Assignment On Coherent Arguments

1 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
ASSESSMENT FEEDBACK
Date 27th July 2019 Unit Code COUCOP801A-2R
Student Name
Student Number FMVG1129
Overall assessment (please circle): NYC
*Please note that if you receive an NYC you will not be graded for this unit. Grading only occurs once overall competency has
been achieved.
Below you will find the assessor’s evaluation of your assessment against our criteria
which will act as a guide for future submissions
1. Coherency
of arguments
 Clear and comprehensive
understanding of the unit
topic has been
demonstrated 
 An understanding of the
major themes of the unit
topic has been
demonstrated 
 Reasonable understanding of
major themes of the unit
topic has been demonstrated
2. Structure
and formal
aspects
 Arguments have been well
structured throughout all
assessment items
 Correct spelling,
punctuation and grammar;
clear, legible, presentation
and approximate adherence
to word count 
 Coherent arguments have
been presented in most
assessment items
 Generally correct
punctuation and grammar
with limited errors; clear
presentation; approximate
adherence to word count
 Arguments have been
reasonably coherent
throughout assessment items
but may lack evidence of a
clear structure
 Some errors of spelling,
punctuation and grammar
and/or word count is not
adhered to 
3. Use of
supporting
evidence
 All arguments are well
supported with credible
literature, research and/or
examples from the course
material and APA format
used is both within the text
and in the reference list of
all applicable assessment
items 
 Arguments are adequately
supported with examples
from the course material
and/or credible research and
comprehensive reference
lists have been included
with all applicable
assessments 
 Most arguments are supported
by course material; some
referencing has been applied
with minor flaws. Reference
list is limited or sometimes
absent

Assessor comments:
Hi Sue, thanks for your assessment. Please check your assessment before sending it in to ensure
you have answered the questions being asked. When a question asks you for your personal
stance it needs to be answered as coming from you personally. I have added comments where the
question has not been fully answered. Also check for APA referencing criteria before sending; as
for some reason about half of your referencing is right and the other half is not.
Assessor’s signature: DL Date: 27th July 2019

2 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Assessment
Task
Parts that need to be re-submitted
1 Part B use correct APA referencing for reference list.
2
3
4 Part C decide on your personal stance on the issue and provide a
rationale. I feel this unethical because …
Congratulations on completing this unit and submitting it for marking. However, we need you to spend
some more time on this unit, and resubmit some of the work again, as it has been marked NYC (Not Yet
Competent).
What does this mean?
This simply means that you have either incorrectly or incompletely answered, or even missed answering
one or more questions. In fact, you could think of NYC as meaning Not Yet Complete! Arranging for you
to resubmit is the way of ensuring that you have obtained all the knowledge, and skills needed to become
the best, and the most successful Counsellor that you can possibly be.
What needs to be done for a resubmission?
 A completed Assessment Feedback Form has been attached to this page. Your Feedback
Assessment sheet identifies the questions you need to submit.
For each question identified on the Assessment Feedback Sheet refer back to your unit to:
 Re-read the task/s to familiarise yourself with what is being asked
 Read the marker’s feedback so you are clear why you need to resubmit
 Review any relevant readings
Prepare your new answer/s and follow these guidelines:
Following the above guidelines ensures there are no delays in marking your resubmission, or
obtaining the competencies needed for the marking of your next assignment, or participation in
practicals.
Can I get help with my resubmission?
1. Type your answer/s for the task/s on a new document.
Please Note: Do not type over, or alter the original marked unit, as you need to return it with your
resubmission.
2. Clearly identify the Task Number, Part/s (i.e., Part A, Part B or ALL parts), and Page Number for
each answer.
3. Then return the original marked unit along with the Assessment Feedback Sheet and your
Resubmissions either:
- via post: Australian Institute of Professional Counsellors
Locked Bag 15
Fortitude Valley, QLD 4006
- or, via email: [e-mail]

3 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Yes, you can contact an Education Advisor by phone, Monday to Friday from 9am to 5pm on 1300 139
239, or send an email giving the Section Number, Activity Number, Question Number, Page Number
and details of your enquiry to: [e-mail]
Best wishes with your resubmission.
Student’s name - Sue Pullen
Course title - COUCOP801A – Assessment 1, 2, 3 & 4
Manage and Facilitate Collaborative Counselling Practice
Date – 17th January 2018
Resent – 7th May 2019
Resend – 25th July 2019

4 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Assessment Task 1
Assessing the McLeod family
Part A
The primary role of a mental health counsellor encompasses providing,
assistance to the families and the affected individuals for dealing with emotional
difficulties, personality disruption, trauma, and mental health disorder.
This can be facilitated by monitoring the medical history of Jimmy, along with
his presenting complaints such as, his destructive attitude, unresponsive nature,
demanding and cranky nature (Horejsi, Horejsi & Sheafor, 2010). Going through the
past medical records of both the parent and the family members will help in unravelling
any risk factor that might have increased Jimmy’s susceptibility of suffering from such
mental disturbances (Wofford & Ohrt, 2018). Although they have been separated,
involvement of family in clinical decision making is vital. It promotes autonomy and
helps in gaining a sound understanding of their preferences and demands. ✓
In order to establish a strong working alliance, collaboration must be fostered
with the parents, community members, and school authorities. Display of active
listening skills, explaining the case using short, simple sentences, and asking for
constant feedback from the parents will display a genuineness in caring for Jimmy
(Tuttle, Land & Moss, 2017). Considering the fact, that his father and the community
members display stigmatising attitude towards Jimmy, engagement with them will help
them clarify their misunderstanding and fear regarding the same. The meeting point
where the counsellor can appropriately set for the first meeting, can be at Jimmy’s
school or McLeod home but not at the Childs Safety Authority offices. A friendly

5 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
approach should also be adopted to allow Jimmy to share his thoughts and concerns, as
a direct account of the psychological trouble he faces. ✓
Ensuring maintenance of confidentiality of personal information should also be
considered. To conclude, it is after this meeting and engagement with the McLeod
family when the counsellor can determine if the case is fit for intake. ✓
References
Anderson, H & Gehart, D. (2007). Collaborative Therapy: Relationships and
Conversations that make a Difference. New York. Rutledge Press.
Horejsi, C. R., Horejsi, G. A., & Sheafor, B. (2010). Techniques and guidelines for
social work practice. Allyn and Bacon.
Tuttle, M., Land, C., & Moss, L. (2017). Counseling Children in School and Clinical
Mental Health Settings. Counseling Children and Adolescents: Working in
School and Clinical Mental Health Settings, 21. Italics please
Tuttle, M., Land, C., & Moss, L. (2017). Counseling Children in School and Clinical
Mental Health Settings. Counseling Children and Adolescents: Working in
School and Clinical Mental Health Settings, 21.
Wofford, J. R., & Ohrt, J. H. (2018). An Integrated Approach to Counseling Children
Diagnosed With ADHD, ODD, and Chronic Stressors. The Family
Journal, 26(1), 105-109.
Wofford, J. R., & Ohrt, J. H. (2018). An Integrated Approach to Counseling Children
Diagnosed With ADHD, ODD, and Chronic Stressors. The Family
Journal, 26(1), 105-109.

