Select and describe an experience of a therapeutic relationship you had with a person/ patient/ client in order to help them improveone issuethat was important for them. Alternatively, you can use the example case scenario that was provided to you (you will need to contact the module co-ordinator for this). Critically discuss at least two helping skills approaches/ models/ frameworks that you could potentially use in that situation. Select one of these helping skills approaches/ models/ frameworks and describe in detail why you find it the most appropriate to use in the situation. Finally, critically reflect on the lessons that can be learnt from using such an approach in that context. This will be developed as a critical review (2500 words).
This second assignment should consist of6 parts:
1.Introductionof the topic of the critical review [Approximately 100 words]
2.Identification and descriptionof an experience of a therapeutic relationship with a person/ patient in order to help them improve an issue that was important for them. State the reasons for selection. If you where provided with a case scenario then describe the case scenario that you were given and explain how you would build a therapeutic relationship with the person that the case is for. [Approximately 500 words]
3.Critical discussionof at leasttwo helping skills approaches/ models/ frameworksthat could potentially be used in that situation.Choose from the four interventions discussed in Unit 4.[Approximately 700 words]
Unit 4 - Therapeutic interventions - The theory of Carl Rogers
1. Overview
In this week's materials we will be taking a closer look at the theory of Carl Rogers. We already touched upon some core elements in Roger's theory in previous units, as we explored the role of person-centredness and the importance of empathy. Here we will look at the clinical applications of the person-centred approach that Roger's proposed.
Unit 4 - Therapeutic interventions - Egan's Helping Model
1. Overview
In this unit, we will explore the therapeutic interventions which may be used either subconsciously by the individual through the use of psychological defence mechanisms or through a helping strategy conducted by the therapeutic practitioner. Progressing beyond these, the unit will also consider the value of skilled interventions which could benefit the patient/client during a crisis. All types of therapeutic interventions can be important in supporting the roles of health care professionals whose goal is ultimately optimal patient care. Therefore all health care professionals who have direct care with patients or clients require a good knowledge of the variety of therapeutic interventions which are easily available to the practitioner or may be accessed. It is equally important that the competent health practitioner is aware of his/her own professional capabilities and uses client referral suitably. Health practitioners should not offer a skilled intervention to a client for which they are not appropriately qualified.
In this week’s materials we will look at the role of defence mechanisms, we will discuss the difference between a helping strategy and a skilled intervention and we will explore Gerard Egan’s helping model.
4. Description of how touse one of these helping skills approaches/ models/ frameworks and explanation why it is the most appropriate to use in the situation. [Approximately 700 words]
5.Critical reflectionon the lessons that can be learnt from using such an approach in that context. If encountering a similar situation in the future would what could be done differently? [Approximately 500 words]
6.Conclusionto summarise the key aspects of the critical review. [Approximately 100 words]
Reading List - Therapeutic Communication
Books
1. Egan, G XXXXXXXXXXThe Skilled Helper: A Client Centred Approach.10th Edition. Andover: Cengage Learning.
2. McLeod, J XXXXXXXXXXCounselling Skills: A Practical Guide for Counsellors and Helping Professionals. Maidenhead: Open University Press.
3. Sully, P XXXXXXXXXXEssential Communication Skills for Nursing and Midwifery. Edinburgh: Mosby Elsevier.
4. Beebe, S.A., Beebe, S.J. and Redmond, M.V XXXXXXXXXXInterpersonal Communication: Relating to Others. Harlow: Allyn and Bacon.
Articles for Communication
1. Swain N, Gale C. A communication skills intervention for community healthcare workers reduces perceived patient aggression: A pretest--postest study. International Journal Of Nursing Studies [serial online]. September 2014;51(9): XXXXXXXXXX.
2. Patel B. Communicating across cultures: proceedings of a workshop to assess health literacy and cross-cultural communication skills. Journal Of Pharmacy Practice & Research [serial online]. March 2015;45(1):49-56.
3. Sheldon L. Communication in oncology care: the effectiveness of skills training workshops for healthcare providers. Clinical Journal Of Oncology Nursing [serial online]. June 2005;9(3):305-323.
4. Tregoning C. Communication skills and enhancing clinical practice through reflective learning: a case study. British Journal Of Healthcare Assistants [serial online]. February 2015;9(2):66-69.
5. Kim E, Kim C. Comparative effects of empathic verbal responses: Reflection versus validation. Journal Of Counseling Psychology [serial online]. July 2013;60(3):439-444.
6. Lasley J. Developing Empathic Communication Skills Through Service Learning: A Qualitative Case Study. Radiation Therapist [serial online]. Fall XXXXXXXXXX;26(2):106-115.
7. Watts M. Substance abuse: how the healthcare assistant can help. British Journal Of Healthcare Assistants [serial online]. November 2009;3(11):552-554.
