CDS3002 - Counselling Theory and Practice

Course

CDS3002 - Counselling Theory and Practice

Assessment name

Essay 1

Brief task description

Write an essay about one of the elements of the common factor model of counselling. The purpose of the paper is to explain one of the following elements of the common factor model: client factors; the therapeutic relationship in counselling; client feedback; techniques and models in therapy, and hope and placebo in counselling. The aim to effectively explain to the reader the importance of the element you have chosen in terms of effecting client outcomes in therapy. You will provide readers with a description of the element you chose, underpinning research supporting the importance and role of the element in therapy, and practical application of element in counselling clients.

Rationale for assessment task

The mental health field has developed hundreds of different approaches for working with clients, each with their own theory of what helps people change. In recent years the common factor model suggests client change is more to do with what several common factors to therapy rather than unique therapeutic techniques.

Due Date

24 April 2023 11:55pm

Length

2000 words +/-10% (word length includes in-text referencing and excludes your reference list and appendices)

Marks out of:

Weighting:

100 marks

40 % of final grade

Course Objectives measured

demonstrate knowledge and understanding of research-informed approaches to improving treatment effectiveness.

demonstrate advanced academic and professional literacy through a critical understanding, application and justification of counselling approaches and theory;

demonstrate advanced management, planning and organisation skills through the use of reflection to advance professional practice.

Inherent requirements

As professionals, counsellors act ethically, write professionally, synthesise information from clients and research, and demonstrate reliability and punctuality for appointments and activities related to counselling.

This assessment addresses the following inherent requirements for counselling professionals:

Domain 1: Ethical behaviour - The student will demonstrate integrity, academic honesty and due diligence in the research and preparation of this assessment.

Domain 4c: Written communication The student will construct a coherent accurate, and clearly expressed written essay reflecting academic conventions and style, appropriate to the intended audience and context.

Domain 5: Cognition The student will demonstrate resourcefulness in locating relevant information, will be able to evaluate the information, and integrate and conceptualise the information as it relates to counselling practice.

Domain 5a: Literacy The student will demonstrate capacity to interpret and comprehend information from multiple sources.

Domain 8: Sustainable performance The student will demonstrate effective time management and planning to meet the assessments deadline commitments.

Task detail

Write a persuasive essay on one of the following topics. Your aim is to inform the reader about the importance of understanding the topic you are writing about. You will provide readers with a description of the one element of the common factor model you have chosen from the following list, its underpinning research, and recommendations for how to incorporate this knowledge in practice.

Choice of topics: Select one topic from below.

1. The therapeutic relationship in counselling

2. Hope and placebo in counselling

3. Techniques and models in counselling

4. Client factors in counselling

5. Client feedback in counselling

Your essay will include:

Introduction and conclusion: The introduction will introduce the reader to the topic, why the topic is relevant for counsellors, and introduce the central thesis. The conclusion will summarise the thesis, key evidence and arguments raised in the paper.

Topic description: This may include clarity of expression, evidence of depth of comprehension, coverage, description/analysis of debates and/or limits of knowledge, and why understanding of this is important for practitioners.

Research justification: Key research is highlighted, discussed, analysed, and incorporated into discussion.

Application: the relevance for practitioners, how they can apply intentionally

Note: Please use headings including at a minimum introduction, overview of the common factor model, common factor element description and explanation, research evidence support the common factor element, application of the common factor element to counselling practice, conclusion and reference.

Writing Style

This assessment piece will be written in the form of a persuasive academic essay based on research and evidence-based literature.

Formatting Style

Assignments should be presented using:

double-line spacing

Times New Roman, 12-point font

APA 7 formatting

Resources available to complete task

The following texts may assist in your assignment:

1. Duncan, B. L., Miller, S. D., Wampold, B. E., & Hubble, M. A. (Eds.). (2010).The heart and soul of change: Delivering what works in therapy(2nd ed.). Washington: American Psychological Association. (Link to hard copies)

1. Lambert, M. J. (Eds). (2021).Bergin and Garfield's handbook of psychotherapy and behavior change(50th anniversary ed.). New York, NY: Wiley.

1. Norcross, J. C. and Lambert, M. J. (Ed). (2019).Psychotherapy relationships that work: Evidence-based responsiveness(3rd ed.). New York: Oxford University Press.

The CDS3002 StudyDesk Assessment Tab contains additional resources to help you with this assessment.

Support for academic writing (and referencing) is available from the Learning Advisor and Liaison Librarian, you can find information and contact them via their site: Study and Research Support for Health & Community students

What you need to submit

Suggestions:

One Microsoft Word document that contains the following items:

Coversheet including unit code, unit name, semester and year, assignment title, student name, student number, word count

Submission requirements

This assessment task must:

use APA referencing (7th edition)

be submitted in electronic format via StudyDesk

In addition, the submission portal will only open once the student has gained a 100% score on the Academic Integrity Test

Turnitin has been enabled so that students can check for similarity matching within their assessment and make amendments prior to the due date to demonstrate academic integrity.

