verifier must sign the RAC to confirm their approval of learner achievement. See Section 4: Operational Guidance for further information.

External Verification

Once learner work has been completed, assessed and internally verified according to the centre’s internal verification plan, the work should be presented for external verification. The External Verifier (EV) will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will review records of assessment, internal verification documentation, feedback to learners and any records of reasonable adjustments applied. The completed RAC(s) must also be made available for the EV to review. If the EV is satisfied with the standards of assessment and verification, they will sign the RAC(s) and learners will be certificated.

Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2

Reasonable adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner’s particular difficulty directly affects performance in the actual attributes to be assessed. For internally assessed learner work The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification.

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For externally assessed examinations/report If reasonable adjustments are required for learners taking examinations, the centre must gain approval from AIM Awards prior to the date of the examination: 1. The Tutor should complete and submit a Request for Reasonable Adjustments Form for

each learner with supporting evidence to AIM Awards at least 14 days before the planned examination date

2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider the application and give a decision within 10 working days of

receipt. AIM Awards will inform the centre if we will be unable to reach a decision in this timescale.

Types of evidence acceptable:

Educational Psychologist’s report – must be current/valid within two years of the date of the examinations

Specialist teachers assessment report - must be current/valid within two years of the date of the examinations

Medical letter – must be specific AND recommend, in detail, the support being requested. For a long term physical/medical condition which is not going to change i.e. hearing/visual impairment – a letter form a doctor/optician or hospital report is acceptable in most cases. A condition which is not permanent, but will not go away, will require a new letter confirming the diagnosis each academic year.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on the AIM Awards website.

Special Considerations

Special consideration is consideration to be given to a learner who has temporarily experienced:

an illness or injury, or

some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. In the case of examinations: 1. The Head of Centre should complete and submit a Request for Special Consideration

Form for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the Invigilator/Verifier to AIM Awards no later than 24 hours after the examination date

2. AIM Awards will confirm receipt of the form within 2 working days

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3. AIM Awards will consider your application and give a decision within 10 working days of receipt. AIM Awards will inform the centre if we are unable to reach a decision in this timescale.

Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website.

Invigilation of Examinations

Centres are responsible for appointing Invigilators according to the Invigilation of Examinations in Appendix 3. Centres must ensure that there are no conflicts of interest between the Invigilator and learners by checking in advance of the examination (e.g. a relative of a learner, a teacher who has prepared learners for the examination being taken or there is a personal interest in the outcome of the assessment). There must be at least one Invigilator present per thirty learners. Where there are less than thirty learners and a sole Invigilator, assistance must be available for the Invigilator without them having to leave the room or disturb the learners. All learners in the room must be able to be seen by an Invigilator at all times. In accordance with JCQ guidance, centres in the UK are allowed to start examinations by up to 30 minutes earlier than, or later than, the publishing starting time for the session, without the need to complete any paperwork. Prior permission from an awarding body is not required. Where this policy is followed, to avoid any possible breach of security, late arriving candidates or early departing candidates must be supervised as if the specified starting time had been in place. Invigilators must follow the instructions in Appendix 3 – Invigilation of Examinations and have a copy of these instructions to hand at all times during the examination. Invigilators must confirm and be satisfied with the identity of all learners sitting the examination. By signing the Assessment Cover Sheet (see Section 4 for further information), the Invigilator/Head of Centre takes responsibility for confirmation of learner attendance at the examination and that there are no conflicts of interest between themselves and learners. Examination scripts and Assessment Cover Sheets must be packed by the Invigilator and sealed securely. Should a conflict of interest be identified at the start of or during the invigilation of an examination, the procedures below must be followed: Where there is a known potential conflict of interest, the Invigilator/Assessor must complete and submit a Conflict of Interest Declaration form (available on the AIM Awards website here) declaring the potential conflicts of interest prior invigilating an examination. AIM Awards will consider all declarations and inform the examination centre of one of the following possible outcomes:

1. The Invigilator is accepted to manage the examination / Assessor approved to assess

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2. Further information is required to demonstrate suitability

3. Further appropriate steps agreed to have the invigilation or assessment subject to scrutiny by another person

4. The Invigilator/ Assessor has a conflict of interest and the application has been rejected.

If an applicant is dissatisfied with the decision, they can appeal to AIM Awards within two weeks of receiving the outcome. Should a conflict of interest between staff and learner be identified at the start of or during the examination/assessment, you must:

1. Replace the Invigilator/Assessor with another suitable member of staff

2. If this is not possible, move the learner to another assessment/examination room

3. If this is not possible, add an additional member of staff to invigilate/assess those learners

If this is not possible and there are no other opportunities for the learner to be examined/assessed, the examination/assessment may take place. Immediately following the examination/assessment, you must complete and submit by email (to the centre’s AIM Awards Customer Support Officer) the Conflict of Interest: Change in Circumstance Form (available on the AIM Awards website here) explaining this. Any examinations that have taken place where a Conflict of Interest: Change in Circumstance Form has been submitted will be moderated to ensure that no unfair advantage has been given to those learners.

Malpractice/Maladministration

Confidentiality of assessment papers, mark schemes and learner work must be maintained at all times. Centres must ensure that the instructions set out in this document are followed and inform AIM Awards of any potential breach of confidentiality. Further details on Malpractice can be found on the AIM Awards website here.

AIM Awards Qualification Standardisation

Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides AIM Awards with important information for the qualification review process. It is a requirement of the Centre Agreement that centres offering units from the qualification must contribute assessment materials and learners’ evidence for standardisation if requested. AIM Awards will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using

that qualification.

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Section 4 Operational Guidance

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

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Section 4 Operational Guidance

Offering the Qualification

Centres wishing to offer this qualification must become an AIM Awards recognised centre and be able to meet the criteria for the safe and secure award of credit. New centres can obtain details of the Centre Recognition Application process either by visiting the AIM Awards website or contacting the AIM Awards office. AIM Awards can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them.

Approval to Offer the Qualification

Centres wishing to offer this qualification must complete and submit a Qualification Approval Form (QAF) (available on the AIM Awards website) to their allocated Customer Support Officer. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Specialist requirements such as these will be identified on the Qualification Approval Form. Where this is the case, centres must provide evidence of resources/staff qualifications when submitting the completed form.

Fees and Charges

The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed until the annual centre recognition fee has been paid.

