• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
Page
  1. 1
    1
  2. 2
    2
  3. 3
    3
  4. 4
    4
  5. 5
    5
  6. 6
    6
  7. 7
    7
  8. 8
    8
  9. 9
    9
  10. 10
    10
  11. 11
    11
  12. 12
    12
  13. 13
    13
  14. 14
    14
  15. 15
    15
  16. 16
    16
  17. 17
    17
  18. 18
    18
  19. 19
    19
  20. 20
    20
  21. 21
    21
  22. 22
    22
  23. 23
    23
  24. 24
    24
  25. 25
    25
  26. 26
    26

Counselling Case Study

Extracts from this document...

Introduction

Counselling Case Study The following intervention analysis will utilise a planned verbal interaction, which occurred as part of ongoing care, during a 15-week placement on a Psychiatric Acute ward catering for Women aged 18-65. The client's informed consent was gained verbally, to use this conversation within my assignment. The client will be referred to as Carol. These measures are in accordance with the UKCC (1998) guidelines regarding consent and confidentiality. A client centred approach is to be employed as an aid to critical analysis of the intervention. It will firstly give a rationale for why this particular intervention was chosen and for the theoretical approach utilised. Biographical details of the client including events leading up to this point, previous conversations and incidents which are relevant to the chosen intervention, can be found in Appendix A. It will outline what a client centred approach involves. Firstly by defining its beliefs and essential core conditions, then by calling on the more practical micro-skills involved. The interaction will be analysed as each of these core conditions and skills are stated, thus helping in illustrating the helpful and not so helpful aspects of the interaction. Throughout the analysis, I will reflect upon how the intervention could have been more effective offering alternatives, which could have been more client-centred. Rationale The interaction, which is the focus of this study, is a prime example, in which I feel the need to offer a solution, in order to solve the problem, as I saw it. It was obvious to me that I did not have all the answers. This left me wondering whether a more 'realistic' approach would help. My practice up to this point has always been more directives and prescriptive, so logically I searched for an alternative, as my current practice was not having the desired effect. Therefore I chose to utilise a client centred approach and selected this particular intervention because I hoped firstly, to make sense of it and secondly, it could be inspiring to use a client led approach, as the prescriptive methods widely used in hospitals today (Morrison & Burnard 1990) ...read more.

Middle

Maybe it would have been more productive to focus on carols feelings, through reflection and recognition of her nonverbal cues. In 7, 11, and 17 I could have used this same technique to elicit further information. For example in 7 I should have said, "you said it was all right, you seem unsure" I would hope that she would respond to this by elaborating on what she means. This, as well as being reflective is also an empathy building statement. 3. Empathy building Burnard (1997) states that empathy building consists of making statements that show an understanding of the client's feelings. They should reflect what is implied as well as what is said overtly. Effectively this is an ability to read between the lines, allowing the client to disclose further as they see you understand them more. As seen above in 7 I could have been seen to be more empathic by noticing that although she implied it was okay, her non-verbal signals indicated otherwise. To notice this is a start but not enough, you need to state it within the conversation so that both parties are aware and the issue can be dealt with. To recognize this incongruence in a client can only help me, to recognize it in myself in the future. There was one point at which I attempted to be empathic. In 30 from her behavior I recognized her frustration with the situation, this seemed to appease Carol and consequently allowed us to continue. I feel that it would have been even more beneficial to have just said, "I sense your frustration, yet I'm confused at what it's with" again I see this statement as an aid to further exploration. Further illustration of my inability to build empathy is evident in 6 I lead the conversation to what I think is the root of the problem. If I am to be truly client centered here I would have to have faith in the fact that carol can lead herself to the root of her problem. ...read more.