6 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Part B
Introduction
The McLeod family is troubled by the character and behaviour of their little
child Jimmy. Jimmy was born different as the family claims and has been cranky and
demanding since his birth. This has led Mrs McLeod to become a stay at home mother.
Jimmy acts weirdly and terrorizes other children at home and school. It has been noted
that Jimmy may cause danger and harm to others as he can go to extreme lengths of
using any item including stones to hit anyone who crosses his way. Jimmy’s behaviour
has greatly distressed Mr and Mrs McLeod and has resulted with them, now considering
Jimmy’s birth as an accident. Mr McLeod has developed a harsh behaviour towards
Jimmy by calling him names which may emotionally affect Jimmy. This assessment
will review the family’s initial needs and concerns, the potential strength and resources
in the ecosystem, the urgency and complexity of the needs, the family capacity and
motivation to change and the family degree of communication and or special support.
✓
a) The family’s initial needs and concerns
From the analysis of how Mr and Mrs McLeod talk in the interview, it is
apparent that they are frustrated by the behaviour and conduct of their little child. The
same can be noted from the general context of the whole interview that the parents and
family are distressed and need a change in Jimmy’s behaviour. There are notable blocks
that need fulfilment (Davies, 2002). The family does not fully accept Jimmy’s
behaviour and seek ways of changing it. Instead the father fight’s Jimmy’s behaviour
back by emotionally frustrating Jimmy. The family’s initial need and concern is a
psychological need for service that will change Jimmy’s conduct and behaviour (Rex,
2005). ✓
b) The nature of the family needs and concern
The McLeod family's needs and concerns are also attributed to the basic needs
of human development (Ragg, 2011). According to the Maslow’s hierarchy of needs,

7 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
McLeod family has two classes of needs that attribute to the emotional frustration it is
undergoing. First is lack of love and belongingness: Mr McLeod does not show love to
Jimmy but demoralises him on most issues. Similarly, there is a trust issue between Mr
McLeod and Mrs McLeod. With the trust issues between parents and the emotional
fight by Mr McLeod, there is lack of love and belongingness that has resulted to the
distress in the family. Secondly, is a self-esteem need: the family has a problem that is
psychological and feel they lose further respect by Jimmy’s behaviour that they must
fight the behaviour by restricting Jimmy from associating with others. Because of the
self-esteem needs the family has resulted in the development of inappropriate ways of
handling the situation by restricting Jimmy and use of names to refer to Jimmy (Turner,
2005). ✓
c) The potential strength and resources in the ecosystem
An analysis of potential strength and resources in the ecosystem assist in the
establishment of the service plan to undertake (Statham, 2004). The McLeod family has
various strengths that can be of great assistance in the process of change. First, Mr and
Mrs McLeod are professionals in various fields, and by being professionals, they are
people who can handle a process to attain an agreed level of achievement (Webb, 2006).
Mr McLeod is a middle-level manager therefore can handle situations as well as Mrs
McLeod who is a nurse and is trained in handling human conditions. Financially, Mr
McLeod can cater for the family well even without Mrs McLeod working out of the
home. On the family ecosystem, there is a level of agreement between Mr and Mrs
McLeod on issues with a resource to change. Just as Mr and Mrs McLeod agreed to
reunite for the sake of the children; they can unite well on changing Jimmy’s behaviour.
It is notable that both Mr and Mrs McLeod have a great concern of their children affairs
that they had to reunite for their sake therefore can join hands to ensure Jimmy’s
behaviour is changed. Similarly, Jimmy’s brothers are also helpful to Jimmy therefore it
will be easy for them to adopt the change process. ✓
d) The urgency and complexity of the needs
The McLeod’s family is distressed by the conduct of Jimmy and the change in
Jimmy’s behaviour would be a celebrated thing. The need for change is urgent but is

8 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
also very complex (Zastrow, 2014). Since it requires the involvement and input of the
whole family the process will be complex. From the analysis of how Mr and Mrs
McLeod talk, they are frustrated and need this addressed on time as Mr McLeod
indicated that they were ready for help. However, the need is complex since it is not
only affecting Jimmy but the entire family, neighbourhood, and school. To ensure that
an effective service plan that will confirm effective change, there is need to involve the
whole family for a complete holistic change (Murali & Erick, 2014). ✓
e) The family capacity and motivation to change
From the interview, it is evident that the family can support the service plan for
change. This is evidenced by the fact that Mr McLeod himself showed concerns about
Jimmy’s behaviour and wished to get a psychiatrist to assist in understanding Jimmy.
The same is evident when Mr McLeod agreed with the counsellor, that the family was
very glad for the help to change Jimmy’s behaviour. Mrs McLeod is also a very caring
lady who can forfeit work outside the home to take care of Jimmy. A supportive parent
is a great capacity towards change (Heppner, Leong & Chiao, 2008). Jimmy’s brothers
are also supportive to Jimmy and will also be supportive in the service plan. With the
various capacities available in the family and the motivation to change exhibited by Mr
and Mrs McLeod the service plan will be a success (Woolfe, 2003). ✓
f) The family degree of communication and or special support
The analysis of communication reveals a lot to counsellors (Butler and Gwenda,
2004). From how Mr and Mrs McLeod communicate in the interview, it can be argued
that Mr McLeod is more dominant in the family communication and that Mrs McLeod
must follow what Mr McLeod says. There is a biased degree of communication that
results in misunderstanding (Fadul, 2015). Mr. McLeod also tends to call people names
of loose speaking. This is exhibited when he calls Jimmy names and when Mr McLeod
told Mr. Moffatt that Mrs McLeod would make a “baby pampy” out of Jimmy. The
communication between Jimmy and the father is also very poor, and most times the
father demoralises Jimmy. However, communication degrees may vary from person to
person in a family set up (Crisp & Beddoe, 2012). This is evident since Jimmy
communicates well with the brothers who even assist him in his study work. Mr. and

9 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Mrs McLeod communicate and agree on issues that affect the children this will favour
the implementation of the service plan.
Degree of community/social support
• At least one neighbour and one teacher are concerned and are likely to support
efforts to address the problem
• Mr. James (school teacher)
• Mrs McLeod’s sister and her children Tristan and Naomi
g) Degree of community/social support
Since the primary problem has been identified in the nature of Jimmy’s
behaviour, it becomes important to understand that this aspect does not only concern
Jimmy and his family but almost everyone who he comes in direct contact with.
Jimmy’s problems can be effectively addressed by two other concerned parties, namely
his teacher Mr. James and his aunt and her children Tristan and Naomi.
Teachers can provide excellent support to students as they can easily identify the
problems that the students are facing as well as are in the position to offer aid to the
student in need. Mr. James identifies the specific needs of Jimmy as well as his
interests. He can be a valuable support for Jimmy’s case by helping identify the
problems that Jimmy is facing in school as well as his behaviour with other children in
the school. He can provide information about Jimmy’s behaviour with teachers and non
teaching staff, about his interests (like soccer) and how his current demeanour acts/does
not act in his favour.
Jimmy’s aunt and her children can also be an important source of support for his
case. They are close to his family and can identify instances where Jimmy was not
feeling in place, where Jimmy was facing difficulties with communication or behaviour
management, whether or not he was able to behave in a way that suits someone his age,
how his relationship with his cousins are etc. These cane prove to be a valuable source
of information for evaluating Jimmy’s case.
Conclusion
Counsellors have a great responsibility of completing an effective assessment to
establish the exact need and concern of the client (Anderson & Gehart, 2007). In Mr.
and Mrs McLeod case the family’s initial need and concern are a psychological need for

10 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
a service plan that will change Jimmy’s conduct and behaviour. These needs are also
attributed to the basic needs of human development and can be classified in the love and
belongingness and self-esteem class in the Maslow’s hierarchy of needs. Mr. and Mrs
McLeod’s family has great resources to facilitate the service plan and need the process
to be urgent. The service plan for change in the context will be complex since it
involves the whole family. However, the family has the capacity and is motivated to
adopt the service plan therefore will be easier achieved. ✓
Reference
Anderson, H &Gehart, D. (2007). Collaborative Therapy: Relationships and
Conversations that make a Difference. New York. Rutledge Press. P.12-14.
Butler, I and Gwenda, R. (2004). Social Work with Children and Families: Getting into
Practice (2nd Ed.). New York: Jessica Kingsley Publishers. p. 4-6. Only book
title in italics
Butler, I and Gwenda, R. (2004). Social Work with Children and Families: Getting into
Practice (2nd Ed.). New York: Jessica Kingsley Publishers. p. 4-6.
Crisp, B.R.; Beddoe, L. (2012). Promoting Health and Well-being in Social Work
Education. England: Rutledge. p. 4
Crisp, B.R.; Beddoe, L. (2012). Promoting Health and Well-being in Social Work
Education. England: Rutledge. p. 4
Davies, M. (2002). The Blackwell Companion of Social Work (2nd Ed.). Oxford;
Malden, Blackwell Press. p.21
Davies, M. (2002). The Blackwell Companion of Social Work (2nd Ed.). Oxford;
Malden, Blackwell Press. p.21

