College of Health, Psychology and Social Care

ASSESSMENT BRIEF

for

Therapeutic Counselling Skills in Action

Module Code: 7PS562

Module leader – Georgia Mariakaki

2020-2021
Spring Semester

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 Coursework Assessment Criteria

Introduction
The aim of this module is to introduce students with the counselling skills in
general whilst primarily focusing on Cognitive Behavioural Therapy (CBT) and
how these can be specifically applied to clinical and health-related settings. It
focuses on the development of theory-based clinical formulation and
interventions using CBT. Students will be able to learn and apply counselling
skills such as attending behaviour and active listening, reflection, paraphrasing
and summarizing, as well as ways of developing closed and open-ended
questions. The module will cover the application of interpersonal skills,
negotiation and consultation skills. The module will also cover management and
presentation skills along with written communication skills applied at different
levels and for different target groups (e.g. patients, clinical population, other
professionals).

Before placement commencement, students will be assessed (see module

assessment, component 2) to ensure that they have reached the level of
competency required to be dealing with patients, as well as students’ ability to
reflect on these. Failure in passing this component will result in placement
postponement.

Learning Outcomes:
On successful completion of the module, students will be able to:

1. Demonstrate critical knowledge of counselling theories, approaches and

skills.
2. Demonstrate critical knowledge about how counselling is applied in health-
related settings, acknowledging potential ethical issues.
3. Demonstrate their ability to apply counselling skills in action.
4. Demonstrate knowledge and understanding of the legal, ethical &
professional issues associated with individuals experiencing psychological
disorders and their treatment

Assessment details:

Students will be initially assessed via a 15 minutes role-play, where they have to
simulate a counselling session. They also have to submit a 1500-word reflective
essay, covering issues around preparedness and limits of competency with
respect to patients. This assessment refers to the second component of the
module’s assessment but is submitted first.

Upon module completion, students have to submit a 2000-word exercise

involving the development of a clinical formulation and treatment plan, drawing

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on a range of sources including therapy manuals, evidence of effectiveness and
theoretical models of the health issue or disorder involved. The formulation will
be based on cases provided by your module leader. This assessment refers to
the first component of the module’s assessment but is submitted second.

Upon placement completion, students will have to submit their completed

placement log. Please refer to the Placement Supervision Handbook for details
and instructions.

Written assessments must be submitted by the deadline on the College’s and

University’s electronic platforms. Presentations will be recorded

Important dates relating to coursework

Some students find it easier to break down their study when working for their
assessments. Please find below a suggested break down of the information
covered per lecture.

What YOU MUST do… When YOU MUST do it…

Work on your counselling skills By week 1
Have a good understanding of CBT theories and the ethical By week 1
practice of CBT
Work on your presentation skills By week 2
Be able to formulate a case After week 2
Consider treatment plans per case study given After week 5
Be aware of the placement requirements After week 6
Be aware of the Supervision Handbook Requirements After week 6
Finalise your placement log Upon placement completion

Content of Coursework

Coursework 1: exercise – assessment criteria

Upon module completion, students have to submit a 2000-word exercise
involving the development of a clinical formulation and treatment plan, drawing
on a range of sources including therapy manuals, evidence of effectiveness and
theoretical models of the health issue or disorder involved. This word limit
excludes the title, reference list and appendices; it also carries a 10% leeway
below and above the limit. This assessment counts towards 50% of the module’s
grade. The grade of the assessment is based on the table presented at the end
of this document (i.e. the assessment rubric/matrix).

This assessment must include the following:

1. A presentation of the case study
2. The clinical formulation
3. The proposed treatment plan

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The following assessment criteria may serve as a useful guide for markers when
deciding on an appropriate grade, but also provide students with a helpful list of
points to consider:

Assessment criteria for the exercise:

1. Is the title informative?

2. Is the presentation of the case study detailed?
3. Has a clinical formulation been presented?
4. Has a treatment plan been presented? Is it feasible?
5. Does the assessment draw on a range of resources?

