Psych6163_Assignment#1_Agendareview_AmyBateman

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Agenda Setting – Assignment #1 Amy Bateman Master of Arts Counselling Psychology, Yorkville University PSYC 6163 Counselling Methodologies – Behavioural and Cognitive Modalities Dr. Paula Britton April 2 nd , 2023

Agenda Review – Counselling Sessions Using an agenda at the beginning of the session that is mutually agreed upon is a critical component of cognitive behavioural therapy (Kennerely et al., 2017). Therapy sessions are time- sensitive. Setting an agenda at the beginning of each session is beneficial to ensure time is used effectively and focus can be prioritized on more demanding topics. An agenda for cognitive behavioural therapy has six items to review. The items include a review of the last session, a review of events that have occurred since the previous session, checking the client's homework, evaluating the client's current mood, deciding the main focus of the current session, providing the client with new homework, and asking the client to provide feedback to the clinician. Each agenda item was briefly mentioned in the Grande (2015) role-playing scenario. First, the counsellor reviewed the client's feelings from the previous week. By asking her an open- ended question, the client could express multiple emotions she was feeling rather than a typical "I am feeling okay" response. However, after expressing her concerns, the clinician's evaluation response to her feelings was: "But overall, you are feeling okay?" (Grande, 2015, time, 0.38 secs). This question's wording can influence how the client answers the question. She may not be feeling okay but felt obligated to say she was. Next, the clinician furthered the agenda review by mentioning the previous topic of concern during the last session and asked her how she implemented her homework strategies. They collaboratively decided to talk about the client's schoolwork and the fears that came along with lower grades and discussed the homework for the next session. Lastly, the counsellor asked the client if she was okay with their shared agenda. When watching Qualia Counselling Services (QCS) (2017), it was evident that the counsellor also touched base on the required agenda topics. The counsellor in this video started by breaking down the beginning of the session, i.e., telling the client what they would talk about

and in what order. After the client agrees, the clinician begins by reviewing the previous evaluation of the client's mood. The clinician then asks the client to rate this mood on a scale from one to ten since their last session. The next agenda item reviewed was the previous session and feedback for the counsellor. The counsellor then asked the client to discuss his week and how it went. It is then suggested that the client choose topics he wants to discuss. While doing this, the counsellor tends to express his opinions rather than listen to the client. He suggests what topics to focus on rather than allowing the client to choose for himself. This can cause the client to be hesitant to go against the clinician's suggestion and not focus on the things he may value as more important. Style Preference I prefer the counselling style modelled by QCS (2017). Many session factors caught my attention, and I decided to note them for my personal use. I appreciated how the clinician used visual cues, such as the whiteboard. As a visual learner myself, I enjoy it when I can see things in front of me. It allows me to use more than one sense and pay greater attention to detail. The way the clinician developed the manner of the agenda items provided an opportunity to continue growing a solid therapeutic relationship. The clinician gave the client control of the session and the topics investigated. QCS's (2017) counselling approach for CBT is an excellent reflection of my therapeutic approach. A more open approach would allow for tremendous success for the clinician and client. It would help gather more feedback and build confidence in my counselling abilities and the client's trust. Despite both role-playing videos supporting Kennerely et al. (2017) agenda items, each counsellor had their twist on the task, which varied in each scenario. Evidently, the counsellor in

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QCS (2017) emphasized the client's mood compared to the counsellor in Grande (2015). For example, in the QCS (2017) video, the clinician asks the client how they feel over the week. He does so by using in-depth questions and relating to how the client felt during the last session. As for the counsellor in Grande (2015), the clinician asked the client how they were feeling, and she responded with a simple "Okay." An in-depth mood check is influential when determining what part of the previous session was helpful; it allows reinforcement of the therapeutic relationships and scoops out essential topics that can be covered during that session. Another reason why I prefer QCS's (2017) counselling style is because of his constant need to ask the client for their feedback. Yes, Grande (2015) asks for feedback from the client, and QCS (2017) counsellors ask on multiple occasions if the client has any feedback. The counsellor also specifics the significance of client feedback, and positive and negative feedback is welcomed. Feedback is a crucial part of CBT as it is a part of the therapeutic process. This is where the clinician can help improve their technique and enhance the client's overall experience (Kennerely et al., 2017). Agenda Difficulties for new Clinicians New counsellors may need help with implementing CBT. Although flexible, organizing a session by agenda items can be overwhelming. A common issue new clinicians may face is putting too many items on their agenda (Kennerely et al., 2017). Typically, clients will have approximately thirty to sixty minutes working with CBT. During this time frame, a client should be able to focus on two topics of concern. When there are too many agenda items, the client may only be able to focus on one topic and will have to wait even longer to discuss something they may feel is pressing. To prevent frustration, the clinician and client can work together to prioritize what they feel is most vital for that time frame.

