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menu2024T1COUN 6103 1 HYPERLINK "https://acap.simplesyllabus.com/api2/doc-pdf/buckr4rpd/2024T1-COUN-6103-1-Person-and-Practice-of-the-Therapist.pdf?locale=en-US" t "_blank" printPrintLast updatedFeb 2, 2024
UNITOUTLINE
COUN6103:Person and Practice of the TherapistDiscipline ofCounsellingEDUCATOR INFORMATION
Name:Refer to "contact teaching staff' link for list of tutors and email addresses
Name:Dr Timothy HsiEmail:timothy.hsi@acap.edu.au
1. UNIT DESCRIPTION
This unit advances students understanding of self and their development, and the impact of these on their professional development as counsellors and psychotherapists. Students are provided with the opportunity to develop and apply foundational counselling skills and processes. Significant emphasis is placed on building students self-awareness and critical reflexivity, as they begin developing an evolving professional identity as counsellors and psychotherapists.
ACAP classes are an open space for the critical and civil exchange of ideas, and this Unit will include topics that may be difficult for you to confront or discuss. If you feel uncomfortable discussing certain content during class, please seek the support of your educator or fellow students in the first instance. Additional free and confidential counselling support is available on all ACAP campuses. Please visithttps://www.acap.edu.au/student-resources/support-services/counselling-support/for further information on the ACAP Counselling Support Service and external supports including Lifeline, Beyond Blue, MensLine, and others.
2. UNIT INFORMATION
Unit level and type Level 600, (1st Year) Core
Credit point value 6 (out of a total of 96)
Prerequisites Nil
Co-requisites Nil
Equivalent Units Nil
Delivery modes Blended
Course Master of Counselling and Psychotherapy, Master of Social Work (Qualifying)
3. DEVELOPMENT OF LEARNING OUTCOMES AND GRADUATE ATTRIBUTES
3.1 Unit Learning Outcomes
On successful completion of this unit, students will be able to:
[a] Critically review, interpret, integrate, synthesise and apply advanced foundational counselling skills and processes.
[b] Exercise adaptability and judgment when critically analysing, evaluating and applying knowledge and skills to their evolving professional identity as counsellors and psychotherapists.
[c] Critically apply self-awareness and self-reflexivity to sustain effective and ethical practice as counsellors and psychotherapists in training.
[d] Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
3.2 ACAP Graduate Attributes
Successful completion of this unit also contributes specifically to the development of the following ACAP Graduate Attributes:
GA1 COMMUNICATE:Apply effective communication skills with others in diverse contexts and through multiple modalities
GA2 SUSTAIN:Sustain an intentional commitment to maintain currency and further develop knowledge and skills over their lifetime
GA3 THINK:Apply critical, creative and flexible thinking to contribute and respond constructively across diverse settings
GA4 ENGAGE:Engage effectively with contemporary and traditional knowledges across multiple contexts
GA5 WELLBEING:Utilise skills and knowhow to maintain resilience, personal and professional wellbeing when responding to challenges and opportunities
GA6 EQUALITY:Enact inclusive practices that deliver social justice and equality of opportunity
GA7 INTEGRITY:Apply integrity and ethical standards to study, research and practice
GA8 COMMUNITY:Use teamwork and leadership knowledge and skills to advance teams, groups and communities
GA9 GLOBAL:Apply culturally sensitive professional knowledge and skills to contribute to a sustainable global future
4. LEARNING EXPECTATIONS
This unit has been designed to help maximise your learning and integrate it with knowledge and skills developed in earlier and later units in your course, so that you will have mastered all of the necessary learning outcomes and graduate attributes. You will need to be active in your approach to learning, completing the set learning activities before class, participating during class and consolidating what you have learned afterwards. This means that as well as the time spent learning in class, you will need to put aside additional time each week for independent learning. TheStudent Code of Conductoutlines our expectations of behaviour and is designed to align with the professional expectations of students graduating from our courses. Content of units may be personally challenging at times for yourself or others, and we encourage you to reflect on how we can all support each other to achieve our learning goals.
The workload may include regular weekly learning experiences, tasks, attending classes (face-to-face / online), online activities, completing readings, hurdle task activities, researching module topics, and completing prescribed assessment tasks. Students will be required to be proactive and self-directed in their learning, sourcing information as required, especially from the sources available through the Moodle class space. TheStudent Support Policyoutlines our expectations and ensures international students maintain conditions of their study visa.
To assist you to plan for study in this trimester, follow the link to the ACAP key dateshttps://www.acap.edu.au/student-resources/key-dates/4.1 Unique student learning expectations for this unit
Attendance requirements are in accordance with theStudent Participation and Attendance Policyand also ensure students' participation and attendance is consistent with the conditions approved by professional and regulatory bodies.
This unit is Blended.
Blended
Fortnightly 60-minute lecture to be livestreamed and recordedweeks, 1, 3, 5, Break Week / No Classes, 8, 10, 12.Fortnightly Online scheduled 120-minute interactive tutorialweeks 2, 4, 6, Break Week / No Classes, 9, 11, 13.
Fortnightly Online scheduled 120-minute consultation drop-in sessions startingweeks 1, 3, 5, Break Week / No Classes, 8, 10, 12.(To view ACAP's academic calendar,please click here)
Consultation drop-in sessions are organised in the same timeslot as the online interactive tutorials.
On-Campus 2-day interactive skills training workshop scheduled during the trimester. Refer to "Blended delivery and Workshop Timetable" link in the main learning page.
Attendance requirements are only associated with tutorials and workshop.
When students enrol in this modality they are enrolling in the national lecture, the tutorials and the 2-day workshops on their local campus.
Refer to the COUN6103 FAQ document in the student learning space.
