Assignment Brief: Critical Report (3,000 words) -100% of unit mark

Unit title (and

Therapeutic Relationships and Processes (2CP3D242_2223_9)
code)
Programme MSc Pathway
Assignment title Critical Report
Unit leader Tracey Williams
Submission Format of submission
instructions The assignment should be submitted as a Word document or PDF

Where and how to submit

You should submit your work to the relevant Turnitin link on the Unit
Assessment area of the Moodle page.

Please refer to the Unit Assessment area of the Moodle page for the
submission deadline. The standard university submission time is 9:00pm on the
submission deadline.

You are strongly advised to upload your submission earlier than the 9:00pm
deadline to ensure the system uploads your work successfully.

For online submissions, you can submit your work as many times as you like
before the deadline (you have until 9:00pm on the deadline date) to check the
similarity score. Please allow time for the similarity score to generate.

Once 9:00pm passes on the deadline day, your work will finalise and you
cannot replace the submission. Therefore, please ensure the final version is
submitted.

After you have submitted your assignment, you will receive an email
confirmation receipt.
MMU Graduate The assignment is mapped against the following MMU Graduate Outcomes:
Outcomes
assessed 1. Apply skills of critical analysis to real world situations within a defined range
of contexts.
2. Demonstrate a high degree of professionalism (e.g., initiative, creativity,
motivation, professional practice, and self-management).
3. Express ideas effectively and communicate information appropriately and
accurately using a range of media including ICT.
5. Manage their professional development, reflecting on progress, and taking
appropriate action.
6. Find, evaluate, synthesise, and use information from a variety of sources.
7. Articulate an awareness of the social and community contexts within their
disciplinary field.

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Learning LO1: Compare and contrast different models of psychotherapy through
outcomes critical discussion of the processes of psychic change underpinning
assessed each model.
LO2: Analyse case study materials from a given psychotherapy approach.
LO3: Critically discuss the research evidence of how a good therapeutic
alliance is created and fostered in each model of therapy under review.
LO4: Show how the given psychotherapy model maybe adapted to individual
client need.
LO5: Engage in reflective practice in order to apply the general principles of
the codes of professional and ethical conduct and practice to each
discussion or case study.
Task details and The layout below is the recommended structure for your summative
instructions assignment. It includes specific topics that you are expected to address. These
topics have been covered in class.
However, your assignment requires additional sources. The MMU library has
plenty of online textbooks and journal papers that would support your choices
for all the interventions covered in this unit.

In brief, your introduction needs to refer to the therapeutic relationship; the

main body to the processes; the conclusion merges the therapeutic
relationships with the processes.

1. Introduction. Therapeutic alliance in context

a) Include theory and evidence-base links
b) Consider the effects of early attachment on therapeutic relationships. Cite
evidence to support your argument. Why should the therapist consider this
client’s early attachment?

2. Main body
a) Case formulation (e.g., what the person is experiencing, how this might be
understood in terms of their relationships or early experiences)
b) Intervention (give a rationale as to why this intervention has been chosen)
c) Therapist’s role in the intervention
i. Once you have chosen a specific model, you are expected to
describe the role of the therapist in that model.
ii. Refer to the therapeutic relationship and how the therapist will use
the relationship to achieve the therapeutic goals

3. Reflective account including reflections on

a) How the intervention can be tailored to meet client needs
b) Any considerations around the client’s individual experiences, cultural, and
social influences/background
c) Personal limitations that would hinder your therapeutic relationship given
the specific presenting problems of the client
d) General principles of the codes of professional and ethical conduct and
practice
e) Is personal therapy needed/relevant in establishing therapeutic
relationship?
f) Any self-care strategies with reference to therapeutic relationship

4. Conclusion
a) Having discussed the processes facilitating the therapeutic relationship (in
the introduction and the main body), critically summarise its impact on
clients with reference to the case presented