11 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Fadul, J. (2015). Encyclopaedia of Theory & Practice in Psychotherapy & Counselling.
London: Lulu Press. p. 20-21.
Heppner, P., Leong, L., &Chiao, H. (2008). A growing internationalization of
counselling psychology. New York: Wiley books. p. 32.
Murali, D & Erick, G. (2014). Evidence Based Macro Practice in Social Work. London:
Gregory Publishing Company. p. 32.
Murali, D & Erick, G. (2014). Evidence Based Macro Practice in Social Work. London:
Gregory Publishing Company. p. 32.
Ragg, D. (2011). Developing Practice Competencies: A Foundation for Generalist
Practice (1st Ed.). Germany: Wiley press. p. 7.
Ragg, D. (2011). Developing Practice Competencies: A Foundation for Generalist
Practice (1st Ed.). Germany: Wiley press. p. 7.
Rex, A. (2005). Social Work Administration: Dynamic Management and Human
Relationships. Oxford: Allyn and Bacon. pp. 2–3.
Rex, A. (2005). Social Work Administration: Dynamic Management and Human
Relationships. Oxford: Allyn and Bacon. pp. 2–3.
Statham, D. (2004). Managing Front Line Practice in Social Work. New York: Jessica
Kingsley Publishers. p.3
Statham, D. (2004). Managing Front Line Practice in Social Work. New York: Jessica
Kingsley Publishers. p.3

12 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Turner, F. (2005). Canadian Encyclopaedia of Social Work. Britain: Wilfred Laurier
University Press. p.56
Turner, F. (2005). Canadian Encyclopaedia of Social Work. Britain: Wilfred Laurier
University Press. p.56
Webb, S. (2006). Social Work in a Risk Society. London: Macmillan publishers. P. 21.
Webb, S. (2006). Social Work in a Risk Society. London: Macmillan publishers. P. 21.
Woolfe, R. (2003). Counselling Psychology in Context. (2nd Ed). Britain: Sage
Publications. p. 4.
Zastrow, C. (2014). Introduction to Social Work and Social Welfare: Empowering
People. New York: Cengage Learning. p. 24.
Zastrow, C. (2014). Introduction to Social Work and Social Welfare: Empowering
People. New York: Cengage Learning. p. 24.
Part C
(a) Aggression can be a symptom of some underlying reasons. polymorphic and is
common in many children suffering from psychiatric or medical problems or due to life
circumstances (Katz et al., 2012). The case study reveals that Jimmy shows abnormal
and aggressive behavior, which may be because they have challenges while dealing
with anxiety or frustration and cannot easily verbalize or express their feelings. This can
be because of bullying at school, negligence and lack of affection from the parents, just
as in the case of Jimmy. Jimmy had always been the victim of verbal abuse from his
father for being an accidental or unwanted child.
In order to obtain information regarding Jimmy's conduct or behavior, school can be
an academically sound resource for gathering information as the educator and Jimmy’s

13 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
peers can throw light upon certain facts which cannot be obtained from their parents.
Any information regarding the conduct of Mr. McLeod and his family situations can be
got from the neighbours. ✓
The counsellor must be realistic to understand or speculate the reasons behind the
problem arising, therefore an initial meeting will be arranged with the family (Katz et
al., 2012). There are certain things that must be taken into consideration.
Preparatory activity for interviewing the respondents other than the McLeod family
It is necessary to review the history or the family background of the McLeod
family and make a questionnaire accordingly. Certain factors should be considered
while planning a first meeting. Time and place should be the convenience of the
respondents, as it cannot compromise their day's work for meeting a social worker,
during his working hours, in that case telephone survey can be used (Trier-Bieniek,
2012)
Probable questions: - How do you know McLeods? Do you know Jim?
 Can you give us an account of Jimmy? How does he get along with his parents?
 Tell me something about Mr. McLeod? How does he get along with his kids?
 Is the family well behaved? How do they treat Jimmy?
 How does Jimmy treat his brothers?
 Have you ever seen Jimmy behaving violently? How would you scale it? Does
he always behave like this?
 Have you ever seen Mr. McLeod abusing Jimmy, physically?
Engagement
Both open ended and closed ended questions can be done depending upon the
psychological status of the respondent (Katz et al., 2012). The counsellor should also
asses the respondent’s perception regarding child abuse as that would influence the
responses. All the questions should be unbiased (Geldard et al., 2013).

14 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
What information should be collected – might include:
• More information about Jimmy’s aggressive behaviour – his explanation for it, any
triggers etc
• More information about alleged emotional abuse by jimmy’s father – frequency, how
long it has been happening for, severity, whether any other family members are
subjected to it
• Psychological evaluation of Jimmy • More information on Jimmy’s soccer interests,
any positive behaviour he displays at school and any other strengths
• More information about the aunt and cousins Tristan and Naomi, including the nature
of Jimmy’s relationship with them and the support they provide/could provide
From whom it should be collected – might include:
• Jimmy
• Mr Mcleod
• Mrs Mcleod
• The other Mcleod children
• Mrs Moffat (neighbour)
• Jimmy’s aunt (Mrs McLeod’s sister)
• Jimmy’s cousins Tristan and Naomi
• Jimmy’s schoolteacher
• The other teacher, Mr James
• The boy Jimmy beat up
• Neighbours in the complex
Where, when and how it should be collected – might include:
• Formal psychological evaluation by a qualified professional, as soon as possible
• Meeting with the family, at a mutually suitable time/place
• Face to face or via phone with others, e.g. Mrs Moffatt, school teacher, neighbours,
at a mutually suitable time
Specific questions to ask parties other than Jimmy’s parents in order to gather
more information about Jimmy, requires that the questions are curated and targeted
specifically to the people concerned who might know the details. For example if it
becomes important to understand Mr. Mcleod’s behaviour with his son, a better source
of information would be their neighbours and not Jimmy’s teacher.
Similarly it also becomes crucial to gather information about the people
concerned in relation to Jimmy and who are affected by the way he behaves. They
include primarily Jimmy’s brothers, his aunt and her children Naomi and Tristan, the
neighbour Mrs Moffat and secondarily the boys in the neighbourhood, Jimmy’s
schoolteachers and the other neighbours in the complex. While conversation with
Jimmy’s parents and brothers can provide information on Jimmy’s behaviour with the
aforementioned people, they can also be consulted with in order to gain a better insight
into certain other significant information that his parents might not be willing to
disclose (for instance how often Mr. Mcleod beat Jimmy up is not a question Mr.

