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...

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 de
ief. 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
ole-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/cu
ent-students/managing-my-course/a-z-
forms/#Assessments_Forms
ASSESSMENT TASK 2
4
https:
www.acap.edu.au/cu
ent-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
oth 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
eflect 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
ing out their na
ative/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
eakout 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
eflective 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
ief 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
ecently 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