Curr. Counselling Psy Level 6

REPUBLIC OF KENYA
COMPETENCY BASED CURRICULUM

FOR
COUNSELLING PSYCHOLOGY
LEVEL 6
TVET CDACC
P.O. BOX 15745-00100.
NAIROBI
COMPETENCY BASED CURRICULUM FOR COUNSELLING PSYCHOLOGY LEVEL 6
First published 2018

Copyright © TVET CDACC
All rights reserved. No part of this curriculum may be reproduced,

distributed, or transmitted in any form or by any means, including
photocopying, recording, or other electronic or mechanical methods
without the prior written permission from TVET CDACC, except in
the case of brief quotations embodied in critical reviews and certain
other non-commercial uses permitted by copyright law. For
permission requests, write to the Council Secretary/CEO, at the
address below:
Council Secretary/CEO
TVET Curriculum Development, Assessment and Certification
Council
P.O. Box 15745–00100
Nairobi, Kenya
Email: info@tvetcdacc.go.ke / cdacc.tvet@gmail.com
©TVET CDACC 2018

i
COMPETENCY BASED CURRICULUM FOR COUNSELLING PSYCHOLOGY LEVEL
6
Table of Contents
FOREWORD......................................................................................iv
PREFACE............................................................................................v
ACKNOWLEDGEMENT..................................................................vi
ACRONYMS.....................................................................................vii
KEY TO UNIT CODE....................................................................viii
COURSE OVERVIEW......................................................................ix
BASIC UNITS OF LEARNING.........................................................1
Communication Skills...............................................................2
Numeracy Skills........................................................................5
Digital Literacy........................................................................11
Entrepreneurial Skills..............................................................15
Employability Skills................................................................18
Environmental Literacy...........................................................24
Occupational Safety and Health Practices..............................30
CORE UNITS OF LEARNING.......................................................33
Client Assessment....................................................................33
Provision of Counselling Services..........................................37
Crisis Counselling...................................................................41
Trauma Counselling................................................................45
Marriage and Family Counselling...........................................48
Medical Conditions Counselling.............................................38
Guidance and Counselling in Learning Institutions................55
Addiction Counselling.............................................................59
ii ©TVET CDACC 2018

Child Counselling....................................................................63
Adolescent Counselling...........................................................67
Special Needs and Disabilities Counselling............................71
Workplace Counselling............................................................75
Management of Counselling Services.....................................79
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FOREWORD
The provision of quality education and training is fundamental to
the Government’s overall strategy for social economic development.
Quality education and training will contribute to achievement of
Kenya’s development blueprint and sustainable development goals.
Reforms in the education sector are necessary for the achievement of
Kenya Vision 2030 and meeting the provisions of the Constitution of
Kenya 2010. The education sector had to be aligned to the
Constitution and this resulted to the formulation of the Policy
Framework for Reforming Education and Training (Sessional Paper
No. 4 of 2016). A key feature of this policy is the radical change in the
design and delivery of the TVET training. This policy document
requires that training in TVET be competency based, curriculum
development be industry led, certification be based on demonstration
of competence and mode of delivery allow for multiple entry and exit
in TVET programmes.
These reforms demand that Industry takes a leading role in curriculum
development to ensure the curriculum addresses its competence needs.
It is against this background that this curriculum has been developed.
It is my conviction that this curriculum will play a great role towards
development of competent human resource for the psychology sector’s
growth.
KEVIT DESAI, PHD, MBS

PRINCIPAL SECRETARY, STATE DEPARTMENT FOR
VOCATIONAL AND TECHNICAL TRAINING
MINISTRY OF EDUCATION
iv ©TVET CDACC 2018

PREFACE
Kenya Vision 2030 aims to transform the country into a newly
industrializing, “middle-income country providing a high-quality life
to all its citizens by the year 2030.” Kenya intends to create a globally
competitive and adaptive human resource base to meet the
requirements of a rapidly industrializing economy through life-long
education and training. TVET has a responsibility of facilitating the
process of inculcating knowledge, skills and attitudes necessary for
catapulting the nation to a globally competitive country, hence the
paradigm shift to embrace Competency Based Education and Training
(CBET).
The Technical and Vocational Education and Training Act No. 29 of
2013 and Sessional Paper No. 4 of 2016 on Reforming Education
and Training in Kenya, emphasizes the need to reform curriculum
development, assessment and certification. This calls for a shift to
CBET to address the mismatch between skills acquired through
training and skills needed by industry as well as increase the global
competitiveness of Kenyan labour force.
This curriculum is designed and organized with an outline of learning
outcomes; suggested delivery methods, training/learning resources
and methods of assessing the trainee’s achievement. The curriculum
is competency-based and allows multiple entry and exit to the course.
I am grateful to the Council members, Council Secretariat,
Psychology SSAC, expert workers and all those who participated in
the development of this curriculum.
PROF. CHARLES M. M. ONDIEKI, PHD, FIET (K), CON.

ENGTECH.
CHAIRMAN, TVET CDACC
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ACKNOWLEDGEMENT
This curriculum has been designed for competency-based training and

has independent units of learning that allow the trainee flexibility in
entry and exit. In developing the curriculum, significant involvement
and support was received from various organisations.
I take this opportunity to acknowledge Kenya Counselling and

Psychological Association (KCPA)for initiating and supporting the
process of developing this curriculum.
I recognize with appreciation the role of the Psychology Sector Skills

Advisory Committee (SSAC) in ensuring that competencies required
by the industry are addressed in the curriculum. I also thank all
stakeholders in the Psychology sector for their valuable input and all
those who participated in the process of developing this curriculum.
I am convinced that this curriculum will go a long way in ensuring

that workers in Counselling Psychology acquire competencies that
will enable them to perform their work more efficiently.
DR. LAWRENCE GUANTAI M’ITONGA, PHD

COUNCIL SECRETARY/CEO
TVET CDACC
vi ©TVET CDACC 2018

ACRONYMS
BC : Basic
CBET : Competency Based Education and
Training CO : Counselling
CP : Counselling Psychology
CR : Core
CU : Curriculum
KCSE : Kenya Certificate of Secondary
Education KNQA : Kenya National Qualifications
Authority OSH : Occupational Safety and Health

PPE : Personal Protective Equipment
PSY : Psychology
SSAC : Sector Skills Advisory Committee
TVET : Technical and Vocational Education and Training
TVET CDACC: TVET Curriculum Development, Assessment and

Certification Council
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KEY TO UNIT CODE
PSY /CU/CO/BC /01/ 6
Industry or sector
Curriculum
Occupational area
Type of competency
Competency number
Competency level
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COURSE OVERVIEW
This course is designed to equip an individual with competencies for
assessing the client, providingcounselling services,crisis, trauma,
marriage and family, medical conditions, guidance and counselling
in learning institutions,addiction, child, adolescent, special needs
and disability and workplace counselling services, as well as manage
counselling services.
This course consists of the following basic and core units of learning:
Basic Units of Learning
Unit of Learning Unit of Duration Credit

