Download - Unit Outline COUN5201: Counselling Skills and Models · COUN5201: Counselling Skills and Models Unit description This unit follows on from Counselling Practice and Counselling Theories

Unit Outline: COUN5201 – Counselling Skills and Models 1

Last updated: Trimester 2 2018

Unit Outline

COUN5201: Counselling Skills and Models

Unit description This unit follows on from Counselling Practice and Counselling Theories and examines new developments in theory and the counselling skills associated with them. The historical development of theories will be reviewed and contextualised providing a framework for theory integration. The unit provides a strong emphasis on postmodern and systems theory as well as the study of third wave, transpersonal and integrative theory and practice.

In addition to developing the student’s theoretical knowledge, this unit also extends their range of skills. Skills in building family genograms, case conceptualisation and advanced skills in working with themes, narratives and blind spots, are introduced. Skills for working with the therapeutic relationship are outlined, including the careful use of self-disclosure, immediacy, and normalising. A focus on the skill of externalising and mindfulness will also be developed. Students will be given the opportunity to develop their skills through observation, watching videos of counselling practice and also through ongoing practice with peers in triads.

Course(s) Graduate Diploma of Counselling (GradDipCouns)

Core / Elective Core

Prerequisites 6 Year 1 units must be completed

Workload (hours per week) 12

Credit points 8 (out of a total of 96 points)

Unit learning outcomes By the completion of this unit, students will be able to: a) describe elements of relational and postmodern counselling modalities, and their

historical development b) explain the framework and models of self and change that inform relational and

postmodern counselling modalities c) identify and apply the skills used in relational and postmodern counselling modalities



d) evaluate the benefits and limits of relational and postmodern counselling modalities e) demonstrate sensitivity to gendered power relations and cultural diversity in the

counselling relationship

Textbook The textbooks for this unit are: Prochaska, J. O., & Norcross, J. C. (2014). Systems of psychotherapy: A transtheoretical analysis (8th ed.). Stamford, CT: Cengage Learning.

Noble, C., & Day, E. (Eds.) (2016). Psychotherapy and counselling: Reflections on practice. South Melbourne, Vic: Oxford University Press.

Please note: Psychotherapy and counselling: Reflections on practice is the textbook purchased for COUN5131 Counselling Practice at the commencement of your course. You will be directed to relevant sections in the online classroom.

Recommended readings The twelve sections of unit curriculum direct students to readings in the online classroom for this unit. These readings are selected from journals and books that provide additional information or a different perspective on topics covered in each section. They are from a range of authorities and expand the content of this unit.

Studying for this unit The content of this unit has been designed to maximise the learning and the integration of the subject matter. Much of the unit material is specific to the Australian context. Students are encouraged to access additional information relevant to their local context, which will assist in applying the learning and ensuring its relevance. This may include specific legislation, government and professional association resources, and journals. It is important that students’ reading is broad.

In general, students are expected to: x read each section of the unit carefully and make notes about new content, and

points that are unclear, or in conflict with previous learning or experience x complete readings of the text and other readings and resources, making notes on

important insights or facts, especially those relevant to assignments

There may be periodic suggestions or issues on which students are asked to deliberate and reflect. Sometimes these are dilemmas or difficult issues associated with the study topic, which have no right or wrong answers, but are used to trigger critical thinking.

x Required resources o Access to recording equipment



Face to Face hours by delivery mode:

On Campus – OC: Units studied on campus are designed with 12 three-hour classes, totalling 36 contact hours.

Weekend Classes:

Units offered as weekend classes must meet the required 36 contact hours. This is made up of 5 classes (9am-5pm) scheduled as per the unit timetable for the enrolled Trimester.

Blended Delivery - BD: Units offered in this mode of delivery require the student to attend:

o Four synchronous sessions: 1 ¾ hour synchronous sessions: 6.45 – 8.30pm o One two day workshop: 8.30-6pm

Attendance requirements Attendance requirements ensure that students in PACFA-accredited courses meet their training requirements, and that learning outcomes are met.

On Campus requirements (for students studying this unit on campus)

In this unit provided by the Discipline of Counselling, on-campus students are required to maintain at least 80% attendance. This means that students cannot miss more than three classes in a term.

Blended Delivery requirements (for students studying this unit by Blended Delivery)

Students are required to participate in 80% of all person-to-person learning overall (including workshops and synchronous webinars).



Learning activities Learning activities are set in each section of the unit to give opportunities for further learning. They are designed to help students think through and practice the specific skills and general concepts presented in this unit. They do not need to be sent to the academic teacher for marking. However, valuable learning opportunities will be missed by not completing the activities.

In studying this unit, students should maintain a learning journal for completing the activities. To structure the learning journal, set aside space for: x completing a glossary of new terminology and concepts introduced in this unit x notes on unit content and readings x answers to learning activities x draft assessments.

Students can also keep the learning journal electronically.

Self-assessment There are self-assessment questions at the end of each section to test students’ understanding of the section’s content. Try to recall the answers to these questions unaided. Write down answers from memory before going back to review the relevant material in the section. Some of the questions require more than simple recall. Some will require synthesising separate issues or different pieces of information. Real learning is not just remembering the reading. It involves owning this knowledge by: • reflecting • questioning • relating theory to personal experiences • integrating a number of readings on a particular topic or concept • paraphrasing.

