You are required to make a video with a partner using Motivational Interviewing techniques andtherapeutic communication skills. You will need to reflect on the video and gain feedback from yourpartner...

ASSIGNMENT 3: Oral Exam You are required to make a video with a partner using Motivational Interviewing techniques and therapeutic communication skills. You will need to reflect on the video and gain feedback from your partner before attending an oral exam to show the video and discuss your reflection. Due date: Weighting: Length and/or format: Purpose: Learning outcomes assessed: How to submit: Return of assignment: Assessment criteria: Task: The Oral Assessment will be in the examination weeks. Students will be allocated through Central Examinations or the Lecture in Charge an appointed day and time to attend the Oral Assessment. Your video must be submitted via LEO as an ECHO360 capture into the LEO dropbox (your state/campus) prior to October 26% by 1600 hours (4pm) 40% 1. 5-minute video made with a partner from this unit 2. Verbal reflection about your video to the examiner, which includes partner feedback. 3. Oral Assessment in examination week to show an examiner the video (via zoom), to discuss the verbal reflection, partner feedback and to answer questions about MI and therapeutic communication. You will have 20 minutes with the examiner The aim of this assessment is to reflect on and evaluate your use of therapeutic communication skills and motivational interviewing techniques learnt over the course of the semester. This assessment task assesses LO4, LO5 Attend the online Oral assessment in examination week. A time and date will be allocated to you via Central Examinations or your Campus Lecturer in Charge. Examination marks will be available when results are released on 2nd December 2022 Students will receive a score out of 100% - see rubric Appendix B This assessment task involves students partnering with another student to make a video, develop a verbal reflective piece, incorporate your partner feedback and then to attend an individual Oral Assessment. Oral assessment to commence in the examination weeks. Dates and venues to be confirmed by each Case study 2: Your name is Sally, you are a 28-years old female and you work as a financial adviser for a large finance company. You have always struggled with your weight and you currently weigh 122 kilograms. You have a family history of type 2 diabetes and hypertension. Your GP has said you must lose weight and keep it off. You would prefer to have gastric band or gastric sleeve surgery. However, your GP is against this as you they believe you need to make lasting lifestyle changes through a combination of diet and exercise. You realise this is a more logical approach to take but do not believe you have the time or energy to do this. Case study 3: Your name is Mark and you are a 19-year old male university student. You have moved away from home to attend university and you are studying exercise science. In an effort to meet people and form new social networks you have joined several societies. Your favourite group is the ‘pubs along the pier’ night. You are generally reserved but find that after a few drinks you are more outgoing and confident. People have commented how easy going and friendly you are which increases your desire to be part of this group. Over the last two months however you have woken up the next morning with no recollection of how you got home on several occasions and on the last occasion you woke up in another person’s house. A friend from your hometown is visiting you and when you tell them this story which you laugh about, they urge you to stop drinking with this group of people. You agree to go and see a health professional but really don’t see what the issue is. Case study 4: Your name is Tessa and you are a 29-year-old female single parent of three children under the age of eight (8) years old. You work 4 days a week at a local supermarket. By the time you pick up your children from school and childcare you are too tired to cook, so your meals are invariably takeaway meals and you use the left overs the next day for lunches. Your eldest child has brought a note from their teacher asking to meet with you. At the meeting the teacher indicates that you need to be providing more nutritious meals for your child. You know the teacher has a valid point, but you feel like you are being made out to be a bad parent and you have no idea how to go about making this change to your children’s diets and making the teacher happier.