Please find below 3 case studies. For CW1 you must choose one of them, making
sure to follow the instructions above:

Case study number one

Nick is a 35-old-man who comes for the first time to therapy after getting fired from his
job 5 months ago. He is now unemployed. Nick is single and lives by himself. He used to
work as an accountant.
In the first session Nick mentions very low energy, a lack of interest in his usual
activities, poor sleep at night, a tendency to want to stay in bed all day long, difficulty
concentrating, getting angry quickly, social isolation. His self-esteem has suffered a
significant blow since he lost his job. He feels worthless and that he can’t do anything
right. He believes he will never be able to find a good job again. He also blames himself
for mistakes he has made at work in the past period, although he knows these mistakes
didn’t really have to do with him getting fired. Nick doesn’t find any meaning in his life
now. He doesn’t have any suicidal thoughts though.
Nick had been working in the company for 5 years when the company decided to let
some people go due to company problems in the past years. Getting fired came
unexpectedly and was a shock to him.
Nick has experienced similar symptoms before. That was when he was 28 years old and
had applied for a master’s programme to which he didn’t get admitted. His colleague and
friend, Mark, was admitted to the programme. That was very hard for him to accept and
he had felt useless, depressed and angry at himself for some time.
Nick has no brothers and sisters and was brought up by both his parents until the age of
8. At the age of 8, Nick’s parents got a divorce and his mother moved away. Nick was
then brought up by his father and used to see his mother every two weeks. He mentions
a distant relationship with his mother. Although his mother tried to be there for him, he
tried to keep her in distance as he felt abandoned and rejected by her. His relationship
with his father was “good”, although Nick’s father was quite demanding regarding his
grades and would get verbally abusive when Nick’s grades were not satisfying. Nick
wasn’t good at school when he was young. Later in high school he decided to do his best
to please his father and avoid conflicts with him. Then his grades improved rapidly.
Nick had a couple of good friends, but he was not very outgoing. He always felt “shy”
with women and he always said he didn’t have time to date women, his job was his
priority. He was an introvert and enjoyed reading at home (in the last years especially
books concerning his job to improve). Nick studied at University and got his first job
right afterwards. He was very proud about his studies and his career.
Nick wishes therapy can help him be productive again, concentrate better, find his old
self.

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Case study number two

Maria is 23 years old, has finished high school, has never been interested in studying.
She works in a big company and has a good position. She lives with her family. Her
father is a pensioner and her mother works at the same company as her. She has a
brother, 3 years older than her.
In the first session Maria mentions symptoms of breathlessness, palpitations, dizziness,
trembling and chest pain. Maria is also afraid of going out of the house alone; a family
member should accompany her and she can’t go to work. She is afraid she will get a
panic attack and that she is going to go crazy. These symptoms appeared for the first
time 5 days ago after having a conflict with her mother (and after a conflict of her father
with her mother), when the mother announced to the family that she decided to work in
another department of the company which is located out of town -which practically
meant that the mother had to spend 1-2 nights per week away from home. Maria blames
herself for the panic attacks: she’s not as strong as she should be, she has made her
family worry about her and she now feels she needs others and can’t cope alone.
One month ago, Maria had a car accident while returning from a party with friends. A
friend of hers was driving the car, there were no injuries. She was shocked and she was
concerned what her parents will think about her (they have always trusted her and have
thought of her as a mature and serious person). This was the first time she felt fear and
also felt embarrassed and thought that this incident “destroyed her image.”
Maria thinks of her childhood as happy, she thinks she has received the love she
needed. She can’t recall any negative, upsetting incidents. She was sociable and the
others loved her. She thinks she was a mature kid because she took up responsibility
quite early (e.g. she would come home from school alone). She has always admired her
mother. Her father has been distant and strict. The mother stayed with the kids at home
until they were 13, then she decided to go back to work. Maria recalls her mother say, “I
sacrificed myself to raise you”. She thinks this incident didn’t bother her, but she recalls
starting to want to leave the television on during the night since her mother went back
to work. When Maria turned 18, her parents announced that they had problems in their
relationship, they wouldn’t take a divorce, but they would sleep separately. Since then
they had many conflicts because the father was complaining that the mother was
spending too much time at work.
At the age of 18, Maria got pregnant and she had an abortion. She kept the incident a
secret from her family because she wanted to take the responsibility and stay strong. A
month after the abortion, Maria got pregnant for a second time and she had a second
abortion. This time she felt very angry at her boyfriend and broke up with him. She
decided she can’t trust men. Since then she has had many short-term relationships
which she doesn’t take seriously and she doesn’t want to commit. What is important to
her is men to feel attracted to her. She then loses interest in them. She is satisfied with
this behaviour of hers because that way she can feel strong.
Maria initially didn’t want to go to therapy because she wanted to manage her problem
on her own. But she realized it was difficult for her to do so, so she finally took the
decision. She wishes panic attacks and fear would go away and that she could be
“normal” and go to work again.

