SOCI221: Interpersonal Skills of the Helper Assessment

Learning Outcomes

1. Develop and demonstrate the integrated use of client-centred, culturally competent interpersonal skills as part of effective therapeutic communication.

2. Demonstrate appropriate application of motivational interviewing, solution-focused therapy, and health behaviour change models and their application in complementary medicine.

3. Explain the importance of professional behaviour and ethical practice within a clinical setting including self-awareness and reflective practice.

Task

For this assessment, you are required to read through the case study provided below and respond to the following:

1. Discuss the client’s readiness for treatment and change in terms of the Trans Theoretical Model of Change (TTM) and Self-Determination Theory (SDT).

2. Critically reflect on and evaluate Motivational Interviewing (MI) and Brief Solution Focused Therapy (BSFT) skills and strategies to inform appropriate treatment for the client.

3. Reflect on and consider the importance of client-centred cultural awareness and responsiveness and demonstrate how this might be applied.

4. This assessment should be structured as an essay with an introduction, body, and conclusion, and demonstrate appropriate academic writing and referencing, including a sufficient number of quality references; for example, 7 would be advantageous.

Case Study

Gabrielle is a 34-year-old Torres Strait Islander student who has been living on the mainland with his partner and two young children for the last 4 years while he completes his studies to become a sports medicine doctor. Gabrielle has put on a lot of weight during this time, and although he has tried very hard, he has not managed to lose weight.

Generally, he is very healthy, but recently his doctor has told him that he needs to lose weight because he is prediabetic, and his blood pressure is now also a cause for concern. Gabrielle was very active before he came to the mainland and believes his weight gain has been caused by inactivity due to the need to study long hours and work part-time to support his family.

He is particularly concerned about his health as his father died at a young age of a heart attack.

Academic Writing and Student Integrity

Writing on all assessments is expected to be of an academic standard, and all non-original work must be properly referenced. For assistance with referencing and citation software, please refer to the APA 7 Referencing Guide via LMS > Library Website > APA Guide.

All forms of academic misconduct are taken very seriously at Endeavour. Ensure that you are familiar with the Academic Integrity Policy – Higher Education and are mindful of avoiding the use of any work that is not your own without proper attribution. Re-using your own work from another assessment is also considered plagiarism (self-plagiarism).

Unless an assessment task has explicitly permitted the use of generative AI (e.g., ChatGPT, Grammarly, CoPilot, etc.), you must not use generative AI to complete an assessment. Ensure that the whole of the assessment is your original creation. If AI use is permitted, it must be referenced appropriately as ‘software’ per APA 7. For more information, refer to LMS > Library Website > Academic Integrity > Artificial Intelligence.

For resources on academic skills development, refer to the Study Skills section of the library: LMS > Library Website > Study Skills. All relevant policies, procedures, and guidelines can be accessed from the Student Documents section of the Student Hub: LMS > Student Systems > Student Hub > Student Documents.

Word Count

The word count must be clearly displayed on the title page or cover sheet. Words more than 10?yond the required word count will not be marked. Required word count includes in-text citations but excludes text in tables, graphs, figures, footnotes, captions, and end-text references.

Tables, graphs, and figures can enhance assignment presentation if used in moderation to convey directly relevant information. Large numbers of tables, graphs, or figures should be included as Appendices at the end of the assignment with an interpretation in text. Tables, graphs, or figures should not exceed 10% of the total assignment word count, and words within these are not part of the required word count.

If you have questions, consult your lecturer before completing and submitting your assessment.

Late Submission

Assessments must be handed in by the stated time. Students submitting after the due date without an approved extension will lose 10% of the marks per day. Refer to the Assessment Policy Higher Education and the Special Consideration Policy – Higher Education.

Summary of Assessment Requirements

The assessment for SOCI221 – Interpersonal Skills of the Helper focuses on Case Application and Reflection, with a word limit of 1500 words and a weighting of 40%. Students are required to analyse a case study involving Gabrielle, a 34-year-old Torres Strait Islander student facing weight gain, prediabetes, and elevated blood pressure.

Key assessment requirements include:

• Assessment of client readiness for treatment and behaviour change using the Trans Theoretical Model (TTM) and Self-Determination Theory (SDT).

• Critical reflection on Motivational Interviewing (MI) and Brief Solution Focused Therapy (BSFT) skills to develop appropriate intervention strategies.

• Demonstration of client-centred cultural awareness and responsiveness, showing how these approaches can be applied in practice.

• Structuring the response as an academic essay with introduction, body, conclusion, and proper APA 7 referencing, using at least 7 credible sources.

• Ensuring academic integrity, with no use of generative AI unless explicitly permitted, and adhering to word count, formatting, and submission policies.

Academic Mentor’s Approach

The Academic mentor guided the student step by step to ensure all learning objectives were addressed:

1. Introduction

   • Mentor explained how to introduce Gabrielle’s case using a clear, concise overview, including key health concerns (prediabetes, hypertension, weight gain) and the purpose of the essay.

2. Client Readiness (TTM & SDT)

   • The student was guided to analyse Gabrielle’s stage of change (e.g., contemplation or preparation) using TTM and to explore intrinsic/extrinsic motivation factors via SDT.

   • Mentor encouraged linking theory directly to the case scenario with practical examples.

3. Therapeutic Techniques (MI & BSFT)

   • Mentor demonstrated how to critically reflect on MI and BSFT techniques.

   • Focus was placed on identifying strategies to support Gabrielle’s motivation, set achievable goals, and enhance self-efficacy.

4. Cultural Awareness

   • Mentor explained how to incorporate Torres Strait Islander cultural considerations into interventions, emphasizing client-centred care and responsiveness.

   • Student was guided to reference culturally appropriate frameworks and literature.

5. Conclusion and Reflection

   • Mentor showed the student how to summarise findings, consolidate insights, and highlight actionable recommendations for supporting behaviour change.

6. Referencing & Academic Writing

   • Mentor reviewed APA 7 citation style and proper structuring, ensuring in-text citations and references aligned with academic standards.

Final Outcome

• The student produced a cohesive essay addressing Gabrielle’s health status, readiness for change, therapeutic strategies, and cultural responsiveness.

• Each section was well-linked, demonstrating the integration of theory with practical case application.

• Learning outcomes achieved included:

  1. Effective use of client-centred, culturally competent interpersonal skills.

  2. Application of MI, BSFT, and health behaviour change models.

  3. Awareness of professional and ethical practice, including self-reflection.

The final submission met the word count, academic integrity, and referencing standards, providing a structured, evidence-based case application and reflection.

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