Code Learning Title in Hours
CO/CU/CO/BC/01/6 Communication 40 4
skills
CO/CU/CO/BC/02/6 Numeracy skills 70 7
CO/CU/CO/BC/03/6 Digital literacy 80 8
CO/CU/CO/BC/04/6 Entrepreneurial 80 8
skills
CO/CU/CO/BC/05/6 Employability 60 6
skills
CO/CU/CO/BC/06/6 Environmental 40 4
literacy
CO/CU/CO/BC/07/6 Occupational 50 5
safety and health
practices
Total 420 42
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CoreUnits of Learning

PSY/CU/CO/CR/01/6 Client assessment 120 12
PSY/CU/CO/CR/02/6 Provision of 180 18

counselling
services
PSY/CU/CO/CR/03/6 Crisis counselling 85 8.5
PSY/CU/CO/CR/04/6 Trauma 90 9
counselling
PSY/CU/CO/CR/05/6 Marriage and 180 18
family
counselling
PSY/CU/CO/CR/06/6 Medical 120 12
conditions
counselling
PSY/CU/CO/CR/07/6 Guidance and 100 10
counselling
services in
learning
institutions
PSY/CU/CO/CR/08/6 Addiction 180 18
counselling
PSY/CU/CO/CR/09/6 Child counselling 90 9
PSY/CU/CO/CR/10/6 Adolescent 90 9
counselling
PSY/CU/CO/CR/11/6 Special needs 110 11
and disability
counselling
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PSY/CU/CO/CR/12/6 Workplace 90 9
counselling
PSY/CU/CO/CR/13/6 Management of 120 12
counselling
services
PSY/CU/CO/CR/03/6 Industrial 480 48
Attachment
Total 2033 203.5
Grand Total 2455 245.5
The total duration of the course is 2455 hours which is equivalent to 64

weeks at 40 hours of learning per week.
Entry Requirements
A trainee entering this course should have any of the following
minimum requirements:
a) Kenya Certificate of Secondary Education (KCSE) mean grade
C- (minus). Or
b) Counselling Psychology Certificate Level 5.
Or
c) Equivalent qualification as determined by Kenya
National Qualifications Authority (KNQA)
Industrial Attachment
An individual enrolled in this course will undergo four hundred and
eighty (480) hoursindustrial attachment in a counselling firm.
An individual enrolled in one of the core units of learning will undergo

a forty (40) hours attachment ina counselling firm.
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Assessment
The course will be assessed at two levels: internal and external.
a) Internal assessment: conducted continuously by the trainer
(internal assessor) who is monitored by an accredited internal
verifier.
b) External assessment:conducted by an external assessor who is
monitored by an accredited external verifier.
The assessors and verifiers are accredited by TVET CDACC which

also coordinates external assessment.
Certification
An individual will be awarded a Certificate of Competency on
demonstration of competence in a unit of competency. To be awarded
Certificate in Counselling Psychology Level 6, an individual must
demonstrate competence in all the units of competency.
These certificates will be awarded by TVET CDACC in conjunction

with the training provider.
xi ©TVET CDACC 2018
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BASIC UNITS OF LEARNING
COMMUNICATION SKILLS
UNIT CODE:PSY/CU/CO/BC/01/6
Relationship to Occupational Standards

This unit addresses the unit of competency: Demonstrate
communication skills
Duration of Unit: 40 hours
Unit Description
This unit covers the competencies required in meeting communication
needs of clients and colleagues and developing, establishing,
maintaining communication pathways and strategies. It also covers
competencies for conducting interview, facilitating group discussion
and representing the organization in various forums.
Summary of Learning Outcomes

1. Utilize specialized communication skills processes
2. Develop communication strategies
3. Establish and maintain communication pathways
4. Promote use of communication strategies
5. Conduct interview
6. Facilitate group discussion
7. Represent the organization
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Suggested
Learning Outcome Content Assessment
Methods
1. Utilize specialized Communication process Written
communication Modes of communication Oral
skills processes Medium of communication
Effective communication
Barriers to communication
Flow of communication
Sources of information
Organizational policies
Organization requirements
for written and electronic
communication methods
Report writing
Effective questioning
techniques
(clarifying and probing)
Workplace etiquette
Ethical work practices in
handling communication
Active listening
Feedback
Interpretation
Flexibility in communication
Types of communication
strategies
Elements of communication
strategy
2. Develop Dynamics of groups Observation
communication Styles of group leadership Written
strategies Openness and flexibility in
communication
Communication skills
relevant to client groups
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Suggested
Methods
3. Establish and Types of communication Written
maintain commu- pathways Observation
nication pathways
4. Promote use of Application of elements of Written

communication communication strategies Observation
strategies Effective communication
techniques
5. Conduct interview Types of interview Written
Establishing rapport Observation
Facilitating resolution of
issues
Developing action plans
6. Facilitate group Identification of Written
discussion communication needs Observation
Dynamics of groups
Styles of group leadership
Presentation of information
Encouraging group
members participation
Evaluating group
communication strategies
7. Represent the Presentation techniques Written
organization Development of a Observation
presentation
Multi-media utilization in
presentation
Communication skills
relevant to client groups
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Suggested Delivery Methods

Interview Role
playing
Observation
Demonstration
Case studies
Brainstorming
Lectures
Simulation
Buzz groups
Recommended Resources
Desktop computers/laptops
Internet connection
Projectors
Telephone
Reference books/materials
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NUMERACY SKILLS
This unit addresses the unit of competency: Demonstrate numeracy
skills

Unit Description
This unit describes the competencies required by a worker in order
to apply a wide range of mathematical calculations for work; apply
ratios, rates and proportions to solve problems; estimate, measure
and calculate measurement for work; Use detailed maps to plan travel
routes for work; Use geometry to draw and construct 2D and 3D
shapes for work; Collect, organize and interpret statistical data; Use
routine formula and algebraic expressions for work and use common
functions of a scientific calculator.

