How To Use Specific Counselling Approaches When Working With An Individual Case Study
- Country :
Australia
Aim
The aim of this assessment item is to develop your knowledge of how to use specific counselling approaches when working with an individual.
Task description
This assessment requires you to develop a 30-minute video recording of yourself demonstrating counselling skills and write a 2,500-word critical reflection.
To complete this task, you will be provided with a hypothetical case scenario (see below) to apply one of the following counselling approaches to:
- Motivational Interviewing or
- Solution focused brief therapy or
- Cognitive behavioral therapy
Recording and submitting your counselling video
You will make a 30-minute video recording of your counselling session with the 'client' in the case study utilizing one of the counselling approaches listed above with your course companion.
You can record an in-person session using your device or a tele health (online) session using Teams. Ideally your counselling course companion will play the role of ‘client’, although it could also be someone already working in the field of counselling. Please do not use a real client for this video.
- Read through the case study and work out what counselling approach you will use with the person. Think about what skills and techniques you can draw on when working with them.
- Provide your ‘client’ (course companion) with the case study so they can become familiar with the story.
Your session should be one continuous recording (i.e. not edited), however if you apply the 10 minute break as part of Solution Focused Brief Therapy pause the recording for the break, and overtly state in the recording when you return from the break.
Critical reflection (2,500 words)
On completion of the recorded session, you will then undertake a written self-critique, followed by a critical reflection on how you could have used the other two counselling approaches.
Follow these steps to write your critical reflection:
- Watch your video several times and take notes on your approach and the impact of your skills on the session. Document specific examples from the video and back up your analysis with evidence from the literature (as you did for Assessment 2). When watching your video think about:
- Was rapport established with the client?
- Which skills did you use in the session? Were the skills used effectively?
- What was the impact of the counselling skills or approach used?
- What helped or hindered the counselling process? How could you tell?
- How did your use of skills or approach contribute to the counselling relationship?
- What worked well or not so well in the session and why?
- What could have been done differently? Suggestions for change or improvement.
- When and how could you have used the other two approaches in the session?
- Before writing your essay review the marking criteria below which contains more in-depth information about the breakdown for marks.
Tips for completion
- Focus on the approach and skills used in the video, using examples to illustrate your points.
- Make sure to discuss what you did well, but if you think you made mistakes in the session then discuss this also and propose suggestions for how things could have been improved.
- In writing up your critique ensure you note the timing on your recording where you have demonstrated a particular skill or technique that you want noted by the markers (e.g., 2:30).
- Use the literature to support your ideas in your essay, drawing on academic journal articles and books (not websites).
- Make sure to include an introduction to your essay which introduces the reader to the topic, includes a thesis statement and explains what you will be covering.
- You will also need a conclusion which summarizes the key points in your essay and considers the thesis statement. Do not introduce any new information in your conclusion.
- It can be easy to go off track when writing an essay. Before submitting your essay review the marking criteria again to ensure that you have covered all the areas.
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