Personality and Development Theories

This document discusses theories of personality and development, including the importance of understanding these theories for counsellors. It explores the influence of nature and nurture on growth and development, and delves into Freud's psychoanalytic perspective and defense mechanisms.

Unit Topic: Apply personality and development theories
Unit Code: CHCCSL504A
ASSESSMENT BOOK 4
PERSONALITY AND DEVELOPMENT THEORIES
Published by: Australian Institute of Professional Counsellors Pty Ltd ATF AIPC Trust
ACN 077 738 035
All Case Histories in this text are presented as examples only
and any comparison which might be made with persons either
living or dead is purely coincidental.

Second Edition, April 2015
Copyright ownership: Australian Institute of Professional Counsellors Pty
Ltd ATF AIPC Trust
ACN 077 738 035
This book is copyright protected under the Berne Convention.
All rights reserved. No reproduction without permission.
Australian Institute of Professional Counsellors
Head Office
47 Baxter St., Fortitude Valley, QLD 4006.

This book is protected by copyright and may not be reproduced or copied
either in part or in whole nor used for financial gain without the express
approval in writing of the owner (Australian Institute of Professional
Counsellors Pty Ltd ATF AIPC Trust ACN 077 738 035) of the copyright.

Assessment Instructions
All of the information that you need to complete your assessment
tasks are included in your Study Guide and associated Readings.
Before attempting to complete this Assessment Book you must read
through all of the information supplied to you in the Study Guide and
Readings for this unit. You are required to complete all assessment
questions successfully in order to be deemed competent in this unit.
This Assessment Book is designed to assess your knowledge. Copying
sentences and blocks of text directly from your Study Guide, Readings, or
other documents does not demonstrate your understanding of the topic.
Neither does copying the work of another student. Such practices are
regarded as plagiarism and will not be tolerated. (Please see your
Student Handbook for further information regarding Plagiarism).
A guideline for the number of words required for a response is included
to give you an idea of the depth of information that is required to
successfully answer the question. If you are well under the approximate
number of words you may need to ask yourself whether you have been
too superficial in your response. If you are well over the word limit, then
you may need to ask yourself whether you have included irrelevant
information or repeated yourself unnecessarily. If you do not understand
what is required for you to complete an assessment, please contact an
Education Adviser.
Submitting an Assessment
Book
There are two options available to you for the submission of your
completed Assessment Book:
1. Via the Online Resource Centre (ORC). You have been provided
your login to the ORC in your enrolment pack. Access the ORC at
www.aipc.net.au by clicking on Students and then clicking on the
ONLINE RESOURCE CENTRE button. Instructions are provided to
guide you through completing your Assessment Book and
submitting it for online marking. Use of the ORC will significantly
reduce the time and cost involved in posting your Assessment Book
for marking. This is the most efficient submission method.
2. Please contact your branch for options if you wish to submit a hard-
copy of your assessment book. If you do complete your assessment
book by hand, please ensure you write clearly in either blue or
black pen (no pencil please). Failure to submit clean, legible
Assessment Books will unfortunately result in these being returned
to you, unmarked.
PAGE \* MERGEFORMAT 16

Any additional pages attached to the assessment book are to be
clearly marked at the top of the page with your name, student
number, the unit code and title, section number and title, and the
question number your additional page refers to.
Submit your completed Assessment Book by post to the address
below:
Address: The Australian Institute of Professional
Counsellors
Locked Bag 15
FORTITUDE VALLEY
QLD 4006
If posting your Assessment Book, please take a copy (in case of loss
in the mail) before posting it. Please be aware that although we
endeavour to mark your work within 3 weeks of receiving it, you
might not receive your books until a much later date due to the
postal process involved.
Use the following as a checklist before submitting your Assessment Book:
 Have all of the questions and activities been completed?
 Is your name and student number noted in your Assessment
Book? (on the following page)
 Have you completed the Candidate Declaration? (on the following
page)
 Have you saved a copy of all of your work (in case of loss)?
Thank you for choosing to study with the Australian Institute of
Professional Counsellors. Best Wishes!
PAGE \* MERGEFORMAT 16

