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Plasencia Counseling Practical Assignment
Plasencia Counseling Practical Assignment
TRANSCRIPT / ASSESSMENT
Note that on rows in which the Client was speaking, the 1 st, 4th, and 5th columns will be blank.
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Client Yeah.
22 Counselor Ok so, you usually wake for CR,Q Keep; I like this response because
breakfast because it is your it helps to clarify everything that
favorite, but then there’s was said previously. The client
not a lot of time between has a clear understanding of the
your class so you don’t goal I am moving towards
make food in between. Is addressing through the reflection
that the problem? and this question allows her to
make corrections if need be.
Client Yeah.
23 Counselor So I think it would be kind EA,Q Change; although the first part
of a good idea for us to emphasizes partnership between
brainstorm what we can do the two of us, I did not ask for
in just those days that you permission of my opinion and I
have synchronous class and keep mentioning this statement
kind of tackle those days and then disregarding it in the
first. Usually about how second part of my statement. I
much time do you have do like the message the question
between class? is attempting to learn more
about.
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24 Counselor And if you wait until the SR, Q Keep; I like this response because
very end of all that, you’re it continuous the paragraph and
too hungry. Then you end indicates that I was listening and
up snacking right? understand what she was saying
during the consult. Then asks a
clarifying question to ensure my
statement was correct.
Client yeah, yeah
25 Counselor Ok I know that in this class, P Change; this completely
particularly, the professor disregards the client’s difficulty
said that if we were hungry with snacking and creates a
and had something that we ‘simple fix’ which can be
could eat during class. If demeaning.
you maybe meal prepped
in the morning for lunch The time between classes are
and then just heat it up often spent for personal
during class, would that enjoyment. What do you enjoy
seem appealing to you? about that?
Client Yeah, totally
26 Counselor Ok. Are the other classes Q Change; this question is
synchronous about this unorganized and could be more
time as well? Like noon or thoughtfully expressed.
when exactly are they?
What does your class schedule
look like on days that you have
synchronous class?
Client Yeah it’s from like 7:40am
to 10:00am and then this
one is until about 2:00pm
and that’s Tuesdays and
Thursdays. The Friday it’s
from 9am until noon.
27 Counselor What are some things that Q Keep; although I ask a lot of
you usually have for lunch questions in my dialogue, I like
when you have time for it? this question because it is open-
ended and allows me to gain a
details regarding her current diet.
Client Um, some things I have
been making is like tuna
with hummus. We’re doing
like a salad with like
edamame and beans and
stuff like that. Sometimes
we’ll have like leftover
chicken that I’ll throw into
like some sort of grain.
Typically, what I do actually
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Summary Calculations – Based on YOUR OWN count, using the Transcript - Please show your work
1) Complete all components of the Global Scores Table:
GLOBAL SCORE COMMENTS: EVIDENCE (SPECIFIC DIALOGUE FROM TRANSCRIPT)
TECHNICAL COMPONENTS
CULTIVATING CHANGE TALK 4 What are some things that you already have that you think will
help you achieve these goals?
This helps her focus on her assets and increase momentum of
change talk. To keep her focusing on what she embodies that will
push her towards her goals.
SOFTENING SUSTAIN TALK 3 “Maybe you guys could kind of meal prep for lunch together and
make it a social thing.”
She was beginning to introduce sustain talk and I attempted to
create a positive spin and offer an effective idea for change.
RELATIONAL COMPONENTS
PARTNERSHIP 4 Do you have any ideas besides the tuna with hummus and salad
already mentioned so you could start kind of brainstorming for the
grocery shopping this weekend.
This opens up the conversation to incorporate any more ideas that
she has for her own diet. Making sure she knows she has a huge
say in what she decides to eat.
EMPATHY 4 So, it sounds like it’s kind of a big change.
Acknowledging the client’s difficulties helped build trust and
hopefully insinuated that I understood her difficulty and her
situation.
TOTAL SCORE 15
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Relational: fair, I think I did a good job at building a relationship with my client based on their current
situation. I tried to ask for their opinion and base goals off current enjoyable factors. With practice, I
think it will get better.
Technical: between fair and good, I think I had a good ability to get information very specific to goals
and barriers/ positive influence factors related to change. I could have done better if I had tried to
reflect more to help summarize their own ideas and further cultivate change within my client.
%CR: Good! I used equal amount of simple and complex reflections. While I think I can increase the
overall number of reflections used, the ratio between complex and simple was good.
R:Q: Not good. I get trapped in using questions to keep the conversation going and forget to reflect
before asking. I use more than twice the amount of questions as reflections so this is something I
really need to work on.