File Name Conventions

Save your document with the following naming conventions:

surname_initial_ A1.docx (A1 stands for Assignment 1 amends for each assignment)

E.g: Jones_J_A1_CDS3002.docx

Marking and Moderation

This task will be marked against a marking criteria available at the end of this document.

All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.

Final release of grades will normally be within three weeks of submission. This same timeframe applies for any approvals for an extension of time commencing at the time of submission.

Academic Integrity

Students should be familiar with USQs policy on Academic Integrity: https://policy.usq.edu.au/documents/13752PL

Turnitin has been enabled so that students can check for similarity matching within their assessment and make amendments prior to the due date to demonstrate academic integrity.

Assessment policy/ procedure

Extensions and Late Submissions

Students are encouraged to access the USQ assessment policy: https://policy.usq.edu.au/documents/1357PL

Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure https://policy.usq.edu.au/documents/14749PL and the Assessment of Compassionate and Compelling Circumstances Procedure: https://policy.usq.edu.au/documents/131150PL

Note that USQs procedures requires applications are made for extensions PRIOR to the due date of the assessment.

Outstanding

High quality

Quality

Satisfactory

Unsatisfactory

Total/ Comments

Organisation

(Out of 10 marks)

8.5-10

7.5-8.5

6.5-7.5

5-6.45

0-5

/10

The introduction will introduce the reader to the topic, why the topic is relevant for counsellors, and introduce the central thesis. The conclusion will summarise the thesis, key evidence and arguments raised in the paper.

Introduction is clear about what paper will address. Relevance for counsellors and central thesis clearly and persuasively articulated. The conclusion restates the assessment objective/s elegantly, drawing together the key points made throughout the essay. Strong connection between introduction, body, and conclusion. All paragraphs are appropriately structured, so each contains a single topic, and evidence and argument within them are logically ordered. Demonstrates a clear and logical progression of points to support the argument. All sections are clearly linked.

The introduction clearly restates the assessments question/s. Relevance for counsellors and central thesis clearly articulated. The conclusion restates the assessment objective/s, drawing together the key points made throughout the essay. Paragraphs are mostly appropriately structured so that each contains one topic and evidence and arguments within them are logically ordered. Demonstrates a clear relationship between the points to support the argument. Most sections have clear links.

Introduction addresses the question and presents moderate rationale for relevance. The conclusion restates the argument and key points but lacks clarity and/or precision. Basic connection between introduction, body, and conclusion. Paragraphs generally contain a single topic with related evidence and argument. Some are less well developed (fragments) or have more than one topic (overly long). Generally, demonstrates a clear relationship between the points being made to support the aims but has some missing links and/or structural errors.

The introduction introduces the topic and asserts relevance with insufficient rationale. The conclusion is missing one of the key elements and lacks clarity or precision. Paragraphs show some arrangement into related ideas, but the topic is implicit or unclear. Paragraphs tend to be fragmentary or overly long. Has a discernible overall structure and some implicit relationship between supporting points but lacks detailed structure and coherence.

The introduction is missing or insufficient. Insufficient connection between introduction, body, and conclusion. The conclusion is missing or inadequate.

Paragraph topics are unclear and there is little structure for ideas. Paragraphs are generally fragmentary or overly long.

No discernible structure or progression of points to support the overall argument.

Description

(Out of 30 marks)

25-30

22-25

19-22

15-19

0-15

/30

Topic description: This may include clarity of expression, evidence of depth of comprehension, coverage, description/analysis of debates and/or limits of knowledge, and why understanding of this is important for practitioners.

Information included is thoroughly and consistently relevant showing a high degree of understanding of the topics. Highly substantial content relevant to the task/s. Evidence of extensive and relevant research from high quality scholarly sources. All aspects of the task were completed in significant detail. Demonstrates an excellent understanding of key ideas and underpinning concepts. Demonstrated ability to process knowledge at a sophisticated level.

Most information relevant to the model/s chosen. Content knowledge displayed was reasonably substantial. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Moderate argument Most aspects of the task are completed in detail. Demonstrates a good understanding of key ideas and concepts. Demonstrated ability to process knowledge at a high level.

Demonstrates a satisfactory understanding of key ideas and concepts associated with the chosen model/s but more work is needed on finer points of comprehension. Most information relevant to the topic chosen. Content knowledge displayed was reasonably substantial. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Moderate argument Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level.

Demonstrates a basic understanding of limited key ideas and concepts of the chosen model/s. Some information strongly relevant to the topic chosen. Content knowledge displayed was basic and limited. Limited texts in the field were consulted. Basic external validation. Some aspects of the task are completed in some detail. Demonstrated ability to process knowledge at an adequate level. Refers to some key ideas and concepts

Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Unnecessary use of secondary sources and/or lower quality sources.)

