Specific Outcome 1 Describe the role and limitations of the

TITLE: Conduct Basic Lay Counselling in a Structured

Environment

NQF LEVEL: 4

CREDITS: 15

FIELD: Human and Social Studies

SUB-FIELD: General Social Science

ISSUE DATE:

REVIEW DATE:

PURPOSE:

This Unit Standard is for learners who are lay counsellors for individual clients (and their

partners) from any community. This is not intended to apply when counselling children,

couples or groups as they require additional knowledge, skills and competencies and are

dealt with separately in other Unit Standards.

A person credited with this Unit Standard will be capable of:

 Describing the functions and limits of the lay counsellor

 Setting up a structured environment conducive to counselling

 Describing and applying the requirements of lay counselling

 Applying the principles and processes of lay counselling in a structured

environment

 Reflecting on the counselling process

Range:

 Basic lay counselling: refers to counselling requiring basic levels of knowledge

and skill from the counsellor

 Structured environment refers to:

a) The physical space may be a variety of settings, all of which should be

conducive to confidentiality, freedom of expression and counselling.

b) The counsellor and counselling session is managed and mentored

including ongoing supervision, monitoring, assessment and debriefing.

c) The session may be scheduled or unscheduled.

Specific Outcome 1: Describe the functions and limits of the lay counsellor

Assessment criteria:

1.1 Qualities and skills of a lay counsellor are identified and described.

Range: Specific qualities, skills and personal abilities of the person to be a

competent lay counsellor include; empathy, reliability, unbiased feelings, integrity,

non-judgemental, professionalism, communication skills, interpersonal skills.

1.2 The aims, elements and context of lay counselling are identified and explained

with examples.

1.3

1.4

1.5

1.6

Range: This is the important aspect in a counselling process. To be successful

these should include; develop an understanding of a specific approach;

deepened understanding of self and others; able to give insightful guidance and

support, respect, acceptance.

The approach to lay counselling is described based on a specific model.

Range: Models include Rogers – person centred, Eagen – skilled helper,

Cognitive, Behavioural, Interpersonal, Groupwork.

The definition and the functions of the lay counsellor are explained in relation to

the counselling process.

The method of counselling is explained in order to deal appropriately with the

counselling session.

Range: Method is the steps and ways in the counselling process and includes

attending to questions, listening, body language, summarising, paraphrasing,

silences, pacing, timing.

The legal and ethical requirements and limits of the lay counsellor are explained

in relation to the client.

Range: This includes responsibility to the client; values, responsibility, contracts,

boundaries, confidentiality, accountability, supervision.

Set up a structured environment conducive to

counselling.

Specific Outcome 2:

Assessment criteria:

2.1 The characteristics of a structured environment are described in terms of its

physical setting.

 Range: The physical outlay of the room including table, chair, and lighting

should not create a barrier or obstruct the counselling process.

2.2 A structured environment is set up to enable conducive counselling.

Range: A conducive counselling environment refers to:

 Privacy and confidentiality of arrival, session and exit

 Ensure parties are at the same level, with no barriers

 Environment is supportive, private and pleasant, without distractions.

Specific Outcome 3: Understand the requirements and apply the principles

of lay counselling.

Assessment criteria:

3.1 The appropriate sensitivity and non-judgmental attitude towards clients are

demonstrated based on principles of lay counselling.

Range: Includes recognition, understanding and tolerance of diversity of social

and cultural customs and beliefs of clients.

3.2 Appropriate interaction skills are demonstrated in the counselling context.

Range: Active listening, questioning, reflection, verbal and non-verbal

communication.

3.3 Appropriate sources for referral of clients are identified within the local

environment.

3.4 The ability to appropriately deal with the client’s feelings is demonstrated in a

professional manner.

Range: The qualities relating to professional conduct include; confidentiality,

empathy, acceptance, reliability, non–judgmental.

3.5 The ability to appropriately manage own feelings and behaviour regarding the

issues presented in the counselling session are demonstrated in order to

separate own personal issues from the client’s problems.

Specific Outcome 4: Apply the principles and processes of lay counselling

in a structured environment.

Assessment criteria:

4.1 The ability to establish rapport with the client is demonstrated in order to make

the client feel at ease.

4.2 The client’s problem is identified and clarified using appropriate skills.

Range: This includes using effective, non-threatening, open, and exploring skills.

4.3 The client’s needs are identified and prioritised in order to counsel the client

based on a specific problem.

4.4 The client’s decision-making is facilitated through the discussion of options and

forming of an action plan.

4.5 The needs of the client are matched to appropriate service providers for referral

when necessary.

4.6 Client is offered ongoing support if possible and necessary.

Specific Outcome 5: Reflect on the counselling process

Assessment criteria:

5.1 Records are drafted and stored so that confidentiality is safeguarded.

5.2 The strengths of the counselling process are identified and motivated based on

personal reflection.

5.3 The limitations of the counselling process are identified and motivated based on

personal reflection.

5.4 Key lessons are identified and changes made for future counselling sessions.

5.5 A debriefing session of the learner is requested with the supervisor or mentor.

5.6 The need for on-going training for the learner is identified and recorded in an

action plan for personal growth and development.

Range:

 debriefing = process of reflection and sharing experiences, feelings and concerns

through discussion without breaching confidentiality

 supervision = process of reporting to a higher authority who manages the lay

counsellor for the purpose of ensuring the quality of the counselling

 mentoring = process of coaching the lay counsellor to provide emotional support

for personal issues from a person ideally other than the supervisor

ACCREDITATION AND MODERATION OPTIONS

Assessment of this Unit Standard should be contextual and practical as far as possible.

 Assessors must be registered as assessors with the appropriate ETQA.

 Assessors, accredited by the appropriate ETQA, will assess a learner’s competency.

 Moderators must be registered assessors with the appropriate ETQA, or with an ETQA that has a

Memorandum of Understanding with the appropriate ETQA.

 Moderation should include both internal and external moderation where applicable.

 Training providers must be accredited by the appropriate ETQA.

 Accreditation and moderation mechanisms and requirements must meet the requirements of

SAQA ensuring that the processes that are followed are transparent, affordable and support the

development of the NQF.

NOTES:

Critical Cross-field Outcomes

The following critical cross-field outcomes are addressed in this unit standard:

1.

Identify and solve problems relating to the counselling process with the client.

2.

Work effectively with others to gather information on the identified problem.

3.

Collect, analyse, organise and critically evaluate information on the counselling process.

4.

Communicate effectively with the client in order to create a conducive environment for counselling.

5.

Demonstrate an understanding of the world as a set of related systems by recognising that the

individual behaviour occurs in a related context.

Values

 Empathy, reliability, unbiased feelings, integrity, non-judgemental, professionalism,

communication skills, and interpersonal skills.

Suggested distribution of hours to achieve outcomes

Activity Hours

Classroom learning include 80

Coaching

On-the-job learning 60

Self-directed learning 10

Other

150