1. Apply a wide range of mathematical calculations for work
2. Apply ratios, rates and proportions to solve problems
3. Estimate, measure and calculate measurement for work
4. Use detailed maps to plan travel routes for work
5. Use geometry to draw and construct 2D and 3D shapes for
work
6. Collect, organize and interpret statistical data
7. Use routine formula and algebraic expressions for work
8. Use common functions of a scientific calculator
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Suggested
Methods
1. Apply a wide Fundamentals of Written tests
range of mathematics Assignments
mathematical Addition, subtraction, Supervised
calculations multiplication and exercises
for work division of positive and
negative numbers
Algebraic expressions
manipulation
Forms of fractions, deci-
mals and percentages
Expression of numbers as
powers and roots
2. Apply ratios, rates Rates, ratios and Written tests
and proportions to proportions Oral
solve problems Meaning questioning
Conversions into Assignments
percentages Supervised
Direct and inverse exercises
proportions determina-
tion
Performing calculations
Construction of graphs,
charts and tables
Recording of
information
3. Estimate, measure Units of measurements and Assignments
and calculate their symbols Supervised
measurement for Identification and selection exercises
work of measuring equipment Written tests
Conversion of units of
measurement
Perimeters of regular
figures
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Suggested
Methods
Areas of regular figures
Volumes of regular figures
Carrying out measurements
Recording of information
4. Use detailed maps Identification of features in Oral
to plan travel routine maps and plans Written
routes for work Symbols and keys used in Practical test
routine maps and plans Observation
Identification and interpre-
tation of orientation of map
to North
Demonstrate understanding
of direction and location
Apply simple scale to
estimate length of objects,
or distance to location or
object
Give and receive directions
using both formal and
informal language
Planning of routes
Calculation of distance,
speed and time
5. Use geometry to Identify two dimensional Oral
draw and shapes and routine three Written
construct 2D and dimensional shapes in Practical test
3D shapes for everyday objects and in Observation
work different orientations
Explain the use and applica-
tion of shapes
Use formal and informal
mathematical language and
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Suggested
Methods
compare common angles
Symmetry and similarity
Use common geometric
instruments to draw two
dimensional shapes
Construct routine three
dimensional objects from
given nets
6. Collect, organize Classification of data Assignments
and interpret Grouped data Supervised
statistical data Ungrouped data exercises
Data collection Written tests
Observation
Recording
Distinguishing between
sampling and census
Importance of sampling
Errors in sampling
Types of sampling and their
limitations e.g.
Stratified random
Cluster
Judgmental
Tabulation of data
Class intervals
Class boundaries
Frequency tables
Cumulative frequency
Diagrammatic and
graphical
presentation of data e.g.
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Suggested
Methods
Histograms
Frequency polygons
Bar charts
Pie charts
Cumulative frequency curves
Interpretation of data
7. Use routine Solving linear equations Assignments
formula and Linear graphs Supervised
algebraic Plotting exercises
expressions for Interpretation Written tests
work Applications of linear
graphs
Curves of first and second
degree
Plotting
Interpretation
8. Use common Identify and use keys for Oral

functions of a common functions on a Written
scientific calculator Practical test
calculator Calculate using whole Observation
numbers, money and routine
decimals and percentages
Calculate with routine
fractions and percentages
Apply order of operations to
solve multi-step calculations
Interpret display and record
result
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Group discussions
Demonstration by trainer
Practical work by trainee
Exercises
Calculators
Rulers, pencils, erasers
Charts with presentations of data
Graph books
Dice
Internet
Resource materials
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0
DIGITAL LITERACY

This unit addresses the Unit of Competency: Demonstrate digital
literacy
Unit Description
This unit describes competencies required to use a computer and other
digital devices for the purposes of communication, work performance
and management at the workplace.

1. Identify computer software and hardware
2. Apply security measures to data, hardware, software in automated
environment
3. Apply computer software in solving tasks
4. Apply internet and email in communication at workplace
5. Apply desktop publishing in official assignments
6. Prepare presentation packages
Suggested
Methods
1. Identify computer Concepts of ICT Written tests
hardware and Functions of ICT Oral
software History of computers presentation
Components of a computer Observation
Classification of
computers
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Suggested
Methods
2. Apply security Data security and control Written tests

measures to data, Security threats and Oral
hardware and control measures presentation
software Types of computer crimes Observation
Detection and protection Project
against computer crimes
Laws governing protection
of ICT
3. Apply computer Operating system Oral
software in solving Word processing questioning
tasks Spread sheets Observation
Data base design and Project
manipulation
Data manipulation,
storage and retrieval
4. Apply internet and Computer networks Oral
email in commu- Network configurations questioning
nication at Uses of internet Observation
workplace Electronic mail (e-mail) Oral
concept presentation
Written report
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Suggested
Methods
5. Apply desktop Concept of desktop Oral
publishing in publishing questioning
official Opening publication Observation
assignments window Oral
Identifying different tools presentation
and tool bars Written report
Determining page layout Project
Opening, saving and
closing files
Drawing various shapes
using DTP
Using colour pellets to
enhance a document
Inserting text frames
Importing and exporting
text
Object linking and
embedding
Designing of various
publications
Printing of various
publications
6. Prepare Types of presentation Oral
presentation packages questioning
packages Procedure of creating Observation
slides Oral
Formatting slides presentation
Presentation of slides Written report
Procedure for editing Project
objects
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Facilitation Demonstration
Practical
Video viewing
Project
Group discussions
Desk top computers
Laptop computers
Other digital devices
Printers
Storage devices
Internet access
Computer software
Reference books
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ENTREPRENEURIAL SKILLS
UNIT CODE: PSY/CU/CO/BC/04/6
Relationship to occupational standards

This unit addresses the unit of competency: Demonstrate
entrepreneurial skills
Duration of unit: 80 hours
Unit Description
This unit describes the competencies critical to demonstration of
entrepreneurial aptitudes. It involves, developing business innovation
strategies, new markets, customer base, expanding employed capital
and undertaking regional/county expansion while retaining motivated
staff.

1. Develop business innovation strategies
2. Develop new products/ markets
3. Expand customers and product lines
4. Motivate all staff/workers
5. Expand employed capital base
6. Undertake regional/county business expansion
Suggested
Methods
1. Develop business Innovation in business Observation
Innovation Creativity for business Case studies
strategies development Individual
New technologies in /group assign-
entrepreneurship ments
Linkages with other Projects
entrepreneurs Written
Oral
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Suggested
Methods
4. Motivate Motivation of workers Observation
staff/workers Communication at work- Case studies
place for motivation Individual
purpose /group assign-
Problem solving ments
Conflict resolution at place Written
of work
Good staff/workers
relation
Team building and team
work
Staff development and
enhancement
Culture of continuous
improvement
5. Undertake county/ Region/ county identifica- Observation
regional business tion process Case studies
expansion Regional/ county laws and Individual/
regulation group assign-
Business regional/county ments
expansion Projects
Regional/ County business Written
expansion Oral
Innovation in business
Business expansion and
diversification
Resources for region-
al/county expansion
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Suggested
Content Assessment
Learning Outcome Methods
Small business Strategic
Plan
Computer software in
business development
ICT and business growth

Instructor led facilitation
Demonstration
Practice
Role play
Case study
Case studies for small businesses
Business plan templates
Laptop/ desktop computers
Internet
Telephone
Writing materials
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EMPLOYABILITY SKILLS

This unit addresses the Unit of Competency: Demonstrate
employability skills
Unit Description
This unit covers competencies required to demonstrate employability
skills. It involves competencies for exuding self-awareness and ability
to deal with everyday life challenges; demonstrating critical safe work
habits and leading a workplace team; planning and organizing work
activities; applying learning, creativity and innovativeness in
workplace functions; pursuing professional growth and managing time
effectively in the workplace.

