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Case study application and analysis Weight: 50% of unit assessment Length: 3000 words This assessment relates to: Learning Outcomes 3, 4, 5 In this assignment you are asked to read the following case study and answer the questions in relation to it. Remember to use references to substantiate your argument and analysis. You will need to have completed Modules 1 - 7 prior to commencing this assignment. Assignment format This assignment can be formatted using subheadings (e.g: Part A, Part B etc). Please include a short introduction and conclusion (which will not count towards the overall word limit) to the overall assignment to orient the reader to the assignment's focus. A single reference list at the conclusion of the overall assignment (rather than individual reference lists for each assignment section) will be sufficient. There is no need to include an abstract, although a title page (including your name, student number, unit code, assignment number and actual word limit) is requested. Please submit your assignment in .doc or .docx format only. Case study Louise is 60 years old and lives alone. Her husband, Tony, died suddenly two years ago from a heart attack. Prior to Tony's death, Louise had been responsible for the day-to-day maintenance of the family home, doing the books for Tony's accountancy practice and caring for their only grandchild, 4 year old Max, two afternoons per week. Since Tony's death, Louise has had to down-size to a single bedroom unit as she was unable to service the home loan repayments. Max now goes to preschool five afternoons per week and Louise has recently been told by her daughter, Sally, that she and Max may be moving interstate in the New Year due to her husband's job promotion. While Sally has assured Louise that she will be 'welcome to visit anytime', Louise does not see eye-to-eye with Sally's husband and fears that he may make these visits 'difficult' for her. Louise's other child, Barney, lives overseas with his partner, Steven. Louise and Barney have not spoken for ten years as Tony had 'forbidden' her from doing so when he first learnt of Barney's relationship with Steven. While Louise would desperately love to make contact with her son, she has not done so 'out of respect for Tony's memory.' Now that her daughter and grandchild may be moving away too, Louise is feeling 'torn' about the current situation with Barney, and has sought counselling in the hope that the counsellor will 'tell her what she should do.' Part A (1250 words, 20 marks): Critically analyse the case study presented above from a loss and grief perspective. For example, what primary and secondary losses may Louise be experiencing? What socio-cultural and familial factors might be influencing Louise's experiences? Is her grief likely to be acknowledged and supported by others or disenfranchised? What complexities might emerge for Louise? Use references to support your reflections. Part B (1250 words, 20 marks): Choose ONE of the approaches to grief counselling referred to in Module 5. How would this counselling approach assist Louise to explore her loss experiences and enable a decision to be made in relation to contacting Barney? Provide your rationale for choosing this particular approach, including a critical appraisal of the approach's strengths and weaknesses with regard to Louise's case. Substantiate your response with examples from the case study. Part C (500 words, 10 marks): Critically reflect upon how your own personal loss experiences, values and spiritual beliefs might influence your work with this client. In light of this, what ethical issues might this case raise for you? Describe how you would minimize any negative effects that your own loss experiences, values and beliefs might have upon both your therapeutic relationship with Louise and the counselling process. Referencing You must use the APA referencing system. You must provide at least 15+ references for the entire assignment. Follow the link at the top right of the page for information and examples. Marking criteria Please refer to the marking criteria for HSCS474 when preparing your assignment. Submission A late submission penalty will apply for all assignments received after the due date without prior approval from the unit co-ordinator (-2.5 marks/day). HSCS474 Counselling for Loss and Grief - Assignment 2 Marking Criteria This assignment relates to Learning Outcomes 3, 4 and 5. Upon completion of this unit, students will be able to: 3. apply knowledge of the grieving process to various counselling case studies as a practitioner; 4. identify and critically analyse the ethical issues involved in dealing with grief and loss and assessing when to make a referral; and 5. engage in self-reflexive practice in relation to personal loss experiences, spiritual beliefs and values. F P C D HD Mark Part A: (1250 words, 20 marks) Critically analyse the case study presented above from a loss and grief perspective (see assignment question for reflective prompt questions). Critical analysis of case study from a loss and grief perspective provided. Discussion of complications that might emerge provided. Poor critical analysis of case study from a loss and grief perspective. Inadequate discussion of complications that might emerge. Basic critical analysis of case study from a loss and grief perspective. Basic discussion complications that might emerge. Clear critical analysis of case study from a loss and grief perspective. Sound discussion complications that might emerge. Detailed critical analysis of case study from a loss and grief perspective. Strong discussion