Assessment 3 notes

- Confidentiality
- Informed consent
- Questions to client
o Is there anything about your job/my job that you would like to talk about
o Is there anything about the therapeutic process that you would like to talk about
- Mention collaboration and partnership
- Mention that you (the therapist) don’t have the kind of power/wisdom to tell the client what to
do or how to solve their problems
- Talk about goals – what you want to accomplish here
- Microskills
o Paraphrasing
o Summarising
- Be aware or biases, judgements (self-awareness)
- Know the client’s culture – “what might I need to know about you to work effectively and to
help you”
- Start session with agenda building. Client and therapist to set the agenda
- At the end of the session, homework is almost always assigned (collaboratively)

Opening scene: Counsellor is sat at desk, Alice knocks on door and enters.

Rose: Hello, Alice. Welcome to our career counselling session. Please have a seat. How are you doing
today?

Alice: Thank you Rose. I’m feeling a mix emotions, to be honest. Ive been contemplating a career
change, and I’m torn between my love for teaching and the need for financial stability.

Rose: I would imagine that it can be challenging when you find ourself at a career crossroads. I’m here to
support you in exploring your options and finding a path that brings you fulfilment. Before we begin, I
want to assure you that everything we discuss will remain confidential unless there is a concern for your
safety or the safety of others. Is that okay with you?

Alice: Yes, I appreciate your emphasis on confidentiality. It gives me a sense of security.

Rose: Excellent. Now, let’s make sure we’re on the same page. Could you share with me what you hope
to achieve from our session today? That way, I can ensure we address your concerns effectively.

Alice: Lately, I’ve been feeling overwhelmed with my workload as a teacher, and the financial pressure is
mounting due to my student loans and recently buying a house. On top of that, a colleague keeps
bombarding me with demands. I’ve even considered leaving teaching to pursue a higher-paid job in the
mines, but I don’t want to give up something I’m truly passionate about.

Rose: Thank you for sharing that Alice. I sense that you’re facing multiple challenges and feeling torn
between your passion and financial stability. We’ll explore all these aspects in depth to help you make
an informed decision. But before we can continue, do you have any questions about the counselling
process or anything you’d like me to clarify?

Alice: That’s okay, I understand that everything will be kept confidential unless I express the intent to
harm myself and others.

Rose: Great, let’s focus on creating a safe and collaborative environment. I’ll use various microskills to
assist us, open-ended questions and reflections. Is that okay with you?

Alice: Absolutely. I appreciate your approach.

Rose: Alice, as we discuss your concerns, I can sense the internal conflict you’re experiencing. I can see
that you love teaching and find fulfilment in guiding your students. However, the financial pressures and
overwhelming workload are taking a toll on you. Would this be correct?

Alice: Yes, exactly. It’s challenging to balance my passion with the practicalities of life.

Rose: It’s essential to acknowledge the impact these challenges can have on your overall well-being.
Let’s explore your options

Therapist: Good morning, Sarah. Welcome to our therapy session. I'm glad you reached out for support.
How are you feeling today?

Sarah: Thank you, it's good to be here. I'm feeling quite overwhelmed and unsure about my future. The
workload as a teacher has been incredibly demanding, and on top of that, I have financial pressures with
my student loans and recently buying a house. It's been challenging to balance everything and support
my students' well-being while dealing with a colleague who constantly bombards me with demands. I've
even considered leaving teaching for a higher paying job in the mines, but I know deep down that I love
teaching and don't want to quit.

Therapist: I hear how much you're carrying, Sarah, and it's completely understandable that you're
feeling overwhelmed. I want to assure you that this therapy session is a safe space for us to explore your
concerns and find ways to alleviate the pressures you're facing. Before we begin, I'd like to discuss the
boundaries and confidentiality that we uphold in this therapeutic relationship. Is it okay if we go over
that briefly?

Sarah: Yes, please. I want to make sure I understand the confidentiality and boundaries of our sessions.