This Assessment Book
Belongs To:
Student Name: Oliver Alwar
Student Number: ALW61427 NYC YW 03/05/2019
Candidate Declaration:
By signing below, I declare that:
 I am the enrolled student
 I have been advised of the assessment requirements and my
rights and responsibilities as an assessment candidate, and I
choose to be assessed at this time.
 All of the responses within this Assessment Book are my own.
 This Assessment Book contains no material written by
another person except where due reference is made.
 I am aware that a false declaration may lead to the
withdrawal of a qualification or statement of attainment.
Signat
ure:
oliver alwar Dat
e:
01/05/2019
(Type your full name in the field
above)
PAGE \* MERGEFORMAT 16

Section 1
THEORIES OF PERSONALITY AND HUMAN
DEVELOPMENT
What is development?
1.1 Why is it important for counsellors to learn about theories of
personality and lifespan development? Hint: Consider what this
understanding can provide counsellors with that would be useful
within counselling. (Your response should be no more than 75
words)
formulate theories that explain how and why we see the typical
characteristics and responses that we do, and
 understand what factors contribute to developmental
differences from one person to another.
Nature versus nurture
1.2 Historically, many theorists viewed nature and nurture as separate
and rival factors. Some theorists believed that biological and
genetic factors were the sole reason for growth and development,
while other theorists assumed that children were influenced only
by the environment they were raised in. What is the current view in
relation to nature and nurture and their influence on growth and
development? (Your response should be no more than 100 words)
all of our characteristics and behaviors are the result of evolution.
Genetic traits handed down from parents influence the individual
differences that make each person unique. For example, when a
person achieves tremendous academic success, did they do so
because they are genetically predisposed to be successful or is it a
result of an enriched environment? If a man abuses his wife and
kids, is it because he was born with violent tendencies or is it
something he learned by observing his own parent's behavior?
believe that both nature and nurture influence behavior and
development.
1.3 Name three genetic factors counsellors should consider in their
clients. (Your total response should be no more than 30 words)
1. Genetic diseases
2. racial and cultural background
3. mental and physical factor
PAGE \* MERGEFORMAT 16

1.4 Name three factors about one’s environment that counsellors
should consider about their clients. (Your total response should be
no more than 30 words)
1. cultural and beliefs
2. social setting
3. nurture ex parents situation
1.5 Consider the following case scenario in relation to the issues of
nature and nurture.
Thomas has been referred to your counselling agency for
depression and alcohol abuse. He was assessed by the intake
team who have provided you with the following details regarding
his history:
Client history:
Thomas was born in regional QLD to a single mother. His mother
had depression and abused prescription drugs; she died of an
overdose when Thomas was 7 years old. After this, Thomas lived
with various relatives and foster parents. There is no disclosed
history of abuse. Thomas attended the local public high school
and obtained low to average grades. He discontinued schooling
after Year 9 and left home to live independently at age 15. He
worked sporadically as a labourer until a workplace injury 12
months ago rendered him incapacitated. He is now on a
temporary disability pension. His overweight and is being treated
for Type II diabetes.
Thomas is married with two children aged 5 and 9. He described
his wife as loving and supportive. He has limited social support
outside of his immediate family and has no active interests or
hobbies. Thomas has had bouts of depression since age 21, but his
symptoms have worsened since being out of work. His wife is
concerned about his mood and recent episodes of severe binge
drinking – up to a carton (24 beers) in a session.
a) Name the nature (biological) factors that have influenced
Thomas’ current presenting problems (depression and alcohol
abuse). (Your response should be no more than 40 words)
As Thomas's mother had depression and was abused by drugs
therefore, it can be said that Thomas was influenced by these
biological factors that he inherrited from his mother.
PAGE \* MERGEFORMAT 16

b) Name the nurture (environmental) factors that have influenced
Thomas’ current presenting problems (depression and alcohol
abuse). (Your response should be no more than 40 words)
Thomas has been in depression since a very long time and his wife
also complained that he is on alcohol most of the times which
affects his mood. He drinks a carton of beer in one session.
The psychoanalytic perspective
1.6 According to Freud, what are the three parts of the self? Which of
the following is NOT one of these?
a) The idTH
b) The superconscious
c) The ego
d) The superego
Your answer:Select answer
1.7 Peta is late for work and is delayed further by an accident caused
by a driver who has run a red light. “Some people shouldn’t be
allowed to drive,” Peta mumbles to herself. She then lowers her
window and shouts, “Learn to drive, stupid!”
a) What part of the self is in charge of Peta’s behaviour at this
moment? (Your response should be no more than 5 words)
superego -decision is based more on moral values,
Peta then begins to feel embarrassed and thinks, “I should be
ashamed of myself.”
b) What part of the self is causing Peta to think this? (Your
response should be no more than 5 words)
EGO
Peta then takes a deep breath to calm herself down and starts to
plan her day.
c) What part of the self has helped Peta to do this? (Your response
should be no more than 5 words)
ID
Peta thinks his ID is impacting himself and he is ashamed of
himself.
PAGE \* MERGEFORMAT 16