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Registration and Certification A summary of the registration and certification process for this qualification is shown below:

Centre decides to run AIM Awards qualifications. Centre

ensures appropriate resources are in place

Centre staff

Centre applies for Centre RecognitionCentre staff

Centre is recognised. Centre applies for Qualification

ApprovalCentre staff/Quality Officer

Qualification Approval granted

Quality Officer

Learners registered on qualification within timelines

Centre Administrator

Centre completes Paper Order Form identifying any learners entering next exam

series and submits to Customer Support Officer

By 21st October for January series

By 21st March for June series

Exam papers issued to centres by post and stored securely

Paper Printing CompanyAt least 5 working days before

exam

Learners take invigilated exam under exam conditions

Invigilator

Completed papers sent back to Paper Printing Company

(stored securely in meantime) Exams Officer

Within 24 hours of exam

Exam results issued to centreCustomer Support OfficerWithin 2 months of exam

Enquires about results madeCentre

Within 28 working days of results

Internally assessed work completed according to

assessment packLearners

Work marked against and referenced to assessment

criteriaAssessor

Assessed work checked by Internal Verifier according to

Internal Verification planInternal Verifier

RAC completed and authorised

Assessor & Internal Verifier

RAC and completed marked work presented to EV or

Approved Internal VerifierAssessor & Internal Verifier

EV visits carried out: sample of assessed learner work, internal verification and

progress on actions from last EV visit checked. RAC

approved if appropriateExternal Verifier (EV)

EV reports circulated to centre and centre Risk Rating updated. Sanctions applied if

necessaryExternal Verifier (EV)

Certificates issued once exam passed and internally

assessed work approved by External Verifier

Customer Support Officer

Centre applies for any required reasonable

adjustments for examAt least 14 days before exam

Externally assessed work completed according to

assessment packLearners

Externally assessed work and record of learner

achievement submitted to AIM Awards office

By 21st January or by 21st June

Externally assessed work marked. Results issued with

examination results Within 2 months of deadline

Centre applies for any required reasonable

adjustments for externally assessed coursework

At least 14 days before deadline

Enquires about results madeCentre

Within 28 working days of results

Internally Marked Assignments, eg

Journal

Externally Marked Coursework

Externally Marked Examination

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Once centres have approval to offer the qualification, they will be able to register learners via the AIM Awards Online Portal. Centre staff will need to set up accounts in order to use the Portal to carry out administration of the centre. An allocated Customer Support Officer will guide centres through this process.

The centre registers learners onto the correct qualification via the Portal within the following timescales:

o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

o Long Courses - Courses over 15 weeks. Registrations must be received

within 60 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

o Centres which fail to meet these deadlines will be charged late entry fees in

accordance with the late entry charging policy.

All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. We reserve the right to charge for replacement certificates issued as a result of inaccurate information provided by centres

Externally Marked Coursework

Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information)

Once externally marked work has been completed according to the Assessment Pack (Appendix 5): Externally marked coursework must be sent by registered post to AIM Awards by the deadline dates for the chosen series for the year:

For the January series, coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st January

For the June series, coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st June

The coursework must be accompanied by the completed Record of Learner Achievement for the unit covered which must be signed by the learner to declare it is their own work (see Appendix 6).

The package must be sent by special delivery or courier and centres must retain confirmation of posting

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Achievement of the externally marked coursework will be confirmed at the same time as confirmation of externally marked examination results (see below).

Externally Marked Examinations

Assessment is available in two series: January and June of each year. Centres must also enter learners onto a series using a Paper Order Form downloaded from the AIM Awards Portal.

o For those entering examinations in the January series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st October

o For those entering examinations in the June series, completed Paper Order Forms must be returned to the allocated AIM Awards Customer Support Officer by 21st March

o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy.

Centres must check whether any Reasonable Adjustments are required for any

learners and seek approval from AIM Awards at least fourteen working days before the intended examination (see here for further information)

Examination papers will be dispatched for each examination series to centres in sealed packages/boxes

Centres will normally receive papers and Assessment Cover Sheets no less than five working days before the examination date. Examination packages should be checked on receipt for the following:

o Examination paper packets match up to the requirements o Damage to any package contents o Any apparent breach of security e.g. tampering with sealed packages

Once received, centres must keep the examination papers in the sealed package in which they are received and store them securely. Access to papers must be restricted to designated personnel in the centre and papers must be issued to learners only at the time of the examination. Where satellite sites have delegated responsibility, they must store and distribute papers according to the satellite agreement(s). Please refer to Appendix 4 – Conditions for Storing Confidential Material for further information

At the end of the examination

Completed assessment papers must be collected at the end of the examination session, checked to ensure they match the Assessment Cover Sheet and collated by learner number. Fully completed Assessment Cover Sheets must be enclosed in the package containing learner examination papers. Each centre should also keep a copy of the Assessment Cover Sheets. Completed assessment papers must be kept in a secure location on site as above in a sealed package and sent to the paper printing company using the details provided in the package by registered post within 24 hours of the examination. The centre must retain the tracking details

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Centres must inform AIM Awards immediately of any threat to the confidentiality of assessment papers

AIM Awards Examiners will mark completed examinations. All Examiners are trained and their work is quality assured by AIM Awards Lead Examiners

The results of examinations are issued to the centre within two months of the date of the examination

All enquires must be made within 28 working days of the issuing of the results and it is therefore vital for centres to pass on the results to learners straight away.

AIM Awards will issue certificates of achievement to the centre within 20 working days of the results being issued

Internally Marked Assignments Once registered onto the qualification within the timelines:

o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

o Long Courses - Courses over 15 weeks. Registrations must be received

within 60 working days of the start date of the course or before the chosen examination cut-off date (21st October or 21st March)

Centres must check whether any Reasonable Adjustments are required for any learners and seek approval from AIM Awards at least fourteen working days before the intended submission date (see here for further information)

A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered. Centres will be able to download their RAC forms within four weeks of receipt of correctly submitted registrations. The RAC is used to claim the learners’ achievements at the end of the course and details must be checked carefully as these will appear on any certificates issued.

Once internally assessed work has been completed according to the Assessment Pack (Appendix 5) and quality assured (see Section 3):

AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification.

Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of credit achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Learners that have not achieved a qualification will be issued with a unit certificate with details of the units and credits achieved.

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Resits of Externally Marked Examinations and Coursework

Learners who do not achieve a pass in the externally assessed examination and/or coursework are eligible to be entered for a resit/resubmission. Resits/resubmissions take place in the main examination series (January and June) to allow for further teaching and learning activities to take place at the centre. Centres must enter learners onto a series using a Paper Order Form downloaded from the AIM Awards Portal.

o For those entering coursework and examinations in the January series, completed Paper Order Forms/coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st October

o For those entering coursework and examinations in the June series, completed Paper Order Forms/coursework must be returned to the allocated AIM Awards Customer Support Officer by 21st March

o Centres which fail to meet these deadlines will be charged late entry fees in accordance with the late entry charging policy

The AIM Awards Fees and Charges Brochure includes details on resit charges and is available on our website.