Assignments The assignments for this unit are carefully set so they develop from and support the key concepts and skills of the unit, and are aligned with the learning outcomes for this unit.

In this unit, marking rubrics are provided for each assignment. These rubrics describe the type of requirements for each marking criterion at each level of mastery.



Contents

Section 1: Introduction to Counselling Skills and Models

Section 2: Gestalt Therapy

Section 3: Gestalt Therapy in Practice

Section 4: Postmodernism – Themes, Narratives and Hope

Section 5: Solution-Focused Therapy

Section 6: Narrative Theory and Practice

Section 7: Third Wave Theories and Practice

Section 8: Transpersonal Theories

Section 9: System Theories

Section 10: Bowen’s Multigenerational Family Systems Theory

Section 11: Structural and Strategic Systems Theories

Section 12: Psychotherapy Integration: Putting It All Together



Assignment summary Please ensure you keep copies of all assignments submitted for this unit.

The audiovisual recording of the therapy session must be uploaded in the online classroom, following the instructions provided. If students are unable for any reason to upload their sessions they can contact the IT Help Desk for assistance. Sessions must not be uploaded to YouTube or any other web platform in the public domain due to privacy legislation.

Assignment type Weight Word count

Due Date Alignment with learning outcomes

Assignment 1:

1a.Practice Session (audio-visual recording)

and

1b.Critical Evaluation

50% total

25%

25%

30 minutes

2500 words

Week 8

Week 8

c) Identify and apply the skills used in relational and postmodern counselling modalities.

d) Evaluate the benefits and limits of relational and postmodern counselling modalities.

e) Demonstrate sensitivity to gendered power relations and cultural diversity in the counselling relationship.

Assignment 2:

Academic Essay

50% 2000 words

Week 11 a) Describe elements of relational and postmodern counselling modalities, and their historical development.

b) Explain the framework and models of self and change that inform relational and postmodern counselling modalities.

c) Identify and apply the skills used in relational and postmodern counselling modalities.

mailto:[email protected]



Assignment 1: Practice Session and Critical Evaluation Assignment Type Weighting Word Count Due Date

1a. Practice Session 25% 30 minutes Week 8

1b. Critical Evaluation 25% 2500 words Week 8

Purpose:

Students are to take the role of counsellor in the practice session to demonstrate the application of one of the counselling modalities presented in this unit with a real but non-traumatic issue presented by the client. The critical evaluation essay provides students with an opportunity to reflect on their practice by reviewing and evaluating the practice session.

Process:

1a. Practice session

The 30 minute practice session is to be recorded using audio-visual equipment (sound and visual image). Audio-visual equipment is set up in the on-campus counselling rooms, which must be booked. Students can also record their practice session with their own equipment.

Students must seek informed, written consent from the client to record and submit the session for assessment. Use the Client/Interviewee Consent Form located in A-Z forms on the ACAP current student website. Retain the copy of the completed consent form in the client file at least until you have graduated from the course. For the purpose of this assignment the client must be 18 years or older.

Record the practice session. At the beginning of the recording state your name, the unit, the term, year, and the name of your lecturer.

In the practice sessionstudents are expected to demonstrate counselling skills and processes to assist the client to explain and explore the presenting issue. Students should also demonstrate appropriate application of skills specific to the selected counselling modality being demonstrated in this practice session. Students will receive feedback on: x Demonstrated ability to present a cohesive and purposeful counselling session,

including appropriate opening and closing x Demonstrated respect for, and rapport with, the client x Demonstrated use of active listening skills, including attentive nonverbal behaviour x Establishing and communicating empathy x Demonstrated ability to identify and define the client’s presenting issue x Appropriate, purposeful and timely use of paraphrasing, reflecting and/or

summarising x Appropriate, purposeful and timely use of open and closed questions

https://www.acap.edu.au/current-students/managing-my-course/a-z-forms/#Assessments_Forms



x Appropriate, purposeful and timely use of skills specific to the selected counselling modality

x Demonstrated ability to work within an ethical framework

1b. Critical evaluation

The critical evaluation essay is to be written formally for the academic context. In writing the essay, students should examine their practice in light of counselling theory and practice and also in reference to the counselling modality underpinning the specific skills selected and demonstrated in the practice session.

The examination of your practice will need to include: x Brief summary of the session, and rationale provided for selection of the

counselling modality demonstrated in the practice session x Identification and definition of counselling skills and processes, including skills

specific to the selected counselling modality, used in the session, supported by relevant academic literature

x Examinations of how each counselling skill or process, including skills specific to the selected counselling modality, were demonstrated within the context of the session, using verbatim examples of the interactions (i.e. what you said and the client said)

x Evaluation of the effectiveness of these skills and processes, including skills specific to the selected counselling modality, by observing the client’s responses to the interventions, and suggestions for improvement with verbatim examples

x Quality and coherence of critical evaluation of the session as a whole x Reflection on personal learning from this assessment and goals for improving

effectiveness in the future x Comprehension and effective use of relevant academic literature from credible

sources to support the evaluation



Assignment 1a.: Practice Session Marking Rubric

Task-specific criteria

Not Satisfactory (0-49%)

Satisfactory (50-64%)

Good (65-74%)

Very good (75-84%)

Outstanding (85-100%)

1 Demonstrated ability to present a cohesive and purposeful counselling session, including appropriate opening and closing

� Practice session topic is inappropriate for the assignment purpose and process.