Case study number three

Eleni is a 38-old woman who comes for the first time to therapy. She lives with her
husband (49 years old) and with her two children, a daughter, 20 years old, and a son,
16 years old. Eleni doesn’t work (housewife).
Eleni recalls having feelings of shyness, embarrassment and a lack of self-confidence her
whole life. Since she was 18 she recalls having anxiety symptoms in social situations.
She finds situations such as going to the bank or going to her son’s school to get his
grades stressful. She is afraid something will happen she won’t be able to manage, and
other people will notice her anxiety. She doesn’t feel comfortable when taking the bus,
she thinks people look at her while she is validating her ticket. She gets stressed when

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she has guests at home, even if the guest is just her brother. She gets anxious and feels
uncomfortable especially in front of her husband’s family. Sometimes she avoids some
social situations, if she can, but she generally tries not to because she is afraid that the
problem will get worse if she avoids. In a group, she will not stay completely silent, but
she doesn’t feel comfortable and gets stressed.
Eleni was born and brought up in a village on a small island of Greece. She has an older
sister, a younger sister and a younger brother. Eleni was brought up in a very
conservative family. Her father was strict and distant and was getting verbally abusive
and violent (he was slapping the girls) when getting angry. Eleni’s parents used to fight
a lot and the father would hit the mother. Eleni was not allowed to play with boys and
friends at their house were not welcome.
Eleni’s parents forced her stop going to school when she was 12, so that she could help
her mother more at home. Eleni was very sad about that. Until the age of 16 Eleni
thought that the relationship to her mother was good. At the age of 16 Eleni wanted to
find a part-time job but her father forbids it. Eleni was disappointed that her mother
didn’t defend her towards her father. She never forgave her mother for that and that
changed their relationship. When Eleni was 17, she was forced by her parents to marry
her husband, who also comes from her island, and move with him to Athens.
Her husband wanted to marry a woman who would make a good housewife and
wouldn’t be interested in finding a job and going out, so that she couldn’t meet other
men. He is “stingy” and would complain a lot about money. Eleni always used to say
“yes” and do what her husband said. This has changed a bit in the past years and Eleni
dares more to say “no” in some situations. This causes conflicts. Her husband also
slapped her once but that was a long time ago and hasn’t happened again since. Eleni
thinks her husband doesn’t understand her.
Eleni wishes therapy can help her be more relaxed in social situations. She decided to go
to therapy after reading by coincidence an article about social anxiety.

Coursework 2: role-play – assessment criteria

As part of the module’s assessment and pre-requisite for placement
commencement, students have to be assessed via a 15 minutes role-play, where
they have to simulate a counselling session. They also have to submit a 1500-
word reflective essay, covering issues around preparedness and limits of
competency with respect to patients. This word limit excludes the title, reference
list and appendices; it also carries a 10% leeway below and above the limit. The
grade of the overall assessment is based on both the grade of the role-play and
the grade of the reflective essay and counts towards 50% of the module’s grade.

Alternative assessment:
In case of any circumstance that prevents students from presenting in class, an
alternative assessment will apply. Students have to be assessed via a 15
minutes on-line role-play, where they have to simulate a counselling session.
They also have to submit a 1500-word reflective essay, covering issues around
preparedness and limits of competency with respect to patients. This word limit
excludes the title, reference list and appendices; it also carries a 10% leeway
below and above the limit. The grade of the overall assessment is based on both
the grade of the role-play and the grade of the reflective essay and counts
towards 50% of the module’s grade.

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The following assessment criteria may serve as a useful guide for markers when
deciding on an appropriate grade, but also provide students with a helpful list of
points to consider:

Assessment criteria for the role-play / reflection:

1. Does the role-play simulate properly a therapeutic session?

2. Does the student demonstrate appropriate counselling skills?
3. Does the reflection cover issues around preparedness?
4. Does the reflection cover issues around limits of competency?

