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Question 1- I have enclosed a sample peer critique, the patient is sam a suicidal patient that suffers from post partum depression. 2 pages words. I enclosed sample. After you’ve met with your partner and recorded the therapeutic video revisit this week, you will complete a two to three-page written analysis of the interaction (excluding the title and APA reference pages). You should critique (1) your partner as the therapist, and then (2) a brief description of your perspective as the client based on the therapy provided during this video revisit. For the critique of your partner as therapist, look the Basic Counselling Skills Rubric. You will look at the “Basic Counseling Skills Rubric” for examples of what to include and structure your written critique (scoring within your critique is NOT necessary). Refer directly to the video to support the points within your critique. For your brief description of your perspective as the client, what were helpful aspects of the session? What was unhelpful? Describe. Question 2 – please follow instructions below and choose one of the case studies answer must be 650 words with 2 in text citations within the last 5 years. Choose feminist, narrative or solution-focus therapy to address one of the case studies below. What is the reasoning behind your choice? Site two sources to support your choice. case 1 – Vashti is a 42-year-old African American woman, a divorced mother of two; recently passed over for tenure at major academic institution after ten years; reports low energy, decreased appetite and tearfulness. Her story is filled with discrimination and rejection. case 2 – Chet is a 17-year old Caucasian American male, who resides in a post-detention residential facility; a history of physical abuse, homelessness, and early exposure to the use and selling of drugs. He recently passed the GED exam, has strong communication skills and an interest in becoming a writer. Chet is open to a life change but afraid his past will cause challenges that will prevent the changes he desires.
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Basic Counseling Skills Rubric
Name: __________________________________
Counseling Skills
1. Counseling
Relationship
Course:___________________________ Form Completed by:_________________________________________
Meets target (1)
Exceeds target (2)
Does not meet target (0)
Counselor demonstrates an ability to
develop and deepen the counseling
relationship with the client by
displaying positive regard, respect,
warmth, non-judgmental attitude,
empathy, authenticity, and
congruence.
Counselor demonstrates strong ability in
establishing counseling relationship. Adept in
conveying positive regard, respect, warmth,
non-judgmental attitude, empathy, authenticity,
and congruence.
Counselor does not sufficiently develop
and deepen the counseling relationship by
demonstrating the ability to display
positive regard, respect, warmth, nonjudgmental attitude, empathy, authenticity
and congruence.
Counselor demonstrates the use of a
range of counseling skills including
open ended questions, summarization,
clarification, etc.
Counselor demonstrates a strong ability to
effectively and appropriately utilize a wide
range of counseling skills.
Range of skills used was too narrow
and/or skills incorrectly applied.
Counselor demonstrates the ability to
maintain structure, focus, and
direction of the interview, proceeding
through defined stages, and is able to
end session effectively.
Counselor demonstrates strong ability in
creating and maintaining clear structure and
productive focus over the course of the
interview.
Counselor does not demonstrate the
ability to maintain structure, focus, and
direction of the interview.
Counselor adequately explores and
reflects client’s expression of affect,
content or meaning.
Counselor demonstrates strong ability in
attending to client affect, content, and meaning
as demonstrated by accurate and effective
reflection, exploration and summarization.
Counselor does not actively, accurately,
and/or sufficiently explore and reflect
client’s expression of affect, content or
meaning.
Comments
2. Comprehensive
use of skills
Comments
3. Structure and
direction of
interview
Comments
4. Accurate
Attention to affect,
content and
meaning
Comments
40
Grade
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
Expanded Counseling Skills and Dispositions Rubric
Name: ______________________________
Counseling Skills
1. Counseling
Relationship
Course:____________________________ Form Completed by:___________________________________________
Meets target (1)
Exceeds target (2)
Does not meet target (0)
Counselor demonstrates an ability to develop
and deepen the counseling relationship with
the client by displaying positive regard,
respect, warmth, non-judgmental attitude,
empathy, authenticity, and congruence.
Counselor demonstrates strong ability in
establishing counseling relationship. Adept in
conveying positive regard, respect, warmth, nonjudgmental attitude, empathy, authenticity, and
congruence.
Counselor does not sufficiently develop
and deepen the counseling relationship by
demonstrating the ability to display
positive regard, respect, warmth, nonjudgmental attitude, empathy, authenticity
and congruence.
Counselor demonstrates the use of a range of
counseling skills including open ended
questions, summarization, clarification, etc.