Most, or all requirements specified in the assignment process are omitted.

Practice session does not present as a cohesive whole that flows smoothly from opening to closing (i.e. focuses on unrelated or inappropriate unnecessary areas).

� Practice session topic is generally appropriate for the assignment purpose and process, but lacks some focus and/or clarity.

Some requirements specified in the assignment process are not adequately demonstrated.

Satisfactory but still evolving capacity to maintain a cohesive and purposeful session that flows smoothly from opening to closing (e.g. session occasionally moves into unrelated or inappropriate areas).

� Practice session topic is appropriate for the assignment purpose and process.

Some requirements specified in the assignment process are inadequately integrated into the overall session.

Competent capacity to maintain a cohesive and purposeful counselling session that flows smoothly from opening to closing, with minimal lapses.


Synthesis of most requirements specified in the assignment process, including selection of relevant skills, processes and interventions.

Advanced capacity to maintain a cohesive and purposeful counselling session that flows smoothly from opening to closing.


Synthesis of all requirements specified in the assignment process, including selection of relevant skills, processes and interventions.

Superior capacity to maintain a cohesive and purposeful counselling session that flows smoothly from opening to closing.

2 Demonstrated respect for, and rapport with client

� Respect for the client, rapport building, allowing the client to tell their story and/or the centrality of the counselling relationship not appropriately demonstrated (i.e. not evident at all, or missed opportunities to achieve these conditions).

� Satisfactory but still evolving demonstration of relevant skills, processes and interventions to demonstrate respect for the client, rapport building, allowing the client to tell their story and/or promoting the centrality of the counselling relationship.

Counselling relationship sometimes ignored when demonstrating ‘technical’ use of skills and interventions.

� Competent use of relevant skills, processes and interventions to demonstrate respect for the client, rapport building, allowing the client to tell their story and/or promoting the centrality of the counselling relationship, but some minor lapses.

� Advanced use of relevant skills, processes and interventions to predominantly demonstrate respect for the client, build rapport, allow the client to tell their story and promote the centrality of the counselling relationship.

� Superior synthesis of relevant skills, processes and interventions to consistently demonstrate respect for the client, build rapport, allow the client to tell their story and promote the centrality of the counselling relationship.



3 Demonstrated active listening skills including attentive nonverbal behaviour.

� Unsatisfactory, or no selection and demonstration of active listening skills.

� Satisfactory but still evolving demonstration of relevant active listening skills.

Some active listening skills not used in a timely and purposeful manner (i.e. not clearly evident why they were selected and/or why they were used at that time).

� Competent demonstration of active listening skills.

Minor lapses when it was not evident why some active listening skills were selected and/or why they were used at that time.

� Timely, appropriate and purposeful use of active listening skills throughout the majority of the session.

� Synthesis of timely, appropriate and purposeful use of active listening skills (i.e. all behaviours and skills were selected for a reason and used in the correct way at the correct time).

4 Establishing and communicating empathy

� Minimal, or no evidence of the ability to take the perspective of the client and communication of this perspective, as evidenced by the client’s body language and responses.

� Satisfactory but still evolving ability to take the perspective of the client and communicate this perspective (e.g. this perspective not consistently evident, as evidenced by the client’s body language and responses).

� Competent ability to take the perspective of the client and communicate this perspective, but some lapses in this behaviour as evidenced by the client’s body language and responses.

� Advanced ability to take the perspective of the client and communicate this perspective on most occasions, as evidenced through the client’s body language and responses.

� Superior ability to consistently and accurately take the perspective of the client and communicate this perspective, as evidenced through the client’s body language and responses.

5 Demonstrated ability to identify and define the presenting issue/s

� Minimal, or no evidence of the ability to accurately identify and define the client’s presenting issue/s.

� Satisfactory but still evolving ability to select and use appropriate skills and processes to identify presenting issue/s.

Some inaccuracies or omissions in defining the nature and complexity of the issue.

� Competent selection and use of appropriate skills and processes to identify presenting issue/s, with minimal inaccuracies or omissions in defining the nature and complexity of the issue.

� Advanced selection and use of appropriate skills and processes to identify and define most aspects of the client’s presenting issue/s.

� Superior selection and use of appropriate skills and processes to accurately identify and define the client’s presenting issue/s.

6 Appropriate, purposeful and timely use of paraphrasing, reflecting and/or summarising

� Paraphrasing, reflecting and/or summarising were not appropriate, or not used in a timely or purposeful manner.

No evidence of paraphrasing, reflecting and/or summarising.