complications that might emerge. Comprehensive critical analysis of case study from a loss and grief perspective. Insightful discussion complications that might emerge. /20 Part B: (1250 words, 20 marks) Choose ONE of the approaches to grief counselling referred to in Module 5. How would this counselling approach assist Louise to explore her loss experience and enable a decision to be made in relation to contacting Barney? Provide your rationale for choosing this particular approach, including a critical appraisal of the approach’s strengths and weaknesses with regard to Louise’s case. Description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making, provided. Rationale for choosing this approach, including critical appraisal of its strengths and weaknesses, provided. Poor description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making. Poor rationale for choosing this approach, including poor critical appraisal of its strengths and weaknesses. Basic description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making. Basic rationale for choosing this approach, including basic critical appraisal of its strengths and weaknesses. Clear description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making. Clear rationale for choosing this approach, including clear critical appraisal of its strengths and weaknesses. Detailed description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making. Detailed rationale for choosing this approach, including detailed critical appraisal of its strengths and weaknesses. Comprehensive description of how this counselling approach would assist Louise in the exploration of her losses and her decision-making. Comprehensive rationale for choosing this approach, including comprehensive critical appraisal of its strengths and weaknesses. /20 Part C: (500 words, 10 marks) Critically reflect upon how your own personal loss experiences, values and spiritual beliefs might influence your work with this client. In light of this, what ethical issues might this case raise for you? Describe how you would minimise any negative effects that your own loss experiences, values and beliefs might have upon both your therapeutic relationship with Louise and the counselling process. Ethical issues identified. Strategies to minimize any negative effects described. Poor identification of ethical issues. Poor description of strategies. Basic identification of ethical issues. Basic description of strategies. Clear identification of ethical issues. Sound description of strategies. Detailed identification of ethical issues. Detailed description of strategies. Comprehensive identification of ethical issues. Comprehensive description of strategies. /10 Late submission penalty (-2.5 marks/day) TOTAL /50 Module 5: Grief counselling 1. Grief Counselling Learning objectives At the end of this module you should: · recognise how different theories and methods in counselling can contribute to the process of working with mourning · understand different approaches to intervention in situations of loss, grief and mourning · be able to apply both models of grief and counselling theory to therapeutic contexts. When we look at people's experience of loss, grief and mourning, it is possible to think that the work of grief counselling is somehow specialised, with a set of theories of counselling especially appropriate to these circumstances. This is not necessarily the case. As we have seen, how we conceptualise the processes of mourning provides a foundation for whatever theories, strategies and interventions we might bring to bear on the experience. Whatever theoretical commitments we might have in counselling generally will still apply. The quality of the therapeutic relationship that is established will be crucial, just as it is in other types of counselling. We do need to be sensitive to the personal styles of the client and suspend any beliefs we might have about how a person should express their grief. Although emotions are often very powerful it does not follow that emotionally focused work is always indicated. Person-centred, Existential, Cognitive, Behavioural, Psychodynamic, Systems, Brief and Solution-focused, Experiential, and Narrative therapies may all find their place as helpful approaches at different times, with different clients, or in relation to particular issues. Sometimes, indeed often, a person will come into counselling with an initial issue or problem that seems to have little to do with loss and grief. This can be called the 'presenting issue'. It is only when this presenting issue is explored that we may become aware that it is connected and entwined with underlying issues of loss that have not been acknowledged or integrated into the person's sense of self and into the meanings and directions of their lives. The presenting issue masks or distorts the way loss sits in their account of what is not working well, shaping perceptions and interpretations in unhelpful ways. It is the task of the counsellor to work with the presenting issue until the attached, underlying themes and issues begin to emerge. This can only happen through patient listening, responding and strategic, well-timed open questioning. If the counsellor fails to do this and attends only to the presenting issue, the counselling process itself will fail to address the real themes and issues in the client's life. The preceding discussion implies that the nature and development of the therapeutic relationship really matters and provides the foundation for counselling. The therapeutic relationship is not just the application of certain listening and responding skills. It is deeper than this. It is