1. Develop self-awareness and ability to deal with life challenges
2. Demonstrate critical safe work habits for employees
3. Lead a workplace team
4. Plan and organize work
5. Maintain professional growth and development in the
workplace.
6. Demonstrate learning, creativity and innovativeness in the
workplace.
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Suggested
Methods
1. Develop Self-awareness Observation
self-awareness Formulating personal Written
and ability to deal vision, mission and goals Oral interview
with life Strategies for overcoming Third party
challenges life challenges report
Managing emotions
Emotional intelligence
Asserting one-self
Assertiveness versus
aggressiveness
Expressing personal
thoughts, feelings and
beliefs
Self esteem
Developing and maintain-
ing high self-esteem
Developing and maintain-
ing positive self-image
Sharing personal feelings
Setting performance
targets
Monitoring and evaluating
performance
Articulating ideas and
aspirations
Accountability and
responsibility
2. Demonstrate Stress and stress Observation
critical safe work management Written
habits for Time concept Oral interview
employees Punctuality and time
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Suggested
Methods
consciousness Third party
Leisure report
ntegratingpersonal objec-
tives into organizational
objectives
Resources mobilization
Resources utilization
Setting work priorities
Developing healthy
relationships
HIV and AIDS
Drug and substance abuse
Dealing with emerging
issues
3.Lead a workplace Leadership Observation
team Influence Written
Team building Oral interview
Determination of team Third party
roles and objectives report
Team parameters and
relationships
Individual responsibilities
in a team
Forms of communication
Business communication
Complementing team
activities
Gender and gender main-
streaming
Human rights protocols
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Suggested
Methods
Developing healthy
relationships
Maintaining relationships
Conflicts and conflict
resolution
4.Plan and organize Planning Observation

work Organizing Written
Schedules of activities Oral interview
Developing work plans Third party
Developing work goals/ob- report
jectives and deliverables
Monitoring work activities
Evaluating work activities
Resource mobilization
Resource allocation
Resource utilization
Decision making
Problem solving
Negotiation
5. Maintain profes- Avenues for professional Observation

sional growth and growth Written
development in the Training and career Oral interview
workplace opportunities Third party
Assessing training needs report
Mobilizing training
resources
Licenses and certifications
for professional growth
and development
Pursuing personal and
organizational goals
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Suggested
Methods
Managing work priorities
and commitments
Recognizing career
advancement
6. Demonstrate Managing own learning Observation
learning, Mentoring Written
creativity and Coaching Oral interview
innovativeness in Networking Third party
the workplace Variety of learning context report
Application of learning
Safe use of technology
Taking initiative/
proactivity
Flexibility
Identifying opportunities
Generating new ideas
Workplace innovation
Performance improvement
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Suggested Methods of Delivery

Instructor lead facilitation of theory
Demonstrations
Simulation/Role play
Group Discussion
Presentations
Projects
Case studies
Assignments
Computers
Stationery
Charts
Video clips
Audio tapes
Radio sets
TV sets
LCD projectors
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ENVIRONMENTAL LITERACY
UNIT CODE: PSY/CU/CO/BC/06/6

This unit addresses the Unit of Competency: Demonstrate
environmental literacy
Unit Description
This unit describes the competencies required to control
environmental hazard, control environmental pollution, comply with
workplace sustainable resource use, evaluate current practices in
relation to resource usage, identify environmental
legislations/conventions for environmental concerns, implement
specific environmental programs, monitor activities on environmental
protection/programs, analyse resource use and develop resource
conservation plans.

1. Control environmental hazards
2. Control environmental Pollution
3. Demonstrate sustainable resource use
4. Evaluate current practices in relation to resource usage
5. Identify Environmental legislations/conventions for environmental
concerns
6. Implement specific environmental programs
7. Monitor activities on Environmental protection/Programs
8. Analyse resource use
9. Develop resource conservation plans
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Suggested
Methods
1. Control Purposes and content of Written
environmental Environmental Manage- questions
hazards ment and Coordination Act Oral questions
1999 Observation of
Storage methods for work
environmentally hazardous procedures
materials
Disposal methods of
hazardous wastes
Types and uses of PPE in
line with environmental
regulations
Occupational Safety and
Health Standards (OSHS)
2. Control Types of pollution Written

environmental Environmental pollution questions
pollution control measures Oral questions
Types of solid wastes Observation of
Procedures for solid waste work
management procedures
Different types of noise Role play
pollution
Methods for minimizing
noise pollution
3. Demonstrate Types of resources
sustainable Techniques in measuring
resource use current usage of resources
Calculating current usage
of resources
Methods for minimizing
wastage
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Suggested
Methods
Waste management proce-
dures
Principles of 3Rs (Reduce,
Reuse, Recycle)
Methods for economizing
or reducing resource
consumption
4. Evaluate current Collection of information Written

practices in on environmental and questions
relation to resource efficiency Oral questions
resource usage systems and procedures, Observation of
Measurement and record- work
ing of current resource procedures
usage Role play
Analysis and recording of
current purchasing strate-
gies.
Analysis of current work
processes to access infor-
mation and data
Identification of areas for
improvement
5. Identify environ Environmental issues/con- Written

mental legisla- cerns questions
tions/conventions Environmental legislations Oral questions
for environmental /conventions and local Observation of
concerns ordinances work
Industrial standard /envi- procedures
ronmental practices Role play
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Suggested
Methods
International Environmen-
tal Protocols (Montreal,
Kyoto)
Features of an environ-
mental strategy
6. Implement Community needs and Written

specific expectations questions
environmental Resource availability Oral questions
programs 5s of good housekeeping Observation
Identification of of work
programs/Activities procedures
Setting of individual roles Role play
/responsibilities
Resolving problems
/constraints encountered
Consultation with stake-
holders
7. Monitor activities Periodic monitoring and Oral questions
on Environmental Evaluation of activities Written tests
protection/Pro Gathering feedback from Practical test
grams stakeholders Observation
Analysing data gathered
Documentation of recom-
mendations and
submission
Setting of management
support systems to sustain
and enhance the program
Monitoring and reporting
of environmental incidents
to concerned /proper
authorities
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Suggested
Methods
8. Analyse resource Identification of resource Written tests
use consuming processes Oral questions
Determination of quantity Practical test
and nature of resource Observation
consumed
Analysis of resource flow
through different parts of
the process.
Classification of wastes for
possible source of
resources.
9. Develop resource Determination of efficien- Written tests
Conservation cy of use/conversion of Oral questions
plans resources Practical test
Causes of low efficiency of Observation
use of resources
Plans for increasing the
efficiency of resource use

Instructor led facilitation of theory
Practical demonstration of tasks by trainer
Practice by trainees
Observations and comments and corrections by trainers
Standard operating and/or other workplace procedures manuals
Specific job procedures manuals
Environmental Management and Coordination Act 1999
Machine/equipment manufacturer’s specifications and instructions
Personal Protective Equipment (PPE)
2 ©TVET CDACC 2018
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ISO standards
Company environmental management systems (EMS)
Montreal Protocol
Kyoto Protocol
©TVET CDACC 2018

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6
OCCUPATIONAL SAFETY AND HEALTH PRACTICES

This unit addresses the unit of competency: Demonstrate occupational
safetyand health practices
Unit Description
This unit describes the competencies required to comply with regulatory
and organizational requirements for occupational safety and health.

