Role Play of a Counselling Session – Global Homework Experts

COU202 COUNSELLING PRACTICE

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Assessment 3: Role Play of a Counselling Session and Written Reflection (45%)

Due Date: Refer to the specific dates below for each assessment component

This assessment builds on your theoretical knowledge and aims to put that theoretical learning into application.

Working together in groups of 2, students must present a recorded skills demonstration of a counselling session. It is then submitted with a written reflective essay reporting on the students’ reflections on the session.

Students undertaking group assessments will be assessed on their capacities to work effectively in a group setting according to the nature of the group task in each unit. The main criteria include:

Video recording of the role play: (20%)

Format will be addressed in tutorials.

Length of recording: 15-20 minutes

To be uploaded to the student’s OneDrive account (accessible through your student email account), with the video link provided in your written reflective essay

Due in Week 10

Written reflective essay: (30%)

Students are required to submit a written analysis of their role play, with the following:

Accurate analysis of the counselling interventions and responses made (with specific reference to Egan’s counselling terminology)

Suggestions for improved or alternate responses

Comments on your demonstration of micro-skills in counselling

Suggestions for achievable goals, strategies to achieve goals and developing the client’s commitment to making the change

Due in Week 11

Your reflective essay should include at least 8 (scholarly) journal articles read and/or textbook references. The format of your essay will be discussed in greater detail during tutorials.

Do NOT utilise sources such as www.tutor2u.com and other such web materials as these in no way constitute academic references for the purpose of your assignments. If you rely on such sources for theoretical support, you will be deemed NOT to have met the requirements of the assessment.

Roleplay Criteria

Criteria for Grade

Excellent

81 – 100%

Good

66 – 80%

Pass

50 – 65%

Fail

<49%

Rapport/Relationship

Building

20 %

Demonstrates a high-level ability to develop/ deepen the client relationship by using all of the active listening skills.

Displays empathy. Discusses confidentiality / boundaries

Demonstrates a strong ability to establish the relationship. Uses active listening skills. Displays warmth and positive regard.

Discusses confidentiality in detail

Counsellor demonstrates some ability in establishing the relationship. Used some of the active listening skills.

Displays warmth and positive regard. Discusses

confidentiality

Counsellor does not sufficiently develop and deepen the relationship.

Few active listening skills demonstrated.

High level of distraction.

Exploration Stage

20%

Demonstrates a high-level ability in the use of a range of counselling skills, including open- questions, reflection on feeling and meaning, paraphrasing and summarising

Demonstrates a good ability in the use of a range of counselling skills, including open- questions, reflection on feeling and meaning, paraphrasing and summarising

Demonstrates some ability in the use of a range of counselling skills, including open- questions, reflection on feeling and meaning, paraphrasing and summarising

Counsellor does not sufficiently demonstrate a range of skills and/ or skills are incorrectly applied.

Challenge Stage

20%

Demonstrates the capacity to formulate a clear understanding of the client’s problem. Challenges client statements and develops client’s change commitment

Demonstrates good capacity to formulate a clear understanding of the client’s problem. Reasonable attempt to develop client’s change commitment

Demonstrates some capacity to formulate a clear understanding of the client’s problem. Reasonable attempt to develop client’s change commitment.

Demonstrates limited ability in problem identification and does not develop client’s commitment to change

Action Stage

20%

Demonstrates high-level skills and strategies in developing realistic goals with client

Demonstrates strong skills and strategies in developing realistic goals with client

Demonstrates some skills and strategies in developing realistic goals with client

Poor demonstration of skills for goal setting. Goals set are not realistic for the client.