A quick guide to important assessment issues in this subject
You must meet the attendance requirements for the mode of delivery that you are studying, as detailed in this Unit Outline. Yes
Submit all assessment in the designated timeframe. Yes
Pass all assessment tasks in order to pass the unit overall. Yes
5. WEEKLY SCHEDULE
Week Topic Activities and Assessments
1 Common factors approach
The science and art of counselling and psychotherapy, including alternative modes of working with clients, via video conference and telephone, and their evidence-base N/A
2 Ethics, cultural responsiveness, and wellness N/A
3 The Therapeutic Relationship and the common factors approach, and their evidence-base
Self-awareness and self-reflexivity
Power and control N/A
4 Structure of counselling session, including alternative modes of working with clients, via video conference and telephone, and their evidence-base
The microskills approach
Natural style and beginning expertise N/A
5 Attending and empathic responding N/A
6 Observation skills across the session N/A
7 Break Week: no classes Assessment 1: Analysis of Interviews due
8 Questions - Open communication across the session N/A
9 Active listening - Encouraging, paraphrasing and summarisingN/A
10 Reflecting feelings
The language of emotions N/A
11 Conducting a counselling session using only listening skills, including alternative modes of working with clients, via video conference and telephone Assessment 2: Counselling Role Play & Critical Analysis due
12 Conducting a counselling session using only listening skills, including alternative modes of working with clients, via video conference and telephone
Introduction to case conceptualisationN/A
13 Case conceptualisationProfessional identity as a counsellor-in-training N/A
6. ASSESSMENT OVERVIEW
The summative assessment tasks are the graded component of this unit. It is an assessment of learning that is used primarily at the completion of a sequence of teaching, such as at the end of each unit of work. Summative assessment task provides a comprehensive evaluation of all learning outcomes over a certain period.
Students must submit each assessment task to the online class space assessment dropbox (Turnitin) in Moodle by the due date.
Students in the Discipline of Counselling need to pass both assessments to meet learning outcomes and pass the unit.
Assessment Type Due Date Learning Outcome Weighting Length
Assessment 1: Analysis of Interviews with counsellors and clients Week 7Monday at 4.00 p.m. AEST/AEDT a, b, c & d 50% 2500 words
Assessment 2: Counselling role play + one critical analysis Week 11Monday at 4.00pm AEST/AEDT a, b, c & d 50% Part A: 20 minutes Part B: N/APart C: N/APart D: 1500 words
7. ASSESSMENT POLICY AND PROCEDURES
TheAssessment Policy and Procedurelocated on the ACAP website is a full statement of the principles and practice which inform the design, development and implementation of assessment at ACAP. All policies are available viahttps://www.acap.edu.au/pages/policies-procedures/. Application forms such as the extension request, academic considerations and appeals against grades are available viahttps://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/.
7.1. Assessment Practice
Academic integrity and professional standards
Academic integrity and professional standards Plagiarism is the inclusion of another persons work within your submission without acknowledgment or permission. Plagiarism is regarded as a form of cheating. The penalties associated with misconduct are severe, and plagiarism may result in failure or variation of grade in the Unit. All ACAP students must familiarise themselves with theAcademic Integrity Statement, and theStudent Misconduct Policy.
Submitting Assessments
Assignments are submitted via the class space by the due date in the Assessment Overview. Unit educators will provide instructions and demonstration of the submission process prior to the due date for the first assessment in the unit. Students who experience technical issues when attempting to submit their assignment should contactACAP IT Supportand email their educator.
Examinations and presentations must be attended as scheduled, unless by prior arrangement viaAcademic Consideration in Assessment. Non-attendance at a scheduled assessment may result in a Fail grade for the assessment and may impact a student's ability to demonstrate an assurance of learning against each learning outcome.
Late submission of assessments
Should a student without an approved extension fail to submit an assessment piece by the due date, they will attract a 5% penalty for every calendar date the assessment is submitted late. The late penalty is deducted from the total marks available for the assessment piece, not the mark awarded. For example, an assessment worth 50% will incur a late penalty of 2.5 marks per day. No assessment will be accepted after 10 calendar days from the due date unless an extension has been granted.
Extensions
Should a student require an extension they must apply in accordance with the Official Assessment Extension Guidelines (refer to Attachment 2 of theAssessment and Feedback Policy). Some, but not all assessments may permit the use of an auto-extension facility in Moodle to apply for a one week extension. If this applies the option is available until the original due date and no supporting documentation is required. Otherwise, students apply online via the official Assessment Extension Request Form.https://www.acap.edu.au/student-resources/forms-and-policies/a-z-forms-and-applications/Academic Consideration in Assessment
Students may submit an application forAcademic Consideration in Assessmentbased on unforeseeable adverse circumstances which have impacted their ability, or one or more members of their groups ability, to meet assessment deadlines (refer to Attachment 4 of theAssessment and Feedback Policy.
Receiving marks for assessments
Students will be notified of marks for individual assignments via the class space.
Appeals against grades
Each student has the right to appeal against an assessment decision. The student is the only person who can lodge an appeal. In the case of an assessment appeal, the student must approach the unit Academic Teacher directly first and every attempt should be made to resolve the issue at this level. If there are grounds for a more formal appeal, access theAssessment Appeal Application Form.
8. PRESCRIBED, RECOMMENDED AND FURTHER READINGS
The prescribed textbook for this unit is:
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2022).Intentional interviewing and counseling: Facilitating client development in a multicultural society(10th ed.). Cengage Learning.
Additional prescribed, recommended, and further readings are made available in the online class space
9. LEARNING RESOURCES AND SUPPORT
Learning Hub
Learning Hubis your academic companion on your education journey. Explore a wealth of online resources available around the clock, personalised webinars, and friendly advisors who are here to support you. Find all theprint and electronic books, scholarly journals, referencing guides and other resourcesyou need to support your studies, and if you need help with finding the right resources you canbook an appointment with an advisor. Explore resources oneffective study habits and tips on structuring, formatting and referencing assignments successfully. You can evenbook an appointment to meet with an academic skills advisorto help plan your study and assignments.
Academic and Learning Support
Students first point of contact for academic support is their unit educator. Contact details for the staff in this unit are available in the class space. Here students will find consultation hours for this unit and the best means for contacting individual staff.
User guides, IT policies and Technical Support
For user guides, IT policies and technical support:https://www.acap.edu.au/student-resources/support-services/it-student-helpdesk/.
Personal Support
ACAP counsellors provide free confidential support and personalised assistance to help students manage their personal issues and develop strategies to concentrate on their studies. Sessions are available online or in person at selected campus locations. Find more information viahttps://www.acap.edu.au/student-resources/support-services/counselling-support/.