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. Charges

Section 5 Appendices

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

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Appendix 1 – AIM Awards Qualification Approval Form 26

Appendix 2 – Qualification Description (Summary) 28

Appendix 3 – Invigilation of Examinations 31

Appendix 4 – Conditions for Storing Confidential Material 34

Appendix 5 – Assessment Pack 40

Appendix 6 – QCF Level Descriptors 41

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APPENDIX 1

AIM AWARDS QUALIFICATION APPROVAL FORM (QAF)

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Qualification Approval Form

3 RULES OF COMBINATION

Please refer to the AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF) Qualification Specification

1 CENTRE DETAILS

Centre name: Centre Number:

Centre Curriculum Contact:

Position:

Contact Details:

Centre has Direct Claims Status (DCS)

Yes / No Application for DCS to be extended to this qualification

Yes / No

If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:

2 QUALIFICATION APPROVAL DETAILS

The centre requests approval to run the following qualification(s):

AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Intended target learner group/age: Intended number of learners:

30

5 CONFIRMATION & APPROVAL

I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement.

Centre Curriculum Contact Signature

Date

Admin confirmation of AIM Awards QR and CDM approval

Date

Confirmation of extension of DCS to this qualification:

Yes/No

4 SPECIALIST REQUIREMENTS

Specialist resources required (taken from qualification specification):

Centre confirmation of required resources:

This qualification has an externally assessed invigilated examination (see Appendix 3 of the qualification specification further information). Centres must ensure that they have the appropriate resources in place to deliver the units in this qualification.

(Please confirm here)

Specialist staffing qualifications required (taken from qualification specification):

Centre confirmation of required staff qualifications:

I have attached proof of qualifications:

Assessors should have an Assessor qualification or evidence of recent relevant experience. In addition, Assessors must hold a counselling qualification at Level 5 or above, or have commensurate professional experience.

(Please confirm here) Yes/No

Internal Verifiers (IV) should have

an internal verification qualification

or evidence of recent relevant

experience.

In addition, IVs must hold a counselling qualification at Level 5 or above, or have commensurate professional experience.

(Please confirm here) Yes/No

31

APPENDIX 2

QUALIFICATION DESCRIPTION (SUMMARY)

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Qualification Title

AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Ofqual Qualification Number

601/3301/6

Guided Learning Hours 195

Total Credits required 44

Mandatory Credits required 44

Minimum Age 19

Qualification Start Date 01-Sep-2014

Charge per learner £200

AIM Awards Level 5 Diploma in

Psychotherapeutic Counselling (QCF)

Practice (QCF)

Description of the Qualification The AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF) provides opportunities for critical self-reflection and enables learners to work towards the production of a research proposal. The proposal will cover the field of counselling research and the methodological approaches to enquiry to assess and evaluate the practice of counselling and/or a topic relevant to the field. This qualification comprises 3 mandatory units; Counselling Practicum, Counselling Supervision, Ethical and Legal Issues, Research in Counselling and an externally set synoptic assessment.

Approval Details

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Unit Reference Number

Unit Title M/O Level Credit Value

GLH

D/506/3058 Counselling Practicum M Four 20 75

T/506/3129

Counselling Supervision, Ethical and Legal Issues

M Five 9 45

K/506/3130 Research in Counselling M Five 15 75

How to Achieve the Qualification

Learners must achieve 44 credits from the 3 mandatory units (M) to achieve this qualification.

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APPENDIX 3

INVIGILATION OF EXAMINATIONS

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Invigilation of Examinations

Assessment Venue Requirements

Centres must ensure that assessments take place in a suitable assessment environment.

This means that:

Any room in which an assessment is held must provide learners with appropriate conditions for taking the assessment. Particular attention should be given to conditions such as heating, lighting, ventilation and the level of outside noise

Display material, such as posters, wall charts, information leaflets, which might be helpful to learners must not be visible in the assessment room

A reliable clock (or other suitable time keeping device, e.g. time displayed via a computer screen) must be visible to each learner in the assessment room. The clock/display must be large enough for all learners to read clearly

The following items must be on display in the assessment room:

o A poster advising learners that mobile phones should be switched off

o Assessment notice for learners

o Centre appeals procedure

o Emergency/evacuation procedures

There must be a sign, clearly visible to others in the building, that an assessment is taking place

Information must be visible to all learners showing the centre number and the start and finish times of the assessment

Seating arrangements must prevent learners from overlooking the work of others. In particular, the minimum distance in all directions from centre to centre of learners’ chairs must be 1.25 metres. All learners should be seated facing the same direction

For written assessments, each learner should have a separate desk or table large enough to hold question papers. Learners who are not seated at individual desks must be far enough apart (minimum 1.25m) so that their work cannot be seen by, and contact cannot be made with, other learners

For computer-based assessments: the room layout must be planned to prevent screens being read by other learners; there must be at least 1.5 metres from the centre of each screen to the centre of the next screen; the clock is displayed on every computer screen in use; a trained administrator must be available during the assessment to deal with any technical queries that may arise

There must be space for the Invigilator to sit

Centres are required to maintain records of how assessment venues meet these criteria, which must be made available to AIM Awards on request.

False or misleading statements by centres in respect of assessment venues may result in immediate suspension or withdrawal of centre approval, and assessment papers may be declared void.

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Invigilator Instructions and Checklist

Starting the assessment:

Before the assessment starts, the examination Invigilator must:

Check that all learners have the required identity documents and photograph (where applicable) and that the relevant section of the Assessment Front Cover Sheet has been completed to show attendance

Confirm there are no conflicts of interest between Invigilator and learners (see instructions in Section 3 of the qualification specification)

Advise learners who are unable to provide the required identity documents and photograph that they cannot sit the assessment, and that they must leave the assessment room unless they can be identified by their Assessor

Make sure that the seating arrangements meet awarding body requirements (see assessment venue requirements)

Inform learners that they must follow the regulations of the assessment

Open the packets of assessment papers, in the assessment room in front of the learners, and distribute to learners

Check that learners have the correct paper

Advise learners of emergency/evacuation procedures

The Invigilator must advise learners that:

They must write in black ink

All mobile phones, or other electronic devices, must be switched off

Any course material should be removed from their desk, and placed at either the front or back of the room

They must not ask for, and will not be given, any explanation of the questions and answers

If they leave the assessment room, unaccompanied by a member of centre staff, they will not be able to return during the assessment

The Invigilator must:

Announce clearly to learners when they may begin

Specify the start and finish time of the assessment, and the earliest time that learners can leave the assessment room