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Querying What is the best part of the days you have balanced 11; this can be used to
Extremes OEQ meals? replace the volley that
was used.
Disarming What are some things you like about not making 2; this could be added
OEQ this change? in to help gauge where
the client is at.
Change Rulers So let’s see. Ona scale from 1-10 how do you feel? 34&35
OEQ Ok, why aren’t you like a five or six?
Affirmation So convenience is something that you value. 13
Simple So if it’s more intense, you will be eating more often 10
Reflection that day; probably bigger meals
Metaphor What are some things you enjoy about snacking 2; this could be added
Reflection more frequently throughout the day? in to help gauge where
the client is at.
Reframing You are spending your free time outside and talking 11; This can be added
Reflection with people because in this time, this is what is into the reflection that
important to you in this time of stress. is already used in this
volley.
Continuing the And if you wait until the very end of all that you’re 24
Paragraph too hungry. Then you end up snacking right?
Reflection
Amplified You have absolutely no time between classes to 24; this could be added
Reflection make lunch! into the beginning of
the volley.
Undershooting A couple people living in the house then. 5; this could be added
Reflection in but I would not.
Double-Sided On one side you enjoy having your free time to 11; this can be added
Reflection spend outside, but on the other hand you see the into the volley to help
important and feel the difference when you make a her weigh out both
balanced meal at lunch. sides.
Seek Do you have any ideas besides the tuna with 42
Collaboration hummus and salad already mentioned so you could
start kind of brainstorming for the grocery shopping
this weekend.
Emphasize think it would be kind of a good idea for us to 23
Autonomy brainstorm what we can do in just those days that
you have synchronous class and kind of tackle those
days first.
Steps of GAB: So maybe two days a week during the week. On the 41
G (goals) days you have synchronous class, you can wake up
early and kind of plan accordingly with your fitness
classes and your roommate to meal prep a few
things for that lunch time hunger rush.
Steps of GAB: Ona scale from 1-10 how do you feel? 34
A (assess)
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Steps of GAB: Do you see anything getting in the way of you 42; this could help
B (barriers) attempting this goal? client visualize how
change will go for her.
Preparatory So I kind of find that I’m eating weird combinations
Change Talk of things or not eating when I should be or
(Client something like that. So I kind of wanted to work on
Statement) that.
Mobilizing I feel like I could definitely just sit with one or two of
Change Talk them after dinner tonight and get a couple ideas
(Client and then just go from there. I mean, I’m sure I could
Statement) add to it. I could get like lunch meat and look up
various green salads and other things.
1) By the end of this session, what is your client’s level of readiness (stage of change) to make behavior
changes according to the Transtheoretical Model / Stages of Change? Did this change at all during your
session? Justify your answer.
Client expressed that they were ready for change, but their body language was still unsure and lacked
enthusiasm causing me to believe they were in the preparation phase. They intended to make the
change and saw all the factors working in their favor, they just had not made the change yet. I think they
were in the preparation phase because the change seemed to be all mental and not necessarily actual
intent of action just yet. However, there was no denying that this change would not be beneficial in any
way at all.
2) Consider the Health Belief Model. Identify and explain how any three of the following are specifically
impacting your client or are applicable to your client at this time:
Cues to action Perceived threat Perceived barriers
My client felt that because she had meal prepped before, that she could do it again. This is her perceived self-
efficacy of a familiar topic/action. Also because the foods she chose were easy to prepare she felt like it would be
an easy adjustment to add them into her lunch routine.
My client felt as though having multiple classes in the school day was a perceived barrier keeping her from making
lunch. When she explained her schedule, it was mentioned that she had a 2 hour break between classes to
potentially make lunch. The intimidation of having so many hours of class was creating a barrier in her success
apart from the actual reality of her having time.
My client felt as though having balanced meals made her feel more productive and better overall mood-wise. By
switching to having balanced meals on the days that are more hectic, she felt that it could bring balance to her day
and perceived the benefits of a good lunch amplifying onto her daily life.
3) Choose ONE SMART+ goal that you devised with your client OR (if this wasn’t achieved in your
session), create one (anything that you believe would be appropriate and relevant for your client at this
session and that meets ALL the SMART+ criteria). Be sure to address the definition / terms associated
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with SMART+ goals as they’re used in this class. Write out this goal below in your client’s words as a
well-phrased, personally appropriate, SMART+ goal.
I would like to begin meal prepping twice a week on the days I have synchronous class, using tuna and
salad to incorporate easy meals for me, to help me feel more productive and satisfied that we can re-
evaluate next week.