Administrative Support
The Student Engagement team can assist with administration matters. For more informationhttps://www.acap.edu.au/student-resources/support-services/student-engagement-and-administration/.10. ASSESSMENT DETAIL
Assessment 1
Assessment Type Analysis of interviews with counsellors and clients
Due Date Week 7, Monday at 4.00pm (AEST/AEDT)
Learning Outcome a) Critically review, interpret, integrate, synthesise and apply advanced foundational counselling skills and processes.b) Exercise adaptability and judgment when critically analysing, evaluating and applying knowledge and skills to their evolving professional identity as counsellors and psychotherapists.c) Critically apply self-awareness and self-reflexivity to sustain effective and ethical practice as counsellors and psychotherapists in training.d) Effectively demonstrate professional knowledge and integratedunderstanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
Weighting 50%
Length 2500 words
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check yourtime zoneto ensure that you submit your assessment on time. If required, use atime zone converter.
Assessment Details and Instructions
Purpose:
The purpose of this assignment is for students to watch 2 video interviews featuring counsellors and clients. Through this exercise, students will examine and identify themes and factors that influence the development of therapeutic alliance between counsellors and clients. In addition, students will also gain insight into elements that supports the development of the Person of the Therapist.
Process:
Step 1: Watch the following 2 video interviews of counsellors and clients.
Talking about Counselling.1:10:09 minshttps://search-alexanderstreet-com.ezproxy.navitas.com/view/work/bibliographic_entity%7Cvideo_work%7C1779261As you watch the first video, consider the following questions (these are not meant to be answered one by one, but let these questions sit at the back of your mind to be considered as you watch the video):
what motivated the counsellors to join the profession?
What were their counselling modalities and how did they know their approach was the one that works best for them?
What counselling skills were most valuable in building therapeutic alliances with clients?
What are the important attitudes and skills that counsellors/psychotherapists need to have in order to be highly effective?
What other areas did the counsellors share that highlighted techniques, attitudes or approaches that were helpful to their practices?
Experiences of Counselling.1:02:58 minshttps://video-alexanderstreet-com.ezproxy.navitas.com/watch/experiences-of-counselling/transcript?context=channel:counseling-and-therapy-in-videoFrom the 2nd video, analyse and examine:
What were the typical motivations that led clients to seek out therapy/counselling.What did their counsellors do that enabled clients to feel comfortable, safe and supported throughout the therapy sessions?
What were the factors that enabled the counselling relationship to work?
Step 2: Analyse themes arising from watching the videos. Some themes to be explored could include (this is not an exhaustive list). Please take note that you do not need to choose every one of these themes! The purpose is to explore themes which you have identified through watching both videos.
Developing and establishing the therapeutic relationship
The common factors approach
Self-awareness and self-reflexivity
Power and control
Art and science of psychotherapy and counsellingThe use of microskills for building of therapeutic relationship
Use of alternative modes of counsellingStep 3: Write an essay that critically analyses the themes which includes a reflection of how these themes provided you with a better appreciation and understanding of the future therapy work that you will be involved in.
In the essay, consider the following structure:
Introduction
Provide an overview of what the essay is about while emphasising the importance of how understanding themes leading to effective counselling practice provides a good foundation for students building up their skills to become a counsellor/therapist. The second part of the introduction to include signposts that acts as a roadmap for the whole essay.
Introductions should around 5 to 8% of your total word count.
Refer to the following link to understand how to best write an introduction:
https://sls.navitas-professional.edu.au/essay-structure-bootcamp-5
Body - Section 1
Explore and critically analyse the themes which you have identified from watching both videos.
For each theme to be analysed, do consider the following paragraph structure.
Start with a topic sentence stating for the reader what the main idea/argument in this paragraph is about
Continue with supporting sentences, that provide evidence and examples from referenced literature
Use verbatim quotes from the one or both videos to support the themes you have identified.
Finish with a concluding/linking sentence, which may serve as a transition to connect one paragraph to the next.
Refer to the following link to gain more information about how to best structure the various paragraphs in this section.
https://sls.navitas-professional.edu.au/paragraphing-0
Body Section 2
Critically reflect on personal learning gained from exploration of the identified themes. In the reflection, you may include the following:
What are themes that has deepened my understanding of what it takes to be an effective counsellor/therapist? Some areas may include:
How an identified theme resonated with you.
Why did that theme resonate? What aspects of your Self brought about that resonance?
What does academic literature say about how this theme is connected with the aspect of Self that you have identified?
What are areas that you would like to develop/strengthen as part of your journey to being trained as a counsellor/therapist? Some areas to consider:
Why are these areas that you would like to develop important for you?
How do these areas contribute to you being an effective counsellor/therapist?
What does academic literature say about the importance of these areas?
Refer to the following link to understand how to write critically:
https://sls.navitas-professional.edu.au/lets-get-critical-how-think-and-write-critically
Conclusion
In the conclusion, summarise the main points and ideas that has been presented in the body of the essay. Draw conclusions from what was discussed and include a paraphrased restatement of your thesis statement, which was highlighted to the readers in the introduction. In the conclusion, there should be no new material to be introduced; Any new material, idea or discussion needs to be found only in your body paragraphs.
Generally, a conclusion is approximately 5%-10% of your actual word count.
Refer to the following link to understand how to write a conclusion:
https://sls.navitas-professional.edu.au/essay
Marking Rubric
Please read through the marking criteria to ensure your assignment is within the expectations of the marking rubric.
The marking rubric is found in the Unit outline.https://classes.navitas-professional.edu.au/mod/lti/view.php?id=478269Step 4: Examine if your assignment falls in line with the APA7 format expectations. Refer to the following link for more details:https://sls.navitas-professional.edu.au/apa-7-presentation-requirementsStep 5:Submit your assignment as a single document in either MS Word or pdf format to the online class space assessment submission link. Ensure you have clicked on submit after you have uploaded your document.
Marking Criteria
Standards
Criterion High Distinction Distinction Credit
Pass Did Not Achieve Learning Outcomes
Content:
Demonstrate knowledge and understanding regarding the themes arising from effective counselling practice.