8. Mirhaghi A, Sharafi S, Bazzi A, Hasanzadeh F. Therapeutic relationship: Is it still heart of nursing?. Nursing Reports [serial online]. January 2017;7(1):4-9.
Articles for Skilled Helper model (Gerard Egan)
1. Riggall S. The sustainability of Egan’s Skilled Helper Model in students’ social work practice. Journal Of Social Work Practice [serial online]. March 2016;30(1):81-93.
Articles for Person-centred Therapy (Carl Rogers)
1. Hill C, Nakayama E. Client-centered therapy: where has it been and where is it going? A comment on Hathaway (1948). Journal Of Clinical Psychology [serial online]. July 2000;56(7):861-875.
2. Glauser A, Bozarth J. Person-Centered Counseling: The Culture Within. Journal Of Counseling & Development [serial online]. Spring XXXXXXXXXX;79(2):142-147.
3. Demanchick S, Cochran N, Cochran J. Person-centered play therapy for adults with developmental disabilities. International Journal Of Play Therapy [serial online]. 2003;12(1):47-65.
4. Kensit D. Rogerian theory: a critique of the effectiveness of pure client-centred therapy. Counselling Psychology Quarterly [serial online]. December 2000;13(4):345-351.
5. Sulzer S, Muenchow E, Potvin A, Harris J, Gigot G. Improving patient-centered communication of the borderline personality disorder diagnosis. Journal Of Mental Health [serial online]. February 2016;25(1):5-9.
6. Doherty M, Thompson H. Enhancing person-centred care through the development of a therapeutic relationship. British Journal Of Community Nursing [serial online]. October 2014;19(10):502-507.
Articles for Motivational Interviewing
1. Feldstein Ewing S, Apodaca T, Gaume J. Ambivalence: Prerequisite for success in motivational interviewing with adolescents?. Addiction [serial online]. November 2016;111(11): XXXXXXXXXX.
2. Rehman H, Karpman C, Douglas K, Benzo R. Effect of a Motivational Interviewing-Based Health Coaching on Quality of Life in Subjects With COPD. Respiratory Care [serial online]. August 2017;62(8): XXXXXXXXXX.
3. Mullin D, Saver B, Savageau J, Forsberg L, Forsberg L. Evaluation of online and in-person motivational interviewing training for healthcare providers. Families, Systems, & Health [serial online]. December 2016;34(4):357-366.
4. Miller W, Moyers T. Motivational interviewing and the clinical science of Carl Rogers. Journal Of Consulting And Clinical Psychology [serial online]. August 2017;85(8):757-766.
5. Secades-Villa R, Fernánde-Hermida J, Arnáez-Montaraz C. Motivational interviewing and treatment retention among drug user patients: a pilot study. Substance Use & Misuse [serial online]. July 2004;39(9): XXXXXXXXXX.
6. Carr D. Motivational Interviewing Supports Patient Centered-Care and Communication. Journal Of The New York State Nurses Association [serial online]. January 2017;45(1):39-43.
7. Östlund A, Wadensten B, Kristofferzon M, Häggström E. Motivational interviewing: Experiences of primary care nurses trained in the method. Nurse Education In Practice [serial online]. March 2015;15(2):111-118.
8. Day P, Gould J, Hazelby G. The use of motivational interviewing in community nursing. Journal Of Community Nursing [serial online]. June 2017;31(3):59-63.
9. Rueve M, Maphis L. Using Motivational Interviewing to Improve Health Behaviors in Psychotic Patients. Psychiatric Times [serial online]. May 2016;33(5):1-6.
Articles for Transactional Analysis
1. Lawrence L. Applying Transactional Analysis and Personality Assessment to Improve Patient Counseling and Communication Skills. American Journal Of Pharmaceutical Education [serial online]. November 2007;71(4):1-5.
2. Martin C. Transactional analysis: A method of analysing communication. British Journal Of Midwifery [serial online]. September 2011;19(9):587-593.
