Microskills and the basic listening sequence 5 MICROSKILLS AND THE BASIC LISTENING SEQUENCE 5 TUTORIAL 4 WEEKS 8 & 9 CONTENT ICEBREAKER Person A: Share a highlight or positive moment from the past week. Person B: Listen, provide minimal encouragers, paraphrase and practice reflecting feelings. After 2 minutes, swap roles. TUTORIAL PLAN: Step 1 1. Review Assessment 2 and discuss 2. Review Client Feedback Form 3. Group activity to ‘unpack’ the assessment criteria (20 – 30 mins) Step 2 -1. Triads practice with client scenario -2. Whole group debrief. What have you learned? Purpose: The purpose of this assessment is to demonstrate students’ application of counselling microskills, with particular emphasis on listening skills, within the ethical parameters of counselling and the framework of one counselling theory. In addition, students will demonstrate self-awareness, openness to learning, and the receptivity to receive and implement feedback for microskill development. Process: This assessment involves a counselling role-play. This means your client is role-playing a scenario. This role-play MUST be fictional and should not involve a situation that is actually concerning the role-play client. 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 microskills of counselling aligned with the unit learning outcomes. The role-play client MUST be over the age of 18 years. Ensure the role play client signs an informed consent form and include this signed form when the assessment is submitted. The Client/Interviewee Consent Form is available at: https://www.acap.edu.au/current-students/managing-my-course/a-z- forms/#Assessments_Forms ASSESSMENT TASK 2 4 https://www.acap.edu.au/current-students/managing-my-course/a-z-forms/#Assessments_Forms Part A 1. Conduct and video a counselling role-play, 20 minutes in length. 2. Collect client feedback from the counselling role- play 3. Remember: Topics for the role-play counselling session MUST be fictional. Those fictional topics could include (but are not limited to) family, relationships, loss, friendship, career aspirations, redundancy, gender identity, work, ageing. You are encouraged to engage with scenarios and vignettes. ASSESSMENT TASK 2 5 IMPORTANT: • You are not to work on live emotionally laden issues with the person. Use either a story or an issue that has been worked through to the stage where there is no emotional content. • This is because you are not qualified counsellors and ACAP has a duty of care to both you as a student and the person you are working with. • The focus is on you using skills and developing the counselling process, not of solving an issue. ASSESSMENT TASK 2: PART B Part B • Review your video recording and ask yourself and the volunteer client the following reflective questions from Ivey, Ivey, and Zalaquett (2018, pp. 21-23). • The questions are a means of reflecting on your experience, however you will need to connect with theory in the class notes/ textbook. You can use the references at the end of each week to reference the class material. • With the number of questions there is an expectation of you writing between 1300 and 1600 words to engage with the exercise and reflect on your work. • Watch sound quality • Video should show both parties • Include academic references to support your answers to the questions, where appropriate. Write the answers to the questions and submit your responses as part of your assessment. ➢ What did you do…[effectively] in this session? ➢ What did the client notice that was helpful? ➢ What was the essence of the client’s story? How did you help the client bring out their narrative/issues/concerns? ➢ How did you demonstrate counselling microskills and listening skills? ➢ How did you experience the session? How authentic and genuine did you feel? ➢ How can the feedback provided by your client inform your microskill development? ➢ Name one thing you would like to improve in the next session. What actions will you take to make the improvement? SUBMIT CLIENT FEEDBACK FORM Copyright (c) Cengage Learning. All Rights Reserved. ACTIVITY 1: GROUP TASK In breakout rooms or small groups, discuss key allocated assessment criteria (these are identified in the next slide) in relationship to the following: ▪ What specific skills or knowledge are you being asked to demonstrate? ▪ What resources (do some research and take notes) will be useful? ▪ How can you best prepare? ACTIVITY 1: GROUP TASK (CONT…) 1. Demonstrate foundational counselling and interviewing skills in a role play counselling session with a client (10 marks) Group 1 2. Demonstrate knowledge and skills in ethical principles throughout the counselling process showing an ability to work empathically, non-judgementally, and in a manner that is authentic. (10 marks) Group 2 Demonstrate knowledge and skills in developing reflective practice in the counselling profession with consideration of both client and student counsellor perspectives (10 marks) Group 3 4. Demonstrate knowledge and skills in analysing the use of foundational counselling skills to build the therapeutic relationship in a role play counselling session with a client. (10 marks) Group 4 5. Professional literacies (10 marks) Group 4 Each group take turns to share information about the key assessment criteria with the whole group. TAKE NOTES! WHOLE CLASS DISCUSSION THE TECHNIQUES OF REFLECTING FEELING “I hear you say you feel…” “Feels like…” “You feel sad…?” “Mary, it looks like you are happy.” 11 Check Check for accuracy Use Use appropriate tense (past, present, future). Use Use brief statement of context. Pinpoint and label Pinpoint and label feeling(s). Choose Choose a sentence stem (stem optional). Bringing micro skills together…. Role play counselling session using the following information: Client: 38 years (choose gender) Parent of 2 children (Tom 2 years, Sadie, 4 years) Presenting issue: you are feeling overwhelmed as you have recently commenced studying (Bachelor of Business). It is a lot harder than you thought it would be (you haven’t studied since high school) and you are finding it hard to balance demands of study with family life. Counsellor: practice using micro counselling skills Observer: Use the ACAP Observer sheet to capture notes. ACTIVITY 2: TRIADS SKILLS PRACTICE (90 MINS) Practice the following Microskills: Attending skills (3 V’s and a B) Observation Paraphrasing Summarising Reflection of Feeling Appropriate use of questions REFLECTION ON TRIADS ACTIVITY CONTACT: THANK YOU