� Satisfactory but still evolving ability to demonstrate paraphrasing, reflecting and/or summarising (e.g. some examples were not appropriate, or not used in a timely or purposeful manner).

� Competent demonstrations of paraphrasing, reflecting and/or summarising, with minimal occasions when they were not appropriate, or not used in a timely or purposeful manner.

� Timely, appropriate and purposeful use of paraphrasing, reflecting and/or summarising used throughout the majority of the session.

� Synthesis of timely, appropriate and purposeful use of paraphrasing, reflecting and/or summarising (i.e. these skills were consistently selected for a reason and used in the correct way at the correct time).



7 Appropriate, purposeful and timely use of open and closed questions

� Open and closed questions were not appropriate, or not used in a timely or purposeful manner.

No evidence of open questions.

� Satisfactory but still evolving ability to demonstrate open and closed questions (e.g. some examples were not appropriate; or not used in a timely or purposeful manner; or open questions would have been preferable).

� Competent demonstrations of open and closed questions but on a few occasions it was not evident why some questions were selected and used; or open questions would have been preferable.

� Timely, appropriate and purposeful use of open and closed questions throughout the majority of the session.

� Synthesis of timely, appropriate and purposeful use of open and closed questions throughout the session (i.e. these questions were consistently selected for a reason and used in the correct way at the correct time).

8 Appropriate, purposeful and timely use of skills specific to the selected counselling modality

� Skills specific to the modality were not demonstrated; or inappropriate for the assignment purpose and process; or not integrated into the session as a whole.

� Satisfactory selection and use of skills specific to the selected counselling modality, and appropriate for the assignment purpose and process.

Satisfactory but still evolving ability to integrate the skills specific to the modality with other counselling skills and the session as a whole (i.e. some skills were not used in an appropriate, purposeful or timely manner on occasions).

� Competent selection and use of skills specific to the selected counselling modality, and appropriate for the assignment purpose and process.

Evidence of competent integration of the skills specific to the modality with other counselling skills on most occasions, but sometimes not adequately integrated into the session as a whole.

� Selection and use of skills specific to the selected counselling modality, and appropriate for the assignment purpose and process.

Synthesis of the skills specific to the modality with other counselling skills and processes used in the session to present a cohesive whole on the majority of occasions.

� Selection and use of skills specific to the selected counselling modality, and appropriate for the assignment purpose and process.

Synthesis of the skills specific to the modality with other counselling skills and processes used in the session to present a cohesive whole.

9 Ethical framework

� Ethical issues evident in the session and not addressed.

Poor management of power differences in the therapeutic relationship.

� Satisfactory but still evolving ability to work within an ethical framework (e.g. ethical issues during the session recognised, but inappropriately handled).

Satisfactory, but limited awareness and effective management of power differences in the therapeutic relationship.

� Competent ability to work within an ethical framework throughout the session, but some minor issues evident (e.g. self-disclosure with no clear therapeutic reason).

Some awareness and effective management of power differences in the therapeutic relationship.

� Advanced ability to work within an ethical framework throughout the session.

Advanced awareness and effective management of power differences in the therapeutic relationship.

� Superior ability to work within an ethical framework throughout the session.

Superior and consistent awareness and effective management of power differences in the therapeutic relationship.

10 Audio visual recording

� Poor quality audio visual recording.

� Adequate quality audio visual recording, but some minor problems (e.g. some pixilation).

� Good quality audio visual recording.





Facial expression and body language of client and counsellor not consistently and/or clearly visible.

Session is not within the required length (+/- 10%).

Some minor lapses in visibility of facial expression and/or body language of client and counsellor during the session.

Practice session within the required length (+/- 10%).

Some minor lapses in visibility of facial expression and/or body language of client and counsellor during the session.


Facial expression and body language of client and counsellor clearly visible for the majority of the session.


Facial expression and body language of client and counsellor clearly visible throughout the whole session.


Total Mark: /100

Weighted Scale: / 25

Grade:

Comments:



Assignment 1b.: Critical Evaluation Essay Marking Rubric

Task-specific criteria Not Satisfactory

(0-49%) Satisfactory

(50-64%) Good

(65-74%) Very good (75-84%)


1 Brief summary of the session, and rationale provided for selection of the demonstrated modality

� No summary, or summary does not adequately capture the content of the session.

No rationale, or inadequate rationale for selection of modality.

� Provides a satisfactory summary of most information, and rationale for selection of modality, but considerable unnecessary descriptive detail included.

� Provides a competent summary of relevant information, and rationale for selection of modality, but unnecessary descriptive detail included.

� Accurately summarises key information from the session, and rationale for selection of modality, but could be more concise in parts.

� Accurately and concisely summarises key information from the session and rationale for selection of modality.

2 Counselling skills and processes used in the session identified, defined and examined within the context of the session, supported by verbatim quotes (from the session) and relevant academic literature

� Minimal, or no skills and processes specified in the practice session instructions identified, defined and examined within the context of the session.

Minimal, or no use of academic literature to support definitions, or selected literature is not academic.

No verbatim quotes, or quotes do not demonstrate the skill or process.

� Satisfactory but still evolving ability to identify, define and examine some skills and processes specified in the practice session instructions.

