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ASSESSMENT 3 BRIEF Subject Code and Title
GAL613 Grief and Loss Assessment
Session Plan Individual/Group
Individual Length
800 words (+/- 10%) Learning Outcomes
The Subject Learning Outcomes demonstrated by successful completion of the task below include:
c) Identify the needs and appropriate support services for people experiencing grief and loss.
e) Develop a plan for a holistic approach to grief and loss counselling Submission
12-Week Duration: Due by 11:55pm AEST/AEDT, Wednesday of week 12 Weighting
25% Total Marks
100 marks (100 marks unless it is a quiz assessment)
Assessment Task
This assignment requires you to produce a two paragraph scenario and a corresponding session plan for a client experiencing a complex emotional response to the experience of complicated or disenfranchised grief and/or ongoing and ambiguous loss. (200 words +/-20%)
For the purposes of this assessment you are required to assume that you have seen the client over a number of weeks (at least 6) and that you are aware of triggers. Ensure you identify at least 5 possible strategies for working with the client. For example, you may decide that you wish to work with metaphor, or encourage connection with the subconscious via a particular technique, or use a narrative or story telling method or use a focusing technique to connect with something you have observed the client to be shying away from. This should be presented as a table.
Please refer to the Task Instructions for details on how to complete this task.
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Context
Working with clients with complex emotions requires the counsellor’s full and focused attention. Complicated and disenfranchised grief and ongoing and ambiguous loss are two areas that are likely to inspire complex emotions. These experiences do not happen in a vacuum and there is often a multifaceted history associated with these experiences of grief. For example, one member in a co- dependent relationship may replace the comfort and dissociation functions in that relationship with alcohol addiction. After the suicide of a partner with a gambling addiction a parent may displace her anger onto her children. In situations such as this it can be useful to the therapist to have a plan for working with the client in a session.
Instructions
To complete this assessment task you must:
Consider the following questions/elements:
•
Write a two paragraph scenario introducing a client who is experiencing complex or disenfranchised grief and /or ambiguous loss and who is not in touch with their feelings and emotions. (200 words +/-)
•
Produce a session plan for working with the client that includes 5 possible strategies for working with the client. For example, you may suggest a mindfulness based Hakomi strategy to encourage the client to re-experience an event in a safe space.
•
You will be assessed on your ability to
o
Use your creative abilities to write a scenario that describes an experience of a complex emotional response to the complicated or disenfranchised grief and/or ongoing and ambiguous loss.
o
Provide a session plan that includes 5 potential approaches to support a client to work though elements of their functioning that could realistically be associated with complex grief.
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Referencing
It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
However, References are not required for this assessment.
Submission Instructions
Submit this task via the Assessment 3 link in the main navigation menu in GAL613 Grief and Loss. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.
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 Torrens 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.
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Assessment Rubric
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%
Provision of 5 well thought out strategies that might be appropriate to working in an established therapeutic relationship with a client experiencing a complex emotional response loss.
Percentage for this criterion = 40 % 20%
Provides fewer than 5 strategies.
Provides 5 strategies. However, some inconsistent and not completely thought out.
Provides 5 well thought out strategies that might be appropriate to working in an established therapeutic relationship.
Provides 5 exceptionally thought out strategies that are be appropriate for a therapeutic relationship.
Provides 5 outstandingly thought out strategies that are working for an established therapeutic relationship. 20% Treatment plan non- existent or not comprehensible. Treatment plan doesn’t take client’s presentation into account. Presents a well-developed treatment plan which takes the client’s presentation into account. Presents a thoroughly developed treatment plan which fits the individual client presentation. Presents a highly sophisticated treatment plan applying knowledge to new situations/other cases.
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Self-reflection on the ability to select and apply coaching skills appropriate to a client’s situation
Percentage for this criterion = 30 % 10%
Partial ability to self- reflect on the selection and application of coaching skills appropriate to a client’s situation.
Basic ability to critically self- reflect on the selection and application of coaching skills appropriate to a client’s situation during the session.
Adequate ability to critically self-reflect on the selection and application of coaching skills appropriate to a
client’s situation during the
session.
Evolved ability to critically self-reflect on the selection and application of coaching skills appropriate to a
client’s situation during the
session.
Expert ability to critically self-reflect on the selection and application of coaching skills appropriate to a
client’s situation during the
session. 10% Conveys inadequate evidence of critical reflection on own beliefs, attitudes and values. Conveys limited evidence of critical reflection on own beliefs, attitudes and values. Conveys adequate evidence of critical reflection on own beliefs, attitudes and values. Conveys good evidence of critical reflection on own beliefs, attitudes and values. Conveys strong evidence of critical reflection on own beliefs, attitudes and values. 10%
Future implications are overlooked.
Minimal thought of future experience into future implications to improve professional practice.
Some thought of future experience into future implications to improve professional practice.
Synthesises current experience into future implications to improve professional practice.
Synthesises current experience into future implications with some evidence of planning to improve professional
practice.
Ability to write a creative and appropriately focused scenario describing an experience of a complex emotional response.
Percentage for this criterion = 20 %
Demonstrates a partially- developed understanding of complicated or disenfranchised grief and ambiguous loss.
Scenario description is simple, grief and loss not captured
Demonstrates a functional knowledge of complicated or disenfranchised grief and ambiguous loss.
Scenario description is brief and sketchy.
Demonstrates proficient knowledge of complicated or disenfranchised grief and ambiguous loss.
Scenario description is focused on emotional response to grief and loss.
Demonstrates advanced knowledge of complicated or disenfranchised grief and ambiguous loss.
Scenario description is sensitive, insightful and focused on emotional response to grief and loss.
Demonstrates exceptional ability to write a creative and appropriately focused scenario describing an experience of a complex emotional response to the complicated or disenfranchised grief and/or ongoing and
ambiguous loss.
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Effective communication (written)
Percentage for this criterion = 10% 5%
Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of
sources.
Meaning is sometimes difficult to follow.
Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical.
Meaning is easy to follow. Information, arguments and evidence are structured and sequenced clearly and logically.
Engages audience interest. Information, arguments and evidence are structured and sequenced clearly and persuasively.
Engages and sustains
audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented.
5% Presents information which is not always relevant. Communicates in a readable manner that largely adheres to the given format. Communicates in a coherent and readable manner that adheres to the given format. Communicates coherently and concisely in a manner that adheres to the given format. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format.
The following Subject Learning Outcomes are addressed in this assessment
SLO c
Identify the needs and appropriate support services for people experiencing grief and loss
SLO e
Develop a plan for a holistic approach to grief and loss counselling