1.8 Jake is a happy five year old boy. He has just started attending prep
at school and is enjoying making new friends. Jake sucks his thumb,
especially when he is tired. His teacher keeps telling him to stop.
What would Freud’s psychosexual stages say about this thumb
sucking behaviour? (Your response should be no more than 40
words)
The psychoanalytic theory (Freud) posits that sucking is a
newborn reflex and thumb sucking is a form of “infantile
sexuality. At this first stage, the focus was activity around the
mouth, such as feeding, sucking, and the interaction with others
in the external world. The early thumb sucking was natural neural
oro-rooting reflexes. Biologically this stage last a few years, and
most children grew out of the habit. Freud reckoned it was the
fixated pleasure of Id that would not allow the Reality (Principle)
of ego to move on to the next stage. It could be due to the
superego (conscience) of the “other” that demanded
postponement of gratification.
1.9 In your own words, summarise the following terms regarding levels
of awareness. (Your total response should be no more than 60
words)
a) Conscious level of awareness
the rational awareness that usually guides our daily decisions.
When we receive input from the senses, analyze the facts, and
make decisions based on this information, we are using this
conscious level of guidance.
b) Unconscious level of awareness
aspects of unconscious awareness provide us with knowledge of
what’s about to happen, and the findings might not be what you’d
expect.
c) Preconscious level of awareness
he preconscious contains information that is just below the
surface of awareness. It can be retrieved with relative ease and
usually can be thought of as memory or recollection.
Example: example could be what is your mom's birthday, when
did it last rain, etc
PAGE \* MERGEFORMAT 16

1.10 Match each of Freud’s defence mechanisms from the drop down
boxes on the right with an example of that mechanism in the table
below.
Mechanism example
Defence
mechanism
(Repression,
regression,
displacement,
or reaction
formation)
After being told she can’t have a cookie, a
young girl smacks her little brother Select answer
After his friends choose a restaurant he
doesn’t want to go to, an adult throws a
tantrum Select answer
A victim of sexual assault has no memory of
what happened to her Select answer
A wife who unconsciously resents her husband,
cooks him his favourite dinner Select answer
1.11 Imagine that you have a 25 year old client who is having difficulty
with forming intimate relationships. In your opinion, would Freud
or Erikson’s theory be more helpful for this client? Why? (Your
response should be no more than 50 words)
Forming intimate relationships with others. Intimacy versus
isolation is the sixth stage of Erik Erikson's theory of psychosocial
development. ... During this period, the major conflict centers on
forming intimate, loving relationships with other people. Success
at this stage leads to fulfilling relationships.
1.12 According to Erikson’s theory, what psychosocial stage would a
primary school aged child learning to cooperate be in? (Your
response should be no more than 5 words)
Industry versus
Inferiority
6–12 years Interactions outside the family take on more
importance. Industry happenswhen children are able to take on
activities and projects that they can
complete; achievement is important.They learn to cooperate and
compete with others by the rules. Inferiority occurs when children
PAGE \* MERGEFORMAT 16

fail to developfriendships or if they believe they cannot measure
up to the expectationsof others.
1.13 Explain how an adult resolves the conflict of generativity versus
stagnation. (Your response should be no more than 50 words)
The crises are resolved through a dynamic interaction between
inner ego strength that evolves and develops from the previous
stage and outersocial demands and cultural demands
1.14 Match the stages of Erikson’s theory in the drop down boxes to the
significant events that occur during that stage in the table below.
Description Stage
Adult becomes willing to share
identify with others and to
commit to affiliations and
partnerships.
Select answer
Child needs to learn important
academic skills and compare
favourably with peers in school. Select answer
Child tries to behave in ways that
involve more “grown-up”
responsibility and experiments
with grown-up roles.
Select answer
Adult comes to terms with life’s
successes, failures, and missed
opportunities and realises the
dignity of life.
Select answer
Child develops a sense that the
world is a safe and reliable place
because of sensitive caregiving. Select answer
Adult wishes to make a
contribution to the next
generation, to produce, mentor,
create something of lasting value,
as in the rearing of children or
community.
Select answer
Child develops a sense of
independence tied to use of new Select answer
PAGE \* MERGEFORMAT 16

