Reference no: EM133031843
Therapeutic communication - Analysis of therapeutic intentions
Overview
The intensive learning session for Module 1 is online for Sydney students due to COVID restrictions and is three hours. The hrst 90 minutes will be spent in a large group followed by moving into smaller breakout rooms for activities in pairs.
Learning goals
Attendance at Intensive 1 will help you meet the following learning goals:
Demonstrate principles and approaches to therapeutic relationships and active listening.
Begin development of skills in analysing the therapeutic intent of therapeutic communication using Heron's framework and 6 Category Intervention analysis (6CIA). This relates to Assessment Task 2.
1. Review therapeutic communication principles and techniques for Intensive on campus session.
2. Examine requirements for Assessment 2: Rehective analysis.
3. Review anxiolytic medication use in alcohol withdrawal and alcohol use.
4. Read case study: Fred Smith's story. This will be used for the exercises of this intensive.
5. Watch the video: John Heron 6 Category Intervention Analysis (6CIA) below.
6. Review Heron's framework in MyLO and bring questions about any parts that are unclear.
7. Download and print Heron's framework template for use in exercises.
1. Explanation of and demonstration of Heron's 6 category intervention framework (45 minutes approx.)
2. Working in pairs, draft and record interaction for your interaction with Mr Smith (45 minutes approx.)
3. Transcription and analysis of recording using template (90 minutes approx.). This will allow rehearsal of skills required for Assessment 2: Rehective analysis.
Video: John Heron 6 Category Intervention Analysis
2. Drafting response to Fred Smith's story
You will be randomly and automatically assigned to a pair for the next part of the online intensive.
In these pairs, draft a script responding to Fred Smith's psychoeducation needs for information about possible experience of alcohol withdrawal, the use of an alcohol withdrawal scale and diazepam use in this context.
Decide on your role - nurse or Mr Smith. These roles do not have to be swapped. Your interaction can be around 5 minutes long. Try not to be too ‘heavily' scripted and to allow the interaction to progress naturally, even if this departs from your original ideas for a script. Stay focussed on the purpose of this meeting and interaction with Mr Smith (as per Mr Smith's story) and let this guide your interactions.
Record your interaction. You are able to record this online in your ZOOM breakout room, the recording can be viewed after the Intensive.
Recording the interaction will allow you to have an accurate recording of your interaction, including verbal, paralinguistic and non-verbal components of your interaction to transcribe. The student who played the role of Mr Smith will give feedback to ‘nurse' after the recording.
3. Transcription of interaction and analysis
Transcribe a portion of your role-play of your interaction with Fred Smith This need not be longer than 3-5 minutes long. Use the template downloaded from MyLO, save it on your device, ready to share. Ensure that you comment on all aspects of communication including verbal, paralinguistic and nonverbal elements.
The student who played the role of Mr Smith gives feedback to ‘nurse' after the recording on their communication using the template for Intensive 1 & AT2.
Categorise each of the nurse's interactions according to Heron's 6 CIA.
Finally, when you are satished that these categories capture the intent of the interaction, by considering Mr Smith's response analyse whether another interaction category might have been more useful or resulted in a different response from Mr Smith.
Are any of these preferable? Why is this so?
Selected students share their script and analysis.
Feedback and discussion with the whole group. Reminder to review your ZOOM recording of your interaction after the Intensive.
Attachment:- Delivery Therapeutic communication.rar