Assessment 2- Video Critique new

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School

Queensland University of Technology *

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B208

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Communications

Date

Apr 3, 2024

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docx

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Uploaded by AgentStorkPerson1092

Assessment 2: Video Critique

Essential Micro Skill 1: Open Questions At 12:00, as the counselor, I inquired, "I'm curious about where these ideas, that there might be a reason to feel shame, originated for you." This open-ended question prompted the client to contemplate and articulate more detailed responses, which broadened the discussion and allowed the client to steer its direction. The client's pause, remark of "that’s interesting," and shift in his seat suggested a mix of discomfort and thoughtful consideration in how he chose to proceed in the conversation. This not only shed light on the client's self-imposed pressures and his valuation of academic social connections but also opened up a deeper dialogue around the concept of shame. Essential Micro Skill 2: Paraphrasing and Reflecting Content At 3:29, paraphrasing was employed when I echoed the client’s sentiments, stating, "You seem to know what to do and can do it. Eventually, you get it done, despite something making it quite difficult—some kind of blockage." This skill enabled me to demonstrate understanding, which the client affirmed with nods and smiles, signaling that he felt heard and supported. This reflective paraphrasing fostered the client's insight into his capabilities while clarifying the challenge he faces, thus streamlining the conversation and preventing redundant topics. Advanced Micro Skill 1: Reframing At 29:24, I used reframing by commenting, "It's noteworthy because you've managed to set aside some expectations of yourself, with support of course, but also by your own actions. How did you manage that?" This reframe shifted the focus from the client’s struggle with academic productivity to his ability to overcome barriers in the workplace. The goal was to

prompt the client to view his situation from a more proactive and constructive lens, leading to a discussion about motivation and potential strategies for moving forward. Advanced Micro Skill 2: Externalizing Throughout the session, I applied externalization, especially at 5:20, by asking the client to give a name to his issue, and later at 8:21 and 25:07, to explore its origins and how he has dealt with it historically. By labeling the issue as a 'barrier,' the client began to separate himself from the problem, which helped shift the focus from the problem to the factors maintaining it. Counselor Positioning The approach I took was 'Decentered and Influential,' viewing the client as the expert in his own narrative and prioritizing his knowledge and experiences. Influential moments at 11:50 and 12:13 elicited rich descriptions of the client's life, facilitating his exploration of personal narratives and self-perceptions. At 33:48, I introduced Cognitive Behavioral Therapy concepts to address the client’s challenges with his 'academic block,' aiming to reshape unhelpful thought patterns about success. Alternate Skill 1: Exploring Options Introducing the skill of exploring options could have been beneficial at 3:18, when the client expressed feeling stuck. An open-ended question like "What do you see as your options?" encourages the client to take responsibility for their choices without direct suggestions from the counselor. This skill aligns with my value of collaboration and the belief that clients are central in their own lives, knowing best what will serve them.

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