Some definitions not consistently or accurately supported by academic literature.

Some verbatim examples provided, but more required to support examination of relevant key skills and processes.

� Some key skills and processes specified in the practice session instructions identified, defined and examined within the context of the session, but some omissions.

Most definitions supported by relevant academic literature.

Evidence of competent ability to identify and provide some relevant verbatim examples to support examination of relevant key skills and processes, but some omissions or inaccuracies.

� The majority of key skills and processes specified in the practice session instructions identified, defined and examined within the context of the session.

All definitions supported by relevant academic literature.

Evidence of advanced ability to identify and provide some relevant verbatim examples to support examination of relevant key skills and processes.

� All key skills and processes specified in the practice session instructions identified, defined and examined within the context of the session.

All definitions supported by relevant academic literature.

Evidence of superior ability to identify and provide sufficient relevant verbatim examples to support examination of relevant key skills and processes.



3 Evaluation of the effectiveness of these skills and processes by observing the client’s responses, and suggestions for improvement with verbatim examples

� No evidence of critical evaluation of key skills and processes, including no insight into strengths and weaknesses.

Verbatim quotes are incorrect suggestions for improvement, or not provided.

� Satisfactory but evolving ability to critically evaluate strengths and weaknesses in the use of selected skills and processes (i.e. focuses on description rather than evaluation).

Some verbatim examples provided, but more required, or more targeted examples required, to support suggestions for improvement.

� Critical evaluation of the effectiveness of some applied skills and processes (as identified by the client’s responses), and the principles underlying their selection and use, but some omissions or over-reliance on description rather than evaluation.

Critical evaluation of identified weaknesses in the selection and use of skills and processes, but some omissions.

Some verbatim quotes to support suggestions for improvement.

� Insightful critical evaluation of the effectiveness of applied skills and processes (as identified by the client’s responses), and the principles underlying their selection and use.

Insightful critical evaluation of identified weaknesses in the selection and use of skills and processes.

Relevant verbatim quotes to support suggestions for improvement.

� Demonstrated insight and original thought in the critical evaluation of effectiveness of applied skills and processes (as identified by the client’s responses), and the principles underlying their selection and use.

Demonstrated insight and original thought in the critical evaluation of weaknesses in the selection and use of skills and processes.

Relevant verbatim examples to support suggestions for improvement.

4 Skills specific to the selected counselling modality used in the session identified, defined and examined within the context of the session, supported by verbatim quotes (from the session) and relevant academic literature

� Minimal, or no identification, definition and examination of skills specific to the selected counselling modality. .

Minimal, or no use of academic literature to support definitions, or selected literature is not academic.

No verbatim quotes, or quotes do not demonstrate the skill or process.

� Satisfactory but still evolving ability to identify, define and examine skills specific to the selected counselling modality.

Definition not consistently or accurately supported by academic literature.

Some verbatim examples provided, but more required to adequately support examination of advanced counselling skill.

� Skills specific to the selected counselling modality identified, defined and examined within the context of the session, but some omissions.

Definition mostly supported by relevant academic literature.

Evidence of competent ability to identify and provide some relevant verbatim examples to support examination of relevant key skills and processes, but some omissions or inaccuracies.

� Skills specific to the selected counselling modality identified, defined and examined within the context of the session.

Definitions supported by relevant academic literature.

Evidence of advanced ability to identify and provide some relevant verbatim examples to support examination of advanced counselling skill.

� Skills specific to the selected counselling modality identified, defined and examined within the context of the session.

Definition supported by relevant academic literature.

Evidence of superior ability to identify and provide sufficient relevant verbatim examples to accurately support examination of advanced counselling skill.



5 Evaluation of the effectiveness of theskills specific to the selected counselling modality by observing the client’s responses, and suggestions for improvement with verbatim examples

� No evidence of critical evaluation of skills specific to the selected counselling modality, including no insight into strengths and weaknesses.

Verbatim quotes are incorrect suggestions for improvement, or not provided.

� Satisfactory but evolving ability to critically evaluate strengths and weaknesses in the use of skills specific to the selected counselling modality (i.e. focuses on description rather than evaluation).

Insufficient verbatim examples provided, or some verbatim examples are not appropriate or relevant suggestions for improvement.

� Critical evaluation of the effectiveness of skills specific to the selected counselling modality (as identified by the client’s responses), and the principles underlying its selection and use, but some omissions or over-reliance on description rather than evaluation.

Critical evaluation of identified weaknesses in the selection and use of skills specific to the selected counselling modality, but some omissions.

Some verbatim quotes to support suggestions for improvement.

� Insightful critical evaluation of the effectiveness of skills specific to the selected counselling modality (as identified by the client’s responses), and the principles underlying its selection and use.

Insightful critical evaluation of identified weaknesses in the selection and use of skills specific to the selected counselling modality.

Relevant verbatim quotes to support suggestions for improvement.

� Demonstrated insight and original thought in the critical evaluation of effectiveness of skills specific to the selected counselling modality (as identified by the client’s responses), and the principles underlying its selection and use.