Remind learners that they cannot communicate in any way with, ask for help from or give help to another learner while they are in the assessment room

The Invigilator must not:

Make any comment where a learner believes that there is an error or omission on the question paper. However, in this situation, the Invigilator must refer the matter to the Head of the Centre, who should send a report to AIM Awards

Give any information to learners about possible mistakes in the question paper, unless there is an erratum notice, or permission has been given by AIM Awards

Comment on the content of the question paper

Offer any advice or comment on the work of a learner

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During the assessment:

Invigilators must supervise learners throughout the whole time that an assessment is in progress. This means that:

Invigilators must give complete attention to this duty at all times

Invigilators must not carry out any other task (e.g. doing other work, using a mobile phone) in the assessment room

Invigilators are required to move around the assessment room, quietly and at frequent intervals

Invigilators must give frequent time checks

Summoning help during an assessment:

When one Invigilator is present in an assessment, they must be able to summon help, in case of an emergency, without leaving the room or disturbing learners. A mobile phone may be used, and must be switched to silent alert, so as not to disturb learners.

Learners who arrive late:

In accordance with JCQ guidance, centres in the UK are allowed to start examinations by up to 30 minutes earlier than, or later than, the publishing starting time for the session, without the need to complete any paperwork. Prior permission from an awarding body is not required. Where this policy is followed, to avoid any possible breach of security, late arriving candidates or early departing candidates must be supervised as if the specified starting time had been in place.

Leaving the assessment room:

Learners are not permitted to leave the assessment room until at least twenty minutes assessment time has elapsed (other than in an emergency/medical situation). Where learners have completed their assessment and are permitted to leave before the finish time, they must be instructed to do so quietly, without causing undue distraction to others.

Ending the assessment:

When ending the assessment, Invigilators should give sufficient notice to learners. This is normally achieved by giving fifteen minute and five minute warnings prior to the published finish time. All assessment papers must be collected and placed in secure storage prior to submitting to AIM Awards for marking. At no point must any indication be given to learners as to whether it is believed that they have passed or failed the assessment. The marking of assessment papers by centre staff, to pre-empt awards will be treated as malpractice and could result in the withdrawal of centre approval. Assessment papers must be sent to AIM Awards within the specified timeframe of the assessment. Assessments must not be invigilated by the class Tutor unless another independent Invigilator is present.

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APPENDIX 4

CONDITIONS FOR STORING CONFIDENTIAL MATERIAL

39

Conditions for Storing Confidential Material

Question papers and any other confidential material, e.g. answer booklets, must be stored securely at the centre’s registered address in a secure room solely assigned to examinations, restricted to two to four key holders only. This is commonly referred to as a “box within a box”. The following requirements must be met.

Requirement- “a box within a box” Note

Secure room solely assigned to examinations in a

fixed building, i.e. not a Portakabin or similar,

meeting all of the following requirements:

Walls, ceiling and floor of strong, solid construction

Solid door or reinforced door with o Strong secure/heavy duty hinges o Security lock e.g. 5 lever mortice lock or

coded keypad lock or electronic security lock

o 2 to 4 key holders only The following must also be met (where

applicable):

If question papers are stored in a room with windows, which are easily accessible, bars must be fitted or the room alarmed.

If the room has a glass panel in or above the door, e.g. for health and safety reasons, the glass must be toughened safety glass.

If the volume of question papers is too great for secure storage in one room, you must use additional rooms within the centre. These additional rooms must also meet the requirements for secure storage.

Preferably on an upper floor with no windows.

Stud partition walls are only acceptable with

metal reinforcement.

A hollow panel door would require extra metal

reinforcement.

Upper floor window(s) with a balcony or flat roof

must be fitted with bars or the room alarmed.

The room must not have a door which directly

leads out to the exterior of the building.

The secure room(s) must contain one of the

following: (with 2 to 4 key holders only)

• Strong non-portable safe

or

• Non-portable security cabinet with multi point

locking system

or

• Metal cabinet with full length external locking

bar, bolted to wall or floor

or where a centre has large numbers of question

papers to store:

• Metal security screen, e.g. roll down shutter,

directly in front of open shelving.

Small safes must be fixed securely in place.

A full length external locking bar will ensure that

question papers are stored in a secure

environment at all times.

40

APPENDIX 5

ASSESSMENT PACK

AIM Awards

Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Assessment Pack

2014 - 2015

Learner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:

2

Contents How this qualification is assessed ......................................................................................................................... 3

Mandatory: Counselling Practicum (Level 4) ........................................................................................................ 7

Record of Learner Achievement ....................................................................................................................... 7

Assignment: Study of Supervised Counselling Practice .................................................................................... 8

Assignment: Supervisor’s Report .................................................................................................................... 11

Mandatory: Counselling Supervision, Ethical and Legal Issues (Level 5) ............................................................ 13

Record of Learner Achievement ..................................................................................................................... 13

Assignment Brief 1 .......................................................................................................................................... 14

Assignment Brief 2 .......................................................................................................................................... 16

Mandatory: Research in Counselling (Level 5) .................................................................................................... 18

Record of Learner Achievement ..................................................................................................................... 19

Assignment Brief ............................................................................................................................................. 19

Research Proposal Template .......................................................................................................................... 22

3

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 passed in order to achieve the unit. Please refer to Section 2 of the qualification specification on how to achieve the full qualification.

Mandatory Units – Learners must achieve all of the units below by completing the required assignments.

Unit Assessment

Title Reference Number

Level Credit Value

Method Task Size Page

Counselling Practicum D/506/3058 Four 20

Externally marked

Report of study of supervised practice

3000 words

8

Internally reviewed

Supervisor’s Report 100

hours practice

11

Counselling

Supervision, Ethical and

Legal Issues

T/506/3129 Five 9

Internally marked

Essay 2000

words 15

Internally marked

Essay 2000

words 17

Research in Counselling

K/506/3130 Five 15 Externally

marked Research Proposal

3000 words

20

All units

Examination N/A

The Tutor/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.