15 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
Mcleod would want to answer). Organising a meeting with these individuals, since they
are not directly related to Jimmy, must also happen at their convenience either by
personally meeting them or through telephonic interviews (Katz et al., 2012). If they are
willing and ready to meet at the center that should also be arranged.
Probable questions to be asked in this case include:-
Neighbour
 Tell me more about the way you see Jimmy in the neighbourhood? Is he much
unlike the other children? How does he behave with them?
 How does he behave with you in general? Is he friendly or impolite with you?
How about with your husband Mr. Moffat?
 How often does he get in fights with the other children in the neighbourhood?
Have you ever observed how the conflict begins? More specifically what
triggers Jimmy?
 Do you have any idea how often Jimmy gets beaten up or behaved aggressively
at by his father? How long has it been going on?
 Does Mr. Mcleod behave in the same way with his wife and other children as he
does with Jimmy? How does Mrs Mcleod deal with his behaviour?
Jimmy’s aunt and cousins
 How is your dynamic with Jimmy? Is he friendly with you or impolite and
aggressive?
 Have you ever noticed any behaviour on the part of Jimmy’s father that you
might consider unethical? If yes what are those like?
 How is your current relationship with your sister (Mrs Mcleod)? Is it friendly or
would you consider bits of hostility to be present there? What about that with
Mr Mcleod?
 Have you ever witnessed Mr Mcleod being hostile towards Jimmy? How often?
 Is jimmy friendly with you (cousins)? Does he like playing with you or is he a
recluse?
 Are you scared of Mr Mcleod sometimes? If yes why?
Schoolteachers

16 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
 How does Jimmy behave in class? Is he friendly with his peers or is he generally
aggressive?
 How is his academic performance overall? Is he interested in what he is doing
or do you notice traits of easy distraction?
 What about extra-curricular activities? How would you describe Jimmy’s
interest for soccer?
 This might be a confidential question so feel free to answer only if you find it
answerable. In your PTA meetings, if any, with Jimmy’s parents, have you ever
noticed anything in the way they talk about Jimmy that might suggest hostility or
apathy?
Documentation
All the information should be documented electronically for preventing
misplacement and theft.
(b) Informed consent is necessary before the conduction of any such interviews
("Privacy law| Office of the Australian Information Commissioner - OAIC", 2018). The
respondents should be aware of the reasons for the interview and all the laws and the
norms related to child abuse and how they are applicable to Jimmy. Disclosure of the
interviewee is prohibited as per the legislation unless demanded by special cases or
court trials (Graycar, 2012). The privacy and the confidentiality of the respondent’s
information are protected by legislation by Commonwealth privacy act 1988. Any
questions that may give psychological stress to the interviewee should be altered. The
counsellor should be aware of the guidelines established by the Child Care and
protection Act, 2009 ("Child Welfare Act 2009)". ✓
Since information should be collected from the sources like schools, neighbours
and friends, without informing The McLeod's family, there might be breaching of some
ethics, but the interest and the safety of the child should be given priority.
• Ethical collection methods (e.g. not bullying or pressuring client for information;
ensuring client is aware of how their information will be used)
• Mandatory reporting legislation for suspected child abuse
The client should be made aware of how the information they are providing will
be used. The first step should be the signing of a complete non-disclosure agreement

17 Name –
Student Number –
Unit Code – COUCOP801A
Assessment item number – 1,2,3 & 4
followed by an explanation and assurance that every bit of information they provide will
be strictly confidential and not used for any purpose other than research into the
patient’s situation ("Privacy law| Office of the Australian Information Commissioner -
OAIC", 2018; Graycar, 2012). Moreover, extensive care should be taken before
consulting them in order to not force or bully them into giving information, nor coerce
them into divulging facts that they are themselves legally bound to not disclose
References
Child Welfare Act 2009 (NI). Retrieved from
https://www.legislation.gov.au/Details/C2017Q0001
Geldard, K., Geldard, D., & Foo, R. Y. (2017). Counselling children: A practical
introduction. Sage.
Graycar, R. (2012). Family law reform in Australia, or frozen chooks revisited
again? Theoretical Inquiries in Law, 13(1), 241-269
Katz, C., Hershkowitz, I., Malloy, L. C., Lamb, M. E., Atabaki, A., & Spindler, S.
(2012). Non-verbal behavior of children who disclose or do not disclose child
abuse in investigative interviews. Child Abuse & Neglect, 36(1), 12-20.
Privacy law| Office of the Australian Information Commissioner - OAIC.
(2018). Oaic.gov.au. Retrieved 11 February 2018, from
https://www.oaic.gov.au/privacy-law/
Privacy law| Office of the Australian Information Commissioner - OAIC.
(2018). Oaic.gov.au. Retrieved 11 February 2018, from
https://www.oaic.gov.au/privacy-law/
Article from a website with no author
Leafy seadragons and weedy seadragons. (2001). Retrieved from
http://www.windspeed.net.au/~jenny/seadragons/

18 Name –
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In text: (“Leafy seadragons,”2001)
Trier-Bieniek, A. (2012). Framing the telephone interview as a participant-centred tool
for qualitative research: a methodological discussion. Qualitative Research,
12(6), 630-644.
Assessment Task 2
Collaborative Case Planning
Part A
Role as a counsellor:
a) In this case, many aspects have been identified such as psychological issue of
Jimmy, family related issue, social issue and relationship issue as well
(Chapman, 2017). Therefore, in order to manage the current condition of Jimmy
and his family it is important to conduct counselling with each member of the

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family to understand their concern and perspectives regarding the current
situation. It is the responsibility of a counsellor to allow the client to explore the
different aspects of their lives and express difficult feelings without any
hesitation (Fleet et al., 2016). In this regard, I need to consider effective
communication and active listening during the session. In addition, I will
involve Jimmy in some interesting activities such as watching video of soccer
and related pictures and would like to ask him about his favourite player, as it
was mentioned by him that he like the time of playing soccer in school. Such
activities would help to gain trust of the client and engage him in the session to
collect important information that may help to set goals and strategies to resolve
the issue of the child and his family (Chapman, 2017). ✓
b) Goals for the family:
As identified several issues in the interview session, the goals for the family of
Mr. McLeod should be-
 Cognitive development of Jimmy as psychologist has identified delay in the
cognitive development.
 Improve the self-esteem of Jimmy as poor self-esteem has contributed to his
aggressive behaviour.
 Improve concentration of the client on study in order to help him to overcome
form the underperforming status.
 Improve engagement with family and wider society.

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 Jimmy needs to be encouraged to play soccer as he loves this sport. Such
involvement would help him to get rid of the mental distress due to taunt and
family issue as well.
 Improve family bonding as there is issues between the parents of Jimmy and his
father also neglects him due to his inability and psychological problems. ✓
o Mr and Mrs McLeod will resolve their marital conflict and trust issues
o Mr McLeod will attend anger management to learn healthy ways of expressing
his anger
o Jimmy will see the psychologist once a fortnight to improve his self esteem
o Jimmy will work with the school’s learning support team for 10 hours per week
o The McLeods will do a family activity that includes Jimmy once a week
o Jimmy will play cooperatively with children at school at least three days a week
 Improve marital status and trust between Mr and Mrs Mcleod as well as develop
healthy family dynamics with Jimmy by engaging in an interactive family
activity including him
 Mr Mcleod must prioritise managing his anger by attending anger management
sessions.
 Jimmy’s behavioural traits and self esteem should be improved by ensuring that
he visits the psychologist at least once every fortnight.
 Jimmy should also start playing cooperatively with the children at school and
the neighbourhood at least three days a week. He must also work with the
school’s learning support team for at least ten hours per week.
c) Resources required by the family:
In order to achieve the goals and get positive outcomes it is important to provide
adequate resources to the client and his family in order to meet their requirements to
overcome their issue. Such resources include, effective mental health service like
counselling and community service for Jimmy, support from the counsellor for
improving relationship of Mr. McLeod and his wife, social support such as support from
the neighbours and relatives and Support from the school staffs of Jimmy (Pinals et al.,

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2015). Such resources would help them to manage and overcome their condition in an
effective manner. ✓
D) Stakeholders and their role:
Counsellor- Help them to identify their issue and provide effective strategies to mitigate
the issues. ✓
Community service providers- They could support the family by involving them in
various family support programs and mental health service. ✓
Neighbours- Could enhance social support. ✓
Staffs of the school of Jimmy- Could support Jimmy in his learning session and
motivate him to engage in school activity. ✓
Jimmy and his family- Self-involvement is most important to overcome any difficult
situation, engagement of Jimmy and his family is required to improve the condition of
their family (Hattingh et al., 2015). ✓
o Couples’ counsellor – will work on McLeods’ marital issues and improve harmony in
the relationship
o Anger management facilitator/group – will provide specific strategies for Mr McLeod
to deal with anger constructively
o Psychologist – will devise and aid the implementation of learning and behaviour
strategies for Jimmy; to help Jimmy address self-esteem issues
o Teacher aide – to provide extra assistance to Jimmy with classwork
o Teachers and other staff – to work with the teacher aide and implement learning
and behaviour strategies
o Mr McLeod – to attend counselling, anger management and work on implementing
strategies at home
o Mrs McLeod – to attend counselling with her husband, to transport Jimmy to
psychologist appointments and liaise with teachers and staff about Jimmy’s progress
o Douglas and James McLeod – to make effort to involve their brother in activities
o All family members – to sit down together once a week and decide on an activity to
do as a family
o Mr James – to continue helping Jimmy develop his soccer skills and provide
encouragement