Although an agenda should have some flexibility (Kennerely et al., 2017), a new clinician who addresses issues differently from the original agenda can cause problems. For example, a client may veer away from the topic of conversation and bring up something new they have never mentioned before. Before getting too far into the new topic, the counsellor needs to work with the client to decide whether they should discuss this during that session. With limited time allotted, the counsellor needs to help direct the client in using the time effectively by addressing the more critical dilemma in the client's life (Kennerely et al., 2017). Generally, new clinicians need to offer genuine input (Kennerely et al., 2017). If a client feels the clinician pre-planned the session, it can negatively influence agenda-setting (Simmons & Griffiths, 2018). With the client's input on the agenda items, the topics they want to focus on may be introduced (Kennerely et al., 2017). Clients are less likely to contribute to the therapy session if their input is invalid. The counsellor must understand why the client is not involved in the sessions (Simmons & Griffiths, 2018). Newer clinicians are more at risk because they desire to do well. They want to prepare, but over-preparing can cause problems for the clinician and the client.

References Grande, T. (2015, August 18). CBT Role-Play - Setting an Agenda for a Counseling Session [Video]. YouTube. https://www.youtube.com/watch?v=pvTGgLtVDNU Kennerley, H., Kirk, J., & Westbrook, D. (2017). An introduction to cognitive behaviour therapy - Skills and applications (3rd ed.). Sage Publications. https://online.vitalsource.com Simmons, J., & Griffiths, R. (2017). CBT for Beginners (3rd ed.). Sage Publications. Qualia Counselling Services (2017, September). CBT Demo Agenda-Setting [Video]. https://www.youtube.com/watch?v=fY7al47uKsU

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Appendix A – Yorkville University Master of Arts in Counselling Psychology STUDENT-LEADERSHIP TEAM AGREEMENT How to work in groups effectively, demonstrating leadership qualities that are consistent with developing as a counsellor-in-training. Yorkville University students are anticipated to develop strong leadership and communication skills during their studies in the Master of Arts in Counselling Psychology. Leadership and communication skills are directly transferrable to future work in a community and clinical settings, within collegial engagement, in supervisor-supervisee engagement, and in all aspects of client work. Teamwork in academic studies is a direct parallel to the teamwork necessary in therapeutic environments. The onus is on the student to focus on active participation in group- oriented work, partnership efforts, and in collaborative development of projects. Additionally, it is anticipated that students will recognize the need for self-reflection and monitoring to bring their best efforts to enhance communication and resolve conflict that might arise within teamwork. Teamwork and the expectations of collaborative work should be based on group agreement. Please consider the following questions are you work with your group partners to create a positive learning experience. These questions are meant to stimulate additional thought and provide focus. Students do not need to submit written answers to these questions. ● Relevant to group and project planning: ● “How will we work as a team?” ● “How will our team use technology and social platforms for communication, planning, and collaboration as we work on our project?” ● “How well do we understand the assignment?” ● “How will we come to agreement on responsibilities and tasks?” ● “Have we discussed and agreed to similar responsibility levels in tasks?” ● Relevant to open communication and encouragement of team participation: ● “How can we include everyone in participation?” ● “How do we demonstrate that our colleagues have contributions?” ● “How do we ensure that every team member has a voice?” ● “When a suggestion is offered, how do we acknowledge the contribution?” ● “How am I demonstrating commitment to the project and the team?” ● Relevant to group standards and practice: ● “Do we have any team practices to facilitate our cohesion and progress updates (e.g., Check-ins on tasks being developed, challenges being noted, requests for support)?” ● “Do we ask about how one another is managing studies balanced with life?”