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Guidance on size The word count for the assignment is 3,000 words.
of submission
In-text references are included in the word count, reference lists and
appendices are not included in the word count.
Penalties for Penalties will be applied to work which is over length.
overlong
submissions Up to 10% over the word limit = mark reduced by 5%
11% - 30% over the word limit = mark reduced by 10%
>31% over the word limit = mark reduced by 20%

For example, a 2,000-word essay that would be graded at 65 is over the word
limit by 150 words. Therefore, a 5% reduction will be applied to the 65 grade as
follows: (65/100) x 5 = 3.25. 65 – 3.25 = 61.75, which would be rounded up to
the nearest whole number (i.e., 62). The new grade that reflects the word
count penalty would be 62.
Late submissions If you miss the deadline, you can submit your work within five working
days of the original date (before 9:00pm) and receive a maximum-
capped pass mark of 50%. All work submitted after five working days will
receive a mark of zero.  

If at any point you are concerned about your ability to complete an assessment
on time, please speak to a member of staff (e.g., the Unit team, your personal
tutor, a Programme Support Tutor).
Support Assignment support
arrangements Support for this unit will be provided in the following ways:
 Support from the teaching team in-session
 Dedicated drop-in assignment support session
 Moodle discussion forum
 Programme Support Tutors
 Study Skills

Assessment Mitigations Policy

The unit teaching team cannot authorise extensions to the submission
deadline. If you require an extension, you can apply for a self-certification
extension or an evidenced extension via the unit Moodle page. For more
information on how to apply for either extension, go to the MMU Assessments
and Results page and follow the guidance under the Extensions heading.

Personal Learning Plans (PLPs)

Students can also seek advice on learning support and issues related to
Personal Learning Plans (PLP) from the Department Disability Coordinator Dr
Verity Longley and Deputy Coordinator Dr Gillian McChesney.
 Email: PsychologyDisability@mmu.ac.uk

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Feedback policy Feedback policy
and plan The feedback and mark for your assignment will be provided within 20 working
days of submission. The University standard time for releasing marks and
feedback is 8:30am.

Feedback plan
Formative feedback
You will have opportunities to receive formative feedback in the unit to help
develop the skills needed for your final summative assignment.
This formative feedback will be provided:
 verbally from the unit teaching team during workshops,
 via the unit discussion forum on Moodle,
 through dedicated assignment support sessions.

Summative feedback
Your final assignment mark can be accessed by clicking on the Turnitin
submission link on Moodle. To access the written feedback, click on the pencil
icon.

The feedback will include annotations on the submission, and overall summary
feedback. The summary feedback can be accessed by clicking on the ‘Feedback
Summary’ button on the Turnitin window. The feedback will identify areas of
strength and areas for development.
Marking and Marking policy
Moderation This assignment will be marked in accordance with the marking criteria for
policy Therapeutic Relationships and Processes with the University Standard
Descriptors for Level 7.

The marking criteria focuses on six aspects:

 Critical Analysis
 Professionalism
 Argument
 Professional development
 Synthesis
 Social / Cultural awareness

A copy of the marking rubric is attached at the end of this Assignment Brief.

Moderation policy
A process of internal and external moderation will be undertaken to ensure
that marking criteria has been fairly, accurately and consistently applied.

Please note that marks received are provisional until they are agreed by the
Assessment Board.

In line with University regulations, students cannot appeal a mark on the

basis that they disagree with the mark awarded. If you are unhappy with
a mark, you should discuss this with the Unit Leader in order to reach a
better understanding of why the mark was awarded. However, please
note that no marks will be altered or changed after they have been
moderated and agreed. Please read the University’s policy on Academic
Appeals.

