I am attaching the interview script done by me, you need to do the task accordingly, I need to submit it asap, please don't delay and don't use ai or internet to do this
HCCSSD102_Assessment 3_20240603 Page 1 of 6 ASSESSMENT 3 BRIEF Subject Code and Title HCCSSD102 Person-Centred Practice Assessment Microskills Demonstration Individual/Group Individual Length Demonstration of putting micro-skills into practice in a session – 10 mins. Critical reflection on their ability to put the identified micro- skills into practice - 1000 words (+/- 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: c) Demonstrate the application of microskills to put learning into practice d) Reflect on one’s own ability to communicate using micro skills. Submission Due by 11.55pm AEST/AEDT Sunday end of Module 11 (Week 11) Weighting 35% Total Marks 100 marks Context Carl Rogers believed that everyone has the capacity to change and grow towards self- actualisation over a lifetime. Scenarios such as the one below can help us develop microskills in practice. Imagine how you might feel if your client presented with the following issue. What personal values or beliefs might be guiding the thoughts that you are having about the scenario presented below? How might you use person-centred concepts such as congruence, challenging, or focusing to work with the client? Assessment Task View the following case study (refer to the video link in the Assessment 3 folder) and critically analyse it using the transcript of the video below: Frederick is sitting in the counsellor’s office. He is a handsome older man. He is an artist and is dressed smartly but casually. Counsellor: Why have you come for counselling today? Frederick: I have just had a relationship breakdown which has hit me quite hard. HCCSSD102_Assessment 3_20240603 Page 2 of 6 Counsellor: Tell me more about it. Frederick: It was a brief but intense fling with an ex. I met her again at a gallery and felt the same as I had when I met her 10 years ago. It was wonderful until last Thursday when she said that she was finding the relationship too stressful because she knows in her heart it will go nowhere. She stated that I have had many chances to have a relationship with her and although it has been wonderful and she will always love me she could not go on seeing me. I know this is fair enough, but I have been feeling very sad. Counsellor: I would like to understand more about your relationships over the past few years. Have you been married or in long term relationships? Frederick: I never married and have never lived with anyone for more than a few months. I have never been short of girlfriends. I fall in love with someone and I am initially committed to the relationship but after a while, I start having flings and gradually exit the relationship. I do have a partner at present but she is unaware of the other woman. Instructions 1. View and analyse the transcript of the case study. 2. Describe how you might feel if Frederick was your client. What personal values or beliefs might be guiding the thoughts that you are having about Frederick’s problems? Explain how you would use the microskills of congruence, challenging and focussing in this case study. 3. Demonstrate the use of person-centred concepts such as congruence, challenging, and focusing in working with Frederick. Write down what you would say to Frederick to assist you to display the use of these concepts in practice. Ask a friend to play the part of Frederick and video the interaction. The videoed interaction should not be more than 10 minutes. Referencing Cite four academic sources relevant to the concept you describe. It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Submit the critical reflection via the Assessment 3 link in the main navigation menu of HCCSSD102 Person-Centred Practice Please note during the submission process: to include both the video and the reflection in your submission, once your first item has been http://library.laureate.net.au/research_skills/referencing HCCSSD102_Assessment 3_20240603 Page 3 of 6 uploaded, click ‘Browse Your Computer’ to attach your extra documents as an appendix. Then click Final Submit button. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Your recording must be in a video format (.mp4 or .MOV) for uploading into Blackboard. You can refer to this guide on how to film and submit your video: https://torrens.blackboard.com/bbcswebdav/pid-9781317-dt-content-rid-48646042_1/xid- 48646042_1 Academic Integrity All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online. Students also must keep a copy of all submitted material and any assessment drafts. Special Consideration To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator. https://torrens.blackboard.com/bbcswebdav/pid-9781317-dt-content-rid-48646042_1/xid-48646042_1 https://torrens.blackboard.com/bbcswebdav/pid-9781317-dt-content-rid-48646042_1/xid-48646042_1 https://library.torrens.edu.au/ld.php?content_id=49177661 https://library.torrens.edu.au/ld.php?content_id=49177661 http://www.torrens.edu.au/policies-and-forms https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1 https://laureate-au.blackboard.com/bbcswebdav/xid-4650246_1 https://laureate-au.blackboard.com/bbcswebdav/xid-4652143_1 HCCSSD102_Assessment 3_20240603 Page 4 of 6 Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100% Knowledge and understanding of three Rogerian concepts: congruence, challenging, and focusing. Percentage for this criterion = 35% Demonstrates a partially developed understanding of congruence, challenging, and focusing by: ● Examining fewer than three concepts. ● Incorrectly identifying concepts. Demonstrates a functional knowledge of congruence, challenging, and focusing by: ● Correctly identifying three