Demonstrated insight and original thought in the critical evaluation of weaknesses in the selection and use of skills specific to the selected counselling modality.

Relevant verbatim examples to support suggestions for improvement.

6 Quality and coherence of critical evaluation of the session as a whole

� Description of the session, but no critical evaluation of the session as a whole.

No understanding of the relationship between component parts of the session and overall session cohesiveness.

� Satisfactory, but limited critical evaluation of the overall session.

Basic understanding of the relationship between component parts of the session and overall session cohesiveness.

� Competent critical evaluation of the overall session, but lacking depth of analysis.

Competent understanding of the relationship between component parts of the session and overall session cohesiveness.

� Insightful critical evaluation of the overall session.

Critical evaluation of the relationship between component parts of the session and overall session cohesiveness.

� Insightful critical evaluation of the overall session, with evidence of original thought.

Critical evaluation of the relationship between component parts of the session and overall session cohesiveness, with evidence of original thought.

7 Reflection on personal learning from this assessment and goals for improving effectiveness in the future

No insight into personal strengths and weaknesses during the overall session.

Satisfactory insight into personal strengths and weaknesses during the overall session.

Competent insight into personal strengths and weaknesses during the overall session.

Advanced insight into personal strengths and weaknesses during the overall session.

Synthesis of knowledge to demonstrate superior insight into personal strengths and weaknesses during the overall session.



Inappropriate, or no goals for improving effectiveness identified.

Some goals for improving effectiveness listed, but limited explanation or justification.

Some goals for improving effectiveness listed, with some explanation and justification.

Some goals for improving effectiveness clearly articulated.

Goals for improving effectiveness clearly articulated.

8 Comprehension and effective use of relevant academic literature from credible sources

� Unsatisfactory ability to research a wide range of relevant and credible source materials. Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials.

� Satisfactory ability to research a wide range of relevant and credible source materials. Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. Some points not supported by credible source materials.

� Competent ability to research a wide range of relevant and credible source materials. Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials.

� Advanced ability to research a wide range of relevant and credible source materials. Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials.

� Superior ability to research a wide range of relevant and credible source materials Demonstrates a superior and in-depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials.

9 Clear and logical structure that conforms to assignment formatting requirements, including ACAP Learning Support website guidelines where relevant

� No clear structure evident No transitions Does not conform to format requirements Does not follow guidelines for length.

� Some minor but repeated lapses in maintaining a logical structure. Does not consistently conform to format requirements. Follows guidelines for length (+/- 10%).

� Generally maintains a logical structure, with a few weak transitions from point to point. Largely conforms to format requirements, including guidelines for length (+/- 10%).

� Logical and cohesive structure, with mostly clear transitions from point to point. Largely conforms to formatting requirements, including guidelines for length (+/- 10%).

� Logical structure with excellent transitions from point to point Conforms to formatting requirements, including guidelines for length (+/- 10%).

10 Correct academic writing style used, including correct spelling, grammar and punctuation

� Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling

� Some minor but repeated problems in sentence structure, grammar and punctuation. Minor but repeated errors in spelling.

� Some minor problems in sentence structure, grammar and punctuation. Some minor errors in spelling.

� Sentence structure, grammar and punctuation strong with only minimal lapses. Minimal spelling errors.

� Sentence structure, grammar and punctuation excellent No errors in spelling



11 Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/

� No referencing. Consistent major errors in referencing. Plagiarism.

� Minor and repeated lapses in the use of APA6 referencing system (i.e. in-text citations and reference list).

� Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses.

� Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list).

� Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list)

Total Mark: /100


Grade:

Overall Weighted Grade: / 50

Overall Grade:

Comments:

http://www.apastyle.org/



Assignment 2: Academic Essay Assignment Type Weighting Word Count Due Date

Academic Essay 50% 2000 words Week 11

Purpose:

The purpose of this assignment is to allow students to gain a deeper understanding of a Postmodern or Third Wave counselling modality. Students will explain the theoretical framework of the chosen modality.

Process:

Students will choose one Postmodern or Third Wave counselling modality and engage with the relevant theoretical material in their response. The task is to write an essay explaining the theoretical framework of this Postmodern or Third Wave counselling modality, and the response should include:

x a brief examination of the overarching philosophical framework within which the modality is situated

x examination of the view of self that informs the modality x examination of the view of mental health and illness within the modality x examination of the conceptualisation of the therapeutic relationship within the

modality (including roles/position of therapist and client) x examination of key techniques within the modality x critique of the modality’s strengths and limitations x evidence of analysis and synthesis of ideas x knowledge of, and reference to key authors of the modality and any other supporting

literature

It is important in an academic essay to provide a balance between description and critique (i.e., analysis and synthesis of ideas). A clear outline of the modality followed by a deeper examination of it strengths and limitations will help to provide a comprehensive understanding of the modality within the limits of the word length allowed.



Assignment 2: Academic Essay Marking Rubric Task-specific criteria Not Satisfactory

(0-49%) Satisfactory

(50-64%) Good

(65-74%) Very good (75-84%)


1 Brief overview of the overarching philosophical framework within which the modality is situated

� The philosophical framework is unclear, inaccurate or incorrect.