Structure of Session and Closing

10%

Demonstrates high-level ability to maintain focus and direction of session and closes effectively

Demonstrates good ability to maintain focus and direction of session and closes effectively

Demonstrates some ability to maintain focus and direction of session and closes effectively

Demonstrates low level ability in maintaining focus and direction of session. Closure poor

Length of Session

10%

Session 15 mins

Session 12-14 mins

Session 10-11 mins

Session under 10 mins

Assessment Criteria

Reflective Essay

Criteria for Essay

Weight 100%

Areas to be covered

HD

D

C

P

F

Academic writing

20%

Statement of purpose of paper: made explicit and followed

Demonstrated good understanding of subject (sufficient research conducted)

Effective use of outside sources (are there obvious deficiencies or omissions)

In-text citations and complete reference list complete and accurate (is there sufficient information to find all print and web sources, and are quotes properly cited)

Accurate analysis using the Egan’s specific terms

20%

Well supported with research and analysis

Understanding of topic

Clear identification of the terms

Identify ethical concerns

Comments on your demonstration of counselling skills

15%

Demonstrated sound understandings of processes relating to topic

Persuasive and sound

Suggestions for improved or alternate responses

15%

Persuasive, logical, and compelling research and analysis

Recommendations seem plausible, well supported

 

Suggestions on realistic goal setting and client commitment for change

20%

Critical evaluation of topic

Effective use of literature to support rationale

Recommendations seem plausible, well supported

Persuasive and sound

Clear future session plan

Overall Presentation

10%

Overall structure: introduction, body, conclusion

Persuasiveness

Effective use of tables, illustrations, and figures

Criteria for report

High Distinction

80% >

Distinction

70%- 79%

Credit

60-69%

Pass

50-59%

Fail

<50%

Academic Writing

Demonstrates very clear and good understanding of the subject, highly effective use of outside sources, clear and concise in text citations and referencing.

Demonstrates clear and good understanding of the subject, effective use of outside sources, clear and concise in text citations and referencing.

Demonstrates well understanding of the subject, effective use of outside sources, clear and concise in text citations and referencing.

Demonstrates adequate understanding of the subject, use of outside sources, and in text citations and referencing.

Demonstrates poorly the understanding of the subject, effective use of outside sources, unclear and omitting in text citations and referencing.

Accurate analysis using the Egan’s specific terms

Provides accurate and complete explanations of how potential issues can be identified and drawing on most recent scholarly literature

Provides accurate and complete explanations of how potential issues can be identified and drawing on relevant literature

Explanations of how potential issues can be identified and their impact on provision of supervision and often cites the relevant literature.

Explanations of how potential issues can be identified and are not always accurate and sometimes incomplete, sometimes cites the relevant literature.

Explanations of how potential issues can be identified and research are inaccurate or incomplete, does not cite the relevant literature.

Comments on your demonstration of counselling skills

Shows a deep understanding of how potential issues can be identified and their impact on targeted population

Shows an excellent understanding of how potential issues can be identified and their impact on targeted population

Shows a good understanding of how potential issues can be identified and their impact on targeted population

Shows a basic understanding of how potential issues can be identified and their impact on targeted population

Shows poor, insufficient understanding of how potential issues can be identified and their impact on targeted population

Suggestions for improved or alternated responses

Provides in-depth suggestions for improved or alternated responses

Provides excellent suggestions for improved or alternated responses

Provides good suggestions for improved or alternated responses

Provides several suggestions for improved or alternated responses

Provides no suggestions for improved or alternated responses

Suggestions on realistic goal setting and client commitment for change

Demonstrates very clear rationale for goal setting and client change. Draws on most recent scholarly literature

Demonstrates clear rationale for goal setting and client change. Draws on relevant scholarly literature

Demonstrates rationale for goal setting and client change. Often draws on scholarly literature

Demonstrates rationale for goal setting and client change is incomplete. Sometimes draws on scholarly literature

Demonstrates inaccurate rationales for goal setting and client change. Lack citing of scholarly literature

Presentation of report and correct references used

All levels of content are covered in depth. Wide range of contemporary references and sources are well cited when specific statements are made

High level of content is covered in depth. Wide range of good references and sources are well cited when specific statements are made

Appropriate content is covered in reasonable depth. Sources are generally well cited when specific statements are made

Most major sections of the relevant content included, but not covered in as much depth, or as explicit, as expected

References were basic and some errors of citation

Major sections of relevant content have been omitted or missed Inadequate references and poor citation

TOTAL