10 marks
Sophisticated, insightful analysis and exceptional distinguishing of themes arising from examination of video interviews with both counsellors and clients.
Identified themes are extensively referenced by relevant theoretical frameworks and concepts on counselling and psychotherapy.
Comprehensive analysis with well-developed overview and explanation of themes arising from examination of video interviews with both counsellors and clients.
Identified themes are thoroughly supported by relevant theoretical framework and concepts on counselling and psychotherapy.
Effective analysis and description of the themes arising from the examination of video interviews with both counsellors and clients.
Identified themes are backed by sufficient theoretical frameworks and concepts on counselling and psychotherapy.
Adequate but still developing descriptions of the themes arising from the video interviews with both counsellors and clients.
Themes are broad and demonstrates limited familiarity with relevant theoretical frameworks and concepts on counselling and psychotherapy.
Unsatisfactory classifications of themes arising from video interviews with both counsellors and clients.
Descriptions demonstrates a lack of familiarity with relevant theoretical frameworks and concepts related to counselling and psychotherapy.
Application:
Identify and critically reflect on learnings (including but not limited to, thoughts, feelings and understanding) arising from interview responses from both counsellors and clients and the implications for the Person of the counsellor-in-training.
Reflections integrated with evidence-based research and interview examples.
10 marks
Sophisticated, in-depth and personalised reflection on interview responses and the implications these have on the Person of the counsellor- in-training.
Reflections are consistently developed and integrated concisely with at least 5 highly pertinent evidence-based research and interview examples.
Comprehensive, mostly in-depth and personalised reflection on interview responses and the implications these have on the Person of the counsellor-in-training.
Reflections are effectively developed and integrated with at least 4 pertinent evidence-based research and interview examples.
Effective, at times in depth and personalised reflection on interview responses and the implications these have on the Person of the counsellor- in-training.
Reflections are mostly developed and integrated with at least 3 evidence-based and interview examples.
An attempt to provide some personal reflection on interview responses and the implications these have on the Person of the counsellor- in-training.
Reflections are adequately developed and integration of reflections with at least 2 evidence-based research and interview examples.
Limited attempts to provide
reflection on interview responses and the implications these have on the Person of the counsellor- in-training.
Limited to no development and integration of reflections with evidence-based research and interview examples.
Critical Analysis:
Demonstrate knowledge and skills in evaluating and synthesising personal reflections and potential areas of growth and challenges for future practice in response to the interviews.
10 marks
Insightful articulation, evaluation and synthesis of personal reflections and potential areas of growth and challenges for future counselling practice in response to the interview. Comprehensive evaluation and synthesis of personal reflections and potential areas of growth and challenges for future counselling practice in response to the interview. Effective evaluation and synthesis of personal reflections and potential areas of growth and challenges for future counselling practice in response to the interview.
At least one area requires refinement or lacks rigourSome evaluation and synthesis of personal reflections and potential areas of growth and challenges for future counselling practice in response to the interview.
At least two areas require refinement or lacks rigourLimited to no evaluation and synthesis of personal reflections and potential areas of growth and challenges for future counselling practice in response to the interview.
Evidence:
Demonstrate knowledge and skills in synthesising the unit content, with relevant citing of pertinent academic literature and examples from interviews.
10 marks
All ideas are supported by a highly effective, consistent inclusion of relevant academic sources and pertinent interview examples throughout the assignment.
All ideas are supported by the effective inclusion of relevant academic sources and interview examples throughout the assignment.
The majorityofideasare supported by inclusion of mostly relevant academic sources and / or interview examples throughout the assignment.
. The ideas are inconsistently supported by relevant academic sources and / or interview examples throughout the assignment.
Some sources may lack academic rigour / relevance.
The ideas are inconsistent or not supported by relevant sources and / or interview examples.
Academic literacies:
10 marks Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical.
No errors in grammar, punctuation and or spelling.
No errors in APA referencing and formatting.
Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical.
Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded.
Very few (<2) errors minor repeated errors in APA referencing and formatting. Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear.
Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear.
Few (<4) minor repeated and unique errors in APA referencing and formatting. Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate.
Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded.
Some errors (>4) in APA referencing and formatting. Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity.
Considerable errors in grammar, punctuation and spelling. Meaning unclear.
APA referencing and formatting contain unacceptable number of errors.
Grade:
Feedback/Comments:
Assessment 2
Assessment Type Counselling role play & critical analysis
Due Date Week 11, Monday at 4.00pm (AEST/AEDT)
Learning Outcome a) Critically review, interpret, integrate, synthesise and apply advanced foundational counselling skills and processes.b) Exercise adaptability and judgment when critically analysing, evaluating and applying knowledge and skills to their evolving professional identity as counsellors and psychotherapists.c) Critically apply self-awareness and self-reflexivity to sustain effective and ethical practice as counsellors and psychotherapists in training.d) Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
Weighting 50%
Length Part A: 20 minutesPart B: N/APart C: N/APart D: 1500 words
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check yourtime zoneto ensure that you submit your assessment on time. If required, use atime zone converter.
Assessment Details and Instructions
Purpose:
The purpose of this assessment is to demonstrate your understanding and application of microskills in counselling and psychotherapy taught in this unit.
This assignment involves one 20 minute counselling role-play practice session. This means your client is role-playing a scenario. Take time before the role-play commences to discuss with your client the purpose of the task and the fact you are doing this exercise to develop your foundational skills of counselling aligned with the subject learning outcomes.
Hypothetical topics for the practice role-play counselling session could include (but are not limited to) mental health difficulties, bullying, family, relationships, loss, friendship, gender identity, work, ageing.
Students must seek informed, written consent from the client to record the session in audio-visual format. The client must be 18 years or older. TheClient/Interviewee Consent Formis located in A-Z forms on the ACAP current student website. Please submit a copy of the signed consent form with the analysis of the session.
You must also submit client feedback form (Box 1.3 on p. 22 in the assigned textbook and available for download from the online class space) and a transcript of the 20 minute segment, with identification of the microskills used in that session. Students will also submit a 1500 word critical analysis. In this analysis, you will draw on your observation and analytic skills to evaluate your actions. This self-reflection is a core component of the analysis and examines what motivated the student counsellor to practice the way they did during the session, what has been learned from this exercise in terms of the use of skills, strengths and areas requiring strengthening and future learning goals. The evaluation is to be supported by relevant examples from the role play and the integration of relevant academic literature, concepts and theory.
