Overview
The final project for this course is a faculty demonstration video analysis. As a counselor, you must have a strong foundation in utilizing microskills and describing visual and verbal cues that point to the potential presence of trauma. It is also important to know when and in what professional settings or client situations to select specific microskills and interventions. One client situation that requires the use of specific microskills and counselor abilities is working with clients experiencing trauma. When working with clients experiencing trauma, a counselor must consider all resources, referrals, and aftercare plans to provide the needed assistance. Real-life scenarios and case assessments can be an excellent springboard into learning and demonstrating specific microskills and needed interventions for clients in trauma.
For this project, you will watch the faculty demonstration video and provide an analysis of your observations using transcription. By listening to and observing a client experiencing trauma, you will choose the most relevant intervention and prevention skills while assessing the appropriate resources, referrals, and level of aftercare. Though in reality, there can be several options to assist with providing the best client care, for this project you will select from your learning experience in this course. Specifically, you will incorporate microskill demonstrations, knowledge from the synchronous discussions, information from your personal development plan, and any other information you have learned this term to match the needs of the client with the appropriate microskills and interventions.
You will practice elements of the final project at various points throughout the course to scaffold learning and ensure quality final submissions.You will view the video component in Week Eight and submit the transcript in Week Nine. You will use the transcription template provided in the Brightspace prompt for this assignment.
In this assignment, you will demonstrate your mastery of the following course outcomes:
- Select a variety of appropriate community resources that will promote a client’s ability to seek and access care.
- Demonstrate appropriate foundational professional counselor characteristics and behaviors in a clinical setting.
- Discern traumatic events that require intervention and prevention strategies based on presenting symptoms.
- Demonstrate proficient use of primary counseling microskills and interviewing skills in professional counseling interactions.
Prompt
First, watch the faculty demonstration video in the prompt within Brightspace. Then, after reviewing the video, identify a point in the video that demonstrates one of the microskills or a visual or verbal cue. Using the template provided in the prompt, transcribe only the segment of the video that relates to the microskill or visual or verbal cue that you are highlighting.
For the microskills, analyze whether or not you felt that the microskill was effective and provide a rationale to support your response. Then, identify a different microskill that you could use as a counselor, and defend your rationale for using it. Lastly, provide an example of that microskill in the situation.
For the visual and verbal cues, transcribe the part of the video in which the client demonstrates the cue. In the student description section, describe the visual or verbal cue observed in the video. After completing the transcript table, explain the connection between these symptoms and a traumatic experience and recommend applicable resources or referrals.
You will follow this process for each of the required microskills and at least one visual and verbal cue. Note: You do not have to transcribe the entire video.
For example:
| Indicate Who Is Speaking | Transcribed Text of Session | Microskill, Verbal Cue, or Visual Cue | Timestamp | Student Analysis |
| CO: Counselor CL: Client | Provide a verbatim transcription of what was stated by the client or counselor in the exchange. | Identify the microskill demonstrated by the counselor or the visual or verbal cue demonstrated by the client. | Provide the exact timestamp of the skill or cue being demonstrated | For each identified skill, respond with the following: Was the microskill used effective or ineffective, why or why not? Identify a different microskill that you could have used as the counselor, including your rationale for why, and provide an example of how that skill might have looked. For each observed visual or verbal cue, describe the cue itself. |
| CL | I am having a really hard time with my family right now. | |||
| CO | What is going on between you and your family? | Open-ended question | 1:32 minutes into the session | The skill that Dr. Hamblin used guided the client to talk more about their topic, and I would say that was effective. I could have used a paraphrase instead of an open-ended question here to clarify and emphasize the significance of what the client was feeling. As the counselor, I might have said, “The sadness is really heavy for you right now.” |
| Indicate Who Is Speaking | Transcribed Text of Session | Microskill, Verbal Cue, or Visual Cue | Timestamp | Student Analysis |
| CO | How have you been feeling since we last met? | |||
| CL | Well… | Visual cue | 5:00 minutes into the session | At this point, the client’s eyes welled up with tears. This is a visual cue that there is the potential presence of a traumatic experience. |
Specifically, the following critical elements must be addressed:
- Skills Identification and Analysis:
- Identify the use of nonverbal skills to build rapport with the client while gathering relevant information, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of encouragers to probe and provoke the client to expand on their thoughts and feelings, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of open-ended questions and statements that elicit expanded discussion, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of paraphrasing by taking the essence of what is believed to be meant by the client and restating the essence in a brief phrase or sentence, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of reflection of feelings by labeling the emotions that the client is expressing through the session, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of summarizing by taking the essence and content of what is believed to be meant by the client and restating that essence and content in a brief statement, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Identify the use of silence to intentionally manage the counselor’s reactions to talk over or talk more than the client, analyze the effectiveness of theskill with supporting rationale, and describe an alternative skill suggestion with supporting rationale and an example.
