Multicultural Competence: Case Conceptualization, Transcription and Analysis

Multicultural Competence: Case Conceptualization, Transcription and Analysis

It’s regarding a Spanish boy that moves from Puerto Rico and mom is divorcing and and 16 year old boy is wanting too commit suicide by taking pills they moved to Florida dad stayed back in Puerto Rico Pedro is his name. He his feeling bullied and worthless. I play the counselor and and Angela is the play student that I have to do a mini transcription with.

This project is a cumulative assessment strategy that provides an opportunity to review, reflect on, critique, and analyze your clinical counseling skills in a role-play counseling session with a client in a suicidal-type crisis. After conducting and recording the role-play using Adobe Connect in Unit 6, you will create and analyze the transcript of a 5-minute segment of your session. The written project will include two parts:

Case Conceptualization. Transcription and Analysis.

Please refer to the course project description for complete details about the requirements of this project. Read the Mini-Transcription and Case Conceptualization Scoring Guide to be sure you understand how this assignment will be graded and to ensure you have met all of the assignment requirements.

Mini-Transcription and Case Conceptualization Scoring Guide
Criteria Non-performance Basic Proficient Distinguished
Consistently utilize basic crisis assessment and interviewing skills in counseling with individuals in crisis.16% Does not utilize basic crisis assessment and interviewing skills in counseling with individuals in crisis. Utilizes some basic crisis assessment and interviewing skills in counseling with individuals in crisis. Consistently utilizes basic crisis assessment and interviewing skills in counseling with individuals in crisis. Consistently utilizes and analyzes basic crisis assessment and interviewing skills in counseling with individuals in crisis, and demonstrates validating, empathizing, and summarizing client concerns.

Consistently apply communication and basic attending skills to establish rapport and working relationships with clients.

14% Does not apply communication and basic attending skills to establish rapport and working relationships with clients. Applies some communication and basic attending skills to establish rapport and working relationships with clients. Consistently applies communication and basic attending skills to establish rapport and working relationships with clients. Consistently applies communication, basic attending skills, and use of client language to establish rapport and working relationships with clients.

Consistently use intervening skills, such as relevant open-ended questions, reflections, and identification of symptoms.

14% Does not use intervening skills, such as relevant open-ended questions, reflections, and identification of symptoms. Uses some intervening skills, such as relevant open-ended questions, reflections, and identification of symptoms. Consistently uses intervening skills, such as relevant open-ended questions, reflections, and identification of symptoms. Consistently uses and analyzes intervening skills, such as relevant open-ended questions, reflections, identification of symptoms, and theoretical references.

  • : 11/06/2017
  • : 20