� Demonstrates satisfactory, but limited knowledge and/or understanding of the philosophical framework.

� Demonstrates competent knowledge and understanding of the philosophical framework, but not always clearly expressed.

� Demonstrates advanced knowledge and understanding of the philosophical framework, and expresses this clearly.

� Demonstrates superior knowledge and understanding of the philosophical framework, and expresses this clearly.

2 Examination of the view of self that informs the modality

� Incorrect, or no identification of view of self. No attempt to explain this view within the context of the modality.

� Satisfactory but limited identification of view of self. Minimal attempt to explain or analyse this view within the context of the modality (i.e. more description than analysis).

� Accurately identifies the view of self, but does not deal with the full complexity of this view within the context of the modality.

� Accurately identifies the view of self and explains and analyses this view within the context of the modality.

� Accurately identifies the view of self and explains and analyses this view within the context of the modality. Evidence of synthesis of ideas to demonstrate original thought.

3 Examination of the view of mental health and illness within the modality

� Incorrect, or no identification of view of mental health and illness within the modality. No attempt to explain this view within the context of the modality (e.g. description only).

� Satisfactory but limited identification of view of mental health and illness within the modality. Minimal attempt to explain or analyse this view within the context of the modality (e.g. more description than analysis).

� Accurately identifies the view of mental health and illness, but does not deal with the full complexity of this view within the context of the modality or therapy.

� Accurately identifies and analyses the view of mental health and illness within the context of the modality.

� Accurately identifies and analyses the view of mental health and illness within the context of the modality. Evidence of synthesis of ideas to demonstrate original thought.

4 Examination of the conceptualisation of the therapeutic relationship within the modality, including roles/position of therapist and client

� Incorrect, or no conceptualisation of the therapeutic relationship, and the roles/positions of the therapist and client, within the modality. No attempt to the therapeutic relationship within the context of the modality.

� Satisfactory but limited conceptualisation of the therapeutic relationship, and the roles/positions of the therapist and client, within the modality. Minimal attempt to analyse the therapeutic relationship within the context of the modality (e.g. more description than analysis).

� Accurately describes the conceptualisation of the therapeutic relationship, but does not deal with its full complexity. Accurately describes the roles/position of the therapist and client, but does not deal with their full complexity.

� Accurately identifies and analyses the conceptualisation of the therapeutic relationship within the modality. Accurately identifies and analyses the roles/position of the therapist and client.

� Accurately identifies and analyses the conceptualisation of the therapeutic relationship within the modality. Accurately identifies and analyses the roles/position of the therapist and client. Evidence of synthesis of ideas to demonstrate original thought.



5 Examination of key techniques within the modality

� Incorrect, or no identification of techniques relevant to the case. No attempt to explain or analyse these techniques within the context of the modality.

� Satisfactory but limited identification of techniques relevant to the modality. Description of techniques, with limited attempt to explain or analyse them within the context of the modality (e.g. more description than analysis).

� Identifies and describes some key techniques relevant to the modality. Some attempt to explain or analyse these techniques within the context of the modality.

� Accurately identifies key techniques relevant to the modality. Explains and analyses these techniques within the context of the modality, but limited original thought.

� Accurately identifies key techniques relevant to the modality. Explains and analyses these techniques within the context of the modality. Evidence of synthesis of ideas to demonstrate original thought.

6 Critique of the modality’s strengths and limitations

� Incorrect, or no identification of the modality’s strengths and limitations. No attempt to critically evaluate strengths and limitations.

� Satisfactory but limited identification of the modality’s strengths and limitations. Description of strengths and limitations, with limited attempt to critically evaluate (e.g. more description than analysis).

� Identifies some key strengths and limitations, but does not deal with the full complexity of the topic. Some attempts to critically evaluate strengths and limitations.

� Accurately identifies key strengths and limitations. Accurate critical evaluation of the strengths and limitations, but limited original thought.

� Accurately identifies key strengths and limitations. Synthesis of knowledge to demonstrate insightful critical evaluation of the strengths and limitations, with evidence of original thought.

7 Evidence of critical analysis and synthesis of all ideas and relevant information

� Limited or no examination of component parts of the assignment topic.

� Evidence of satisfactory ability to examine the component parts of the assignment topic in terms of their inter-relationships. Satisfactory but limited attempt to draw connections between component parts.

� Evidence of competent ability to examine the component parts of the assignment topic in terms of their inter-relationships. Evidence of drawing some connections between component parts, but lacking original thought and synthesis of ideas.

� Evidence of advanced ability to examine the component parts of the assignment topic in terms of their inter-relationships. Evidence of drawing connections between component parts to present a cohesive response, but limited original thought and synthesis of ideas.

� Evidence of superior ability to examine the component parts of the assignment topic in terms of their inter-relationships. Evidence of drawing insightful connections between component parts to present a cohesive response. Evidence of original thought and synthesis of ideas by combining information to create something new.

8 Knowledge of, and reference to key authors of the modality and any other supporting literature

� Unsatisfactory ability to research a wide range of relevant and credible source materials.