mental and motor skills.
Adolescent must move toward
adulthood by making choices
about values, vocational goals,
etc.
Select answer
1.15 What is the major strength of Erikson’s theory? (Your response
should be no more than 50 words)
One of the major strength of the theory of Erikson is that under
this theory both transition and continuity are accounted. This
shows that there is development of personality in an order that is
predetermined through the various stages of this theory. All these
might have either negative or positive effect on the development
of personality.
Piaget’s stages of cognitive development
1.16 In your opinion, how can a counsellor working with children and
young people benefit from knowing about cognitive stages of
development? (Your response should be no more than 60 words)
Acc. to Piaget’s his theory filled the need for an explanation that
acknowledged complex qualitative changes in children’s abilities
over time, and it launched an era of unprecedented research on
all aspects of children’s intellectual functioning
1.17 Complete the table below by outlining the major developments in
thinking that define each of Piaget’s stages of cognitive
development. (Your total response should be no more than 100
words)
Stage Cognitive developments
1. Sensorimotor
Reflexive organised behaviour(0-2yrs)During
this stage child begins to develop .The Child
Uses senses and motor skills to develop
2. Preoperational
Centred illogical thoughts focused on salient
information(2-7yrs). The Chid begins to
represent the worls with words and
images
3. Concrete
operational
Diversified logical rapid and efficient thinking
ability(7-12yrs).The Child can reason logically
PAGE \* MERGEFORMAT 16

about concrete events into different sets at this
stage
4. Formal
operational
Adolescent logical thinking of hypothetical
situations(12yrs to adulthood).At this stage the
child have potential for moral reasoning
1.18 Name the stage of Piaget’s cognitive development described in
each scenario and provide a reason for your answer. (Each
response should be no more than 30 words)
a) A student is able to discuss the question, “What would the world
be like if 9/11 had not happened?”
Stage:
Formal operational
Why?
Logical thinking about hypothetical situations
b) When given a set of picture cards illustrating the steps in baking
a cake, Chloe can put them in order.
Stage:
Concrete operational
Why?
Decentred , diversified, rapid and logical thinking required.
c) The baby can now enjoy playing peek-a-boo because she
understands that her mother’s face is still there even when she
covers it.
Stage:
Preoperational
Why?
Centred on mothers face(silient information) ,illogical
d) You are counselling a family in which a very close aunt recently
died. The parents have tried to explain the death to their
PAGE \* MERGEFORMAT 16

youngest child (3 years old), but he does not seem to
understand. He repeatedly asks where his aunt is when she is
coming back.
Stage:
The child has language he can be affected by the interations
with his parents and he is very small to understand about the
whereabouts of his aunt.
Why?
Action triggered by particular stimuli, guided by representational
thoughts.
Maslow’s hierarchy of needs
1.19 How could a counsellor use Maslow’s hierarchy of needs in
counselling practice? (Your response should be no more than 75
words)
Maslow’s theory tells a counsellor about deficiency need, esteem,
friendship and love, security and physical needs of client that will
leads counsellor to assess more efficiently along with the sense of
prevention and cure client required to overcome his situational
problems.
1.20 According to Maslow’s hierarchy of needs, what are the
characteristics of someone who has found self actualisation? (Your
response should be no more than 50 words)
It is the level where an individual has achieved everything that he
can.It refers to what a person's full potential is and realisation of
that potential. This is all about the utmost level of satisfaction that
a person can achieve by utilising his peak potential to achieve
everything that he ever thought of.
1.21 For each of the scenarios below, identify what level of Maslow’s
hierarchy of needs the person is working at.
a) Andrew works two hours overtime every night. He needs the
extra money to cover the mortgage on the home for the family’s
stability.
Belongingness and love needs
b) Marina is a single parent with three children. She is on a low
income and has little money for groceries after paying rent and
electricity. Although she sees a lovely dress that she would like
PAGE \* MERGEFORMAT 16