Externally Marked Learner Work Externally marked learner work must be sent by post to AIM Awards by the deadline dates for the chosen

examination series for the year: 21st January 2015

21st June 2015

The work must be accompanied by the completed Record of Learner Achievement for the unit covered which must be signed by the learner to declare it is their own work

4

The package must be sent by special delivery or courier and centres must retain confirmation of posting

Achievement of the externally marked learner work will be confirmed at the same time as confirmation of examination results

Types of assessment

Supervisor’s Report Externally set task Internally reviewed

Guidance:

AIM Awards learners are required to accept and abide by the house rules of any counselling agency they may be placed with. In addition, AIM Awards specifies the following placement criteria guidance for centres and learners:

That the counselling service works to a recognised code of practice for counselling, e.g. The BACP Ethical Framework, or a similarly valid code of conduct

The counselling service assesses its clients to ensure that, as far as it is reasonable to do so, they are safe for Level 4 counsellor learners to work with before referring them

Learner counsellors must have formal arrangements in place for counselling supervision, to cover all client work, prior to starting work with clients. Centres should note that individual registration and/or accreditation by professional bodies, e.g. BACP, NCS may have different requirements and are advised to alert learners to these requirements via the websites of the respective organisations

AIM Awards recognises that, at the beginning, practice demands a lot from the new counsellor. Centres may wish to consider a ratio of one hour of supervision per four hours of client work in the early stages of a placement. We would, however, strongly recommend that the ratio of supervision to client work does not exceed one hour of supervision to eight hours of client work. However, we will support any particular requirements of the placement provider

All client work must take place in an appropriate setting and be one-to-one, not group work

The clients that are referred to AIM Awards learners must be real clients, e.g. people genuinely seeking help from a counsellor (specifically, they must not be other learners on counsellor training programmes)

The counselling is subject to an appropriate counselling contract

If asked, clients must be told that the counsellor is in training

Someone in the organisation must take a line management responsibility for the learner i.e. to ensure that the learner is aware of health and safety regulations in the setting and discuss how appointment arrangements, cancellations and room availability will be managed

It is recommended that learners submit Supervisor’s reports using the template in this document approximately 3 months into the placement and again at the end. These reports will enable Tutors to monitor the learners’ progress and address any areas for development.

Study of Supervised Practice Externally set task Externally marked

Guidance:

Anonymity

Ensure that clients and third parties are protected and are neither identified nor identifiable within the text of your study

Use fictitious names "the client, whom I shall call ...” or codes such as "Client A” to ensure that confidentiality is not breached

Write within the stated word limit

Observe the maximum word limit including quotations but excluding the reference list

Clearly identify direct quotations from appropriate texts

For assessment purposes, the maximum word limit will be strictly applied and is carefully monitored by the examiner. In the event that you exceed this, the examiner will only consider the first words up to the word limit

Presentation

5

Use A4 size paper only

Word-processed or typed with double spacing using one side only

Choose an easy to read font (e.g. Times New Roman, Verdana or Comic Sans MS)

Use font size 12

Number each page on the bottom right hand corner

Leave margins of at least 12mm (½ inch) on both sides of each page

Secure the pages in order with a single staple in the top left hand corner. Please do not submit your work in files, plastic pockets or other binding. Work which is not suitably held together will be returned to the centre unmarked

A reference list is to be included as an appendix

State the number of words used, including quotations but excluding the reference list

You must NOT include additional material e.g. Supervisor’s reports, consent forms, etc.

Essay Internally set task Internally assessed

Guidance:

Essay tasks are set according to the assignment briefs within this document and are internally assessed, internally verified at the centre and externally verified by AIM Awards.

Essays must be written in a formal style with:

an introduction

the main body of text which includes discussion, analysis and some evaluation of the information used as references

a conclusion

a list of references (the Harvard referencing system is suggested) Learners must ensure that the Assessment Criteria referred to in the assignment brief are covered by their submission.

Tutors/Assessors must provide constructive useful feedback to learners on their finished submission and this must be recorded on the Record of Learner Achievement for the unit along with identification of the Assessment Criteria evidenced.

It is good practice for Tutors/Assessors to look at draft essays and provide formative feedback to learners about their work in progress.

A suggested essay writing approach for learners to follow is to:

Prepare

Research

Plan the content and argument

Find suitable quotations to support the argument

Write the main body

Write the conclusion and introduction

Complete the reference list

Research Proposal Externally set task Externally assessed

Guidance:

Complete a research proposal on the AIM Awards template.

Anonymity

Ensure that if the research involves clients or counselling agencies or other organisations, that appropriate steps are taken to ensure that third parties are protected and are neither identified nor identifiable within the text of your proposal.

It is strongly recommended that you consult the BACP’s Ethical Guidelines for Researching Counselling and Psychotherapy or the British Educational Research Association’s Ethical Guidelines for Educational Research at an early stage in your formulation of the proposal (see resources section to see how you can access these).

6

Write within the stated word limit

Observe the maximum word limit including quotations but excluding the reference list

Clearly identify direct quotations from appropriate texts

For assessment purposes the maximum word limit will be strictly applied and is carefully monitored by the examiner. In the event that you exceed this, the examiner will only consider the first 3000 words.

Presentation

Use the template provided on A4 paper

Word-processed or typed with double spacing using one side only

Choose an easy to read font (e.g. Times New Roman, Verdana or Comic Sans MS)

Use font size 12

Number each page on the bottom right hand corner

Leave margins of at least 12mm (½ inch) on both sides of each page

Secure the pages in order with a single staple in the top left hand corner. Please do not submit your work in files, plastic pockets or other binding. Work which is not suitably held together will be returned to the centre unmarked

A reference list is to be included as an appendix

State the number of words used, including quotations but excluding the reference list

You must NOT include additional material e.g. supervisor’s reports, consent forms, etc

You only have a finite number of words to work with (including any quotations that you may use in your proposal) and you are going to have to be very selective in communicating the essence of your research project. The examiners will be looking for a proposal that gives a good indication that a viable and realistic dissertation could be produced from it. You will be awarded a pass if your work evidences achievement of all the assessment criteria at the appropriate level.

Tracking Learner Work 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.

7

Mandatory: Counselling Practicum (Level 4) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Report of study of

supervised practice

Supervisor’s Report

1. Understand working within legal and ethical requirements as a counselling practitioner

1.1. Demonstrate knowledge and understanding of a professional ethical framework and its application to counselling practice

External

1.2. Respond effectively to complex client issues and ethical dilemmas

External

1.3. Describe the key professional issues arising in the counselling placement

External

2. Understand the key professional issues arising in the counselling placement

2.1. Demonstrate the use of counselling supervision

External

2.2. Evaluate the effects of using counselling supervision on own practice

External

3. Understand how developing self-awareness can contribute as a counselling practitioner

3.1. Evaluate how developing self-awareness can contribute to the effectiveness of the therapeutic relationship and process

External

Supervisor’s report evidencing 100 hours of counselling practice approved:

Evidence Requirements Evidence of 100 hours of counselling practice must be demonstrated through the completed supervisor’s report.

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 Learner Date

8

Assignment: Study of Supervised Counselling Practice

Qualification: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Unit(s) covered: Counselling Practicum L4

Assessor: Externally Marked

Assignment Title: Study of Supervised Practice Unit Assignment No.:

1 / 2

Date Brief Set: Submission Date (Winter):

21st January 2015

Submission Date (Summer):

21st June 2015

Why are we doing this?