Process:
This assessment has four parts:
Counselling role play Record and upload a 20 minute audio visual recording
Client Feedback Form (Box 3.1 from Ivey et al., 2018 located in the Assessment section of the online class space)
Transcript of 20 minute segment and notes that identify counselling skills used. (Please note that the transcript and notes are not included in word count)
A critical analysis comprising of an evaluation of the foundational counselling skills demonstrated in the video recording and a self-reflection.
Part A: Audio visual practice segment
For this assignment, students will record and submit a 20 minute segment of a role play practice counselling session.
Part B: Client Feedback Form
Role play client will complete Box 3.1 from Ivey et al., 2018 located in the Assessment section of the online class space.
Part C: Transcript of the 20 minute video
Students will transcribe the entire 20 minute video, and label the relevant skills used in that session. The transcript should include counsellor and client statements using an appropriate abbreviation (e.g., CNS for counsellor, and CL for client). The suggested format below allows you to identify time and skill in the segment.
Time Transcript MicroskillsAn occasional indication of time within the session (e.g., one minute, two minutes) CNS:..
CL:.. Label microskills used in segment
Part D: Critical analysis
In this analysis, you need to briefly define the skills identified in the transcript. You are to explain your aim or intention in using these skills, and evaluate the effect of using each skill and how the client responded.
This is an essential part of reflective practice. This is where students will draw on their observation and analytic skills to evaluate their own actions. This self-reflection component as part of the analysis also examines what motivated the student counsellor to practice the way they did during the session, what has been learned from this exercise in terms of the use of skills, strengths and areas requiring strengthening and future learning goals. The evaluation is to include integration of relevant academic literature, concepts and theory.
Information on how to present a critical analysis can be found athttps://sls.navitas-professional.edu.au/critical-evaluation-or-analysis-counselling-sessionMarking Criteria
Standards
Criterion High Distinction Distinction Credit Pass Did Not Achieve Learning Outcomes
Role play:
Demonstration of counselling skills throughout role play duration
10 marks Highly effective and consistent demonstration of counselling skills throughout duration of role play Effective and mostly consistent demonstration of counselling skills throughout duration of role play A clear attempt to employ foundational counselling skills although applied somewhat inconsistently throughout duration of role play Some employment of counselling skills although mostly applied inconsistently throughout duration of role play Limited attempt to employ counselling skills throughout duration of role play
Transcript:
Identification of counselling skills in the transcript:
Active listening skills (verbal minimal responses, invitations to continue, attentive non-verbal behaviour, use of voice)
Appropriate use of silence
Reflection of content and feeling
Accurate empathy
10 marks Superior accuracy identifying all skills utilised:
Active listening skills (verbal minimal responses, invitations to continue, attentive non-verbal behaviour, use of voice)
Appropriate use of silence
Reflection of content and feeling
Accurate empathy
Transcript structure consistently followed and clearly presented. All supporting documentation completed. Advanced accuracy identifying all skills utilised:
Active listening skills (verbal minimal responses, invitations to continue, attentive non-verbal behaviour, use of voice)
Appropriate use of silence
Reflection of content and feeling
Accurate empathy
Transcript structure followed and clearly presented. All supporting documentation completed but one area requires refinement. Competent accuracy identifying most skills utilised:
Active listening skills (verbal minimal responses, invitations to continue, attentive non-verbal behaviour, use of voice)
Appropriate use of silence
Reflection of content and feeling
Accurate empathy
Most elements of the transcript structure followed and supporting documentation mostly completed. Satisfactory but still developing identification of some skills utilised:
Active listening skills (verbal minimal responses, invitations to continue, attentive non-verbal behaviour, use of voice)
Appropriate use of silence
Reflection of content and feeling
Accurate empathy
Some parts of transcript structure followed. Errors in supporting documentation. Unable to accurately identify most skills to fulfil this criterion.
Limited to no attempt to follow transcript structure. Incomplete supporting documentation.
Critical analysis:
Evaluation of counselling skills used including intention, impact on client and impact on therapeutic process.
Integration of role play examples and academic literature.
10 marks Highly comprehensive critical analysis that accurately defines skills and insightfully evaluates the intention of skills used, their impact upon the client and on the therapeutic process.
Sophisticated integration of pertinent role play examples (>4) and relevant literature. A detailed critical analysis that effectively defines and evaluates the intention of skills used, their impact upon the client and on the therapeutic process.
Comprehensive integration of appropriate role play examples (>3) and relevant literature. Critical analysis clearly defines and evaluates the intention of skills used, their impact upon the client and one the therapeutic process.
Effective integration of mostly appropriate role play examples (>2) and relevant literature.
At least one area requires refinement or lacks rigour Critical analysis shows some attempt to evaluate the intention of skills used, their impact on client and on the therapeutic process.
Adequate but still developing integration of some appropriate role play examples (>1) and some relevant literature.
At least two areas require refinement and rigour is lacking. Unable to accurately and consistently identify most skills and evaluate their impact on client and therapeutic process.
Unsatisfactory or limited integration of role play examples (<1) and relevant literature.
Critical Analysis:
Reflection on own actions for personal review and understanding of developing professional identity
Motivation
Practice LearningsStrengths and areas that require strengthening
Future learning goals
Integration of role play examples and academic literature.
10 marks Comprehensive and insightful reflection of ones own actions for personal review and understanding of developing professional identity.
Sophisticated integration of pertinent role play examples (>4) and relevant literature.
All elements addressed to a very high level.
Detailed and some insightful reflection of ones own actions for personal review and understanding of developing professional identity.
Comprehensive integration of appropriate role play examples (>3) and relevant literature.
All elements addressed with one area requiring refinement.
Clear but limited reflection of ones own actions for personal review and understanding of developing professional identity.
Effective integration of mostly appropriate role play examples (>2) and relevant literature.
At least one area requires refinement or lacks rigourAn attempt to provide some reflection of ones own actions for personal review and understanding of developing professional identity.