For group counseling, skills include scanning,
facilitating member to member
communication, mediated confrontation, etc.
Counselor demonstrates a strong ability to
effectively and appropriately utilize a wide
range of individual and/or group counseling
skills.
Range of skills used was too narrow and/or
skills incorrectly applied.
Counselor demonstrates the ability to maintain
structure, focus, and direction of the
interview, proceeding through defined stages,
and is able to end session effectively. For
Group counseling, counselor is able to
identify and use stages of group appropriately.
Counselor demonstrates strong ability in
creating and maintaining clear structure and
productive focus over the course of counseling
session(s).
Counselor does not demonstrate the ability
to maintain structure, focus, and direction
of the session. In group counseling, is
unable to make effective use of stages of
group process.
Counselor adequately explores and reflects
client’s expression of affect, content or
meaning.
Counselor demonstrates strong ability in
attending to client affect, content, and meaning
as demonstrated by accurate and effective
reflection, exploration and summarization.
Counselor does not actively, accurately,
and/or sufficiently explore and reflect
client’s expression of affect, content or
meaning.
Comments
2. Comprehensive
use of skills
Comments
3. Structure and
direction of
session
Comments
4. Accurate
Attention to
affect, content
and meaning
Comments
41
Grade
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
5. Professional
Role Skills
Counselor adequately demonstrates an
understanding of professional and ethical
behaviors, responsibilities, relationships
and/or demeanor.
Counselor demonstrates a sophisticated
understanding of professional and ethical
behaviors, responsibilities, relationships and/or
demeanor.
Counselor does not demonstrate an
understanding of professional and ethical
behaviors, responsibilities, relationships
and/or demeanor.
Counselor demonstrates the capacity to
formulate a clear understanding of the client’s
problem integrating cultural, historical,
developmental and contextual elements to
design a counseling plan to work with the
client; Can articulate case from a theoretical
perspective.
Counselor demonstrates a superior ability to
formulate a clear understanding of the client’s
problem integrating cultural, historical,
developmental and contextual elements to
design a counseling plan to work with the client,
and articulate case from a theoretical
perspective.
Counselor does not demonstrate the ability
to formulate a clear understanding of the
client’s problem integrating cultural,
historical, developmental and contextual
elements to design a counseling plan to
work with the client. Cannot articulate case
from a theoretical perspective.
Counselor adequately demonstrates ability for
self reflection; can articulate how one’s own
struggles
can influence the counseling relationship;
responds positively to feedback; and seeks
supervision as needed. Counselor adequately
demonstrates ability to understand how own
values and ethnocentric biases can impede the
counseling process.
Counselor demonstrates a superior ability to self
reflect, articulate own struggles and its impact
on the counseling process, and minimize impact
of own values and bias on the counseling
process. Make good use of feedback and
supervision.
Counselor does not demonstrate ability for
self reflection, articulation of own
struggles, and their impact on the
counseling process. Counselor fails to
minimize impact of own values and bias
on the counseling process and/or does not
respond positively to feedback and seek
supervision as needed.
Comments
6. Case
Conceptualization
Skills
Comments
7. Personal
Growth Skills
Comments
Grade of 7 needed to pass.
42
Total Grade for this student_________________
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
Presentation and Technology Rubric
Target
Professionalism
(appearance,
presentation, timing)
Organization &
Preparation
(materials and content)
Accuracy
Speaker(s) demonstrate basic
competency in professional
presentation, dress, and demeanor.
Timing within limits.
Presentation well planned and
organized, content on target. If
group presentation, appropriate
balance between members.
Presentation demonstrated excellent
preparation, use of scholarly
material, and polished organization.
Accurately attended to all elements
of assignment.
Professional level mastery and
demonstration of all aspects of
assignment.
Presentation demonstrates ability
to access appropriate databases,
and use and assess other internet
materials.
Ability to create basic documents
as needed including word
documents, tables, basic
spreadsheets, databases, and power
point slides.
Knows how to use audio/visual
equipment. (e.g. DVD/VHS
players,
LCD projector with computer, etc )
Presentation evidences ability to
output search information in several
formats, use advanced features
database
Ability to create basic web pages,
integrate hyperlinks, and ability to
construct complex spreadsheets using
data bases such as SPSS or SAS
(assignment specific tasks)
Internet and Counseling
Research
Software application.