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o Jimmy’s aunt and cousins – to provide emotional and social support to the McLeod
family
Couple’s counsellor – They should progressively work towards helping Mr and Mrs
Mcleod improve harmony and trust in their relationship
Anger management facilitator/group – They should provide specific strategies fo Mr
Mcleod to help cope with his extreme anger issues.
Psychologist – In order to help Jimmy address his self-esteem issues and develop a
better psychological persona, the psychologist must devise learning and behaviour
strategies for Jimmy and help implement them.
Teacher aide/assistant – S/he must help Jimmy overcome most of his academic
difficulties.
Teachers and school staff – They should collaborate with the teaching aide and help
implementation of learning and behavioural strategies.
Mr and Mrs Mcleod – Mr Mcleod should actively work on his anger management
issues. Both Mr and Mrs Mcleod should attend individual and couple counselling. Apart
from that, Mrs Mcleod should also ensure timely transport of Jimmy to psychologist
and collaborate with the school staff to oversee his progress.
Jimmy’s brothers – They play a crucial role in Jimmy’s life and should actively engage
Jimmy in games and other fun activities and ensure that he does not feel left out.
All of Jimmy’s family members should come together, sit down at least once a week
and decide on a fun activity to do as a family.

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Mr James – He should provide positive encouragement to Jimmy and help him develop
his soccer skills alongside other extra-curricular skills.
Jimmy’s aunt and cousins – They should provide positive emotional support to
Jimmy’s family.
References:
Chapman, L. (2017). Role Conflict and Role Diffusion: the counsellor in further
education. In Uneasy Transitions (pp. 69-83). Routledge.
Fleet, D., Burton, A., Reeves, A., & DasGupta, M. P. (2016). A case for taking the dual
role of counsellor-researcher in qualitative research. Qualitative Research in
Psychology, 13(4), 328-346.
Hattingh, H. L., Knox, K., Fejzic, J., McConnell, D., Fowler, J. L., Mey, A., ... &
Wheeler, A. J. (2015). Privacy and confidentiality: perspectives of mental health
consumers and carers in pharmacy settings. International Journal of Pharmacy
Practice, 23(1), 52-60.
Pinals, D. A., Appelbaum, P. S., Bonnie, R., Fisher, C. E., Gold, L. H., & Lee, L. W.
(2015). American Psychiatric Association: position statement on firearm access,
acts of violence and the relationship to mental illness and mental health
services. Behavioral sciences & the law, 33(2-3), 195-198.

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Part B
Introduction
Collaborative Counselling involves exploring problems, brainstorming for potential
solutions, setting counselling goals and having candid conversations on how to reach
those goals. It also involves people voicing different concerns, opinions, and ideas in an
open purposeful and respectful partnership.
Collaboration ensures that the counsellor is in sync with the client’s needs. By being in
sync, it means the counsellor checks in with their client on the pace and timing of the
counselling process. This can help the partnership to get back on track, reevaluate the
counselling goals or change the therapy approach to fit the client’s desires and needs
because one size does not fit all in counselling (Forward Therapy, 2010). ✓
Facilitating Collaborative Counselling
Collaborative counselling is distinct counselling,and theoretical framework approach in
that the counsellor’s phenology is defined in three ways; Collaborative which
characterizes the client-counsellor roles, processes and interactions, 2. Developmental
which conceptualizes the counselling and experience 3. Idiographic which applies the
interventions and theories to individuals. From the perspectives above, collaborative
counselling is a specialized practice that emphasizes on outcomes, status assessment and
modalities and contexts of service delivery (Audet & Paré, 2009).
Collaborative counselling is an alternative counselling that considers counselling as a
conversation where the counsellor works with the client, not on the client while
considering tools such as power, social justice and meaning while working. The
counsellor focusses on collaborating with the client while empowering them to promote
change and assess them in the process. The counsellor forges a conversational approach
while considering language and keeping the client as the center of every conversation.

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This approach challenges the contemporary, traditional forms of counselling and takes
meaning-making into consideration while in talk therapy.
Collaborative counselling is also facilitated through a collaborative process that puts the
client at the forefront, and their cultural diversity and power relations are recognized.
The counselling and therapy process are conversational to construct shape and meaning
of the experience. Collaborative counselling advocates for a system that is not
structured in linear steps since counselling should not be treated as a technical craft.
With the above principles in mind, the counsellor should then focus on the conversation
to create rapport and make collaboration with the client as easy as possible. After a
conversation is achieved, then the counsellor should focus on centering the client on
empathy, hospitality, compassion, listening, silence and transparency. ✓
The importance of client centrality throughout the process. Key
points/themes might include (see Study Guide, pp 32- 33):
o Planning is a collaborative effort directed by the client’s needs and
preferences
o Principles of client centred planning such as:
􀂃 It is the person who ‘owns’ the planning. It is their interests, identity,
culture and aspirations which will guide what they want to achieve in life.
􀂃 Others are asked for advice and ideas and typically these will be people who
know the person well.
􀂃 Professionals may be contacted to seek advice.
􀂃 The person and those who know them well will decide what advice is
taken and acted on.
􀂃 The person will decide what is important to them, not only what is
important for them.
􀂃 They will decide on the priorities and the compromises that may have to be
made to put the plan into action.
􀂃 The person will have much to say about how things are going and will
seek further advice or make changes if things don’t turn out how they were
expected to.
􀂃 The plan is not the goal – the plan is how the person is going to achieve the
goals they have set for themselves.
􀂃 Goals will change over time.
The importance of client centrality throughout the process
While planning for a client, it is important to remember that the process is not
directed entirely by the counsellor but a collaborative effort by the counsellor as well as
the client. The client’s choices and decisions should be given priority but also ensured
that his overall condition is improved. The following principles of client centrality
should be kept in mind:

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 The client is the owner of his life and has control over the way the plans are
being made based on what suits their interests, lifestyle, socio-cultural identity
and aspirations.
 Only people who know the client really well can be and should be consulted for
ideas
 Advice can be taken from professionals
 Only the person and those who know him well have authority on deciding which
advice should be worked upon.
 The person must make decisions based on what is important to them and not just
what is important for them. They will also decide where to prioritize and where
to compromise while putting the plan into action.
 The person will have full say on how the plan is going and what kind of changes
are required to be made.
 It should be remembered that the plan acts only as a template for the goals to be
achieved. Goals may change based on which the plans can be amended if
needed.
Steps in Managing and Facilitating Collaborative Counselling
The first step is to assess the needs and concerns of the client. This is done through
establishing the initial need of the client by observing how they tell their story,
considering the context of their concerns through acknowledging the hunches they give
and testing the validity of their concerns. Based on the discussions with the client over
several meetings with the client, the counsellor then identifies the blocks to need
fulfillment the client may have including discrimination, prejudice or inadequate
resources. Then the counsellor formulates the need or concern based on the removal of
blockages. The counsellor formulates assumptions based on the theoretical knowledge
that they have after clarifying the need for the client (Pare, 2012).
In summary, three stages are required in the formulation of the need of the client;
1. Identifying the need
2. Identifying the blocks to needs fulfillment
3. Formulating the needs in terms of removing the blocks to needs fulfillment.