to buy, she spends all of her remaining income on the fortnight’s
groceries.
Physiological needs
c) After many weeks of looking, Marina has now found part-time
work and has extra income as a result. She feels good about
herself and now buys herself the lovely dress she has admired
for weeks.
Self esteem
d) Eduardo (aged 55) is a professor at a university. He has recently
retired from his position in order to fulfil a lifelong desire to
write novels.
Self actualization
e) Deborah has moved to a new city on a work transfer. She is
lonely and has enrolled in a local ballroom dancing class in
order to make new friends.
Social belongings
Behaviour and learning theories
1.22 Please match the learning theories in the drop down boxes with
their definition.
Definition Learning theory
A learning process whereby the
consequence of any given behaviour
modifies the degree to which that
behaviour is likely to occur.
Select answer
A simple learning process whereby a
neutral stimulus is able to evoke a
response because it has been paired
with another stimulus (that originally
elicited a response).
Select answer
A type of learning that occurs when
behaviour is observed and
subsequently mimicked.
Select answer
PAGE \* MERGEFORMAT 16

1.23 Briefly name and explain the school of psychology behind learning
theory. (Your response should be no more than 40 words)
The environment gradually leaves its imprint on one’s behaviour
and mind, a mind that in infancy is like a blank slate. Association,
repetition, imitation, reward, and punishment are the processes
by which the environment can have an impact learning
theory.
1.24 What motivated/inspired Ivan Pavlov to create classical
conditioning? (Your response should be no more than 30 words)
An accident during his experiments on digestion of dogs .It
focused on using preceding conditions to alter behavioural
reactions.
1.25 What is a Skinner box and what did it show? (Your response should
be no more than 50 words)
Skinner box is “operant conditioning chamber" used to study
operant conditioning and classical conditioning. This allows
experimenters to perform studies in conditioning and training
through reward/ punishment mechanisms.
1.26 According to Albert Bandura what does classical and operant
conditioning neglect when explaining human learning? (Your
response should be no more than 10 words)
Social cognitive theory of Albert Bandura.
Applying theories to counselling
1.27 Imagine that you are working with a client, James, who is in his mid
forties. He is a successful and well-known actor and has won many
awards in his career, as well as the recognition of his peers. He
says that he never dreamt as a child that he would have so much
success.
James came from a poor family and as one of the youngest of six
children, he always wore hand-me-down clothes. As a small child,
his parents were so busy trying to make ends meet that they had
little time for the younger children. He was a sensitive child and
struggled at school with what he now recognises was a learning
disability. Because his five siblings were clever and did well at
school, his parents thought that he was just being lazy. His father
gave him many beatings for wagging school, telling him he would
never amount to anything unless he studied and tried to better
PAGE \* MERGEFORMAT 16

himself. At school, he was a target of bullies and more than one
teacher told him he was stupid. He grew up with a strong sense of
inferiority and hopelessness. In his twenties he was unable to settle
on any kind of career and drifted for a number of years. By chance
he went to an acting class when he was in his late 20s. He realised
that this was something that he really enjoyed and, despite a belief
that the odds were against him, he decided to try to become a
professional actor.
Despite his success, James says that he still feels like a fraud and
that one day others will realise that he cannot act at all. He has
come to see you so that he can feel better about himself. He still
feels inferior to others.
The use of developmental theories may help James to understand
his current feelings.
a) How can Erikson’s theory be used to explain James’ current
feelings? (Your response ould be no more than 100 words)
The stage at which James is right now according to Erickson’s
theory is industry v Inferiority as he feels that there are other
people are are far better than him and he is inferior to others
and hence one day people will realize that he is not successful.
b) How can Maslow’s theory be used to explain James’ current
feelings? (Your response should be no more than 100 words)
James was a target of bullies and teacher criticism. From this, he
grew up with a low self esteem and did not feel worthwhile.
1.28 Complete the following table by selecting the name of the
framework being used in each example.
Client Counsellor’s
Framework
Julie has had a weight problem most of
her adult life and is also a very heavy
smoker. Her counsellor believes she is
stuck in a particular phase of childhood
development, which causes her to overeat
and smoke.
Industry v infriority
Tom is in his early thirties. He feels
unsure about his current career. He says
that his problems started when he was a
teenager and that he became very
confused about who he was and what he
Identity v role
confusion
PAGE \* MERGEFORMAT 16

