HCCSSD102_Assessment 3_ XXXXXXXXXXPage 1 of 6
ASSESSMENT 3 BRIEF
Subject Code and Title HCCSSD102 Person-Centred Practice
Assessment Microskills Demonstration
Individual/Group Individual
Length Demonstration of putting micro-skills into practice in a session
– 10 mins.
Critical reflection on their ability to put the identified micro-
skills into practice XXXXXXXXXXwords (+/- 10%)
Learning Outcomes The Subject Learning Outcomes demonstrated by successful
completion of the task below include:
c) Demonstrate the application of microskills to put learning
into practice
d) Reflect on one’s own
ability to communicate using micro skills.
Submission Due by 11.55pm AEST/AEDT Sunday end of Module 11 (Week 11)
Weighting 35%
Total Marks 100 marks
Context
Carl Rogers believed that everyone has the capacity to change and grow towards self-
actualisation over a lifetime. Scenarios such as the one below can help us develop
microskills in practice. Imagine how you might feel if your client presented with the
following issue. What personal values or beliefs might be guiding the thoughts that you are
having about the scenario presented below? How might you use person-centred concepts
such as congruence, challenging, or focusing to work with the client?
Assessment Task
View the following case study (refer to the video link in the Assessment 3 folder) and
critically analyse it using the transcript of the video below:
Frederick is sitting in the counsellor’s office. He is a handsome older man. He is an artist and
is dressed smartly but casually.
Counsellor: Why have you come for counselling today?
Frederick: I have just had a relationship
eakdown which has hit me quite hard.
HCCSSD102_Assessment 3_ XXXXXXXXXXPage 2 of 6
Counsellor: Tell me more about it.
Frederick: It was a
ief but intense fling with an ex. I met her again at a gallery and felt
the same as I had when I met her 10 years ago. It was wonderful until last
Thursday when she said that she was finding the relationship too stressful
ecause she knows in her heart it will go nowhere. She stated that I have had
many chances to have a relationship with her and although it has been
wonderful and she will always love me she could not go on seeing me. I know
this is fair enough, but I have been feeling very sad.
Counsellor: I would like to understand more about your relationships over the past few
years. Have you been ma
ied or in long term relationships?
Frederick: I never ma
ied and have never lived with anyone for more than a few
months. I have never been short of girlfriends. I fall in love with someone and I
am initially committed to the relationship but after a while, I start having
flings and gradually exit the relationship. I do have a partner at present but
she is unaware of the other woman.
Instructions
1. View and analyse the transcript of the case study.
2. Describe how you might feel if Frederick was your client. What personal values or
eliefs might be guiding the thoughts that you are having about Frederick’s
problems? Explain how you would use the microskills of congruence, challenging and
focussing in this case study.
3. Demonstrate the use of person-centred concepts such as congruence, challenging,
and focusing in working with Frederick. Write down what you would say to Frederick
to assist you to display the use of these concepts in practice. Ask a friend to play the
part of Frederick and video the interaction. The videoed interaction should not be
more than 10 minutes.
Referencing
Cite four academic sources relevant to the concept you describe. It is essential that you use
appropriate APA style for citing and referencing research. Please see more information on
eferencing here http:
li
ary.laureate.net.au
esearch_skills
eferencing
Submission Instructions
Submit the critical reflection via the Assessment 3 link in the main navigation menu of
HCCSSD102 Person-Centred Practice Please note during the submission process: to include
oth the video and the reflection in your submission, once your first item has been
http:
li
ary.laureate.net.au
esearch_skills
eferencing
HCCSSD102_Assessment 3_ XXXXXXXXXXPage 3 of 6
uploaded, click ‘Browse Your Computer’ to attach your extra documents as an appendix.
Then click Final Submit button.
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal.
Feedback can be viewed in My Grades.