Coursework 3: placement log – assessment

criteria
Upon placement completion, students will have to submit their completed
placement log. This will ensure that the indicated placement and supervision
hours have been met (these are 100 placement and 20 supervision hours). This
assessment has no strict word limit. This assessment counts towards 0% of the
module’s grade, as it is a PASS/FAIL element. However, this element must be
passed to pass the module. Please refer to the Placement Supervision Handbook
for additional details.
The following assessment criteria may serve as a useful guide for markers when
deciding on an appropriate grade, but also provide students with a helpful list of
points to consider:

Assessment criteria for the placement log:

1. Is the placement log successfully completed?

2. Have all essential sections been included?

Relevant Text
As this module covers a range of topics there is no one set text. The more
widely you read, the more you will learn. Individual sections of the course will
provide specific references so please see the full reading list for details of
recommended texts. Your core texts from other modules will also be useful in
this module along with the references relating to each individual lecture.
However, please find below an indicate book list:

Beck, J.S. (1995). Cognitive Therapy Basics and Beyond ,1st Edition, NY:
The Guilford Press
Culley, S. & Bond, T. (2004). Integrative Counselling Skills in Action. 2nd
Ed. London: Sage.
Feltham, C. (2010) Critical Thinking in Counselling and Psychotherapy.
London: Sage.
Feltham, C. and Horton, I. (2012) The Sage Handbook of Counselling and
Psychotherapy: 3rd Ed. London: Sage.

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 Gregory, B. (2010). Cognitive-Behavioural Therapy Skills Workbook. USA:
PESI, LLC
Hayes, S.C. & Hofmann, S.G. (Eds) (2018). Process-Based CBT: The
Science and Core Clinical Competencies of Cognitive Behavioural Therapy. USA:
Context Press
Heaton,J.A. (1998).Building Basic Therapeutic Skills A Practical Guide for
Current Mental Health Practice,1st Edition, USA: Jossey-Bass
Josefowitz, N., Myran, D., Segal, Z.V. (2017). CBT Made Simple: A
Clinician’s Guide to Practicing Cognitive Behavioural Therapy. Canada: Raincoast
Books
Leahy, R.L. (2017). Cognitive Therapy Techniques: A Practitioner’s Guide.
(2nd Ed). NY: Guildford Press
McLeod, J. (2009). An Introduction to Counselling. 4th Ed. Maidenhead:
OUP
Meier, A. & Boivin, M. (2011). Counselling and Therapy Techniques: Theory
& Practice. UK: Sage.
Nelson-Jones, R. (2012). Basic Counselling Skills: A Helper's Manual. 3rd
Ed. UK: Sage.
Nelson-Jones, R. (2013). Introduction to Counselling Skills. 4th Ed. UK:
Sage.
Nelson-Jones, R. (2013). Practical Counselling and Helping Skills. 6th Ed.
UK: Sage.
Rimm,D.C. &Masters, J.C.(1974), Behaviour Therapy: Techniques And
Empirical Findings,2nd edition, NY: Academic Press
Seden, J. (2005). Counselling Skills in Social Work Practice. 2nd Ed. UK:
OUP.
Wright,J.H., Brown, G.K. , Thase, M.E. & Basco, M.R. (2017 ).Learning
Cognitive Behavior Therapy An Illustrated Guide(Core Competencies in
Psychotherapy),2nd Edition, Arlington VA: American Psychiatric Association
Publishing

Additional journal articles will be given during the module.

Assessment regulations.
The standard University assessment regulations apply for this assessment.
Please note that in line with the University common assessment regulations
failure to submit coursework (i.e. non-submission) could lead to you failing the
module. Details of assessment regulations are available at:
www.derby.ac.uk/academic-regulations(sections F and E).Work Submitted late
will marked according to University regulation, please see
http://www.derby.ac.uk/deadlines.

Assessment Rubric
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The marking of the exercise is based on the table below:

% Mark Grade Descriptors Category

These are typical characteristics of the quality of work
associated with each grade. The descriptors are illustrative
only and for guidance only. They are not comprehensive.
90-100% Meets all criteria in 80-89% range below, plus demonstrates exceptional ability and Distinction
insight, indicating the highest level of technical competence; work is virtually flawless
and has potential to influence the forefront of the subject and may be of
publishable/exhibitable quality. Relevant generic skills are demonstrated at the
highest possible standard.

Exceptional achievement distinguishable even amongst the best quality work and
deserving of the highest possible marks within the Distinction grade.
80-89% High to very high standard work with most of the following features: Distinction
authoritative subject knowledge; a high level of critical analysis and evaluation;
incisive original thinking; commendable originality; exceptionally well
researched, with a very high level of technical competence; high quality
presentation; impressive clarity of ideas; excellent coherence and logic. Work
is close to the forefront of the subject and may be close to publishable or
exhibitable quality. Relevant generic skills are demonstrated at a very high
level. Referencing is consistently used, complete and accurate. Only trivial or
very minor errors.

Very high-quality work worthy of a high Distinction grade mark.