Audiovisual equipment
Exceeds
Target
Speakers’ presentation skills are at a
professional level, appearance and
dress are very professional.
Presentation timed perfectly.
Able to download audio or video
clips and display insert clips into
PowerPoint slides;
use equipment to create audio or
video materials (e.g., Windows
Movie Maker, podcasts).
43
Falls short of target
Presentation skills fall short
of professional level (e.g.
reading) and/or speaker
dress and appearance less
than professional. Timing
off – either too long or too
short.
Poor organization or
preparation for presentation.
If group presentation, lack
of balance in contributions
of members.
Some challenges in the
understanding or
demonstration of
assignment.
Inadequate or inappropriate
use of data bases or other
internet materials.
Less than adequate use of
word processing and other
software databases.
Less than adequate
knowledge and ability to use
audiovisual equipment.
Comments
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
Academic Writing and Critical Thinking Rubric
Name: _______________________________________Course:__________________________Form Completed by:________________________________________
Meets criteria (1)
Fluidity and Clarity
of Expression
Punctuation and
Grammar
Organization
Ideas clearly expressed allowing for
smooth reading and understanding.
Paper adheres to all common rules of
spelling, grammar, punctuation,
capitalization, word choice, tense
agreement, sentence structure (no
fragments or run-ons) and correct
modification (no misplaced or dangling
modifiers).
Paper moves along in an organized fashion;
begins with an introduction that
advances central idea(s); transitions are
used to link parts; parts are linked by a
unifying ideas, and paper concludes
with a summary of ideas presented.
Surpasses criteria (2)
Does not meet criteria (0)
Ideas are expertly presented and indicate
a sophisticated level of understanding.
Ideas are not clearly expressed
and/or do not allow for smooth
reading and understanding.
Paper demonstrates a superior level of
writing ability clearly adhering to all
common rules of spelling, grammar,
and punctuation.
Paper does not adhere to common
rules of punctuation and/or
grammar.
Paper is very well organized beginning
with an introduction that advances central
idea(s) in a sophisticated manner;
transition between elements are well
executed and conclusion summary
includes both material and research.
Paper does not move along in an
organized fashion; and/or central
ideas are not advanced or lack
transition.
Elaboration and
Detail
Main point(s) of paper is adequately
developed; sufficient use of supporting
details, examples, illustrations that
support the development of main ideas.
Main point(s) of paper is exceedingly
well developed with numerous
supporting details, examples, and
illustrations.
Main point of paper is
inadequately developed;
insufficient use of supporting
details or examples to develop
the main ideas.
Format and
Research
Techniques
Paper is written in proper APA format
including proper citation of an
appropriate variety of references;
source material is smoothly integrated.
Paper adheres to all rules of APA
formatting and citation of references;
expertly and smoothly integrating a wide
variety of source material.
Paper is not written in proper
APA, and/or does not include
proper citation of a variety of
references.
44
Grade
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
Critical Thinking:
Basic Level
Knowledge- describe
Comprehensionunderstanding
Critical Thinking:
Mid Level
Application-usage
Analysis-compare
Critical Thinking:
Advanced Level
Synthesis- critique
Evaluation-make
judgments, create
Written material demonstrates knowledge
of fact, theories, methods, procedures, etc.,
and comprehension of subject indicating
awareness of how the material, theory or
research is relevant.
Written material demonstrates a
sophisticated knowledge and
comprehension of subject and clearly
articulates how the material is relevant.
Written material does not
demonstrate knowledge and
comprehension of subject, nor
indicates an awareness of how the
material or data is relevant.
Written material demonstrates the ability to
break the material into the component parts,
apply the material appropriately
understanding it’s complexity, and the
relationship between the various elements.
Written material demonstrates a
sophisticated ability to break the material
into the component parts, apply the
material appropriately demonstrating
complex relationships between various
elements and making inferences about the
various elements.
Written material does not
demonstrates the ability to break the
material into the component parts,
apply appropriately, nor
understanding it’s complexity, and
the relationship between the various
elements.
Written material demonstrates the
ability to synthesize or put
knowledge/theory together into new
and integrated whole, while also
making evaluative decisions about the
material integrating and assessing from
a variety of perspectives and contexts.
Written material demonstrates a
sophisticated ability to critically
synthesize, critique and evaluate the
material integrating a wide variety of
perspectives and contexts.
Written material does not
demonstrate the ability to
analyze, synthesize, and critique
material.