Conclusion

I thought we were getting somewhere today. CLIENT: (Carol continues to walk to the door) (30) NURSE: You're obviously frustrated Carol, I can understand that, but walking away from it can't help, can it? CLIENT: (Carol says nothing but stops near the door and turns towards me) (31) NURSE: (There is a silence, which lasts for about 30 seconds) Please come back and at least set a time and date for the next meeting. CLIENT: (Carol returns to her original seat, she remains silent for about 30 seconds) Nothing is helping. (32) NURSE: (I remain silent, while maintaining good eye contact) the anxiety management pack I gave you, has it been useful or not? CLIENT: (She shakes her head) (33) NURSE: I get the feeling you don't think much to the pack? CLIENT: I don't understand it. It goes on about physical things. I don't want to know that I just want a list of thing's that will cure it (34) NURSE: Should we go through it together again, would that help? CLIENT: I don't know (She is dismissive in her tone of voice) (35) NURSE: Well, why don't you think about it and get back to me. I am more than happy to try alternatives. CLIENT: Yeah okay (36) NURSE: Do you have any ideas about what might help? CLIENT: Don't know (37) NURSE: There are other self-help packs around which you may find better, would you like me to get one of those for you? CLIENT: I don't really want to talk about it at the moment. (38) NURSE: Okay (I hold my hand up as to suggest that it is okay) shall we leave it there for now? CLIENT: Yeah (39) NURSE: Why don't you think about what we've talked about today, try to look at the positives, think about whether we should try a different approach and we can talk about it the next time we meet. CLIENT: There you go again talk, talk, talk, and talk. (Carol makes a gesture with her hand as if it were talking) (40) NURSE: I think maybe we should leave it there. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Nursing section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Nursing essays

  1. The aim of this essay is to critically evaluate the bio-psycho-social perspectives and influences ...

    The experience of loneliness is not just a social aspect it is correlated to physiological and psychological conditions that; included dietary inadequacies, overt alcohol consumption and depression (Pettigrew and Roberts, 2006). Since her husband had passed away Mrs Jones had not cooked much for herself she would share a small sandwich in the evening with Millie.

  2. This assignment looks at mental health and mental illness. It defines the differences ...

    On admission her observations were blood pressure of 150/80, pulse 95, temperature 36.6, respiration rate 22 and oxygen saturation on 4 litres via nasal specs of 97%, her ECG showed that she was tachycardia and in atrial fibrillation. Mrs White also presented very confused and her family reported that this

  1. Nursing Case Study

    Within the care delivered to Carol this was addressed as the nursing assessment utilized the holistic framework described by Beck et al (1993). Methods of assessment varied from observation to interview format. It can include gaining information from the family and other agencies involved.

  2. A case study of a 68 year old patient admitted to undego a bowel ...

    Continuing Post-operative Care & Discharge As Mr Jones recovers from the immediate post operative period, the nursing care provided will aim to promote maximum independence (Pudner, 2000). This stage of care focuses on recovery and rehabilitation. Observations can now be reduced so long as they are within normal limits; allowing Mr Jones time to recuperate (Walsh, 2002).

  1. Law and Ethics in Nursing. The aim of this assignment is to reflect ...

    Being self aware gives a better understanding of ourselves, it enables us to make changes and to build on our strengths and makes us aware of our weaknesses. Reflection's outcome is that the nurse comes to a new point of view which influences the nurses thinking and possibly their practice (Atkins and Murphy, 1993).

  2. Research Awareness. As a student nurse, my research will be searching for articles ...

    From the HMIC database I retrieved 4 articles, unfortunately I was unable to retrieve the full text as article 6 payment was required to view the full text, however I did manage to read the abstract, which did not relate to respect and dignity, also it was published in the

  1. Reflective writing, I have decided to reflect upon the development of my confidence and ...

    I found it frustrating that I was spending more time trying to remember the phases of the assessment than actually performing it. Also, when it came to using the bird, the presence of a mask and high-flow oxygen was distressing to Mr A and at the same time made me

  2. Gibb's Model of Communication - An Interaction

    Being in a position to read her body language and facial expressions enabled me to approach Mary with empathy and In order to try and calm the situation and talk to her about what she was so worried about I used the acronym SOLER by (Egan, 2002).This process uses body language to actively listen to a person.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work