My Role Play Video The First Thing That I Took Notice Too

(1987) described this form of instruction as a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students. I have also used the strategy as reference for determining the strengths and weaknesses of my lesson. After conducting in class lesson and reviewing my video lesson multiple times, I was able to identify my strengths

The first strength that I did correctly in the session was comfort and silence, I observed from the taping that I did this multiple times during the session and that assisted the client in thinking about what was being said during the session. In past sessions, I was not comfortable with silence and would continue talking with the client during the session. Comfort and silence offers a time for the client to think and

Trainees will demonstrate their ability to individually observe another group’s role play interview and verbally identify two good

My experience with the live demonstration left me with mixed feelings. After 10 weeks in the classroom I have gained a lot of information but most of all learnt several effective communication skills to use in different situations when interacting with people. However, sitting face to face with someone where I am playing the role of a professional counsellor; is a bit frightening. During the session I tried to pay attention to the person in front of me

Video assignment two was still awkward to do because we always second guess if we are doing what a true therapist would, however, it felt so much easier and comfortable because we understood how to handle a lot more (especially with all the information about motivational interviewing we learned). Jessica and I both noticed that we were able to frame set much more easily- in the first assignment we spent hours figuring out a template of what we would say and actually brainstormed a frame setting script we memorized. In general, the first assignment was so overthought until we realized that you don’t have to present it in such robotic, rigid ways and translated this to video assignment two. I greatly enjoyed using motivational interviewing techniques and as I “counseled” Jessica I found myself really understanding that it is a pretty effective technique.

The first video watched was Corporate Communication BUS 210, “Introduction to Corporate Communication” and right at the beginning I had to pause the video and make sure I had the paper structured correctly. Once the video began and the individual started speaking “The goal of this course is to teach you how to apply the concepts of effective communication in the business setting.” (Saylor Academy, n.d.) I had to watch that section repeatedly to ensure I had the information noted correctly, as the gentleman was a fast speaker. Using this method took me eight minutes to watch a two-minute video. It was the same with each video I watched. I did not feel as if the method became easier

I also learnt when working in a group you cannot rely on other people, and it is best if you all have a copy of the footage so if someone is away you can still carry on and work. In addition, i found that communication with in your group and with the client is essential, as we lacked a lot of this and it did affect us. I also learnt a lot of editing skills along the was such a adjusting the contrast and brightness which were new to me. I also learnt about synchronizing all the audio up, which was quite difficult at some points, as we did not always have the lips to synchronize it up to. The video turned out good in the end it was slightly different as planned but our clients were pleased with the outcome and were happy to work with us. We also worked well with our clients, which was defiantly our strong

For example, I found it difficult not using the word why to ask a question. I know that asking a why question will get you a yes or no answer which will in the end cause Amanda to become resistant, but it was still difficult. I believe I did a great job at affirming although I could have used more because Amanda is broken in this video dialogue and every time I turned a positive into a negative, gave her a compliment, or encouraged her she lit up. I am honestly confused on reflections because there are so many different types of reflections and I found it difficult to know when to use which reflection. I also felt that I reflected way too much. In my opinion, my video recording sounds like a broken record. I wonder if clients will get frustrated with their therapist continuously repeating what their saying like I felt that I was doing. I believe that

While there were skills that I believe I excelled at, I struggled with making use of silence. There were many moments throughout the demonstration when I should have stopped speaking and allowed the client to have time to reflect on their thoughts and feelings. At one point during the video, I asked the client a question and immediately after they answered I asked them another question (see Appendix C). In addition, I

During both sessions I was able to collect data, but was more effect during the second session. Included in this is asking open and closed questions. In comparison to the first video, I felt more comfortable asking open and closed questions. I started it by first find the issue that was causing effecting Ashely. I found out the basics in both video, but did so more efficiently in the second video. In the order to find out the issue you must ask who it involves. In the second video it was about the issues he has been her and her roommates. I then asked why it was bothering her, and was able to get an understanding that it was because of the cleanliness of the apartment. Then asked what have you tried to help fix this issue. The first video I was able to ask these questions but was not very successful to come to a clear understanding. Both video I noticed that I tend to talk with my hands, but Ashley and I made the connect when she started to mirror my body language. I also felt much more comfortable making meaning full eye contact, in the second video. I was able to have better eye contact because I felt so much more relaxed. We broke eye contact because it was not a staring contest, but looked when we were thinking. This is a sign of a proper session that eye contact is made when there is a mutual connection. During the client in both videos was correct because when I watched them again I did notice vocal changes when we were recalling events which also made us hesitate. The second video I was much more successful in paraphrasing what Ashley. In doing this it made me recall what Ashley said, and ask the phrase of did I get this right? I also accepted the value of silence better in the second video. The first video I didn’t like having the silence, because it made it feel awkward. While reviewing the second video I was able to realize that silence is important for both sides in order to

How do you see yourself as being effective during the session? What skills would you like to improve?

Another skill I used was the use of silence (5:43). The use of silence is beneficial because it gives the client time to process their thoughts and can allow them to take a brief break from the work they are doing (De Jong & Berg, 2013). This was definitely a calculated response when I noticed Julia needing to think. I remember actually thinking that I needed to be quiet and let her contemplate her response. It was not easy and felt a little uncomfortable to me, but Julia noticed and expressed her gratefulness for that time in her feedback to me, which tells me I employed this skill successfully. Looking back, I would not have changed this moment and, as one who likes to fill silence with words, I am proud of

As I was videoing this lesson I found myself so focused on the group that I was videoing, that some of the other groups were getting a little loud. One thing I need to work on is to not let videoing keep me from correcting other students when they need reminded to stay on task. This is something new that I felt like I struggled with this second video, because in kindergarten they do centers. When I was in my first experience it was just I teaching whole group to third graders, and they knew the expectations from their teacher and myself.

A huge focus is of these practice interviews are to learn the skills to develop a therapeutic relationship. This is an area I feel I am not at pare with as I may tend to rush the client. I did felt I didn’t have a good pace with the client. This is a pattern I struggle with this as I also tend to do this at my volunteer counsellor position. During the interviews, I feel stress that in a short time frame I need to find a lot of information about the client and need to communicate resources and information to them. As an OT, this may happen to me as I would worry about not getting the information needed to do my research and work between this and the client’s next appointment. I think to develop a better pace, I need to balance the search

In addition to this, I will be attaining feedback from my client after discussing each stage of the therapeutic process in detail to help me understand what worked well for the client and gain more insight into what I need to improve in order for my future sessions to be more successful. Before the beginning of the session, I made sure I place the chairs in an appropriate position to promote equality and decrease the power dynamic between myself and the