Adequate but still developing integration of some appropriate role play examples (>1) and some relevant literature.
At least two areas require refinement and rigour is lacking. Limited to no reflection of ones own actions showing limited understanding of developing professional identity.
Unsatisfactory or limited integration of role play examples (<1) and relevant literature.
Professional literacies:
10 marks Spoken and written literacies presented at an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical.
No errors in grammar, punctuation and or spelling.
No errors in APA referencing and formatting.
Spoken and written literacies presented at a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical.
Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded.
Very few (<2) errors minor repeated errors in APA referencing and formatting. Spoken and written literacies presented at a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear with more refinement required in either the spoken OR written component.
Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear.
Few (<4) minor repeated and unique errors in APA referencing and formatting. Spoken and written literacies presented at an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate with refinement required for both spoken and written components.
Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded.
Some errors (>4) in APA referencing and formatting. Spoken and written literacies presented at an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity.
Considerable errors in grammar, punctuation and spelling. Meaning unclear.
APA referencing and formatting contain unacceptable number of errors.
Grade:
Feedback/Comments:
This is not a controlled document when printed.
Person and practice of the Therapist Discipline of counselling coun6103
Talking about counselling
Counseling and Psychotherapy are both non medical treatments often referred to as talk therapy(Galdard et al 2016) Both different approaches to therapy yet their main emphasis is on developing an interpersonal relationship with the client which is based on establishing trust. When building on this therapeutic alliance the main focus is to support an individual through their struggles by providing a non judgmental space and provide clients with techniques to problem solve moving forward in their own lives. After watching the both videos, it is imperative to acknowledge that there are a multitude of modalities available, to counseling and psychotherapy any or all the approaches maybe effective to support the client depending on the individual circumstances and unique personality,( Reference) .This paper will identify the differences and similarities of themes reflected in both videos from client to therapist, perspectives of therapeutic relationships. Then to critically analyze effective foundational skills, simultaneously identifying the themes such as Supervision, networking within the field to picking your client base (Video 1 Gray 29:05) for the counselors, to picking the counselors for the clients,(Video 2 Shah, Blar TIME) therefore, providing a greater appreciation and comprehension of developing into a future therapist.
What is counselling versus psychotherapy ? (Geldard et al 2016) define counselling as providing clients with a way of helping people but the specific way of involves the use of particular verbal and non verbal skills to facilitate change so the client can move forward and discover ways of thinking behaving, it is generally referred to as talk therapy and is more likely to be short term, generally 10 sessions (video 1 16:50) Both Grey and Burton agree is not enough ,Just skims across the top whereas, psychotherapy is typically more in-depth and longer term a more holistic approach focusing on the mental, and emotional, psychological wellbeing issues, that arise in a individuals life and the process is to work together with the therapist creating solutions to old and new problems (Bisma& Daino 2023)
The most common attitude of the counsellors in the video was the approach of having been a client was the only way to be an effective counsellor to the client. Etherington (p 85) highlights the importance of critical reflexivity as a counsellor, having the ability to be aware of our personal responses to use the knowledge to communicate and understand.(Video I, 14:10-14.44) Gray and Burton express their strong belief that you need to be counselled to be a good counsellor and this is what they describe and belief has helped develop their own practice, both feel this to be the integral to their own growth of the therapeutic relationship.(Video 1,17:15)James consolidated this view when stating that this is what she has based her career in identifying the risk that clients feel and the resistance observed when practicing grief which was how she felt in her own personal counselling. All three therapist identify as how they decided to pick their specific field of counselling due to their own personal experiences ( Video 1, 30:04 Gray) The therapeutic relationship in therapy has not always been significant as they reflect on their careers, All acknowledged that this is now changing and the use of Therapeutic relationship has evolved to be an integral tool incorporated into the training of Cognitive Behaviour Therapy (CBT) for Gray (video 14:45)her chosen therapy.CBT is a therapy founded by Dr Aaron Beck in the 1960s. which is a short term form of Behavioural treatment to problem solve, it reveals the relationship between beliefs, thoughts, and feelings and behaviours that follow Clients learn that their perceptions directly influence how they respond to specific situations, (Beck 2017 p 56) One form of therapy. Gray strongly expresses The building of the relationship and what it feel like is just as important as any technique that the counsellor will offer . (Video 1, 30:15)
Therapeutic Relationship which is the therapist. Client relationship which encourages the client to be vulnerable as they share their thoughts and experiences.(Bisma 2023). It is to focus on the needs of the client this is referred to as the client centred approach. A humanistic approach developed by Rogers as a contrast to the psychoanalytic Freud approach and Skinners behavioural based approach it emphasised the individuals potential to understand their predicament and change if placed in a environment that was of psychological safety and facilitated self understanding (Neukrug 2015,). ( Murphy & Hayes) concur with Neukrug when discussing the ontological assumption that people can be trusted ,will move toward growth in the right socio-environmental conditions and with guidance are motivated towards socially constructive behaviours and establishing rapport . (Stewart an Sutton, 2017) state that to establish rapport there are a number of key points ranging from Empathy, Respect, Unconditional positive regard, Active listening and paraphrasing,to name a few by the therapist.These can aslo be referred to as the Art ( Micro skills) of counselling
These microskills were also acknowledged (Video 2 01:01:10)Moore highlighted the factors that clients felt very important in the therapeutic relationship due to feelings of honesty, being accepted as person, confidentiality, not being told ,not instructed, counsellors being caring and helpful this was also how the clients in the (Video 2 05:25 ) Barker, Shah, and Hawkins felt the different approaches was how they decided on their counsellor, finding the first counselling approach didnt suit them, or picking the right counsellor for themselves, re enforcing Rogers theory of person centred approach. In (Video 2 20:45 ) it was also acknowledged in reflection how the clients felt that at the end of the counselling, it showed that the counsellor genuinely cared and all clients felt a sense of being listened to, ( Sutton & Wilson 2023) discuss the efficacy of actively listening stating attentively listening is to respond and reflect on whats being said, to retain the information for later. ( McLeod & McLeod 2017) supports this theory but adds, to paraphrase for clarification, and avoid misunderstanding, withholding any judgement or advice, builds on establishing a positive impact on the development of the relationship. (Stewart & Sutton 2017) elaborate when counsellors offer non verbal active listening such as a nod of the head or leaning forward slightly to show engagement and interest, to frown or smile to show empathy or concern and to maintain eye contact in a respectful manner. ( Ivey Et Al, 2022) Furthermore the concept of reading body language of clients to mirror/reflect congruence and incongruence bring self awareness to the client and seeing the conflict in the body is also described as an Art
Self awareness ands Reflexivity(Willig 2019)argues that a core skill needed to be a effective therapist is to have acquired ones own ontological and epistemological position in relation to ones work as a therapist .( Willig 2019) elaborates it is essential for therapists to be aware of their own fundamental assumptions about what it means to be this individual and to recognise their beliefs of their clients and the meaning of their experiences as a client As (Video 1 32:45) as all three counsellors express their own personal experiences have lead to a better understanding of their clients. Due to having their own therapeutic relationship of similar personal struggles. So for a therapist to demonstrate their own self awareness within these sessions the recognition of limitations and strengths, what they bring to the therapeutic relationship that sense of self ,being true to yourself. And developing the quality of the relationship with the client and the capacity to respond constructively.