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Marking criteria 1 Critical
Analysis
Criteria
Apply skills of critical
analysis to real world
situations within a defined
range of contexts
Distinction Novel and complex problems
100% are evaluated thoroughly with
95% reference to theory and
practice, generating original
90%
solutions, expressed with
85%
clarity
Excellent work. Persuasive, sophisticated, original, reflective, ambitious, meticulous, critical, convincing, unexpected.
Distinction Novel and complex problems
80% are evaluated with reference
75% to theory and practice,
generating original solutions
72%
Very good work. Clear, confident, consistent, thoughtful, accurate, careful, congruent, coherent.
Assignment Marking Rubric
Marking criteria 2 Marking criteria 3
Professionalism Argument
Express ideas
Demonstrate a high
effectively and
degree of
communicate
professionalism* eg
information
initiative, creativity, development reflecting
appropriately and
motivation, on progress and taking
accurately and in line
professional practice appropriate action
with professional
and self management.
standards
Outstanding work. Creative, insightful, illuminating, inspiring, exciting, authoritative.
There is evidence of the The outcomes of their
ability to work work are presented
autonomously and creatively and
creatively with reference persuasively to multiple
to professional standards audiences using a wide
and values, reflecting range of appropriately
critically on their own selected strategies and
practice. media
There is evidence of the The outcomes of their
ability to work work are presented
autonomously and convincingly and fluently
imaginatively with to a defined audience
reference to professional using an interesting range
standards and values, of appropriately selected
reflecting critically on their strategies and media
own practice.
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Marking criteria 6
Marking criteria 4 Marking criteria 5
Social & Cultural
Reflexivity Synthesis
Awareness
Manage their Articulate an awareness
Find, evaluate,
professional of the social and
synthesise and use
community contexts
information from a
within their disciplinary
variety of sources
field
A creative and credible A complex and innovative The social and community
vision of themselves and project is designed, contexts of the discipline
their professional futures planned and carried out are critically evaluated in
is meticulously presented. meticulously to gather and developing action plans,
synthesise useful articulating conclusions
information from a wide and making
range of appropriate recommendations of
primary and secondary relevance to theoretical
sources to produce development and/or
original outcomes of practical application
publishable standards
A novel and feasible vision A complex project is The social and community
of themselves and their designed, planned and contexts of the discipline
professional futures is carried out thoroughly to are critically evaluated in
presented gather useful information developing action plans,
from a wide range of articulating conclusions
appropriate primary and and making
secondary sources and recommendations of
synthesise the results to relevance to theoretical
produce workable development and/or
outcomes practical application
 Marking criteria 6
Marking criteria 1 Critical Marking criteria 2 Marking criteria 3 Marking criteria 4 Marking criteria 5
Social & Cultural
Analysis Professionalism Argument Reflexivity Synthesis
Awareness
Express ideas
Demonstrate a high
effectively and
degree of Manage their Articulate an awareness
Criteria communicate Find, evaluate,
Apply skills of critical professionalism* eg professional of the social and
analysis to real world information synthesise and use
initiative, creativity, development reflecting community contexts
situations within a defined appropriately and information from a
motivation, on progress and taking within their disciplinary
range of contexts accurately and in line variety of sources
professional practice appropriate action field
with professional
and self management.
standards
Merit Novel and complex problems There is evidence of the The outcomes of their Demonstrate a fully A project is carefully The social and community
68% are solved confidently with ability to work work are presented worked vision of planned and carried out to contexts of the discipline
65% reference to theory and autonomously with confidently and coherently themselves and their gather useful information are analysed carefully in
practice reference to professional to a defined audience professional futures from appropriate primary drawing conclusions and
62%
standards and values, using a range of and secondary sources making recommendations
reflecting critically on their appropriately selected and synthesise the results
own practice. strategies and media
Satisfactory work. Satisfactory, sufficient, adequate, descriptive.
Pass Novel and complex problems There is evidence of the The outcomes of their Demonstrate a vision of A project is planned and The social and community
58% are solved with reference to ability to work with work are presented clearly themselves and their carried out to gather contexts of the discipline