You are asked to prepare a Study of Supervised Practice. This is NOT a case study of 8 sessions of counselling. The counselling practice must take place in a formally organised placement. Peer counselling in class or providing counselling to other learners in a centre is not acceptable. What follows may help you make the most of the work that you have to do in order to pass this Unit.

The first and perhaps the most important point to make here is that writing the assignment presents an opportunity for you to learn. The process is simple, the reality less so!

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must complete an academic study, in essay form, about 8 one to one clinically supervised counselling sessions with the same client which will have been completed within your placement setting. Write with particular reference to your own experience of supervised counselling and to professional factors and issues which arose, ensuring that you cover each of the five tasks below.

Externally marked essay, 3000 words

1. Describe the key professional issues arising in the counselling placement

Choose and summarise 3 aspects of your work with this client, which you found interesting or challenging in terms of legal matters, ethics, your use of supervision or its effect on you.

(approx. 400 words)

1.3

2. Understanding and applying a professional ethical framework

You should state clearly the ethical framework or code to which you worked. This is likely to be either the BACP Ethical Framework or the National Counselling Society Code of Ethics

Select 3 or 4 examples of the principles, qualities or undertakings contained in the framework or code which seem most relevant to your work with this client.

Describe briefly how they seemed to be relevant, how you tried to make use of them and to what extent they helped you in your work with this client.

(approx. 600 words)

1.1

9

3. Respond effectively to complex client issues and ethical dilemmas

For you, what was the most difficult aspect of the issues, problems or challenges which this client presented you with? Give the reader some detail about how you tried to understand and respond to this aspect of the work. If you encountered a particular ethical dilemma (perhaps a conflict between 2 ethical principles, for example), describe how you tried to resolve it. If no particular ethical dilemma seemed to arise, describe one which you think could easily have done so. Note that ‘responding effectively’ does not necessarily mean that you succeeded in helping this particular client, but that you made an informed and ethically sound attempt to do so.

(approx. 600 words)

1.2

4. Demonstrate the use of counselling supervision and evaluate the effects of using counselling supervision on own practice

Give a clear and detailed example of an issue concerning this client which you took to supervision.

Describe how the supervisor and, if relevant, the supervision group, responded. What did you learn from this? How did it influence your subsequent work with this client? What did you do more of? What did you do differently?

(approx. 600 words)

2.1, 2.2

5. Evaluate how developing self-awareness can contribute to the effectiveness of the therapeutic relationship and process

Give an example of how your own values, beliefs or assumptions influenced, or could have influenced, your work with this client. Give some detail about how working with this client affected you. How did your own thoughts and feelings make a difference to what happened in the sessions? Was there anything particularly difficult or enlightening for you about this piece of client work?

(approx. 500 words)

3.1

Guidance for assessment The style of writing is not as important as the content. Remember you need to pass each of the assessment tasks (1-5) above so writing 800 words (double the amount ) for task 1 for example and only 100 for task 2 is not likely to help you demonstrate your understanding in sufficient depth to pass overall.

Introduction

A passage of 300 or so words, which explains :

The setting in which the sessions took place

A brief description of the client with whom you were working (age, gender, presenting issue(s)

What the work was about and what you set out to achieve.

It is important that you state here the theoretical model that you are working from. Reference List

Be sure to list only the books you have used and cited within the study - not those you haven’t. A bibliography that lists books that you may have read but not cited in the study is not required.

Finally

Print the whole thing out on A4 paper, double-line spaced and with appropriate margins. Make sure you have selected an easy to read font such as Times New Roman, Verdana or Comic Sans MS and the font size is 12.

Please note that the examiners will use the number of pages to assess whether you have kept to the word length. 3000 words in Times New Roman (font size 12 and double-line spaced) cover 12 pages. The same number of words and layout in Verdana and Comic Sans MS is 15 and 16 respectively.

10

How you will be marked

You must submit your work to your centre who will submit it for external marking. To pass this assignment you must meet all of the Assessment Criteria below.

No. Assessment Criteria

1.1 Demonstrate knowledge and understanding of a professional ethical framework and its application to counselling practice

1.2 Respond effectively to complex client issues and ethical dilemmas

1.3 Describe the key professional issues arising in the counselling placement

2.1 Demonstrate the use of counselling supervision

2.2 Evaluate the effects of using counselling supervision on own practice

3.1 Evaluate how developing self-awareness can contribute to the effectiveness of the therapeutic relationship and process

11

Assignment: Supervisor’s Report

Qualification: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Unit(s) covered: Counselling Practicum L4

Assessor:

Assignment Title: Supervisor’s Report

Unit Assignment No.:

2 / 2

Date Brief Set: Submission Date (Winter):

21st January 2015

Submission Date (Summer):

21st June 2015

Record of Supervised Counselling Experience

Learner Name:

Supervisor’s Name:

Supervisor’s Qualifications:

Name of Agency:

Total Number of Client Hours:

Total number of Supervision Hours:

Brief description of Client population

(age range/gender balance):

12

Please comment on the supervisee’s ability to:

Establish and work with the therapeutic alliance

Make effective use of supervision

Demonstrate a capacity for self-monitoring and reflexivity

Demonstrate a satisfactory level of awareness of ethical requirements to support his/her professional practice

Any other comments

How you will be marked

This report must be completed by your supervisor and returned to your centre as confirmation that you have met the mandatory requirement for 100 hours of supervised practice.

Supervisor Statement

I verify that I have supervised the above named for ______client sessions between _______________ and _________________.

I am satisfied that the level of competence s/he has attained is appropriate for the current stage of her/his professional development.

Supervisor Learner Date

13

Mandatory: Counselling Supervision, Ethical and Legal Issues (Level 5) Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Essay 1 Essay 2

1. Understand theoretical aspects of counselling supervision

1.1. Critically evaluate the different: (a) forms (b) styles (c) models of counselling supervision

2. Understand practical aspects of counselling supervision

2.1. Demonstrate increasing self-awareness as a result of the use of counselling supervision

2.2. Analyse how the process of supervision can affect the counsellor-client relationship and clinical outcomes

3. Understand key ethical and legal issues for counsellors

3.1. Review the impact of key ethical and legal issues on counselling practice

3.2. Critically evaluate working within an ethical framework or code of ethics

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.

14

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 Brief 1

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Qualification: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Unit(s) covered: Counselling Supervision, Ethical and Legal Issues L5

Assessor:

Assignment Title: Counselling Supervision Essay Unit Assignment No.:

1 / 2

Date Brief Set: Submission Date:

Why are we doing this?