Comments:
Total Score:
45
__________
http://www.usj.edu/files/5913/8549/0118/counseling-student-handbook.pdf
Basic Attitudes/Values and Dispositions of the Counseling Profession Rubric
Name: ____________________________________________Course: ________________________________
The Faculty recognizes the importance of belief sets held by students and are aware that personal values often influence
one’s work. There is consensus within the Department that any attempt to impose values that are inconsistent with
counseling goals is inappropriate (ACA Code of Ethics A.4.b). The Faculty will seek to resolve such issues in a
formative manner such that the student is able to be a fully functional counselor. Each student is expected to exhibit the
key dispositions with clients and colleagues in a manner that is consistent with the prevailing and established ethics and
values within the profession.
Attitude and
Values
Students will:
Respect the
potential within
the whole person
and her/his
experience
Value: individual uniqueness,
individual belief systems, human
potential, potential for change,
cultural diversity, and resilience.
Value overall
health and
wellbeing of self
and others
Level 1
Does not
demonstrate
knowledge and
understanding
Value: personal balance,
emotional health, self-care:
service to others,
pro-social advocacy,
equity and access;
Attend to issues of discrimination,
power, privilege, oppression.
Respect the
nature of the
counseling
process as a
vehicle for
change
Commitment to
professional
development
Honor the human struggle.
Value the role of pain in the
growth process.
Value the use of self and the
interpersonal
process.
Value continued learning growth;
Value engagement in the
community of professionals.
Fundamental
Values for
counseling
Value ethical practice including:
Autonomy, Beneficence,
Non-malfeasance, Veracity,
Justice, Fidelity.
Comments:
46
Level 2
Demonstrates
knowledge and
understanding
Level 3
Competency
reflected in
behavior/
application
Running head: PEER CRITIQUE OF THERAPEUTIC VIDEO
NU646: Theory and Practice of Contemporary Psychotherapies
Ingrid Valerio
Regis College
February 22nd, 2019
1
WEEK 2 DISCUSSION 2
2
For the critique of your partner as therapist, look the Basic Counselling Skills Rubric. You will
look at the “Basic Counseling Skills Rubric” for examples of what to include and structure your
written critique (scoring within your critique is NOT necessary). Refer directly to the video to
support the points within your critique.
My partner and I met prior to video recording to provide feedback for the assessments
and interventions to the suicidal patient that was doing self-hard. My partner as the therapist was
challenging to critique. We used several materials including the safety plan template to assess
for signs of suicidal ideation and to support during triggers. According to Coolie (2018), The
patient cutting herself was a reaction to an event or a thought in patient’s case her boyfriend
leaving her. My partner assessed for support system and tried to provide antecedents for the
emotional and physical response of “self-harm”. However, my partner still has plenty of areas of
opportunities to engage and provide a safe nonjudgmental approach when listening and
encountering situations unfamiliar or difficult. My partner would benefit of a cultural and
sensitivity training to overcome transference and judgmental reactions when interviewing
patients. The patient also experienced signs of depression. Beck’s depression scale would have
been helpful to assess severity of symptoms. My account with zoom meetings is charging me a
monthly fee, therefore we felt rushed at the end of the session with fears of being disconnected
prior to concluding. According to Wheeler (2014) establishing rapport and engaging the patient
assessing body language, nonverbal cues tone and facial expressions. However, we also have to
take into account that the patient is also assessing the therapist for all the verbal and non-verbal
cues presented above.
As a client and according to Coolie (2018), patient needs to be assessed according to the
knowledge level, expectations for treatment, frequency and a description cognitive-behavioral
WEEK 2 DISCUSSION 2
model and answering any questions he/she might have about the progression of therapy. The
focus is behavior change. My partner would have been more instrumental in assessing for the
client’s change by explaining therapy creating SMART goals with the patient and asking for
specific examples to apply CBT. I also felt my partner should have been more specific on the
follow up sessions frequency and the expected duration between 4 to 8 weeks.
3
WEEK 2 DISCUSSION 2
4
References
Coolie, J.A., & Teten, A.L. (2018, September 19). A Therapist’s Guide to Brief Cognitive
Behavioral Therapy. Department of Veterans Affairs South Central MIRECC, Houston.
Wheeler, K. (2014). Psychotherapy for the Advanced Practice Psychiatric Nurse (2nd ed.). New
York, NY: Springer Publishing Company.

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