4) In the table below, use the first column to list what each letter / symbol in the acronym SMART+
stands for as it is used in this class, and use the second column to explain how the goal you
indicated above meets the relevant criteria for your client.
S= specific The goal we created really specified the parameters by using specific meal
goals (lunch time and specific food types) which may help her be successful
by removing the creative aspect of pre planning other than what we
discussed.
M= measurable The goal we created was meant to be twice a week, on Tuesdays and
Thursdays. This is easily measurable because if she does not meal plan on
those it will very easy to remember and acknowledge that difficulty.
A= achievable This goal is achievable as the client has meal prepped before and would not
be making complicated meals. Also this is two days of the week that she
would have to anticipate, but would not be overwhelmed by.
R= realistic This goal is realistic because the client mentioned her motivation is driven by
productivity. With the quarter quickly picking up, productivity is so
important and will help motivate her to complete this goal.
T= time-bound This goal will be two times a week and will be discussed ‘in a week for re-
evaluation’. We pretended as though we would be meeting weekly so,
hypothetically, we would have discussed the following week.
+= positive This goal was positive because this helps the client feel motivated and
productive with her day and fulfilled/satisfied with her weekly meal
snapshot.
Part 4 – Reflection
1) Please answer ANY TWO of the following question sets (delete the questions you don’t answer
in your final submission). I encourage you to consider the questions that provide you with the
most valuable insight regarding your own individual progress at this stage of growth as a
counselor. (Hint: Choose questions that prompt a more detailed response that also
demonstrates critical thinking about your performance as a counselor.)
a. What went well in your use of active listening skills? What aspects of these skills were
challenging for you? Be sure to address both verbal and nonverbal aspects of active
listening in your answer.
My active listening helped me to create more detailed questions to get more information
flowing out of my client. At the end of the session, my peers mentioned that my questions
helped to focus the session on track and sounded very natural. My active listening was paired
with hand gestures and facial expressions that I think come more naturally to me. This works to
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my advantage also, because it makes the flow of conversation seem more engaging and livelier
than if I were to be still. However, my comfort level with using questions also makes it
something I rely on heavily and to the point that it may actually hinder my performance
technically. My immediate response to a large commentary is to ask further, this can hinder the
session by allowing the client to respond, forget, and move onto the next question. This could
be fixed if I use more reflections to allow the client to hear back what they say aloud.
b. What went well in your attempts to Engage the client? What aspects of this process
were challenging for you? Did you and your client begin to build a rapport? Did you
introduce yourself appropriately? Did you give your client an idea of what s/he could
expect to happen in the session?
2) What went well in your use of the 4 microskills? What aspects of using these skills were
challenging for you? Did you use a variety of types of open-ended questions? Which did you
use? Did you use affirmations when appropriate? Did you use a variety of types of reflections?
Which did you use? Did you use summaries when appropriate? Did you employ the use of
summaries to make transitions between the different MI processes smooth?
Although I went in with all the intention of using all microskills, when the dialogue began the
structure dissolved into the flow of conversation. I used open-ended questions, affirmations,
reflections, and summaries where I saw fit but it was difficult for met to remember about them
naturally. Questions and reflections are what came most easily and I utilized the most. Some of my
questions were open-ended to help dig deeper and explore goals that the client had. The reflections
were about even between simple and complex. I wish I had not allowed my nerves to overwhelm my
mind so that I could think more critically. When the technique left my body, the instinct to ask
questions really took over the conversation. That being said, I felt as though analyzing each sentence
and hearing it over again was extremely helpful in conceptualizing where changes can be made
3) Briefly describe your 2 - 3 most significant take-away realizations after reflecting on your
performance in this project. What are your personal goals for development of counseling skills
going forward? (Keep in mind that, just as we caution our enthusiastic clients to set no more
than 3 behavior change goals at once, you are asked for now to identify no more than three
particular areas for growth that you want to make your immediate focus. Once you are
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successful in achieving those initial goals, you can push yourself further and tackle additional
changes.)
The most important take away is that once you say something you can not take it back and also once
you say something you immediately have something better to say. I hope to grow in making my word
choice come out in the manner that I mean for it to. I struggle with my mouth working way faster than
my more carefully chosen mental dialogue and, because of this, I sound more scattered when put under
pressure than in my mind or on paper. I also hope to grow in the area of active listening and reflecting.
This class has made me begin to think that in other areas of my life, the way that I attempt to relate to
people by finding common ground may come off as self-centered because of the increased ‘me too’. I
hope to be able to gain control of this trait and allow for my listening to take the wheel and then quietly
understand what others say before simply saying ‘me too’. This may help my counseling by allowing me
to be more patient with my responses and thoughtful with the way I allow people to be heard.
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