55% theory and practice reference to professional and appropriately to a professional futures information from are considered critically in
standards and values, defined audience using a appropriate primary and drawing conclusions and
52%
reflecting critically on their range of strategies and secondary sources and making recommendations
own practice. media synthesise the results
Incomplete, inadequate, inconsistent, contradictory, superficial, irrelevant, limited.
Fail Attempts to solve novel and There is evidence of a Communication of the A limited vision of Partial attempt to plan There is partial or limited
48% complex problems are partial, limited attempt to work as outcomes of their work is themselves and their and/or carry out projects identification of the social
45% with limited reference to an autonomous unclear and confused and professional futures is which gather information and community contexts
theory and practice professional who reflects does not consistently use presented. from appropriate primary of the discipline in
42%
on their own practice appropriate strategies or and secondary sources drawing conclusions and
media making recommendations
Erroneous/wrong, incomplete, inadequate, insufficient, contradictory, superficial, irrelevant, limited, unstructured.
Fail Attempts to solve novel and There is limited evidence Communication of work is There is insufficient Limited attempt to plan There is limited or
38% complex problems are of any attempt to work as unclear and inappropriate development of a vision of and/or carry out projects incorrect identification of
35% inadequate, with little an autonomous to a defined audience and themselves and their which gather information the social and community
reference to theory and professional who reflects does not consistently use professional futures from appropriate primary contexts of the discipline
32%
practice on their own practice appropriate strategies or and secondary sources in drawing conclusions
28%
media and making
25% recommendations
22%
Absent/no work. Lacking, formless, detrimental.
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Marking criteria 1 Critical
Analysis
Criteria
Apply skills of critical
analysis to real world
situations within a defined
range of contexts
Clear Fail There is little or no evidence
18% of any attempt to solve novel
15% and complex problems with
little or no reference to theory
12%
and practice
8%
5%
2%
0%
Assignment Students need to show
specific evidence of critical
notes engagement with the
literature and that they are
able to apply theory to
practice by linking the
theoretical analysis with
the particular issues that
the individual from the
fictional case faces.
Marking criteria 6
Marking criteria 2 Marking criteria 3 Marking criteria 4 Marking criteria 5
Social & Cultural
Professionalism Argument Reflexivity Synthesis
Awareness
Express ideas
Demonstrate a high
effectively and
degree of Manage their Articulate an awareness
communicate Find, evaluate,
professionalism* eg professional of the social and
information synthesise and use
initiative, creativity, development reflecting community contexts
appropriately and information from a
motivation, on progress and taking within their disciplinary
accurately and in line variety of sources
professional practice appropriate action field
with professional
and self management.
standards
There is little or no Communication of work is No clear vision of Little or no attempt to There is little or no
evidence of working as an unclear and inappropriate themselves and their plan and/or carry out identification of the social
autonomous professional to a defined audience and professional futures is projects which gather and community contexts
who reflects on their own does not use appropriate presented information from of the discipline in
practice strategies or media appropriate primary and drawing conclusions and
secondary sources making recommendations
No submission.
Students need to show The use of language is Students are expected Students are expected Students are expected
evidence of a deep suitable for level 7 to demonstrate to use a clear structure to identify the social
understanding of academic work (MSc). reflexivity and evidence (i.e. recommended and community context
professional guidelines Students will need to of self-awareness (for layout) and synthesise of the individual from
and standards (e.g ensure that language is example, through different information the fictional case and to
NICE, BPS, BPS-DCP, inclusive and in line consideration of their from both clinical and , use that in their
APA, BABCP) through with professional own positionality, theoretical sources. attempt to understand
the choice of the most standards (i.e. BPS- strengths, limitations, the issues they face.
suitable intervention DCP). attachment styles, They also need to show
for the presenting therapeutic orientation, evidence of awareness
problems. development needs) of their positionality in
a reflective approach
and how this impacts
on their understanding
of the issues that the
individual from the
fictional case faces.
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