Therapist: Excellent. Everything we discuss in this session will be kept confidential unless there is a
concern for your safety or the safety of others. I'm also here to support you in understanding any limits
to confidentiality that may arise. It's essential that you feel comfortable and informed throughout our
time together. Please feel free to ask any questions you may have.

Sarah: Thank you, I appreciate the clarity on confidentiality and boundaries.

Therapist: Great. Now, let's work collaboratively to explore your concerns and their impact on your
career and well-being. I want to gain a deeper understanding of your experience as a teacher, the
challenges you face, and your preferred outcome. Additionally, we'll approach this exploration with
advanced consideration of the diversity and context of your teaching environment. Where would you
like to begin?

Sarah: I think it would be helpful to start by examining the reasons why I love teaching and why I'm
feeling compelled to consider leaving. It's important for me to understand the underlying factors
influencing my decision-making process.

Therapist: Absolutely, Sarah. Exploring both the positive aspects of teaching that you deeply value and
the factors that are pushing you to consider a different path is a significant step in our work together. By
understanding these dynamics, we can gain clarity on your true desires and potential alternative
solutions. Let's dive deeper into your experience as a teacher and examine the specific challenges you've
been facing.

[Scene transitions to the therapist and Sarah discussing her experiences as a teacher, the impact of
workload and colleague demands, and exploring her core values and aspirations.]

Therapist: Sarah, it's evident that teaching is a profession you're truly passionate about. Your dedication
to interacting with and guiding your students is admirable. It's understandable that the overwhelming
workload and demands from your colleague have left you feeling conflicted. In order to support you
effectively, let's reflect on a critical development in your career or personal life that has influenced your
current situation. This reflection will help us align our discussions with your specific experiences.

Sarah: Well, I remember during my first year of teaching, I struggled with time management and setting
boundaries. However, through self-reflection and professional development, I learned to implement
strategies that improved my work-life balance and overall well-being. It made a significant difference in
my ability to provide effective support to my students.

Therapist: That's a remarkable development, Sarah. By recognizing the impact of time management and
setting boundaries on your well-being, you've shown great resilience and personal growth. Now, let's
analyze how this critical development has shaped your practice and its potential impact on addressing
your current challenges.

[Scene transitions to the therapist and Sarah exploring concrete and achievable plans for Sarah's
learning, incorporating cognitive-behavioral techniques, and utilizing relevant empirical literature.]

Therapist: Sarah, based on our discussions and your previous experience, I can see that you have the
capability to overcome the challenges you're currently facing. Together, we can develop concrete and
achievable plans to help you manage your workload, establish healthy boundaries, and prioritize self-
care. We'll utilize cognitive-behavioral techniques that have proven effective in similar situations.
Additionally, I will provide you with relevant literature and resources to support your growth and
decision-making process.

Sarah: That sounds incredibly helpful, and I'm eager to work on these plans and strategies. I don't want
to lose my love for teaching, but I also want to find a healthier balance.

Therapist: I appreciate your commitment, Sarah. Our collaboration and the strategies we develop will
aim to create that balance while aligning with your passion for teaching. Remember, you have the
agency to shape your career and find fulfillment within it. I'm confident that together we can navigate
this journey. Is there anything else you'd like to discuss or any questions you have before we conclude
today's session?

Sarah: No, thank you. I feel more hopeful and reassured after this discussion. I'm looking forward to our
future sessions and the progress we can make together.
Therapist: Wonderful, Sarah. It's been a pleasure working with you today. We'll continue to build upon
this foundation in our future sessions. Take care, and I'll see you next time.

[The session ends with Sarah leaving the therapist's office, feeling more optimistic about her career and
personal well-being.]

please provide a script for a career counselling session where the client is in their second year of
teaching, loves teaching and interacting with the students and inspiring them but is getting bogged
down by all of the paperwork, parent contact, staff meetings and demands of colleagues. She is
contemplating quitting teaching to pursue something more mundane and easier but would prefer to
stick with teaching because that is her passion, but she is currently finding it difficult.