1. Identify workplacehazards and risk
2. Identify and implementappropriate controlmeasures to hazards and
risks
3. Implement OSHprograms, proceduresand policies/guidelines
Suggested
Methods
1. Identify work Identification of hazards Oral
place hazards and in the workplace and/or questions
risks the indicators of their Written tests
presence Observation of
Evaluation and/or work trainees
environment measure- identify
ments of OSH hazards and
hazards/risk existing in risks
the workplace
Gathering of OSH issues
and/or concerns
3 ©TVET CDACC 2018
0
Suggested
Methods
2. Identify and Prevention and control Oral questions
implementappro measures e.g. use of PPE Written tests
priate control Contingency measures Practical tests
measure to Observation of
hazards and risks implementa-
tion of control
measures
3. Implement OSH Company OSH program, Oral questions
programs, procedures and poli- Written tests
procedures and cies/guidelines Practical test
policies/guidelines Implementation of OSH Observation
procedures and policies/
guidelines
Training of team members
and advice on OSH stan-
dards and procedures
Implementation of proce-
dures for maintaining
OSH-related records

Practical work by trainee
Viewing of related videos
Standard operating and/or other workplace procedures manuals
Specific job procedures manuals
Machine/equipment manufacturer’s specifications and instructions
Personal Protective Equipment (PPE) e.g.
Mask
©TVET CDACC 2018

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6
Face mask/shield
Safety boots
Safety harness
Arm/Hand guard, gloves
Eye protection (goggles, shield)
Hearing protection (ear muffs, ear plugs)
Hair Net/cap/bonnet
Hard hat
Face protection (mask, shield)
Apron/Gown/coverall/jump suit
Anti-static suits
High-visibility reflective vest
3 ©TVET CDACC 2018
2
CORE UNITS OF LEARNING
CLIENT ASSESSMENT
UNIT CODE: PSY/CU/CO/CR/01/6
Relationship to occupational standards

This unit addresses the unit of competency: Assess the client
Duration of unit: 120 hours
Unit description
This unit describes thecompetencies required by
acounsellorinassessing the client. It involves obtaining bio data,
negotiating assessment contracts, orienting client to counselling
services, identifying a suitable counsellor, recommending client’s
referral, developing client’s assessment report and terminating client
assessment.

1. Prepare to assess the client
2. Assess the client
3. Evaluate client assessment
4. Terminate client assessment
Suggested
Methods
1. Prepare to assess Counselling venue Observation
the client preparation Oral
Negotiating counselling questioning
contract Written tests
Conducting client Audio-visual
assessment reviews
Role plays
©TVET CDACC 2018

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6
Case studies
3 ©TVET CDACC 2018
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Suggested
Methods
Collecting client’s bio data Observation
Applying counselling Oral
procedures questioning
Types and use of Written tests
counselling tools Audio-visual
Intake process reviews Role
plays Case
studies
2. Assess the client Conducting client Observation

assessment Oral
Application of human questioning
development concepts to Written tests
client assessment Audio-visual
Contextual issues in reviews Role
assessment plays Case
Application of counselling studies
theories to assessment
States of consciousness
Application of personality
theories in treatment
Application of abnormal
psychology to assessment:
Personality disorders
Emotions
Cognitions
Mood disorders
©TVET CDACC 2018

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6
Suggested
Methods
Anxiety disorders
Sexual disorders
Eating and compulsive
control disorders
Forming diagnosis
Developing a treatment
plan
Providing client referral
3. Evaluate client Use of evaluation tools Observation
assessment Types of evaluation Oral
Client evaluation questioning
Counsellor evaluation Written tests
Counsellor supervision Audio-visual
Application of ethical and reviews Role
legal standards plays Case
studies
4. Terminate Termination process Observation

counselling Assessment report Oral
services preparation and sharing questioning
Written tests
Audio-visual
reviews Role
plays Case
studies
3 ©TVET CDACC 2018
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Practice by trainee
Role plays
Case studies
Audio-visuals presentations
Counselling venue
Counselling tools
Assessment tools
Audio-visual equipment
Reference materials
Training aids
©TVET CDACC 2018

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6
COUNSELLING SERVICES

This unit addresses the unit of competency: Provide counselling
services
Unit Description
This unit describes the competencies required by a counsellor to
provide counselling services. It involves negotiating the counselling
contract, developing the treatment plan, providing individual
counselling, group and psycho-education. Additionally, it entails
managing the referral process, providing progress records, terminating
the counselling sessions and providing continuum of care.

1. Prepare to provide counselling services
2. Provide counselling services
3. Evaluate counselling services
4. Terminate counselling services
Suggested
Methods
1. Prepare to provide Counselling venue Observation
counselling preparation Oral
services Negotiating counselling questioning
Conducting client Audio-visual
assessment reviews
Collecting client’s bio data Role plays
Case studies
3 ©TVET CDACC 2018
8
Suggested
Methods
Applying counselling
procedures
Types and use of
counselling tools
Intake process
2. Provide Introduction to counselling Observation

counselling History and conceptual Oral
services development questioning
Difference between Written tests
guidance and counselling Audio-visual
Diagnosis reviews Role
Application of: plays Case
Human development studies
concepts to counselling
Contextual issues
Theories of counselling
Establishing counselling
process
Providing individual
counselling
Providing group
counselling
Process of counselling
Relationship building
Counselling skills
Force field analysi
©TVET CDACC 2018

3
6
Suggested
Methods
Developing treatment plan Observation
Conducting counselling Oral
Providing client referral questioning
Providing continuum Written tests
of care Audio-visual
Undertaking reviews Role
documentation plays Case
studies
3. Evaluate Use of evaluation tools Observation

counselling Types of evaluation Oral
services Client evaluation questioning
studies
4.Terminate coun Termination process Observation
selling services Assessment report Oral
preparation and sharing questioning
Written tests
Audio-visual
reviews Role
plays Case
studies
4 ©TVET CDACC 2018
0

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Training aids
Reference materials
©TVET CDACC 2018

4
6
CRISIS COUNSELLING

This unit addresses the unit of competency: Provide crisis counselling
Unit Description
provide crisis counselling. It involves assessing and counselling a
client in crisis, providing psychological first aid, psycho-education,
conflict management and continuum of care. Additionally, it entails
negotiating counselling contract and developing client’s treatment
plan.