� Satisfactory ability to research a wide range of relevant and credible source materials.

� Competent ability to research a wide range of relevant and credible source materials.

� Advanced ability to research a wide range of relevant and credible source materials.

� Superior ability to research a wide range of relevant and credible source materials



Limited or no understanding of the source material as evidenced by limited or no application and integration of source material into the response. Most points not supported by credible source materials.

Demonstrates a satisfactory but still evolving understanding of the source material when applying it to the response. Limited but still evolving ability to integrate source material into the overall response. Some points not supported by credible source materials.

Demonstrates a competent understanding of the source material when applying and integrating it into the response. The majority of points consistently and accurately supported by relevant credible source materials.

Demonstrates an advanced understanding of the source material when applying and integrating it into the response. All points accurately supported by relevant credible source materials.

Demonstrates a superior and in-depth understanding of the source material when applying and integrating it into the response. All points consistently and accurately supported by relevant credible source materials.

9 Clear and logical structure that conforms to assignment formatting requirements, including ACAP Learning Support website guidelines where relevant

� No clear structure evident

No transitions

Does not conform to format requirements

Does not follow guidelines for length.

� Some minor but repeated lapses in maintaining a logical structure.

Does not consistently conform to format requirements.

Follows guidelines for length (+/- 10%).

� Generally maintains a logical structure, with a few weak transitions from point to point.

Largely conforms to format requirements, including guidelines for length (+/- 10%).

� Logical and cohesive structure, with mostly clear transitions from point to point.

Largely conforms to formatting requirements, including guidelines for length (+/- 10%).

� Logical structure with excellent transitions from point to point

Conforms to formatting requirements, including guidelines for length (+/- 10%).

10 Correct academic writing style used, including correct spelling, grammar and punctuation

� Very difficult to understand due to major problems in sentence structure, grammar, punctuation and spelling

� Some minor but repeated problems in sentence structure, grammar and punctuation.

Minor but repeated errors in spelling.

� Some minor problems in sentence structure, grammar and punctuation.

Some minor errors in spelling.

� Sentence structure, grammar and punctuation strong with only minimal lapses.

Minimal spelling errors.

� Sentence structure, grammar and punctuation excellent

No errors in spelling

11 Referencing; i.e. APA referencing style (6th ed.) as set out in the APA website: http://www.apastyle.org/

� No referencing.

Consistent major errors in referencing.

Plagiarism.

� Minor and repeated lapses in the use of APA6 referencing system (i.e. in-text citations and reference list).

� Mostly consistent and accurate use of APA6 academic referencing system (i.e. in-text citations and reference list), with occasional minor lapses.

� Consistent and mostly accurate use of APA6 academic referencing system (i.e. correct in-text citations and reference list).

� Consistent and accurate APA6 academic referencing system (i.e. correct in-text citations and reference list)

Total Mark: /100

http://www.apastyle.org/




Grade:

Comments:



Assignment support and information Important and valuable information about completing your assignments can be found in the following places: How to guides - to search press Ctrl F on the page and type what you are looking for:

o https://my.navitas-professional.edu.au/howto/ Student learning support:

o http://sls.navitas-professional.edu.au/college/acap Assessment information:

o http://www.acap.edu.au/current-students/managing-my-course/assessment-information/ Student Administration:

o http://www.acap.edu.au/current-students/student-services/student-administration/

All assignments are to be submitted online through the online classroom for this unit. You can find more information on the assignment process on the ‘Assessment Information’ section of the ‘Current Students’ part of the ACAP website.

AccessAbility is a service for students who have a disability or long term health problems., further details can be found at the following link: http://www.acap.edu.au/current-students/student-services/accessability-disability-service/

An assignment review service called Smarthinking is available to students in many Diploma, Bachelor and Post Graduate units. Check your class space for the link or go to the SLS website for more information: http://sls.navitas-professional.edu.au/smarthinking-0

How to apply for an extension:

Extensions may be granted to students who have unforeseen circumstances. The policy and process for student extensions can be found here: https://www.acap.edu.au/assets/Uploads/Assessment-Policy-and-Procedure-NPI-00-91-11P.pdf

Students can request a one week extension from their academic teacher in the case of unforeseen circumstances. Longer extensions may be requested via the program delivery team in your state.

https://my.navitas-professional.edu.au/howto/

http://sls.navitas-professional.edu.au/college/acap

http://www.acap.edu.au/current-students/managing-my-course/assessment-information/

http://www.acap.edu.au/current-students/student-services/student-administration/

http://www.acap.edu.au/current-students/student-services/accessability-disability-service/

http://www.acap.edu.au/current-students/student-services/accessability-disability-service/

http://sls.navitas-professional.edu.au/smarthinking-0

https://www.acap.edu.au/assets/Uploads/Assessment-Policy-and-Procedure-NPI-00-91-11P.pdf

https://www.acap.edu.au/assets/Uploads/Assessment-Policy-and-Procedure-NPI-00-91-11P.pdf

Download - Unit Outline COUN5201: Counselling Skills and Models · COUN5201: Counselling Skills and Models Unit description This unit follows on from Counselling Practice and Counselling Theories

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