Your recording must be in a video format (.mp4 or .MOV) for uploading into Blackboard. You
can refer to this guide on how to film and submit your video:
https:
to
ens.blackboard.com
cswebdav/pid XXXXXXXXXXdt-content-rid-48646042_1/xid-
48646042_1
Academic Integrity
All students are responsible for ensuring that all work submitted is their own and is
appropriately referenced and academically written according to the Academic Writing
Guide. Students also need to have read and be aware of To
ens University Australia
Academic Integrity Policy and Procedure and subsequent penalties for academic
misconduct. These are viewable online.
Students also must keep a copy of all submitted material and any assessment drafts.
Special Consideration
To apply for special consideration for a modification to an assessment or exam due to
unexpected or extenuating circumstances, please consult the Assessment Policy for Higher
Education Coursework and ELICOS and, if applicable to your circumstance, submit a
completed Application for Assessment Special Consideration Form to your Learning
Facilitator.
https:
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ens.blackboard.com
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https:
to
ens.blackboard.com
cswebdav/pid XXXXXXXXXXdt-content-rid-48646042_1/xid-48646042_1
https:
li
ary.to
ens.edu.au/ld.php?content_id= XXXXXXXXXX
https:
li
ary.to
ens.edu.au/ld.php?content_id= XXXXXXXXXX
http:
www.to
ens.edu.au/policies-and-forms
https:
laureate-au.blackboard.com
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HCCSSD102_Assessment 3_ XXXXXXXXXXPage 4 of 6
Assessment Ru
ic
Assessment
Attributes
Fail
(Yet to achieve
minimum standard)
0-49%
Pass
(Functional)
50-64%
Credit
(Proficient)
65-74%
Distinction
(Advanced)
75-84%
High Distinction
(Exceptional)
85-100%
Knowledge and
understanding of three
Rogerian concepts:
congruence,
challenging, and
focusing.
Percentage for this
criterion = 35%
Demonstrates a partially
developed understanding
of congruence,
challenging, and focusing
y:
● Examining fewer than
three concepts.
● Inco
ectly identifying
concepts.
Demonstrates a functional
knowledge of congruence,
challenging, and focusing by:
● Co
ectly identifying
three concepts.
● Providing a basic
description of each.
Demonstrates proficient
knowledge of congruence,
challenging, and focusing
y:
● Co
ectly identifying
three concepts and
explaining why they
were chosen.
● Providing a clear
summary of each
concept.
Demonstrates advanced
knowledge of congruence,
challenging, and focusing
y:
● Critically discussing
three concepts.
● Detailing the use of
each concept in
person-centred
practice.
Demonstrates exceptional
knowledge of congruence,
challenging, and focusing
y:
● Critically discussing
three concepts
● Analysing the process
of person-centred
practice and the place
of the chosen concepts
in this process.
The application of
congruence, challenging
and focusing to the case
study scenario.
Percentage for this
criterion = 35%
Application of fewer than
three concepts to the
scenario.
Limited/inconsistent
application of micro-skills.
Shows the ability to reflect on
personal values and apply the
eflections to the
development of congruence.
Demonstrates the use of
congruence, challenging, and
focusing mostly appropriately
to the scenario.
Well-developed reflection
on personal values with
analysis of the
development of
congruence in the
circumstances.
Application of congruence,
challenging, and focusing
Thoroughly developed and
creative reflection with
analysis of personal values
and justified
ecommendations for
developing congruence
linked to analysis.
Application of congruence,
challenging, and focusing to
the scenario very sensitively
Highly sophisticated and
creative analysis of
personal values based on
deep reflection and
integrated with existing
knowledge.
Expert application of
congruence, challenging,
and focusing to the
scenario developed
HCCSSD102_Assessment 3_ XXXXXXXXXXPage 5 of 6
Demonstrates a lack of
ability to apply micro-skills
to the given scenario.
used appropriately in the
scenario.
in several different
contexts.
through reflection and
improvement.
Effective
Communication
(Written).
Percentage for this
criterion = 15%
Presents information.