1. Prepare to provide crisis counselling
2. Provide crisis counselling
3. Evaluate crisis counselling
4. Terminate crisis counselling
Suggested
Methods
1. Prepare to provide Counselling venue identi- Observation
crisis counselling fication Oral
Conducting client assess- Audio-visual
ment reviews
Collecting client’s bio data Role plays
Crisis counselling proce- Case studies
dures
4 ©TVET CDACC 2018
0
6
Suggested
Methods
Types and use of crisis
counselling tools
2. Provide crisis Application of crisis Observation
counselling intervention models Oral
Application of counselling questioning
theories Written tests
Developing treatment plan Audio-visual
Relationship building reviews
Establishing counselling Role plays
process Case studies
Conducting crisis
counselling
Providing psychological
first aid
Providing psycho-educa-
tion
Applying counselling
skills
Facilitating conflict
management
Facilitating client referral
Providing continuum of
care
4 ©TVET CDACC 2018
2
Suggested
Methods
3. Evaluate crisis Use of evaluation tools Observation
Application of ethical and reviews
legal standards Role plays
Case studies
4. Terminate crisis Termination process Observation
Written tests
Audio-visual
reviews
Role plays
Case studies
©TVET CDACC 2018

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6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
4 ©TVET CDACC 2018
4
TRAUMA COUNSELLING

This unit addresses the unit of competency: Provide trauma counselling
Unit Description
provide trauma counselling. It involves assessingclient trauma and
PTSD, developing treatment plans, providing counsellingand
providing psycho education. Additionally, it entails conflict and stress
management and provision of continuum of care.

1. Prepare to provide trauma counselling
2. Provide trauma counselling
3. Evaluate trauma counselling
4. Terminate trauma counselling
Learning Outcomes, Content and Suggested Assessment Method
Suggested
Methods
1. Prepare to offer Counselling venue Observation
trauma preparation Oral
counselling Negotiating counselling questioning
Conducting trauma and Audio-visual
PTSD assessment reviews Role
Collecting client’s bio data plays Case
studies
©TVET CDACC 2018

4
6
Suggested
Methods
Trauma counselling
procedures
Types and use of trauma
counselling tools
2. Provide trauma Introduction to trauma Observation
counselling counselling Oral
Definition of terms questioning
Signs and symptoms Written tests
Causes of trauma Audio-visual
Effects of trauma reviews Role
Developing treatment plan plays Case
Application of: studies
Human development
theories
Theories of trauma
Multicultural issues
Contextual issues
Psychological debriefing
Loss and grief counsel -
ling
Conflict management
Stress management
care
4 ©TVET CDACC 2018
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Suggested
Methods
3. Evaluate trauma Use of evaluation tools Observation
studies
4. Terminate trauma Termination process Observation
Written tests
Audio-visual
reviews Role
plays Case
studies
Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
©TVET CDACC 2018

4
6
MARRIAGE AND FAMILY COUNSELLING

This unit addresses the unit of competency: Provide marriage and
family counselling
Duration of Unit:180 hours
Unit Description
provide marriage and family counselling. It involves assessment,
developing client’s treatment plan, providing premarital, couple,
parental and family counselling. Additionally, it involves providing
psycho-education, continuum of care, making referrals and conducting
termination.

1. Prepare to offer marriage and family counselling
2. Provide marriage and family counselling
3. Evaluate marriage and family counselling
4. Terminate marriage and family counselling
Learning Outcomes, Content and Suggested Assessment Methods

Suggested
Methods
1 Prepare to offer Counselling venue Observation
marriage and preparation Oral
family counselling Negotiating counselling questioning
Conducting assessment Audio-visual
Collecting client’s bio data reviews Role
Counselling procedures plays Case
studies
4 ©TVET CDACC 2018
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Suggested
Methods
Types and use of marriage
and family counselling
tools
2 Provide marriage Introduction to marriage Observation
and family and family counselling Oral
counselling Historical development questioning
Conceptual development Written tests
Developing treatment plan Audio-visual
Application of: reviews Role
Contextual issues plays Case
Systemic theories studies
Bowenian
Structural
Conjoint
Gottman
Family health and
unhealth
Developmental theories
Family circumplex
model
Providing counselling
Premarital
Couple/marriage
Parental
Family
Providing psycho-
education
Providing continuum
of care
©TVET CDACC 2018

4
6
Suggested
Methods
3 Evaluate marriage Use of evaluation tools Observation
and family coun Types of evaluation Oral
selling Client evaluation questioning
studies
4 Terminate Termination process Observation
marriage and Assessment report Oral
family counselling preparation and sharing questioning
Written tests
Audio-visual
reviews Role
plays Case
studies

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
5 ©TVET CDACC 2018
0
MEDICAL CONDITIONS COUNSELLING
UNIT CODE: PSY/CU/CP/CO/06/6

This unit addresses the unit of competency: Provide medical
conditions counselling
Unit Description
provide medical conditions counselling. It involves assessing clients
with medical conditions, developing treatment plan, providing psycho
education and counselling for chronic illnesses. Additionally, it entails
management of referral processes, continuum of care, providing
nutrition, adherence and palliative care counselling.

1. Prepare to provide medical conditions counseling
2. Manage medical conditions counseling
3. Evaluate medical conditions counseling
4. Terminate medical conditions counseling

Suggested
Methods
medical preparation Oral
conditions Negotiating counselling questioning
counseling contract Written tests
Collecting client’s bio data Audio-visual
reviews
Role plays
Case studies
©TVET CDACC 2018

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6
Suggested
Methods
Conducting screening and
counselling assessment
Counselling procedures
Types and use of addiction
counselling tools
2. Provide medical Overview of common Observation
conditions medical conditions: Oral
counseling Dementia questioning
Hypertension Written tests
Diabetes Audio-visual
Coronary heart disease reviews Role
Depression plays Case
STIs and HIV/AIDS studies
Cancer
Application of:
Human physiology
Counselling theories
Human development
across the life-span
Multicultural issues
Contextual issues
Skills application
Forms of counselling
Nutrition
Home based care
Palliative care
Adherenc
5 ©TVET CDACC 2018
2
Suggested
Methods
Providing continuum
of care
Facilitation of client
referral
3. Evaluate medical Use of evaluation tools Observation
conditions Types of evaluation Oral
counseling Client evaluation questioning
studies
medical Assessment report Oral
conditions preparation and sharing questioning
counseling Written tests
Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

5
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
5 ©TVET CDACC 2018
4
GUIDANCE AND COUNSELLING IN LEARNING

INSTITUTIONS
This unit addresses the unit of competency: Provide guidance and
counselling in learning institutions.
Unit Description
provide guidance and counselling in learning institutions. It involves
career counselling, offering psycho- education, mentorship, coaching,
life skills, behaviour modification, referral and continuum of care.