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The second step is to identify the nature of the concern by attributing it to the human
development needs. This can be done by assessing where the client lies in the Maslow
hierarchy of needs from which, the counsellor understands the nature of the client’s
needs. Maslow’s hierarchy of needs stipulates that the client strives to move up the
pyramid by meeting the primary needs first. The counsellor must assess whether the
client is progressing or regressing in the hierarchy of the motivational needs before
moving to the next stage. It is also at this stage that the counsellor identifies the
complexity of the client’s needs by examining the cause and effect because many client
issues are usually interrelated and cyclical. Resolving one issue in some cases may
resolve the other issues. ✓
The third step is to identify the potential resources and strengths that exist in the
ecosystem that the client brings to the table. This is done by analyzing their strengths,
what they have done well in the past, what resources they have and their main
motivation to change. From the above information, the counselor can then establish
assumptions that occur in the client’s environment for their needs to be met consistently.
Step four involves selecting and collecting information by asking who, where, how,
when and what questions. The counsellor develops a curious perspective to support and
acknowledge the client’s expertise in their life. ✓
However, during the information collection period, the counsellor must consider the
ethical issues;
1. Confidentiality; this is for both legal and ethical reasons so that the client can
ensure their information is private.
2. Consent; the client must provide consent either in written or verbal form. The
client must also be made aware of their right to withdraw from the assessment.
3. The collection Process; Information should be collected with the utmost respect
for the client’s worth, culture, and dignity.
The fifth step involves analyzing the information available by considering the following
key areas;
What the counsellor understands about their client, this involves their resources and
strengths.
What changes are needed for the client?

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Any further information that the counsellor requires to get a clearer perspective of the
situation and any further information that is needed for successful change to occur.
The resultant information that has been analyzed should provide the counsellor with a
clear understanding of the client so that they can proceed with appropriate planning
(Baines & Wills, 2002).
Legal and Organizational Requirements
The client’s privacy and confidentiality are protected by the Commonwealth Privacy
Act of 1988 legislation. All counselling sessions with the client are governed by this
law, and the counsellor must adhere to it except when;
When the client consents that their information be released to a third party
When the client’s failure to disclose information may result in harm to themselves or
others
When the information is required by law
There is also specific legislation governing states and age groups that the counsellor
should also consider. ✓
How culture and diversity factors should be incorporated into case planning. Key
themes/points may include (from Study Guide, p. 33)
To meet clients’ needs in culturally appropriate ways, case managers require
knowledge of the broader values, practices and beliefs of the cultural groups with
which they work, the current and historical factors that may affect clients’ access to and
use of services, and the resources available to improve cross-cultural communication
and
consultation. Undertaking planning with clients from culturally and linguistically diverse
(CALD) backgrounds may involve:
􀂃 Taking a holistic approach that considers all aspects of the commitments and
priorities. Each client should be considered as a unique individual - do not make the
mistake of assuming that people from the same culture will want their needs
accommodated in the same ways.
􀂃 Consulting with families, community or cultural leaders. In some cultures, decision-
making may be undertaken as a family or by certain members only. Community
leaders, for example, priests, Aboriginal elders, or others in prominent positions, may
be available to advise on how to best meet certain cultural requirements.
􀂃 Arranging for interpreters to be present during planning sessions to facilitate active
client participation and ensure that the plan is understood and agreed to.
􀂃 Ensuring culturally sensitive communication. Communication norms can vary
enormously between cultural groups. Sensitivity to both overt and more subtle
communication differences is essential for avoiding misunderstandings.
􀂃 Maintaining an up-to-date referral database of the cultural resources and support
services available in the community and linking clients with these where appropriate.

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􀂃 Considering social and historical factors that affect clients’ access to and use of
services, including those relating to disadvantage, discrimination and
marginalisation, and recognising when clients require assistance and advocacy.
How culture and diversity factors should be incorporated into case planning
The case managers need to have knowledge of The cultural groups they are dealing with
and the wide variety of values, practices and beliefs that come with them in order to
make the client meet his demands in ways that are culturally appropriate. They should
be aware of the ways those beliefs and practices work within the cultural community
and how the current cultural and historical factors affect the client’s usability and
accessibility of the services as well as the resources that can help improve the cross
cultural communication and consultation. Following points need to be kept in mind
when planning with clients that come from a Culturally And Linguistically Diverse
(CALD) background:
 The approach must holistically consider all aspects of the priorities and
commitments of the client. Every client must be identified as a unique
individual. It would be a mistake to assume that people belonging to the same
culture will have the same needs and requirements.
 Families, communities and cultural leaders must be consulted if need be. In
some communities, decision taking is not an individual process but a process
that is accomplished by family members alike. It is important also to remember
that community members and leaders (like leaders of Aboriginal communities)
may be able to provide valuable advice on the cultural nuances that need to be
considered while developing a plan.
 Presence of interpreters and ensuring culturally sensitive communication should
be given priority. So should be the maintenance of updated database of cultural
resources and support available in the community.
 Social and historical factors that can affect the client’s access to and use of the
services should also be considered, especially those that relate to disadvantage,
discrimination and marginalization of communities and individuals.
Conclusion

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Collaborative counselling is a process that involves the efforts of both the client and the
counsellor to solve the client’s needs. The process has been favored by counsellors and
clients alike in recent times because it puts the client in the center stage and enables
them to speak freely about their needs. If the four stages are followed correctly,
managing and facilitating collaborative counselling can be an easy and collaborative
task between the client and the counsellor. ✓

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References
Audet, C. T., & Paré, D. A. (2009). Collaborative Counselling. In Compelling
Counselling Interventions (pp. 305-315). Alexandria: American Counselling
Association.
Audet, C. (2014). Book Review of “The Practice of Collaborative Counselling and
Psychotherapy: Developing Skills in Culturally Mindful Helping”. Canadian
Journal of Counselling and Psychotherapy / Revue canadienne de counseling et
de psychothérapie, 48(3). Retrieved
from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/view/2756
Baines, K., & Wills, F. (2002). Beyond beliefs: Challenging obsessive thoughts and
compulsive behaviours within a collaborative counselling relationship.
Counselling and Psychotherapy Research, 2(4), 269-276.
Couture, S., & Sutherland, O. (2006). Giving advice on advice-giving: A conversation
analysis of Karl Tomm’s practice. Journal of Marital and Family Therapy, 32,
329–345.
Godard, G. J. (2006). Positioning and intentionality in collaborative counselling
relationships. Unpublished Masters in Counselling Project, Campus Alberta
Applied Psychology: Counselling Initiative.
Forward Therapy. (2010, October 23). Advice or Therapy? Taking a Collaborative
Approach with Your Therapist. Retrieved from forwardtherapy.com:
http://www.forwardtherapy.com/2010/10/advice-or-therapy-taking-a-
collaborative-approach-with-your-therapist/
Pare, D. (2012). The Practice of Collaborative Counselling and Psychotherapy:
Developing Skills in Culturally Mindful Helping. New York: Sage Publications.
Paré, D. A. (2013). The practice of collaborative counselling and psychotherapy:
Developing skills in culturally mindful helping. Thousand Oaks, CA: Sage
Publications.