● “Are we adhering to the times and technology that we agreed to?” ● “Am I showing up prepared and ready to work with my group?” ● Relevant to intentional construction of safety in learning and working together: ● “How have we agreed to talk about challenges in the group?” ● “Being respectful of individual circumstances is essential –how will we demonstrate respect should there be differences of opinion in the work?” ● “How will we get ourselves to courageously to speak up, trusting the rapport the group has developed?” ● “Have we checked in on the needs of others? Have we established openness and safety and invited others to disclose if they have particular learning/working accommodations or pressing situations that might require support as we work together?” ● “How will we communicate our individual needs?” ● Relevant to collaborative communication, problem-solving in disagreements, and feedback for growth as a counsellor-in-training: ● “What will we do should there be conflict?” ● “How will we make space for disagreement and how will we conduct ourselves when disagreement is present?” ● “What does professional collaboration and leadership look like and how will we perform it?” ● “Am I communicating consistently as a counsellor-in-training would be expected to, with respect and dignity for all, listening and engaging to understand, and embracing collaboration in problem-resolution?” ● “Are we, as team members, ensuring that we are working toward a collaborative outcome consistent with the assignment parameters and being flexible to team needs?” Leadership Team Agreement PROJECT DETAILS The Student-Leadership Team Agreement must be completed as part of the team assignment. COURSE: Behavioural and Cognitive Modalities CODE/COURSE: PSYCH 6163 NAME: Laura Belford, Amy Bateman, Isabella Bifolchi, Evelyne Benchimol-Keslassy PROFESSOR’S NAME: Dr. Paula Britton DATE OF SUBMISSION: April 2nd, 2023 TEAM COMPOSITION Contact information for team members: NAME TELEPHON E EMAIL TIME ZONE/ AVAILABILITY Laura Belford (905) 484- 9423 13lbb@queensu.ca EST Available evenings and weekends

Amy Bateman (709) 222- 8392 amy.bateman@yorkvilleu.c a AST - evenings and weekends Isabella Bifolchi (647) 391- 2043 isabella.bifolchi@gmail.co m EST - Weekday evenings and Sunday evenings Evelyne Benchimol - Keslassy (416) 839- 5127 evelynekeslassy@gmail.co m EST - anytime except Friday nights and Saturdays during the day Team Leader: It is generally advisable to assign a team leader to every project. The team leader will serve as the primary contact point between the team and the professor throughout the project. NAME OF TEAM LEADER: Laura Belford Leadership Team Agreement PROJECT DELIVERABLES It is advisable to be as detailed as possible in the assignment of duties, tasks and deadlines for a project. Be specific. Due Date Details of Task Assigned to April 21st - Causes of disorder - Population of those with the disorder - Prevalence in Canadian Society - Suggestions of how to address the disorder Laura April 21st - Goals for treatment - History of treatment - “Best” treatment approach supported by research - Discuss any collaborative treatment with main treatment suggestion (if any) Amy April 21st Definition of disorder Symptoms of disorder - physical, - mental, - behavioral Isabella April 21st Different types of treatment Evelyne

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approaches - EXAMPLE 1 - EXAMPLE 2 - EXAMPLE 3 Appropriateness of treatment for population being discussed April 21st at 4 pm Meeting via video chat to go over edits All April 23rd by 2 pm All final edits finished and work is submitted All Leadership Team Agreement CHECKLIST REVIEW: LEARNING AND INVOLVEMENT Expectations for Time Management and Involvement: Describe below your collective expectations as they relate to member participation, communication, quality, accessibility, and commitment. All group members are committed to equal participation and engagement throughout the project. We will connect with each other in a timely manner via the Whatsapp chat that we have set up, and we will all show up when we have a scheduled meeting. We honour our agreed upon deadlines for our own parts. Ensuring Fair and Even Contribution and Collaboration: Describe the measures your team will take to ensure that all team members are contributing and collaborating in an appropriate fashion. How will you as a team communicate if a team member is not contributing and collaborating effectively? How will your team manage any conflict which may arise? On a call, we divided up the different topics so that we are each responsible for an equal number of slides. We have agreed to all be part of the editing process, delegating different roles such as formatting references, ensuring consistency of fonts, grammar etc.

Goals: What are the specific goals and/or outcomes that we have for this project, including the skills that we want to acquire, refine, or develop? ● Meet all of the learning objectives and evaluative criteria ● Complete the assignment in a timely manner ● Work collaboratively to create a cohesive program that outlines our specified anxiety disorder ● Develop a deepened understanding of a disorder that we share an interest in, and learn best practices for treatment Policies and Procedures: What are the clear rules or guidelines that will help us meet our goals and required outcomes? ● Honour our agreed upon meeting times ● Communicate promptly and respectfully Consequences: How will we develop possible consequences to address non- performance or performance that is below the minimum expectations with respect to agree-upon tasks? ● Address and discuss any concerns with each other via WhatsApp ● Notify professor of any concerns if necessary

Psych6163_Assignment#1_Agendareview_AmyBateman

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