Specialised language and
terminology are rarely or
inaccurately employed.
Meaning is repeatedly
obscured by e
ors in the
communication of ideas,
including e
ors in
structure, sequence,
spelling, grammar,
punctuation and/or the
acknowledgment of
sources.
Communicates in a readable
manner that largely adheres
to the given format.
Generally employs
specialised language and
terminology with accuracy.
Meaning is sometimes
difficult to follow.
Information, arguments, and
evidence are structured and
sequenced in a way that is
not always clear and logical.
Some e
ors are evident in
spelling, grammar and/or
punctuation.
Communicates in a
coherent and readable
manner that adheres to the
given format.
Accurately employs
specialised language and
terminology.
Meaning is easy to follow.
Information, arguments,
and evidence are structured
and sequenced in a way
that is clear and logical.
Occasional minor e
ors
present in spelling,
grammar and/or
punctuation.
Communicates coherently
and concisely in a manner
that adheres to the given
format.
Accurately employs a wide
ange of specialised
language and terminology.
Engages audience interest.
Information, arguments,
and evidence are structured
and sequenced in a way
that is, clear and
persuasive.
Spelling, grammar, and
punctuation are free from
e
ors.
Communicates eloquently.
Expresses meaning
coherently, concisely, and
creatively within the given
format.
Discerningly selects and
precisely employs a wide
ange of specialised
language and terminology.
Engages and sustains
audience’s interest.
Information, arguments,
and evidence are insightful,
persuasive and expertly
presented.
Spelling, grammar, and
punctuation are free from
e
ors.
HCCSSD102_Assessment 3_ XXXXXXXXXXPage 6 of 6
Ability to demonstrate
the microskills in
practice.
Percentage for this
criterion = 15%
The demonstration is
difficult for the audience
to understand; there was
no logical/clear structure,
and the flow of ideas is
poor.
The microskills are not
demonstrated.
The demonstration is
sometimes difficult to follow.
The interaction with the
client is not always clearly
elated to the case study.
A number of aspects require
further refinement (e.g., the
use of challenging and
focussing etc.).
The demonstration is easy
to follow.
Good engagement with the
client. Accurately and
appropriately employs
microskills. A few aspects
equire further refinement
(e.g., there may not be
enough listening or
eflecting.)
The demonstration shows
strong empathy with the
client.
Accurately and
appropriately employs
microskills but lets the
client do most of the
talking. And uses reflections
ather than questions.
The demonstration shows
strong empathy and
unconditional positive
egard.
The interaction shows
expertise in counselling.
Discerningly selects and
precisely employs a wide
ange of counselling
microskills while
encouraging the client to
feel heard through the use
of reflections and
summaries.
The following Subject Learning Outcomes are addressed in this assessment
SLO c) Demonstrate the application of microskills to put learning into practice
SLO d) Reflect on one’s own ability to communicate using micro skills
Context
Assessment Task
Instructions
Referencing
Submission Instructions
Academic Integrity
Special Consideration
Untitled document
Counsellor: “Hi Frederick, it’s good to see you today. How are you feeling?”
Frederick: “Hi, thanks for having me. I’ve been better, honestly. I’ve been feeling really down
lately.”
Counsellor: “I’m so
y to hear that. What’s been going on that’s making you feel this way?”
Frederick: “I’ve just had a relationship end, and it’s hit me pretty hard. It was with an ex,
someone I reconnected with after a long time. Things started off great, but she ended it
ecently.”
Counsellor: “That sounds really difficult. Can you tell me a bit more about what happened in
the relationship?”
Frederick: “We met again at a gallery after years of not seeing each other. It felt like we just
picked up where we left off, like nothing had changed. But last Thursday, she told me she
couldn’t keep going because she didn’t see a future for us. She said she still cared for me,
ut it was too stressful for her to continue.”
Counsellor: “It sounds like this relationship meant a lot to you, and the