wanted to do with his life.
Sarah is 8. Her mother is concerned that
Sarah’s ability to reason and solve
abstract problems does not appear to be
very well developed.
Select answer
Brad is 10 and his parents work long
hours and have an active social life that
doesn’t involve him. When he is not at
school, he is cared for by a nanny who
often leaves him unattended while she
spends time with her friends. Brad feels
lonely and unloved.
Industry v infriority
1.29 All of the theories presented in this unit have contributed to our
understanding of personality and human development; however, all
have limitations and have been criticised in relation to their
shortcomings. For each of the following theories please list i) one
contribution and ii) one limitation or criticism. (Each response
should be no more than 50 words)
a) Freud’s psychoanalytic theory
i) Contribution
▪ Explains that events in our childhood has great influence on our
adult lives , shaping our personality.
▪Words he introduced through his theories are now used by
everyday people, such as anal (personality), libido, denial,
repression, cathartic, Freudian slip, and neurotic.
ii) Limitation/criticism
Theory based on his own subjective point of view , lacks
biological/scientific validity
• The words psychodynamic and psychoanalytic are often
confused.
•His theories are clinically derived - i.e., based on what his
patients told him during therapy.
b) Maslow’s hierarchy of needs
i) Contribution
PAGE \* MERGEFORMAT 16

Explains how drive and motivation are correlated when discussing
human behaviour.
•Behavioural distinction of various needs in the hierarchy pyramid
lets anyone understand about his own self.
ii) Limitation/criticism
ts seems unscientific , influences outside academia and explain
easily recognisable human nature by anyone.
• Maslow studied the healthiest 1% of the college student
population.
• Priority to various needs in this hierarchy is also a point of
criticism by many
c) Piaget’s stages of cognitive development
i) Contribution
Cognitive development throughout the childhood, importance of
social interaction, intellectual activity based on actual experience.
• His work also generated interest in cognitive and developmental
psychology.
• Piaget provided support for the idea that children think
differently than adults.
ii) Limitation/criticismNo evidence of qualitative differences in the cognitive capacity
between children of same stage, inattention to culturally specific
influences on cognitive capacity.The Theory Underestimated Children's Abilities.
Problems With Research Methods as he used his own three
Childeren lised definition that would guide researche link bet
observed behavioural changes and posited changes in the
mind.
d) Erikson’s psychosocial stages
i) Contribution
Describes psychosocial development from infancy to late
adulthood, summed up life in eight psychosocial stages.
•Includes every age of people that gives a more comprehensive
analysis.
ii) Limitation/criticism
PAGE \* MERGEFORMAT 16

It primarily describes the development of European American
males, it is also debated whether people only search for identity
during adolescent years.
•It yet needed a proof whether his stages are sequential or they
also have some randomness in occurrence
1.30 Throughout this unit you have examined several personality and
developmental theories and applied them to case studies. Compare
the following theories and identify any similarities or differences in
how they have contributed to our understanding of development.
(Each response should be no more than 50 words)
a) Freud’s psychoanalytic theory vs. Erikson’s psychosocial stages
Like Freud, Erikson believed that personality develops in a series
of predetermined stages. Unlike Freud’s theory of psychosexual
stages, Erikson’s theory describes the impact of social experience
across the whole lifespan.
b) Maslow’s hierarchy of needs vs. Nature-nurture theory
Nature says that genes play a large role in not only our looks, but
also our health, intelligence, and even personality. The nurture
side of the debate examines work done by behavioral
psychologists such as Pavlov, Skinner and Watson pyramid are
the basic needs: food, water, and the ability to breathe, then
comes security needs like shelter and a job, then family and
friendship, then self-esteem, and finally ending in morality.
Maslow states that if one of these needs is not being met, than the
person does not have the energy or ability to worry about the less
important needs above it.
c) Piaget’s stages of cognitive development vs. Erikson’s
psychosocial stages
Erikson’s theory holds that the first stage ends at one year old
while Piaget postulates that the first stage ends at two years of
age.
Both of these theories examine the issue of developmental
psychology using phases to explain the process. Each of the
theories posits that each stage has different challenges in the
development process. Thus, successive stages build upon each
other to the extent that failure in the preceding stage also
precipitates failure in the next stage.
PAGE \* MERGEFORMAT 16

PAGE \* MERGEFORMAT 16

Assessor's Comments for Assessment Book 4 - Section 1
To be completed by the Australian Institute of Professional
Counsellors to provide constructive feedback on the
assessment of this Assessment Book.
Some good basic understanding in here Hans – but quite a few
areas where you were not accurate enough in being able to
pinpoint elements of the different theories and be able to apply
them. Take your time to re-read the study guide here to assist
with your resubmission.
Not Yet Satisfactory
Signature of
Assessor: YW
Date:
3/5/20
19
PAGE \* MERGEFORMAT 16