1. Prepare to offer Guidance and counselling in learning
institutions
2. Provide Guidance and Counselling in learning institutions
3. Evaluate Guidance and Counselling in learning institutions
4. Terminate Guidance and Counselling in Learning institutions
Suggested
Methods
1. Prepare to offer Counselling venue Observation
guidance and preparation Oral
counselling in Negotiating counselling questioning
learning contract Written tests
institutions Collecting client’s bio data Audio-visual
Conducting screening and reviews
counselling assessment Role plays
Case studies
©TVET CDACC 2018

5
6
Suggested
Methods
Counselling procedures
Types and use of addiction
counselling tools
2. Provide guidance Introduction to guidance Observation

and counselling in and counselling Oral
learning Definition of terms questioning
institutions Principles of guidance Written tests
Components of guidance Audio-visual
Developing treatment plan reviews Role
Providing: plays Case
Psycho-education studies
Mentorship
Coaching
Life skills training
Career guidance
Application of:
Contextual issues
Developmental theories
Personality theories
care
5 ©TVET CDACC 2018
6
Suggested
Methods
3. Evaluate guidance Use of evaluation tools Observation
and counselling in Types of evaluation Oral
learning Client evaluation questioning
institutions Counsellor evaluation Written tests
studies

guidance and Assessment report Oral
counselling in preparation and sharing questioning
learning Written tests
institutions Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

5
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
5 ©TVET CDACC 2018
8
ADDICTION COUNSELLING

This unit addresses the unit of competency: Provide addiction
counselling
Duration of Unit:180 hours
Unit Description
provide addiction counselling. It involves screening and assessment,
developing treatment plan, providing preventive interventions,
counselling, psycho-education, conjoint, twelve step program, relapse
prevention, continuum of care and management of referral processes.

1. Prepare to provide addiction counselling
2. Provide addiction counselling
3. Evaluate addiction counselling
4. Terminate addiction counselling
Suggested
Methods
1. Prepare to offer Counselling venue prepa- Observation
addiction ration Oral
counselling Negotiating counselling questioning
Collecting client’s bio data
©TVET CDACC 2018

5
6
Suggested
Methods
Conducting screening and Audio-visual
counselling assessment reviews Role
Counselling procedures plays Case
Types and use of addiction studies
counselling tools
2. Provide addiction Introduction to addiction Observation
counselling Prevalence of drugs Oral
Classification of drugs questioning
Brain and drugs effects Written tests
Definition of key terms Audio-visual
Types of addiction reviews Role
Chemical plays Case
Behavioural studies
Developing treatment plan
Application of:
Human development
Theories of addiction
Process of addiction
Pharmacology of addic -
tions
Co-morbidity/co-occur-
ring disorders
Contextual issues
Conjoint counselling
Twelve step programs
Facilitating prevention of
addiction
6 ©TVET CDACC 2018
0
Suggested
Methods
Relapse prevention
Providing continuum
of care
3. Evaluate addiction Use of evaluation tools Observation
studies

addiction Assessment report Oral
counselling preparation and sharing questioning
Written tests
Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

6
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Addiction training models
Reference materials
Training aids
6 ©TVET CDACC 2018
2
CHILD COUNSELLING

This unit addresses the unit of competency: provide child counselling
Unit Description
provide child counselling. It involves assessing the client, developing
client’s treatment plan, providing expressive arts counselling, conjoint
counselling, life skills training, psycho-education, referral and
continuum of care.

1. Prepare to provide child counselling
2. Provide child counselling services
3. Evaluate child counselling
4. Terminate child counselling
Suggested
Methods
child counselling preparation Oral
Conducting screening and reviews
counselling assessment
©TVET CDACC 2018

6
6
Suggested
Methods
Counselling procedures Role plays
Types and use of addiction Case studies
counselling tools
2. Provide child Developing treatment plan Oral

counselling Application of: Observation
services Counselling theories Audio-visual
Child development Written
theories Case studies
Child counselling
theories
Group theories
Contextual issues
Providing:
Expressive arts counsel
ling
Co-joint counselling
Psycho-education
care
Ethical and legal issues
6 ©TVET CDACC 2018
4
Suggested
Methods
3. Evaluate child Use of evaluation tools Observation
studies
4. Terminate child Termination process Observation
Written tests
Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

6
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Expressive arts items
Reference materials
Training aids
6 ©TVET CDACC 2018
6
ADOLESCENT COUNSELLING

This unit addresses the unit of competency: provide adolescent
counselling
Unit Description
provide adolescent counselling. It involves assessing the client,
developing client’s treatment plan, providing; life skills, sexuality,
conjoint and developmental counselling. Additionally, it includes
providing psycho- education, career/vocational counselling,
mentorship, coaching, referrals and continuum of care.

1. Prepare to provide adolescent counselling
2. Provide adolescent counselling
3. Evaluate adolescent counselling
4. Terminate adolescent counselling
Suggested
Methods
1. Prepare to provide Counselling venue Written
adolescent coun preparation Oral
selling Negotiating counselling Observation
contract Audio-visual
©TVET CDACC 2018

6
6
Suggested
Methods
Counselling venue
preparation
Negotiating counselling
contract
2. Provide adoles Adolescent development Oral
cent counselling theories Observation
Common adolescent Audio-visual
disorders Written
Application of: Case studies
Adolescent sexuality
Contextual issues
Developing adolescent
counselling
Providing:
Psycho education
Vocational/career
guidance
Coaching and mentorship
care
6 ©TVET CDACC 2018
8
Suggested
Methods
3.Evaluate Use of evaluation tools Observation
adolescent Types of evaluation Oral
counselling Client evaluation questioning
studies
4.Terminate Termination process Observation
adolescent Assessment report Oral
Written tests
Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

6
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
7 ©TVET CDACC 2018
0
SPECIAL NEEDS AND DISABILITIES COUNSELLING

This unit addresses the unit of competency: provide special needs and
disabilities counselling
Unit Description
provide special needs and disabilities counselling. It involves:
assessing the client, developing treatment plan, providing geriatrics
and conjoint counselling. Additionally, it includes providing psycho-
education, recommending referrals and continuum of care.