As a practitioner you already have experience of evaluating how useful theoretical concepts are proving to be in your own client work. One of the key processes for continual development as a practitioner is through supervision. This assignment seeks to enable you to develop a critical understanding of the purpose and function of counselling supervision.

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must write an essay covering the following areas, ensuring that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Essay, 2000 words

1. Critically analyse how the Supervisory relationship is established, progresses and develops

1.1

2. Discuss how this relationship is essential to the counselling process and to the professional development of the counsellor/psychotherapist

2.1, 2.2

Guidance for assessment Good submissions should demonstrate:

Relevance of the submitted material and content to the essay title, with clear evidence of independent thought

Clear, well-structured essay, demonstrating in-depth analysis and comparison of researched areas

Advanced ability to critically analyse researched material

Constructive integration of theoretical and practice material

Comparison of theoretical approaches as they relate to essay content

Logically structured argument throughout essay

Demonstrates evidence of relevant and wide background reading with application to essay title

Structure and organisation of essay are developed and explained throughout

Conclusions and outcomes of submission are clear and unambiguous

Correct spelling, grammar and use of the Harvard referencing system

How you will be marked

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To pass this assignment you must meet all of the Assessment Criteria overleaf. 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.

No. Assessment Criteria

1.1 Critically evaluate the different:

(a) forms

(b) styles

(c) models

of counselling supervision

2.1 Demonstrate increasing self-awareness as a result of the use of counselling supervision

2.2 Analyse how the process of supervision can affect the counsellor-client relationship and clinical outcomes

Assignment Brief 2

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Qualification: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Unit(s) covered: Counselling Supervision, Ethical and Legal Issues L5

Assessor:

Assignment Title: Ethical and Legal Issues Essay Unit Assignment No.:

2 / 2

Date Brief Set: Submission Date:

Why are we doing this?

As a practitioner you already have experience of evaluating how useful theoretical concepts are proving to be in your own client work. This assignment seeks to enable you to learn about essential aspects of law relevant to counselling and demonstrate your use of an ethical framework, code or ethics in practice.

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must write an essay covering the following areas, ensuring that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Essay, 2000 words

1. Discuss, with examples, the difference between an ethical and legal requirement which could arise in a counselling practice.

3.1

2. Identify, discuss and analyse how far the conflicts between ethical and legal requirements have been relevant to your own practice.

3.2

Guidance for assessment Good submissions should demonstrate:

Relevance of the submitted material and content to the essay title, with clear evidence of independent thought

Clear, well-structured essay, demonstrating in-depth analysis and comparison of researched areas

Advanced ability to critically analyse researched material

Constructive integration of theoretical and practice material

Comparison of theoretical approaches as they relate to essay content

Logically structured argument throughout essay

Demonstrates evidence of relevant and wide background reading with application to essay title

Structure and organisation of essay are developed and explained throughout

Conclusions and outcomes of submission are clear and unambiguous

Correct spelling, grammar and use of the Harvard referencing system

How you will be marked

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To pass this assignment you must meet all of the Assessment Criteria overleaf. 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.

No. Assessment Criteria

3.1 Review the impact of key ethical and legal issues on counselling practice

3.2 Critically evaluate working within an ethical framework or code of ethics

Mandatory: Research in Counselling (Level 5)

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Record of Learner Achievement

LEARNING OUTCOMES ASSESSMENT CRITERIA TICK WHEN ACHIEVED

The learner will: The learner can: Research Proposal

1. Understand the field of counselling research

1.1. Review and evaluate key aspects of counselling research

1.2. Critically compare research studies

2. Understand the contribution of the research literature to an intended research proposal

2.1. Identify, as an intended research proposal, a specific topic of interest

2.2. Conduct a literature search on the specific topic of interest

2.3. Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3. Understand the contribution of research methodologies to an intended research proposal

3.1. Identify research methodologies relevant to the specific topic of interest

3.2. Develop an awareness of the importance of data collection in the production of a research proposal

3.3. Identify the impact of researcher positioning on the research proposal

4. Understand the ethical implications of the proposed research

4.1. Identify relevant ethical guidelines

4.2. Clarify the ethical implications of the intended research proposal

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

Assignment Brief

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Qualification: AIM Awards Level 5 Diploma in Psychotherapeutic Counselling (QCF)

Unit(s) covered: Research in Counselling L5

Assessor:

Assignment Title: Research Proposal Unit Assignment No.:

1 / 1

Date Brief Set: Submission Date (Winter):

21st January 2015

Submission Date (Summer):

21st June 2015

Why are we doing this?

A research proposal should clearly define the topic that you are interested in studying, as well as providing an indication that you have begun to identify and develop an interesting and original research question (or questions) in relation to that topic. In your proposal, you therefore need to demonstrate that:

you understand the area in which you plan to undertake research

you are able to identify an interesting and original research question(s)

you have some understanding of how to conduct research

Tasks

To complete this assignment you will need to complete the following tasks:

Task Type of Evidence

Assessment Criteria

You must write a research proposal covering the following 5 areas using the template provided. You must ensure that your submission covers the Assessment Criteria referenced. You are encouraged to identify on your work where each Assessment Criteria is covered.

Research Proposal, 2500 to 3000 words

1. Proposed area of research In this section you should:

provide an introduction to the proposal

identify the subject for research in terms of theoretical issues and relevant applications to the field of counselling

briefly define the topic you are interested in

show you understand your research area

(approx 600 words)

2.1

2. Importance of this research and the possible contribution to the field In this section you should:

indicate on how you envisage your research will contribute to debates/discussions in counselling

consider how this research has been influenced by your own positioning on the topic – your impetus for the study

identify potential areas of bias and selective use of existing research data

(approx 600 words)

1.1, 3.3

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3. Proposed topic/research questions/ethical considerations In this section you should:

clearly identify the topic that you propose to research

consider different ways of obtaining the information you need

develop one or two RESEARCH QUESTIONS that give the reader a clear sense of what the intended research will generate in terms of knowledge ( for self and/or others) and practice ( for self and/or others)

consider the ethical implications of the research and safeguarding of participants and how you propose to obtain consent

(approx 600 words)

3.1, 4.1, 4.2

4. Relevant Literature on the topic/research area In this section you should summarise:

relevant literature and theories relating to your proposed research area

major lines of argument that have been developed

ideas and findings of key researchers working on your topic The information in Appendix 1 will also demonstrate to the examiners your grasp of the relevant literature.