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Assessment Task 3
Service coordination
Part A- Case Management of McLeods family:
Introduction:
This report will put forth the discussion of the role of service coordinator in
dealing with critical cases. A case study on McLeods family will be discussed. This is a
case of emotional abuse of the children. According to Stergiopoulos et al., (2015) such
case needs to be handled carefully for the sake of promoting emotional wellbeing of
sufferer. There are two different parts of the report. First part of the paper will shade
light on the way, through which the case of child emotional abuse can be handled
systematically. Second part of the report will focus on the process of effective client
advocacy. ✓
A) Role of service coordinator in carrying out referrals:
This is purely a case of emotional abuse of children. In addition to that, this case
too deals with the case of slight mental disability. As discussed by Ginter, Duncan &
Swayne (2018) in order to deal with the case, it is the initial responsibility of the service
coordinator to assemble all the relevant information the patient. The information must
include clinical background of the patients along with their need of care. As per the case
study, Jimmy is suffering from slight mental disability. Wager, Lee& Glaser (2017)
highlighted that in order to mitigate the problem, it is the prime responsibility of case
coordinator to apply Clinical Behavioral Therapy. This is the way, through which
Jimmy can be treated appropriately. ✓

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Iuga& McGuire (2014) put stress on the fact that one of the major roles, which
the service coordinator plays bin this context, he or she can help the child with mental
disability to access intervention services early. This is the way, through which Jimmy
along with his parents can accomplish procedural safeguards, which is very much
needed in order to promote emotional wellbeing to Jimmy. ✓
o Resource selection: “Once client needs and corresponding services have been
identified, the client and case manager turn their attention to resource selection –
selecting individuals, programs, or agencies that can meet the needs. Paramount in
this decision is consideration of the client’s values and preferences. The information
and referral system the case manager has developed is useful in this regard.”
(Reading 1.9, p 67)
o “Referral is the process of linking clients with selected services in the community.
Referrals are always made with the consent of the client (or client’s guardian) and may
involve the counsellor making the initial contact with the identified service on behalf of
the client and/or accompanying the client for the first meeting. Additionally, effective
referral procedures ensure that the client attend the service (i.e., they have transport,
financial resources, childcare etc.).
Follow-up is an additional part of a well-executed referral. Followup allows the
counsellor to determine if there was an appropriate ‘fit’ between client and service.
Additionally, followup enables counsellors to gain a greater understanding of the
service on offer, thus increasing the likelihood of making appropriate referrals to that
service in the future.” Study Guide, p 42).
Once the needs and the corresponding services required for the client is identified, both
the case manager and the client should turn their attention towards selecting the
resource. It incorporates the selection of individuals, programs or agencies that can meet
the specific needs of the client. The client’s values and decisions should be given
paramount importance and the referral system developed by the case manager should be
identified as a useful resource in this regard.
Referral stands for the process of linking clients and the selected community services
and should always be made with the consent of the client or their guardian (wherever
applicable). The referral should be responsible to ensure that the client’s counsellor
makes the first contact with the required service initially on the client’s behalf or
accompanying the client for the first meeting. Effective referral procedure also ensures
that the client attends the service properly and there is no limitations or hurdles in
transport or financial services etc.

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An effective referral process is also backed by follow up that allows the counsellors to
identify and decide whether the client and the service was compatible. It also allows the
counsellors to identify if the service is appropriate for a future referral.
B) Way of communicating and information sharing with the stakeholders:
In the healthcare context, sharing all the relevant information related to
support, care and treatment is very important factor. Panagioti et al., (2014) opined that
this is the way of generating a positive perception among them related to care. However,
according to case study, Jimmy is suffering from psychological challenge. Thus, it is
imperative for the service coordinator to follow non-verbal communication with Jimmy
in order to preserve a cordial connection with him. Yoder-Wise (2014) shaded light on
the ground that sign language is the greatest way of communicating with children,
suffering from mental disability. The service coordinator should show empathetic
gesture to Jimmy, so that he can understand that the opposite person is not harmful to
him. In addition to that, motivating attitude is also a greatest medium of communicating
with the children like Jimmy. ✓
Jimmy is a child, moreover he is not mentally fit. Thus, the service
coordinator must share all the relevant information with Jimmy’s parents. The service
coordinator should use verbal communication technique in order to provide Jimmy’s
parents with all the relevant information related to Jimmy’s treatment. Weaver et al.,
(2016) commented that conduction of meeting session is the greatest way of sharing
relevant information to the family members. It is the prime responsibility of service
coordinator to conduct discussion session with the parents, which is the key of
understanding their perception and thereby share all the relevant information with them.

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Lewis et al., (2016) said that asking question about the accountability of treatment is the
greatest way of maintaining healthy relationship with the service user’s family
members. ✓
How to coordinate and maintain information sharing amongst all stakeholders.
Key themes/points may include:
o Methods of information sharing:
“Case meetings, written correspondence (including email), and telephone contact are
the most common methods of sharing information between the client, case manager
and other service providers” (Study Guide, p 42)
o Effective communication: “To facilitate effective discussion with clients and service
providers, the coordinator needs to:
􀂃 Listen actively
􀂃 Be approachable, interested and responsive
􀂃 Adapt their communication methods and styles where appropriate
􀂃 Be receptive to both positive and negative feedback and be willing to implement
changes when something is not working
􀂃 Address cultural and language barriers with the appropriate assistance”
Coordinating and maintaining information sharing amongst all stakeholders
In a service collaboration, successful collaboration requires that an effective
communication is maintained. There are various ways of sharing information like:
 Case meetings
 Written correspondence (email and service chats)
 Telephone contacts
Moreover, facilitating effective discussion between the counsellors, client and service
providers requires that the coordinator:
 Is an active listener
 Is approachable, interested and responsive
 Is able to adapt their communication methods and styles appropriately.
 Is receptive to both positive and negative feedback and willing to implement all
necessary changes
 Is able to address cultural and linguistic barriers with appropriate assistance
C) Way of sharing information ethically:
Maintaining confidentiality in the way of sharing relevant information to the
patients is one of the major factors in the context of health and social care. Johnson et

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al., (2015) said that this is the key of ensuring ethics in the way of dealing with the
patients. In the case of Jimmy, confidentiality while sharing identity of Jimmy as well
as his parents needs to be maintained. According to the case study, Jimmy an unplanned
child of his parents, who separated for three years, but now negotiated for the sake of
their children. Such information related to Jimmy’s family must be protected.
According to Health Insurance Portability and Accountability Act (HIPPA), personal
information of patients needs are to be protected. As stated by Viswanathan et al.,
(2015) being the service coordinator, it is his prime responsibility of the service
coordinator to have detailed knowledge regarding the theoretical framework, while
dealing with the information of patients. As Jimmy is mentally challenged, it is
imperative for the service coordinator to offer his parents with information related to
medication along with treatment. As Clinical Behavioral Technique is going to be
applied to Jimmy, sharing information to the parents is also the key of getting consent
from them. ✓
D) Process of monitoring the patients:
According to the case study, Jimmy is suffering from mental disability.
Therefore, it is imperative for the service coordinator to monitor Jimmy effective. This
is the key of taking effective steps for the sake of dealing with the challenges faced by
Jimmy. As per the case study, Jimmy is facing certain academic issues. In order to
monitor such issues, the caregivers must offer Jimmy with certain critical tasks such as
some complicated math. This is the mode of exploring the area, where Jimmy is
lacking. (Abdelhak, Grostick& Hanken 2014) showed that the structure and culture of
families is also a major factor in the way of monitoring patients with mental disability.
From the case study, it is evident that Jimmy is abused mentally by his father. This is

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one of the major reasons, behind the mental issues faced by Jimmy in his early
childhood. It is quite evident that understanding the root cause is a major way of
monitoring patients with mental disability.
o “Monitoring needs to occur over the full course of intervention. When progress is
monitored, both counsellor and client are afforded the opportunity to share what they
feel is working or not working in the case plan; what needs refinement or modification;
what goals or objectives need to be removed, added or altered and/or what time-
frames need adjustment. Collaboratively discussing potential changes in a case plan
not only contributes to a client’s sense of accountability but also serves to empower
and enable. Changes to the plan must be clearly documented and communicated to all
stakeholders to ensure each clearly understands the implications for their part in
service delivery.”
The full course of intervention should entail monitoring. Through monitoring the
progress, both the counsellor and the client finds the opportunity to share whatever they
feel is working and what is not in the plan, which portions require necessary
amendments based on the set goals and objectives. Through collaborative discussion if
the changes are made, it also benefits the client by enhancing his sense of accountability
as well as serves to empower and enable the client in various aspects of his life. In order
to ensure that the stakeholders clearly understand the implications that entail their
participation in the service delivery, all changes in the plan must be documented and
communicated to them.
E) Reason of termination of helping relationship:
It is true that a healthy relationship, between the patients and the service
coordinators plays a major role in the way of ensuring accountability of services. This is
the key of providing accurate treatment to the patients as per their requirements. There
are certain factors, which may hamper the intensity of the relationship between patients
and the service coordinators. Arnold & Boggs (2015) observed that lack of trust is one
of the most significant reasons, for which termination of helping relationships can

