COU202 Counselling Theory and Practice Report Sample

COU202 Counselling Theory and Practice Report

Skills Demonstration of the first counselling session with a client (10 minutes) Skills demonstrations will be delivered in Weeks 4 - 6 during tutorial time, according to the schedule established by the tutor. Students will work in pairs to deliver the session; one student will play the counsellor and one will play the client.

Students are required to:

• Choose a case study (from the list provided on Moodle)

• Select a therapy from the following list:

o Narrative therapy

o Cognitive Behavioural therapy

o Acceptance and Commitment therapy

• Demonstrate the skills required for effectively counselling the client in an initial counselling session.

• Demonstrate the use of applicable techniques from the chosen theory that may assist with counselling the client.

Client Counselling Notes (600 words) and Reflection (400 words)

Complete Client Counselling Notes recording information regarding the client and the first counselling session.

Identify the theory used and explain the associated techniques you have used to work with the client (reference these from unit readings).

Reflect on the skills you used as a counsellor during the session; identify skills that you demonstrated well and discuss skills that can be improved (use academic sources to support your discussion). As a counsellor, identify and analyse how your worldview impacted the counselling session with the client.

Client Counselling Notes must be submitted within 48 hours of your counselling session.

Solution

Client Counselling Notes

Skills required for effective counselling

In the case of Rumi, during the counselling process maintaining engagement, understanding the working relationships, and maintaining confidentiality, is very important. In the initial counseling session of Rumi setting the supportive and empathetic environment for her is very important. Cognitive behavioral therapy for MBA assignment expert helps to set up a positive and supportive counselling environment to understand her challenges and provide solutions to the problem. In this process setting trust through active listening, confidentiality assurance and a non-judgmental attitude is of significant importance (Abdollahpour et al. 2022). Beginning with active listening to all the concerns without any interrupting and maintaining a non-judgmental scenario helps to feel accepted and safe to Rumi.

The family boundaries structure and any problem present in the family provide a significant cause for the dysfunctional character of an individual. Using open-ended questions to explore her behavior, thoughts and feelings helps to understand the points in her statement. This process can improve understanding and summarization of her valid emotions. Helping Rumi identify and articulate all the negative thoughts related to her eating habits, body image and self is a significant skill that is required in cognitive behavioral therapy (Andersson et al. 2020). Another effective skill that can be used in the counselling station is setting realistic goals to improve the overall situation of Rumi. Collaborating with Rumi to set achiever will and realistic goals through which eating patterns and overall behavior can be improved is a significant skill.

Encouraging Rumi to develop a healthy behavior coping mechanism to manage her and this phase also comes is a significant skill. A hobby or mindful exercise also comes under the Steel development of Rumi. Another skill that is required in the initial counselling phase of Rumi is family involvement. Since her parents are very supportive then involving them in the therapy process can be effective for future growth. Educating them on how they can improve Rumi's journey can improve their overall physical health.

The Use of Applicable Techniques

“Cognitive-behavioral therapy” is a highly effective approach for addressing grief and its associated emotional and behavioral issues. CBT helps all clients to understand the relationship between their thoughts, behaviors and works to change the negative thought patterns to improve emotional regulation and develop healthier coping strategies.

Techniques applied in the Rumi’s case

Psychoeducation

According to these techniques, Rumi understands her thoughts, behaviors and feelings and specifically how her disordered eating habits and the obsessive focus on her body weight and appearance are connected to her present physical and emotional symptoms (Herrera et al. 2023). Train Rumi about the psychological and physiological effects of eating disorders that include the connection between her low heart rate, restrictive eating, Dizziness and chronic fatigue.

Behavioral activation

Assessing these techniques, encourage Rumi to engage in the activities that provide a sense and pleasure of accomplishment, helping to improve her mood and reduce anxiety (Magill et al. 2021). This collaborative aspect set a list of activities Rumi enjoys but avoided due to her specific disordered eating (As an example, focus on hobbies, socializing with friends). Set small and achievable goals to engage these activities and increase their frequency.

Cognitive restructuring

According to these techniques, identify the issues of Rumi’s negative and the disordered thoughts that are related to body image, eating habits and self-worth (Powell et al. 2022). With the use of these techniques, Rumi identifies the automatic negative thoughts and replaces them with the more appropriate and rational thoughts such as “My value is not determined by my weight”. This aspect involved exercises such as keeping a thought diary to track the negative thoughts for these approaches.

Relaxation techniques

The main purpose of this technique is to help Rumi easily handle the physical symptoms of anxiety and stress such as her low heart rate and dizziness (Alhadidi et al. 2020). Taught Rumi regarding the relaxation techniques such as deep breathing, progressive muscle relaxation and mindfulness meditation are used when she feels anxious.

Exposure and Response Prevention (ERP):

The main purpose of these techniques is to decrease anxiety around food and eating by gradually exposing Rumi to sacred food and preventing her usual compensatory behaviors, such as restricting food intake, excessive exercise (Baourda et al. 2022). With the use of these techniques, create a hierarchy of feared foods and worked with Rumi to slowly introduce these foods into her diet to practice the coping strategies and handle anxiety without signifying disordered behaviors.