- Case Assessment
- Describe a verbal cue observed that indicates the potential presence of a traumatic experience.
- Describe a visual cue observed that indicates the potential presence of a traumatic experience.
- Explain why you made the connection between the cues and a traumatic experience.
- Describe resources or referrals that are available in situations like this.
Final Project II Rubric
Guidelines for submission: You will submit your transcript using the template provided in the Brightspace prompt. Make sure that you have included all of the transcript components—transcription labels (e.g., CO, CL), transcribed dialogue, microskills and visual or verbal cues, timestamps, and analysis—otherwise, your transcript assignment will need to be revised prior to assessment.
| Critical Elements | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
| Nonverbal Skills | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of nonverbal skills | Identifies the use of nonverbal skills, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of nonverbal skills, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of nonverbal skills and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of nonverbal skills; or incorrectly identifies the use of nonverbal skills | 8.5 |
| Encouragers | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of encouragers | Identifies the use of encouragers, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of encouragers, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of encouragers and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of encouragers; or incorrectly identifies the use of encouragers | 8.5 |
| Critical Elements | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
| Open-Ended Questions and Statements | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of open-ended questions and statements | Identifies the use of openended questions and statements, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of openended questions and statements, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of openended questions and statements and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of open-ended questions and statements; or incorrectly identifies the use of openended questions and statements | 8.5 |
| Paraphrasing | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of paraphrasing | Identifies the use of paraphrasing, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of paraphrasing, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of paraphrasing and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of paraphrasing; or incorrectly identifies the use of paraphrasing | 8.5 |
| Critical Elements | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
| Reflection of Feelings | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of reflection of feelings | Identifies the use of reflection of feelings, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of reflection of feelings, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of reflection of feelings and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of reflection of feeling; or incorrectly identifies the use of reflection of feeling | 8.5 |
| Summarizing | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of summarizing | Identifies the use of summarizing, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of summarizing, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of summarizing and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of summarizing; or incorrectly identifies the use of summarizing | 8.5 |
| Silence | Meets “Proficient” criteria, and the different examples and rationale demonstrate an advanced awareness of the use of silence | Identifies the use of silence, analyzes the skill’s effectiveness with supporting rationale, and describes an alternative skill suggestion with supporting rationale and an example | Identifies the use of silence, but does not analyze the skill’s effectiveness with supporting rationale; or identifies the use of silence and analyzes the skill’s effectiveness but does not describe an alternative skill suggestion with supporting rationale and an example | Does not identify the use of silence; or incorrectly identifies the use of silence | 8.5 |
| Critical Elements | Exemplary (100%) | Proficient (90%) | Needs Improvement (70%) | Not Evident (0%) | Value |
| Case Assessment: Verbal Cue | Describes more than one verbal cue observed that indicates the potential presence of a traumatic experience | Describes a verbal cue observed that indicates the potential presence of a traumatic experience | Describes a verbal cue observed that indicates the potential presence of a traumatic experience, but description is cursory, illogical, or contains inaccuracies | Does not describe a verbal cue observed that indicates the potential presence of a traumatic experience | 8.5 |
| Case Assessment: Visual Cue | Describes more than one visual cue observed that indicates the potential presence of a traumatic experience | Describes a visual cue observed that indicates the potential presence of a traumatic experience | Describes a visual cue observed that indicates the potential presence of a traumatic experience, but description is cursory, illogical, or contains inaccuracies | Does not describe a visual cue observed that indicates the potential presence of a traumatic experience | 8.5 |
| Case Assessment: Connection | Meets “Proficient” criteria, and response demonstrates an advanced ability to make strong connections between the cues and traumatic experiences | Explains why connections were made between the cues and a traumatic experience | Explains why connections were made between the cues and a traumatic experience, but explanation is illogical or lacks sound connections | Does not explain why connections were made between the cues and a traumatic experience | 8.5 |
| Case Assessment: Resources or Referrals | Meets “Proficient” criteria, and response demonstrates a sophisticated awareness of resources and referrals applicable to the client’s needs | Describes additional resources or referrals that are available in situations like this | Describes additional resources or referrals that are available in situations like this, but description is cursory or illogical | Does not describe additional resources or referrals that are available in situations like this | 8.5 |
| Organization and Writing Mechanics | Submission is well-organized within the template, easy to read, and demonstrates no writing errors | Submission organized within the template, easy to read, but has small writing errors | Submission has major errors related to organization, writing, or readability within the template | Submission did not include the template | 6.5 |
| Total | 100% |