1. Prepare to provide special needs and disabilities counselling
2. Provide special needs and disabilities counselling
3. Evaluate special needs and disabilities counselling
4. Terminate special needs and disabilities counselling
Suggested
Methods
special needs and preparation Oral
disabilities coun Negotiating counselling questioning
selling contract Written tests
Conducting assessment reviews
©TVET CDACC 2018

7
6
Suggested
Methods
Types and use of special Case studies
needs and disabilities
counselling tools
2. Provide special Overview of common Observation
needs and special needs and disabili- Oral
disabilities ties including history, questioning
counselling causes, signs and symp- Written tests
toms, progression of Audio-visual
disease and intervention reviews Role
strategies: plays Case
Down syndrome studies
Autism
Attention Deficiency
Hyperactivity Disorder
(ADHD)
Dyslexia
Cerebral palsy
Visual impairment
Hearing impairment
Muscular dystrophy
Geriatrics
Albinism
Application of:
Human development
theories
Personality theories
Disability theories and
models
7 ©TVET CDACC 2018
2
Suggested
Methods
Abnormal psychology
Contextual issues
Developing treatment plan
Forms of counselling:
Geriatrics
Minority
Conjoint
Group
Individual
Providing psycho-
education
care
3. Evaluate special Use of evaluation tools Observation

needs and Types of evaluation Oral
disabilities Client evaluation questioning
counselling Counsellor evaluation Written tests
studies
©TVET CDACC 2018

7
6
Suggested
Methods
Termination process Observation
4.Terminate special
Assessment report Oral
needs and
disabilities
Written tests
counselling
Audio-visual
reviews Role
plays Case
studies

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
Special needs training models
7 ©TVET CDACC 2018
4
WORKPLACE COUNSELLING

This unit addresses the unit of competency: Provide workplace
counselling
Unit Description
provide workplace counselling. It involves competencies for assessing
the client, developing treatment plan, providing employee wellness
program, psycho education and debriefing. Additionally, it includes
counselling for stress and burn out, managing referral process and
providing continuum of care.

1. Prepare to provide workplace counselling
2. Provide workplace counselling
3. Evaluate workplace counselling
4. Terminate workplace counselling
Suggested
Methods
workplace coun preparation Oral
selling Negotiating counselling questioning
Conducting assessment reviews
©TVET CDACC 2018

7
6
Suggested
Methods
Types and use of work- Case studies
place counselling tools
2. Provide Overview of organization-
workplace al psychology
counselling History of organization
al psychology
Components of organi -
zational psychology Observation
Application of organiza- Oral
tional psychology to questioning
workplace counselling Written tests
Staff appraisal Audio-visual
Developing treatment plan reviews Role
Application of: plays Case
Counselling theories studies
Human development
theories
Contextual issues
Providing Employee
Assistance Program
(EAP)
Induction
Team building
Employment separation
trainings
Career development
Psycho-education
7 ©TVET CDACC 2018
6
Suggested
Methods
Mentorship
Coaching
Stress and burnout
management
Psychological debriefing
Life skills
care
3. Evaluation of the Use of evaluation tools Observation
workplace Types of evaluation Oral
counselling Client evaluation questioning
service Counsellor evaluation Written tests
studies
4. Termination Termination process Observation

of the workplace Assessment report Oral
service Written tests
Audio-visual
reviews Role
plays Case
studies
©TVET CDACC 2018

7
6

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
Workplace training models
7 ©TVET CDACC 2018
8
MANAGEMENT OF COUNSELLING SERVICES

This unit addresses the unit of competency: Manage counselling
services
Unit Description
manage counselling services. It involves entrenching counselling
services, mobilising resources, advocating for counselling services,
managing resources, enforcing documentation, procuring supplies and
enforcing clinical supervision.

1. Prepare to manage counselling services
2. Manage counselling services
3. Evaluate management of counselling services
Suggested
Methods
1. Prepare to manage Development of work- Observation
counselling plans and budgets Oral
services Procurement of supplies questioning
Mobilization of resources Written tests
©TVET CDACC 2018

7
6
Suggested
Methods
Audio-visual
reviews Role
plays Case
studies
2. Manage counsel Overview of: Observation
ling services Day to day operations Oral
Implementation of questioning
policies Written tests
Communication Audio-visual
Digital literacy reviews Role
Entrepreneurship plays Case
Employability studies
Human resource
management
Planning and budgeting
Numeracy skills
Monitoring and
evaluation
Enforcement of:
Documentation
Counsellor supervision
Referral
Continuum of care
Periodic reports
Marketing, sales and
advocacy
Networking
Supplies and
procurement
Occupational safety and
health (OSH)
8 ©TVET CDACC 2018
0
Suggested
Methods
Environmental literacy
Counsellor supervision
enforcement
Counselling services
regulations
Preparation of management
reports
3. Evaluate Monitoring and evaluation Observation
management of Enforcement of: Oral
counselling Documentation questioning
services Counsellor supervision Written tests
Referral Audio-visual
Continuum of care reviews Role
Periodic reports plays Case
studies

Practice by trainee
Role plays
Case studies
Counselling venue
Counselling tools
Assessment tools
Reference materials
Training aids
©TVET CDACC 2018

8

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REPUBLIC OF KENYA

COMPETENCY BASED CURRICULUM

First published 2018

All rights reserved. No part of this curriculum may be reproduced,

©TVET CDACC 2018

ii ©TVET CDACC 2018

©TVET CDACC 2018

KEVIT DESAI, PHD, MBS

iv ©TVET CDACC 2018

PROF. CHARLES M. M. ONDIEKI, PHD, FIET (K), CON.

©TVET CDACC 2018

This curriculum has been designed for competency-based training and

I take this opportunity to acknowledge Kenya Counselling and

I recognize with appreciation the role of the Psychology Sector Skills

I am convinced that this curriculum will go a long way in ensuring

DR. LAWRENCE GUANTAI M’ITONGA, PHD

vi ©TVET CDACC 2018

CBET : Competency Based Education and

KCSE : Kenya Certificate of Secondary

Education KNQA : Kenya National Qualifications

Authority OSH : Occupational Safety and Health

TVET CDACC: TVET Curriculum Development, Assessment and

©TVET CDACC 2018

KEY TO UNIT CODE

PSY /CU/CO/BC /01/ 6

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Basic Units of Learning

Unit of Learning Unit of Duration Credit

©TVET CDACC 2018

Unit of Learning Unit of Duration Credit

PSY/CU/CO/CR/02/6 Provision of 180 18

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Unit of Learning Unit of Duration Credit

The total duration of the course is 2455 hours which is equivalent to 64

An individual enrolled in one of the core units of learning will undergo

©TVET CDACC 2018

The assessors and verifiers are accredited by TVET CDACC which

These certificates will be awarded by TVET CDACC in conjunction

xi ©TVET CDACC 2018

BASIC UNITS OF LEARNING

Relationship to Occupational Standards

Duration of Unit: 40 hours

Summary of Learning Outcomes

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2 ©TVET CDACC 2018

4. Promote use of Application of elements of Written

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Suggested Delivery Methods

4 ©TVET CDACC 2018

Duration of Unit: 70 hours

Summary of Learning Outcomes

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6 ©TVET CDACC 2018

©TVET CDACC 2018

8 ©TVET CDACC 2018

8. Use common Identify and use keys for Oral

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Suggested Delivery Methods

1 ©TVET CDACC 2018

Relationship to Occupational Standards