Research justification

(Out of 30 marks)

25-30

22-25

19-22

15-19

0-15

/30

Research justification: Key research is highlighted, discussed, analysed, and incorporated into discussion.

Information included is thoroughly and consistently relevant showing a high degree of understanding of the topic. Highly substantial content. Evidence of extensive and relevant research from high quality scholarly sources. Very strong research validation and persuasive relevant arguments. Demonstrated a thorough understanding of concepts. All aspects of the task were completed in significant detail. Demonstrated ability to process knowledge at a sophisticated level. Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory and research. Evidence of very high-quality analysis, synthesis, evaluation and critical appraisal

Information included is consistently relevant showing a strong understanding of most key areas of the topic. Highly substantial content. Evidence of broad, judicious and relevant research from quality scholarly sources. Strong research validation and persuasive relevant arguments. Demonstrated a thorough understanding of concepts. All aspects of the task were completed in significant detail. Demonstrated ability to process knowledge at a sophisticated level. Evidence of high to very high-quality analysis, synthesis, evaluation and critical appraisal

Most key areas associated with the topic were addressed in sufficient detail and depth. Content knowledge displayed was reasonably substantial. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Moderate argument.

Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level. Evidence of high-quality analysis, synthesis, evaluation and critical appraisal

Sound analysis, synthesis, evaluation and critical appraisal. Most key areas associated with the topic were addressed in varying detail and depth. Content knowledge displayed was reasonably substantial. Demonstrated a basic understanding of concepts. A small number of relevant texts in the field were consulted. Basic argument. Demonstrated ability to process knowledge at a sufficient level. Evidence of basic analysis, synthesis, evaluation and critical appraisal.

The work does not meet the standard described in the criterion or most of the tasks were incomplete. Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Unnecessary use of secondary sources and/or lower quality sources.) Some, but insufficient, evidence of analysis, synthesis, evaluation and critical

appraisal

Application

(Out of 15 marks)

12.5-15

11-12.5

9.5-11

7.5-9.5

7.5-0

/15

Application: the relevance for practitioners, how they can apply intentionally

Demonstrated strong and intellectually persuasive case for demonstrating relevance of the suggestions in relation to the topic for counsellors. Demonstrated clear, relevant, potentially impactful, research-informed suggestions for incorporation into counselling practice. Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory and research.

Developed strong case for demonstrating relevance of the suggestions in relation to the topic for counsellors. Demonstrated clear, relevant, potentially impactful, research-informed suggestions for incorporation into counselling practice. Inspirational, innovative and authoritative - evidence of intellectual rigour, insightful contextualisation, including relevant theory and research.

Developed moderate case for demonstrating relevance of the suggestions in relation to the topic for counsellors. Demonstrated moderately justified research-informed suggestions for incorporation into counselling practice.

Developed basic case for demonstrating relevance of the suggestions in relation to the topic for counsellors. Demonstrated basic research-informed suggestions for incorporation into counselling practice.

Insufficient demonstration of relevance of the suggestions in relation to the topic for counsellors. Insufficient scope or depth or relevance of suggestions for incorporation into counselling practice.

Communicating knowledge

(Out of 15 marks)

12.5-15

11-12.5

9.5-11

7.5-9.5

7.5-0

/15

The paper was free of grammatical and syntactic errors and demonstrates clarity, and sophistication, of expression.

APA style: All citation formatting accurate and conform to APA style & thoroughly consistent with APA guidelines. In-text references skilfully integrated into the essay in a way that increases its authority. Reference list perfectly and consistently correct.

Only a few grammatical or syntactic errors with generally clear written expression. All research appropriately referenced but some awkward instances. Compliant with APA system, with some errors. Broadly compliant but some inconsistencies of APA format. Few non-repeated minor errors and inconsistencies evident in citation formatting. Reference list: Few non-repeated minor errors and inconsistencies evident.

Some grammatical and syntactic errors but not so many to significantly affect the clarity of your written expression. Structure suited to purpose. Most ideas/evidence is reference but there are gaps or too much reliance on direct quotes. Broadly compliant but some inconsistencies of APA format. Few repeated errors and inconsistencies evident in citation formatting. Reference list: Few repeated errors and inconsistencies evident.

Some grammatical and syntactic errors which affected the clarity of written expression. Structure suited to purpose. Only some ideas are referenced; over-reliance on direct quotes for issues and concepts. Broadly compliant but some inconsistencies of APA format. Some repeated errors and inconsistencies evident in citation formatting. Reference list: Some repeated errors and inconsistencies evident.

Expression disjointed. Technical aspects of language problematic. Significant grammatical, punctuation, and/or spelling errors. The information in the paragraphs was at times hard to follow and the meaning unclear. Citations do not follow APA guidelines. Reference list: Too many errors or not included. Inconsistency of style. Suspected academic misconduct.

Total

/100

Late penalty