( Ivey Et Al, 2022) Furthermore the concept of reading body language of clients to mirror/reflect congruence and incongruence bring self awareness to the client and seeing the conflict in the body is also described as an Art
2, structure /plan/ summarizing (McLeod & McLeod) explain the importance of the three stages of counselling starting with the explorations- insight- actions stages which offers a sense of direction and momentum to counselling of the session from the beginning making it clear the process of the sessions this model makes is clear, problems need to be described and understood before it can be resolved to the end and the difficulties and pleasure experienced by both along the way How important it is to established right from the start specifically in short term counselling (Reference) ( Video 1 start Middle and end the pain and distress Burston & Gray.01.07.05-01;08;30) Also the client that needs to understand the therapeutic relationship is not formulating a friendship it is a working relationship (Video 1 James 01 05:16)
Video 2 25:20 felt that there was a sense of loss and grief due to the relationship that had formulated of the period of the sessions, this was coming to an end, the feeling expressed at this time by the client was that within this relationship, the counsellor knew more about the client that any other person. This was difficult for the client to accept. Yet Shah (Video 2 34:40 Shah)stated How these boundaries and structure also helped to be organise in person life and establishing boundaries with family and friends and that it was ok to close people out of your life for your own personal How important the end is. ( Video 1start Middle and end the pain and distress. Roberts and Jan Gray.01.07.05-01;08;30
The dynamics of the power in counselling and psychotherapy refer to the fact that helping professionals naturally have more power of those they assist.(Ivey et al 2022) However the differentials in counselling by designing an alliance involves the clients decision to participate within the interaction giving them the control, Yet the assistance they require they place the power back on the therapist. In return the therapist assists the client with the tools to achieving self empowerment can also be seen as the dance of power and control within the therapeutic relationship. (Geldard et al 2016 )Clients when finished counselling the skills are empowering self respect and respect for other Similarly in (video 2 34:40) Shah talks about the structure within the importance of clinical establishing boundaries
Reflexivity is a key-concept for most qualitative researchers when discussing how researchers may incorporate own experiences coupled with critical self-awareness as part of the findings (Levitt et al, 2018)
( Etheringtons research article abstract Physically Male/female weather I lay on the couch or sit in the chair more talking or more silence, more confronting with questions ,body language
Establishing boundaries Mcleod & Mcleod (P11)describe counselling central purpose as being able to provide and make the space so to offer assistance for the individual to talk it through. Counselling is essentially to provide which such a space, can be created ( Corey & Corey 2020) states counselling to carry a burden of responsibility It is not a commitment to be under taken casually. Developing the therapeutic relationship involves learning about and responding to areas of sensitivity, pain, and trauma emerge (video 1 52:30) Helen Burston discusses how she learned to avoid burn out, as a result of early in her career she experienced burnout and has learned to by her holidays the length of holidays per year also to go away from her home environment and the reorganising with her daily schedule with clients to have 5 daily individual sessions depending on the level of trauma how to balance them out throughout her working week. to avoid exhaustion. Burston adds that she has learned to say No and still finds it difficult but is aware of her limitations Giving some control to establish and maintain her personal well being. Also Gray stating that when working from home she does not go into the room until she has work sating that as therapists we dont look after the tools that we use: Ourselves! Rovholt 2012 ,P115 ) focuses highlighting ones clinical work at time feels exhausting and overwhelming in the past training in the caring profession did not include supports for avoiding burnout. Today novice therapists are offered early intervention so that resilience practitioners can emerge (Egan 2019) Therefore to possess a robust framework for practise to be prepared and the importance of being able to refer back to a map or model of counselling process as a means
,
Supervision (Boarders 2014)describes the importance of supervision for the professional is also to develop the working alliance with both the supervisor and the supervisee on going growing and a space providing confidentiality. Offering constructive feedback as a regular ongoing manageable descriptive ,directive as required but counsellors. Supervisory interventions can address a both professional and personal concerns for the therapist specifically adherence to professional standards as case conceptualization and self awareness. (Video 1 James 24:45)elaborates of the importance and security of working for an organisation where there is the support of good supervision as apposed to working for yourself Your feel very much alone (Video 1 27:10) supports the idea when stating that she feels that is was true in the early days of her career not so much now .Supervision and support networking is for our own protection keeping us safe in the counselling space learning how to separate our own process from the therapy process for the client therefore enabling us to remain present ,(Video 1 36:10 Grey) They anticipate some level of conflict in the supervisory relationship and deal with it productively. They also address parallel process issues, transference, and counter transference in developmentally appropriate ways.quoted from(Boarders 2014) which Is paramount for the counsellor in the early stages of the career ( Gardener 2014)states that having the access to ongoing reflection and support network demonstrates how reflective capacity can be developmental in different practice contexts applies productively to supervision in ( Video 1 33;40) all the counselors stated how the supervision is imperative to not only their own mental health but maintaining their self awareness and reflexivity .(Video 1 36:59) Grey Reports that she feels that similar to the client in Video 2 when picking counselors She like to choose her supervisor as she likes to be challenged but held
Supervision is similiar to counseling (video 1 38:50) Burton states in the initial stages of counseling its like training and teaching roles then you need reviewing needing different supervision for the different developmental stages of your career as you become more confident working within the models
CLIENTS -The boundaries and the comparisons/differences you have with family and friends
Virtual IssuesFirst published:12 July 2022
Last updated:12 July 2022
Editorial by Sofie Bager-Charleson and Terry Hanley
Conclusion
While the counsellors and the clients where able to reflect on their experiences these forums have enabled them to demonstrate the importance of understanding what good counselling looks like, the efficacy of the relationship and parallels and differences ,how the total exchange of how the dynamics evolve this has empowered the client with tools to flow over to their lives and move forward understanding the sense of self . The themes leading to effective counselling practice and future therapy work. In working through this paper its opened the reader to so many other perspectives to becoming a good counsellor and psychotherapist How life experiences have formulated the therapists resume and is reflected within the therapeutic alliances and how there academic achievements where only the scaffolding
Reflexivity is a key-concept for most qualitative researchers when discussing how researchers may incorporate own experiences coupled with critical self-awareness as part of the findings (Levitt et al, 2018)
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2022).Intentional interviewing and counseling: Facilitating client development in a multicultural society(10th ed.). Cengage Learning.