CATEGORY 2: Rubric for Marking
| Rubric – for Marking Grid/ Feedback Sheet |
| Marking and Feedback Criteria | A1 100-90% Exceptional | A2 89-80% Outstanding | A3 79-70% Excellent | B1 69-60% Very Good | B2 59-50% Good | C 49-40% Satisfactory, Competent | D 39-30% Unsatisfactory | E 29-1% Very Unsatisfactory | N 0% Topic not addressed | Weighting (% of 100) |
| Introduce the topic of the critical review. | Exceptional introduction of the topic. Exceeds the threshold standard by a significant margin. | Outstanding introduction of the topic. Exceeds the threshold standard by a significant margin. | Excellent introduction of the topic. Exceeds the threshold standard by a significant margin. | Very good introduction of the topic. Well above the threshold standard. | Good introduction of the topic. Clearly above the threshold standard. | Satisfactory introduction of the topic. At the threshold standard. | Unsatisfactory introduction of the topic. Marginally below the threshold standard. Please seek advice from marker and Effective Learning Service. | Very unsatisfactory introduction of the topic. Well below the threshold standard. Please seek advice from marker and Effective Learning Service. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 5 |
| Identify and describe an experience of a therapeutic relationship you had with a person/ patient/ client in order to help them improve an issue that was important for them. | Exceptional description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Exceeds the threshold standard by a significant margin. | Outstanding description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Exceeds the threshold standard by a significant margin. | Excellent description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Exceeds the threshold standard by a significant margin. | Very good description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Well above the threshold standard. | Good description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Clearly above the threshold standard. | Satisfactory description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. At the threshold standard. | Unsatisfactory description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Marginally below the threshold standard. | Very unsatisfactory description of an experience of a therapeutic relationship with a person/ patient/ client in order to help them improve an issue that was important for them. Well below the threshold standard. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 15 |
| Critically discuss at least two helping skills approaches/ models/ frameworks that you could potentially use in that situation. | Exceptional discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Exceeds the threshold standard by a significant margin. | Outstanding discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Exceeds the threshold standard by a significant margin. | Excellent discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Exceeds the threshold standard by a significant margin. | Very good discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Well above the threshold standard. | Good discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Clearly above the threshold standard. | Satisfactory discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. At the threshold standard. | Unsatisfactory discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Marginally below the threshold standard. | Very unsatisfactory discussion of at least two helping skills approaches/ models/ frameworks that could be potentially used in that situation. Well below the threshold standard. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 30 |
| Consider one of these helping skills approaches/ models/ frameworks and explain why you find it the most appropriate to use in the situation. | Exceptional explanation of the selected helping skills approach/ model/ framework to use in the described situation. Exceeds the threshold standard by a significant margin. | Outstanding explanation of the selected helping skills approach/ model/ framework to use in the described situation. Exceeds the threshold standard by a significant margin. | Excellent explanation of the selected helping skills approach/ model/ framework to use in the described situation. Exceeds the threshold standard by a significant margin. | Very good explanation of the selected helping skills approach/ model/ framework to use in the described situation. Well above the threshold standard. | Good explanation of the selected helping skills approach/ model/ framework to use in the described situation. Clearly above the threshold standard. | Satisfactory explanation of the selected helping skills approach/ model/ framework to use in the described situation. At the threshold standard. | Unsatisfactory explanation of the selected helping skills approach/ model/ framework to use in the described situation. Marginally below the threshold standard. | Very unsatisfactory explanation of the selected helping skills approach/ model/ framework to use in the described situation. Well below the threshold standard. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 30 |
| Critically reflect on the lessons that can be learnt from using such an approach in that context. | Exceptional refection on the lessons that can be learnt from using such an approach in that context. Exceeds the threshold standard by a significant margin. | Outstanding refection on the lessons that can be learnt from using such an approach in that context. Exceeds the threshold standard by a significant margin. | Excellent refection on the lessons that can be learnt from using such an approach in that context. Exceeds the threshold standard by a significant margin. | Very good refection on the lessons that can be learnt from using such an approach in that context. Well above the threshold standard. | Good refection on the lessons that can be learnt from using such an approach in that context. Clearly above the threshold standard. | Satisfactory refection on the lessons that can be learnt from using such an approach in that context. At the threshold standard. | Unsatisfactory refection on the lessons that can be learnt from using such an approach in that context. Marginally below the threshold standard. | Very unsatisfactory refection on the lessons that can be learnt from using such an approach in that context. Well below the threshold standard. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 15 |
| Provide a conclusion to summarise the key points of your critical review. | Exceptional conclusion to summarise the key points of the critical review. Exceeds the threshold standard by a significant margin. | Outstanding conclusion to summarise the key points of the critical review. Exceeds the threshold standard by a significant margin. | Excellent conclusion to summarise the key points of the critical review. Exceeds the threshold standard by a significant margin. | Very good conclusion to summarise the key points of the critical review. Well above the threshold standard. | Good conclusion to summarise the key points of the critical review. Clearly above the threshold standard. | Satisfactory conclusion to summarise the key points of the critical review. At the threshold standard. | Unsatisfactory conclusion to summarise the key points of the critical review. Marginally below the threshold standard. Please seek advice from marker and Effective Learning Service. | Very unsatisfactory conclusion to summarise the key points of the critical review. Well below the threshold standard. Please seek advice from marker and Effective Learning Service. | Topic not addressed. Please seek advice from marker and Effective Learning Service. | 5% |
| Total | 100 |