(approx 600 words)

1.2, 2.2, 2.3

5. Research methodology and data collection methods In this section you should:

indicate of the research methods you will use and why

indicate the form and location of any empirical work you plan to undertake

where you might collect any relevant data:

outline the sources of information you might need

comment on the geographical area in which the study will take place – what are the advantage and disadvantages of this choice?

discuss the subjects of your research – individuals? Groups? Counselling agencies? And why?

(approx 600 words)

3.1, 3.2

APPENDIX 1 : References and Overview of Literature in the Field Most research develops from previous work – it is important therefore to indicate to the examiners that you have a grasp of the relevant literature that informs your development of your research ideas. This section will also be used to assess task 4. It is important to list those key works relevant to your research that you have read and can comment on with authority. Be sure to list the books you have used and cited within the study as well. Be careful to avoid reference list ‘padding’ – the sources must be directly relevant to your study.

APPENDIX 2: Proposed time scale of events In this section you should: Estimate in terms of number of weeks or months how long you expect to be involved in:

the Literature Search

training in research methods and analysis of data (if necessary)

pilot study and analysis

identification of respondents

fieldwork (data collection)

transcription of interviews (if appropriate ) generally length of interview x 6 -10 i.e. a one hour interview will take 6-10 hours to transcribe

analysis of data and planning of writing up

final analysis of data

writing up of dissertation

Guidance for assessment The style of writing is important as the proposal will not just be judged on the content. It is important to remember that the research proposal is your opportunity to convince the examiners that you have a sound grasp of an idea for a piece of research, key literature that may inform your study as well as an indication of how the

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data will be collected and analysed. It must look professional and scholarly. The word limits in brackets are for guidance only to help you manage the work within the overall limit of 3000 words and address all the assessment criteria. The headings on the template MUST BE USED. Your completed proposal must not exceed the pages on the template (excluding the appendices).

Resources

Bond, Tim (2004) Ethical guidelines for researching counselling and psychotherapy. Rugby: BACP.

Free copies can be downloaded from:

http://www.bacp.co.uk/research/ethical_guidelines.php

British Educational Research Association (2011) Ethical Guidelines for Educational Research London: BERA.

http://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2011

How you will be marked

You must submit your work to your centre who will submit it for external marking. To pass this assignment you must meet all of the Assessment Criteria below.

No. Assessment Criteria

1.1 Review and evaluate key aspects of counselling research

1.2 Critically compare research studies

2.1 Identify, as an intended research proposal, a specific topic of interest

2.2 Conduct a literature search on the specific topic of interest

2.3 Develop a literature review demonstrating the current body of knowledge on the specific topic of interest

3.1 Identify research methodologies relevant to the specific topic of interest

3.2 Develop an awareness of the importance of data collection in the production of a research proposal

3.3 Identify the impact of researcher positioning on the research proposal

4.1 Identify relevant ethical guidelines

4.2 Clarify the ethical implications of the intended research proposal

Research Proposal Template

Learner Name:

Unique Learner Number:

Course:

Centre:

Proposed area of research (600 words)

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Importance of this research and the possible contribution to the field (600 words)

24

Proposed topic/research questions/ethical considerations (600 words)

25

26

Relevant Literature on the topic/ research area (600 words)

Research methodology and data collection methods (600 words)

27

Research methodology and data collection methods (600 words)

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APPENDIX 1: REFERENCES AND OVERVIEW OF LITERATURE IN THE FIELD

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Insert content here

APPENDIX 2: PROPOSED TIME SCALE OF EVENTS

Insert content here

APPENDIX 6

QCF LEVEL DESCRIPTORS

Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

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Qualifications and Credit Framework: Level Descriptors

Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 4 Achievement at level 4 reflects

the ability to identify and use

relevant understanding, methods

and skills to address problems

that are well defined but complex

and non-routine. It includes taking

responsibility for overall courses

of action as well as exercising

autonomy and judgement within

fairly broad parameters. It also

reflects understanding of different

perspectives or approaches within

an area of study or work

Use practical, theoretical or

technical understanding to address

problems that are well de- fined but

complex and non-routine

Analyse, interpret and evaluate

relevant information and ideas

Be aware of the nature and

approximate scope of the area of

study or work

Have an informed awareness of

different perspectives or

approaches within the area of study

or work

Address problems that are complex

and non-routine while normally

fairly well defined

Identify, adapt and use appropriate

methods and skills

Initiate and use appropriate

investigation to inform actions

Review the effectiveness and

appropriateness of methods,

actions and results

Take responsibility for courses of

action, including, where relevant,

responsibility for the work of others

Exercise autonomy and judgement

within broad but generally well-

defined parameters

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Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 5 Achievement at level 5 reflects

the ability to identify and use

relevant understanding, methods

and skills to address

broadly-defined, complex

problems. It includes taking

responsibility for planning and

developing courses of action as

well as exercising autonomy and

judgement within broad

parameters. It also reflects

understanding of different

perspectives, approaches or

schools of thought and the

reasoning behind them.

Use practical, theoretical or

technological understanding to find

ways forward in broadly-defined,

complex contexts

Analyse, interpret and evaluate

relevant information, concepts and

ideas

Be aware of the nature and scope

of the area of study or work

Understand different perspectives,

approaches or schools of thought

and the reasoning behind them

Address broadly-defined, complex

problems

Determine, adapt and use

appropriate methods and skills

Use relevant research or

development to inform actions

Evaluate actions, methods and

results

Take responsibility for planning and

developing courses of action,

including, where relevant,

responsibility for the work of others

Exercise autonomy and judgement

within broad parameters

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Summary Knowledge and Understanding Application and action Autonomy and accountability

Level 6 Achievement at level 6 reflects

the ability to refine and use

relevant understanding, methods

and skills to address complex

problems that have limited

definition. It includes taking

responsibility for planning and

developing courses of action that

are able to underpin substantial

change or development, as well as

exercising broad autonomy and

judgement. It also reflects an

understanding of different

perspectives, approaches or

schools of thought and the

theories that underpin them

Refine and use practical, conceptual

or technological under- standing to

create ways forward in contexts

where there are many interacting

factors

Critically analyse, interpret and

evaluate complex information,

concepts and ideas

Understand the context in which

the area of study or work is located

Be aware of current developments

in the area of study or work

Understand different perspectives,

approaches or schools of thought

and the theories that underpin

them

Address problems that have limited

definition and involve many

interacting factors

Determine, refine, adapt and use

appropriate methods and skills

Use and, where appropriate, de-

sign relevant research and

development to inform actions

Evaluate actions, methods and

results and their implications

Take responsibility for planning and

developing courses of action that

are capable of under- pinning

substantial changes or

developments

Initiate and lead tasks and

processes, taking responsibility,

where relevant, for the work and

roles of others

Exercise broad autonomy and

judgement

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