Developing your own culturally intentional style (pp. 10).
Rnnestad, M. H., & Skovholt, T. M. (2013).Thedeveloping practitioner growthandstagnationoftherapistsandcounsellors. Routledge.
Chapter 4: The novice student phase (pp. 55-70)Chapter 5: The advanced student phase (pp. 71-82)McLeod, J. & McLeod, J. (2011).Counselling skills: A practical guide for counsellors and helping professionals(2nded.). Open University Press. Person-Centered Counseling
By:Edward S. NeukrugIn:The SAGE Encyclopedia of Theory in Counseling and PsychotherapyChapter DOI:https://doi.org/10.4135/9781483346502
Subject:Theory & Approaches (general)Person-Centered Therapy
By:David Murphy & Catherine Hayes
In:Contemporary Theory and Practice in Counseling and PsychotherapyChapter DOI:https://doi.org/10.4135/9781071800386
Subject:Theory & Approaches (general),Clinical Psychology (general),Counseling PsychologyTalking About Counselingwritten byNorma James, Jan Gray, Helen Burston and Sarah Rogers; presented byNorma James, Jan Gray, Helen Burston and Sarah Rogers; produced byMike Simmons(Newport, Wales:University of South Wales, Newport,2006),
About "Experiences of Counselling"
TherapistMaureen Moore,Produced byMaureen Moore, HYPERLINK "https://video-alexanderstreet-com.ezproxy.navitas.com/search?ff%5b%5d=organizationFilter:counselling-channel&sort=title_asc" Counselling Channel(Glastonbury, England: HYPERLINK "https://video-alexanderstreet-com.ezproxy.navitas.com/search?ff%5b%5d=organizationFilter:counselling-channel&sort=title_asc" Counselling Channel,2010),1 hour 3 minutes
Working collaboratively: building a counselling relationship (pp. 125-142). Volume17,Issue2counselling and psychotherapy research
Special Issue:Special Section: Using Personal Experience in Research, Part 2June 2017
Pages85-94
HYPERLINK "https://onlinelibrary-wiley-com.ezproxy.navitas.com/doi/toc/10.1002/(ISSN)1746-1405.Art-Science-Counselling-Research"
Embracing the Art and Science of Counselling and Psychotherapy in Research
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Last updated:12 July 2022
Asay, T. P., & Lambert, M. J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds.),The heart and soul of change: What works in therapy(pp. 33-56).American Psychological Association.
Benjamin, L. (2015). The Arts, Crafts, and Sciences of Psychotherapy.Journal of Clinical Psychology,71(11), 10701082 . https://doi-org.ezproxy.navitas.com/10.1002/jclp.22217 Corey, M, S & Corey, G. (2020). Becoming a helper (8thEd.). Cengage Learning.
Duncan, B. L. Miller, S. D, Wamplod, B.E. & Hubble, M. L., (Eds.). (2010). The heart and soul of change: Delivering what works in therapy. American Psychological Association.
Egan, G. (2019). The skilled helper: A problem management an opportunity development approach to helping. (11thed.). Cengage. Geldard, D., Geldard, K., & Yin Foo, R. (2016). Basic personal counselling: A training manual for counsellors(8thed.). Cengage Learning.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2018). Intentional interviewing and counseling: Facilitating client development in a multicultural society (9thed.). Cengage Learning.
McLeod, J. & McLeod, J. (2011). Counselling skills: A practical guide for counsellors and helping professionals (2nded.). Open University Press. Psychotherapy and Counselling Federation of Australia (n.d.). Definition of counselling. College-of-Counselling-Definition of Counselling-master (pacfa.org.au)
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Bisma,A Daino,J,E,(2023) How to build a therapeutic relationship, What is a therapeutic Relationship?
Stewart, W., & Sutton, J. (2017). Learning to counsel: How to develop the skills, insight and knowledge to counsel others (4thed.). Robinson
Cognitive Behavior Therapy: Basics and BeyondThird Edition
byJudith S. Beck(Author),Aaron T. Beck(Foreword
p56 Being Critically Reflective : Engaging in Holistic Practice
byFiona Gardner
PUBLISHER
Bloomsbury Publishing Plc
DATE
2014-07-18
Effective Supervision for CounsellorsAn Introduction
By:Hazel Reid,Jane WestergaardAbout This Book
Paperback200 Pages
Dimensions(cm)24.6 x 17.1 x 1.09
Published:13th February 2013
Volume 68Issue 2The American Journal of psychotherapy 2014, Best Practices in Clinical Supervision:Another Step in Delineating Effective Supervision Practice
L. DiAnne Borders,Ph.D pp. 141272Pages 151-162Positive Communication18 Oct 2023
66Active Listening: The Art of Empathetic Conversation
21 Jul 2016byJeremy Sutton, Ph.D.
Scientifically reviewed byChristina R. Wilson, Ph.D.