70-79% Authoritative, current subject knowledge; a very good level of critical analysis Distinction
and evaluation – including dealing with ambiguity in the data; significant
originality; well researched with a high level of technical competence – work is
accurate and extensively supported by appropriate evidence; a very good
standard of presentation; commendable clarity of ideas; thoughtful and
effective presentation; very good sense of coherence and logic; relevant
generic skills are demonstrated at a high level; referencing is very good –
consistently used, complete and accurate; a small number of
misunderstandings/minor errors only.

High quality work deserving of a Distinction grade.

60-69% Work is well-developed and coherent; demonstrates sound, current subject Merit
knowledge; a good level of critical analysis and evaluation; some evidence of
original thinking or originality; quite well researched; no significant errors in
the application of concepts or appropriate techniques; a good standard of
presentation; ideas generally clear and coherent; relevant generic skills are
demonstrated at a good level; referencing is good; minor errors and
misunderstandings only, possibly with some deficiencies in presentation.

Well above pass standard and worthy of a Merit grade.

50-59% Has achieved intended learning outcomes as evidenced by the following Pass
features. Satisfactory subject knowledge; a fair level of critical analysis and
evaluation; the work is generally sound but tends towards the factual or
derivative, and there may be minimal evidence of original thinking or originality;
adequately researched; a sound standard of presentation; ideas fairly clear
and coherent; some errors and misunderstandings, possibly shown by
conceptual gaps or limited use of appropriate techniques; relevant generic
skills are generally at a satisfactory level; referencing is generally accurate;
some weakness in style or presentation.

Satisfactory overall –a clear pass

45-49% Has narrowly failed to achieve intended learning outcomes as evidenced by Marginal
the following features. Satisfactory subject knowledge to some extent; some Fail
sound aspects but some of the following weaknesses are evident: factual
errors; conceptual gaps; inadequate critical analysis and evaluation; little
evidence of originality; not well researched – limited use of appropriate
techniques; presentation does not meet the standard required; ideas unclear
and/or incoherent; some significant errors and misunderstandings; relevant
generic skills unsatisfactory to some extent; referencing may be inadequate.

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 Marginal fail
5-44% Has failed to achieve intended learning outcomes in several critical respects. Fail
Will have some or all of the following features to varying extent: inadequate
subject knowledge; factual errors; conceptual gaps; minimal/no awareness of
relevant issues and theory; limited/no use of appropriate techniques; standard
of presentation unacceptable; ideas confused and/or incoherent – work lacks
sound development; a poor critical analysis and evaluation; no evidence of
originality; inadequately researched; some serious misunderstandings and
errors; quality of relevant generic skills does not meet the requirements of the
task.

A clear fail well short of the pass standard

1-4% Nothing of value is contained in the submitted work. The work presents
information that is irrelevant and unconnected to the task; no evident
awareness of appropriate principles, theories, evidence or techniques
NS Non-submission
No work has been submitted
Z Academic offence notation
Applies to proven instances of academic offence

Moderation
In line with the University’s standard processes all summative assessments are
marked by a first marker and then a sample are internally moderated by another
academic whose role is to review the grading and feedback for quality assurance
and parity across other modules. Note, all Independent Research projects (L7)
are second marked. Samples are then externally moderated by an appointed
Examiner External to the University whose role is to review the grading and
feedback for consistency across other universities to assure quality standards
within the sector. These quality processes surrounding our marking means that
assessed work receives multiple checks at multiple levels providing you the
assurance that grading, and feedback is appropriate and of high quality.

Understanding and Managing Coursework

Assessment Checklist

This brief checklist is designed to help you avoid some of the common mistakes
which can lose you marks on your coursework. After you have completed each
coursework, check through your work and ‘tick off’ each point once you are sure
you have fully addressed that aspect.

YOU NEED TO THEN SUBMIT THE COMPLETED CHECK LIST WITH EACH
COURSEWORK.

Exercise checklist:

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Have you included all components of the assessment?
Have you kept to the total word count of 2000 (+ or – 10%)?
Have you written in an academic style, using third person?
Have you used appropriate psychological terms and language?
Have you included an introduction and conclusion?
Does your essay draw on relevant psychological theory and research?
Have you included evidence from both theory and research?
Have you included appropriate analysis and critical evaluation of the
theory and research you present?
Have you included relevant references?
Have you correctly cited these references?
Have you correctly presented these references alphabetically using the
APA style?
Have you proof read your work and checked your spellings and
punctuation?
Have you used the assessment rubric to ensure you have correctly
addressed the coursework grading criteria?

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