Reflection

In the counselling session, I successfully created a safe place for Rumi by showing empathy and actively listening to all her issues. My non-judgmental attitude feels Rumi understood and accepted throughout the counselling process. Clarifying the statement of Rumi and summarizing her feelings provide her with a mutual understanding and help to validate her experience during the counselling sessions. To boost her motivation I collaborated with Rumi to set small and realistic goals through which a recovery path can be improved. In the overall process, I think there are different skills that can be improved for the future. Exploring deep emotional layers, challenging cognitive distortion, developing coping mechanisms, and family involvement can be improved (Lorimer et al. 2021). I need to identify the pattern of negative thought that is present in the patient to understand their experience and emotions. Through this process more comprehensive understanding of the condition can be analyzed. I can enhance the overall approach of the counselling by using more evidence-based techniques. Providing some strategies to cope with an improved lifestyle can generate entreat in healthy lifestyle preferences.

During the initial session with Rumi, I effectively utilized skills such as active listening, empathy and establishing a non-judgmental atmosphere, which were vital in building trust and making her feel safe and understood. These associated skills allowed Rumi to openly discuss her concerns without fear of judgment and develop a supportive environment to her recovery. Moreover, I recognized the need to improve my ability to balance the directive and non-directive approaches, ensuring that Rumi feels more in control of her therapeutic journey Moreover, I have to focus on the basic need to improve essential work my ability to balance the directive form and non-directive approaches that is ensuring how Rumi feels more evaluated and in control of her therapeutic journey. While, that signifying the work acceptance, mature empathy and the belief in the potential value for change and it positively impact on the session by encouraging a strengths that is based on approach. My worldview, that signifying the diverse situational acceptance, empathy and the potential value for the core positive change and analyzing the entire session by developing a supportive environment for Rumi. This approach encourages the form of open dialogue and helps to build trust that is encouraged to address her disordered eating habits and others forms of associated issues.

References

Abdollahpour, S., Taghipour, A., Mousavi Vahed, S.H. and Latifnejad Roudsari, R., 2022. The efficacy of cognitive behavioural therapy on stress, anxiety and depression of infertile couples: a systematic review and meta-analysis. Journal of Obstetrics and Gynaecology, 42(2), pp.188-197.https://www.researchgate.net/profile/Sedigheh-
Abdollahpour/publication/350055004_The_efficacy_of_cognitive_behavioral_therapy_on_stress_anxiety_and_depression_of_infertile_couples_A_systematic_review_and_meta-analysis/links/62b749f0d49f803365b969e9/The-efficacy-of-cognitive-behavioral-therapy-on-stress-anxiety-and-depression-of-infertile-couples-A-systematic-review-and-meta-analysis.pdf

Alhadidi, M.M., Lim Abdullah, K., Yoong, T.L., Al Hadid, L. and Danaee, M., 2020. A systematic review of randomized controlled trials of psychoeducation interventions for patients diagnosed with schizophrenia. International Journal of Social Psychiatry, 66(6), pp.542-552. https://journals.sagepub.com/doi/abs/10.1177/0020764020919475

Andersson, G., Björklind, A., Bennett-Levy, J. and Bohman, B., 2020. Use, and perceived usefulness, of cognitive behavioural therapy techniques for self-care among therapists. The Cognitive Behaviour Therapist, 13, p.e42.https://www.cambridge.org/core/services/aop-cambridge-core/content/view/3FCC447B63BE9405885FE540C190162B/S1754470X20000483a.pdf/div-class-title-use-and-perceived-usefulness-of-cognitive-behavioural-therapy-techniques-for-self-care-among-therapists-div.pdf

Baourda, V.C., Brouzos, A., Mavridis, D., Vassilopoulos, S.P., Vatkali, E. and Boumpouli, C., 2022. Group psychoeducation for anxiety symptoms in youth: Systematic review and meta-analysis. The Journal for Specialists in Group Work, 47(1), pp.22-42. https://www.tandfonline.com/doi/abs/10.1080/01933922.2021.1950881

Herrera, S.N., Sarac, C., Phili, A., Gorman, J., Martin, L., Lyallpuri, R., Dobbs, M.F., DeLuca, J.S., Mueser, K.T., Wyka, K.E. and Yang, L.H., 2023. Psychoeducation for individuals at clinical high risk for psychosis: a scoping review. Schizophrenia research, 252, pp.148-158. https://www.sciencedirect.com/science/article/pii/S0920996423000087

Lorimer, B., Kellett, S., Nye, A. and Delgadillo, J., 2021. Predictors of relapse and recurrence following cognitive behavioural therapy for anxiety-related disorders: a systematic review. Cognitive Behaviour Therapy, 50(1), pp.1-18.https://eprints.whiterose.ac.uk/166254/3/Review_of_predictors_of_anxiety_relapse_after_CBT_Pre-Print_2020%20%281%29.pdf

Magill, M., Martino, S. and Wampold, B., 2021. The principles and practices of psychoeducation with alcohol or other drug use disorders: A review and brief guide. Journal of substance abuse treatment, 126, p.108442. https://www.sciencedirect.com/science/article/pii/S0740547221001689

Powell, L.A., Parker, J., Weighall, A. and Harpin, V., 2022. Psychoeducation intervention effectiveness to improve social skills in young people with ADHD: A meta-analysis. Journal of Attention Disorders, 26(3), pp.340-357. https://journals.sagepub.com/doi/abs/10.1177/1087054721997553