Assessor’s Comments - Overall
To be completed by the Australian Institute of Professional
Counsellors to provide constructive feedback on your overall
responses to the Assessment Book.
Some good basic understanding in here Hans – but quite a few areas
where you were not accurate enough in being able to pinpoint
elements of the different theories and be able to apply them. Take
your time to re-read the study guide here to assist with your
resubmission.
Important Note:
Please refer to the assessment summary section below for
questions you are required to resubmit. Read the comments in
the comment boxes (along the right hand side). These comments
are designed to assist you with your resubmission.
All resubmissions are to be resubmitted on this original marked
document and completed in the resubmission section below.
Please do not alter your original response in this workbook in any
way. All resubmissions are to be clearly marked with the Section
number and the Activity number. Resubmissions that are not
completed in this way may be returned unmarked as due to
educational and administrative reasons we require your original
response and your resubmission to make an accurate
assessment. Thank you for your co-operation in this matter.
If you need any help in your resubmission, please contact the
study assist line- on 1300 135 363 or email [e-mail]
Not Yet Competent

Signature of Assessor: YW Date:
3/5/2019
PAGE \* MERGEFORMAT 16

ASSESSMENT SUMMARY
This page will be completed by the assessor when your
submission is returned to you
Section 1
First Submission
Comments – activities and questions that need to be resubmitted:
1.3
1.5 a, b
1.10
1.13
1.18 c, d
1.21 a
1.26
1.27 a, b
1.28
PAGE \* MERGEFORMAT 16
NYC

NOT YET COMPETENT
What you need to do if you are not yet competent
(NYC)
If you have been marked Not Yet Competent (NYC) this means that you
have not yet met all the requirements for this Unit. This may be
because you have not given enough detail when answering all the
questions, you may have left out a question or you may have answered
some questions incorrectly.
Being NYC does not mean that you have to redo the whole unit. You
simply need to resubmit the questions that the marker has asked you to
as outlined in the Assessment Summary. The marker will have
identified exactly which questions you need to resubmit. The
assessment summary is not designed to give you feedback; it is simply
to provide you with clear guidelines as to what you need to resubmit.
In your Assessment Book, the marker will have given you feedback
regarding the question(s) you need to resubmit. Feedback may be
given in a comment beside the question you need to resubmit and/or in
the Assessor’s Comments Box at the end of the Assessment Book.
Please do not change your original answers in your Assessment Book.
Your marker will need to look at your original answer and your
resubmitted answer. To make a resubmission, enter your answers into
the Entry Box on the following page. This Entry Box expands as you
enter text so you can choose how to layout your answers.
The most important thing is that you clearly identify the number
of each question (e.g., part of study guide, section, and question
number) before your new response.
PAGE \* MERGEFORMAT 16

FIRST RESUBMISSION PAGE
The following Entry Box is for students to complete any
activities that require resubmission
Important Note: In order to assist the marker in reassessing your
work, please make clear headings throughout your work, identify the
Section Number, Question Number and Page Number for each
question you have to re-submit.
Complete any activities that require resubmission here

PAGE \* MERGEFORMAT 16

Assessor’s Comments – First Resubmission
To be completed by the Australian Institute of Professional
Counsellors to provide constructive feedback on your resubmission
this Assessment Book.
Competent / Not Yet Competent
Assessor’s Name:
Date:
PAGE \* MERGEFORMAT 16

PAGE \* MERGEFORMAT 16

SECOND RESUBMISSION PAGE
The following Entry Box is for students to complete any
activities that require resubmission
Important Note: In order to assist the marker in reassessing your
work, please make clear headings throughout your work, identify the
Section Number, Question Number and Page Number for each
question you have to re-submit.
Complete any activities that require resubmission here
PAGE \* MERGEFORMAT 16

PAGE \* MERGEFORMAT 16

Assessor’s Comments – Second Resubmission
To be completed by the Australian Institute of Professional
Counsellors to provide constructive feedback on your resubmission
this Assessment Book.
Competent / Not Yet Competent
Assessor’s Name:
Date:
PAGE \* MERGEFORMAT 16

PAGE \* MERGEFORMAT 16