concepts. ● Providing a basic description of each. Demonstrates proficient knowledge of congruence, challenging, and focusing by: ● Correctly identifying three concepts and explaining why they were chosen. ● Providing a clear summary of each concept. Demonstrates advanced knowledge of congruence, challenging, and focusing by: ● Critically discussing three concepts. ● Detailing the use of each concept in person-centred practice. Demonstrates exceptional knowledge of congruence, challenging, and focusing by: ● Critically discussing three concepts ● Analysing the process of person-centred practice and the place of the chosen concepts in this process. The application of congruence, challenging and focusing to the case study scenario. Percentage for this criterion = 35% Application of fewer than three concepts to the scenario. Limited/inconsistent application of micro-skills. Shows the ability to reflect on personal values and apply the reflections to the development of congruence. Demonstrates the use of congruence, challenging, and focusing mostly appropriately to the scenario. Well-developed reflection on personal values with analysis of the development of congruence in the circumstances. Application of congruence, challenging, and focusing Thoroughly developed and creative reflection with analysis of personal values and justified recommendations for developing congruence linked to analysis. Application of congruence, challenging, and focusing to the scenario very sensitively Highly sophisticated and creative analysis of personal values based on deep reflection and integrated with existing knowledge. Expert application of congruence, challenging, and focusing to the scenario developed HCCSSD102_Assessment 3_20240603 Page 5 of 6 Demonstrates a lack of ability to apply micro-skills to the given scenario. used appropriately in the scenario. in several different contexts. through reflection and improvement. Effective Communication (Written). Percentage for this criterion = 15% Presents information. Specialised language and terminology are rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. Communicates in a readable manner that largely adheres to the given format. Generally employs specialised language and terminology with accuracy. Meaning is sometimes difficult to follow. Information, arguments, and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. Communicates in a coherent and readable manner that adheres to the given format. Accurately employs specialised language and terminology. Meaning is easy to follow. Information, arguments, and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. Engages audience interest. Information, arguments, and evidence are structured and sequenced in a way that is, clear and persuasive. Spelling, grammar, and punctuation are free from errors. Communicates eloquently. Expresses meaning coherently, concisely, and creatively within the given format. Discerningly selects and precisely employs a wide range of specialised language and terminology. Engages and sustains audience’s interest. Information, arguments, and evidence are insightful, persuasive and expertly presented. Spelling, grammar, and punctuation are free from errors. HCCSSD102_Assessment 3_20240603 Page 6 of 6 Ability to demonstrate the microskills in practice. Percentage for this criterion = 15% The demonstration is difficult for the audience to understand; there was no logical/clear structure, and the flow of ideas is poor. The microskills are not demonstrated. The demonstration is sometimes difficult to follow. The interaction with the client is not always clearly related to the case study. A number of aspects require further refinement (e.g., the use of challenging and focussing etc.). The demonstration is easy to follow. Good engagement with the client. Accurately and appropriately employs microskills. A few aspects require further refinement (e.g., there may not be enough listening or reflecting.) The demonstration shows strong empathy with the client. Accurately and appropriately employs microskills but lets the client do most of the talking. And uses reflections rather than questions. The demonstration shows strong empathy and unconditional positive regard. The interaction shows expertise in counselling. Discerningly selects and precisely employs a wide range of counselling microskills while encouraging the client to feel heard through the use of reflections and summaries. The following Subject Learning Outcomes are addressed in this assessment SLO c) Demonstrate the application of microskills to put learning into practice SLO d) Reflect on one’s own ability to communicate using micro skills Context Assessment Task Instructions Referencing Submission Instructions Academic Integrity Special Consideration Untitled document Counsellor: “Hi Frederick, it’s good to see you today. How are you feeling?” Frederick: “Hi, thanks for having me. I’ve been better, honestly. I’ve been feeling really down lately.” Counsellor: “I’m sorry to hear that. What’s been going on that’s making you feel this way?” Frederick: “I’ve just had a relationship end, and it’s hit me pretty hard. It was with an ex, someone I reconnected with after a long time. Things started off great, but she ended it recently.” Counsellor: “That sounds really difficult. Can you tell me a bit more about what happened in the relationship?” Frederick: “We met again at a gallery after years of not seeing each other. It felt like we just picked up where we left off, like nothing had changed. But last Thursday, she told me she couldn’t keep going because she didn’t see a future for us. She said she still cared for me, but it was too stressful for her to continue.” Counsellor: “It sounds like this relationship meant a lot to you, and the