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happen. This can arise at the time, when the service coordinators breach the
confidentiality in the way of sharing personal information of the patients. ✓
Lack of effective communication is also a major reason, which hamper helping
relationship between patients and the service coordinator. This can happen at the time,
when the service coordinators make the decision related to treatment of the patients by
their own without discussing with the patients along with family members. Such lack of
communication can also hamper degree of patient engagement (Tahan, 2016). ✓
F) Role of service coordinator in helping McLeods transition:
In order to deal with Jimmy’s behavior, it is important to change the attitude of
Jimmy’s father initially. As Jimmy is suffering from certain learning disability, which is
hampering his score in academics, intensive support service needs to be provided to
him. This is the key of modifying the behavior of children with learning disability.
Erford (2017) showed that person-centered planning is one of the major aspects of this
service. This means that, the service coordinator must design personalized care for the
children like Jimmy in accordance with his requirements. In addition, Johnson et al.,
(2015) also showed that this system can also have a firm impact on strengthening their
tenacity, enabling them to lead life independence and reinforcing their quality of life.
Team approach is also a very significant aspect of this intensive support service,
through which the service coordinators work appropriately by collaborating with each
other. As Jimmy is vulnerable towards suffering from mental abuse due the aggressive
attitude of his father, implementation of this support service can help the service
coordinator to keep Jimmy safe out of care. This is the fundamental way of supporting
him to get rid of his problem. In addition to that, this support service can also pave the

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way for Jimmy to overcome his learning disabilities and thereby enable him to improve
his score in academics. At the same time, this service can also help in reducing anti-
social behavior, which is prevalent in in Jimmy’s family. ✓
How to help the McLeods transition out of case management or to a less
intensive support service. Key themes/points may include:
Consolidating gains: “To sustain change over time, clients need to be equipped with
sufficient coping skills. Workers can assist clients in consolidating gains by:
1. Anticipating the factors that are likely to impact on the client’s consolidation of
change and practise strategies for coping with associated events (for example, a
client seeking to abstain from drinking alcohol could be encouraged to role-play
being assertive with family members and peers in regard to declining an offer of
alcohol).
2. Implementing a monitoring (or ‘weaning’) phase, whereby the frequency of sessions
gradually decreases over time.
3. Informing clients that they are welcome to return for help, if it is required. Note
however that there is a fine line to tread between conveying your continued interest
and support and expressing a lack of confidence in the client’s ability to cope on their
own.” (Study guide, p. 51)
Follow-up: “Follow up sessions are another component of effective termination. The
purpose of follow up sessions is five-fold: Follow up sessions -
1. provide opportunity for the worker to acknowledge the changes and progress that
the client has made since the final, formal session
2. allow the worker to offer assistance and guidance in response to any residual
difficulties
3. can act to lessen the impact of termination
4. provide further opportunity for evaluation of service delivery
5. can initiate progress toward more formalised help (if this appears
necessary)” (Study guide, p. 52)
Ending rituals: “Ending rituals often occur as a natural response to finalising the work
that has been done and the goals that have been achieved. There are a multitude of
ways in which endings can be marked including celebrations, presentations of
certificates, gift giving and graduation ceremonies. It is important to tailor the ending
ritual to the individual client so that it is not only meaningful but well-received. Reading
1.11 offers caution in relation to ending rituals, particularly with regard to gift giving. It is
imperative that gestures are not misinterpreted by the client or leave the client
feeling as though they need to reciprocate” (Study guide, p. 52)
Helping the Mcleods transition to a less intensive support service should include the
following aspects:
Consolidating Gains – This entails that the clients must be equipped with sufficient
coping skills in order to accommodate for the changes that they have experienced. It
entails:
 Anticipating which factors might negatively influence the client towards a
detrimental old habit and developing strategies to overcome them

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 Monitoring the post service phase where the chances of regression are high
given the frequency of the service goes down.
 Informing the clients that whenever they feel the need to, they can return to
access the service.
Follow up – Follow up sessions are a crucial component for effective termination of the
service program. It does the following:
 Provides an opportunity for the workers to identify and document the changes
that the client has gone through sine the termination of the program.
 If there are any post termination difficulties, it allows the workers to address that
and offer assistance and guidance.
 Can help reducing the impact of the termination on the clients and provide
further opportunities for evaluation of service delivery.
 Can also begin a steady progress towards a more formalized aid system if
necessary.
Ending rituals – Ending rituals are a more casual and natural response to the
termination of the program that signifies the value of what the client has achieved.
There are various ways in which an ending ritual can be marked. It includes a small
celebration, presentation of certificates, giving gifts as well as organizing a graduation
ceremony. However there should be a certain amount of care that should be taken while
conducting these ceremonies. The client should not be pressurized by the overwhelming
display of felicitation or grandeur. Besides, gift giving should not entail that the client
misunderstands it as a reciprocal action.
Part B-
Effective Client Advocacy:
Advocacy is one of the major aspects in the way of dealing with a critical case.
With the rapid changes in health and social care sector, this client advocacy is being
considered as essential elements. In the context of patient centered healthcare approach,
effective client advocacy is very much needed in terms of building strong relationship

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with the service users and thereby understanding their needs and requirements (Ginter,
Duncan& Swayne, 2018). The fundamental aim of this effective client advocacy is to
provide the service users with ongoing care, which is very much needed in order to
promote their health and wellbeing. At the same time, effective client advocacy also
offers the service users with all the relevant resources that are extremely important
factor in enabling them to understand their treatment. The initial step of advocating the
patient is to understand their needs and requirements. This is the key of determining
appropriate treatment in accordance with their health-related issues. Effective client
advocacy is highly required in the health and social care sector as it helps in protecting
the rights of the patients. It is the prime responsibility of healthcare practitioners to
protect both the legal and human rights of the patients, which is the key of promoting
their health and wellbeing. ✓
Advocacy is being considered as one of the greatest skills, which professional
case managers must have, as it serves them with the ability to take effective health
related decision. In the context of healthcare setting, the doctors and nurses, coming
from different background must work together with the intention of providing the
students with high quality of care. It is the prime responsibility of both the doctors
along with nurses to use their experience, in terms of resolving any kind of negative
attitude among the patients. In addition to that, the healthcare practitioners must also be
committed towards maintaining trusting relationship with the service users, which is
very much needed for reducing anxiety or fear among the patients and improve the
health outcome. ✓

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Assertive attitude needs to be shown while offering advocacy to the patients.
This means that, it is the prime responsibility of healthcare practitioners to show
considering attitude while dealing with patients with special needs. Negotiation with the
family members of patients is another significant factor of effective client advocacy. It
is true that, the healthcare practitioners might face certain obstacles such as negative
attitude of patients. Still, Panagioti et al., (2014) showed that he or she must be calm
and cool at the time of negotiating with the clinicians and discussing any kind of factor
with them.
Improving organizational policies and system and policies is the key step of
improving client advocacy. This is the key of reducing excessive cost of healthcare and
offers the patients with effective services in a timely manner. Effective patient advocacy
is being one of the greatest sources of all the relevant information related to the patients
(Ginter et al., 2018). This is the way, through which the rights and responsibility of the
patients can also be protected. ✓
Conclusion:
Based on the discussion, it can be concluded by saying that the children with
special needs must be treated carefully. They must be offered with special guidance and
treatment, which is the key of promoting their emotional wellbeing. Intervention
support service is the greatest way of keeping a child safe and secured from any kind of
aggressive behavior. ✓

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References:
Abdelhak, M., Grostick, S., & Hanken, M. A. (2014). Health Information-E-Book:
Management of a Strategic Resource. Elsevier Health Sciences.
Arnold, E. C., & Boggs, K. U. (2015). Interpersonal Relationships-E-Book:
Professional Communication Skills for Nurses. Elsevier Health Sciences.
Erford, B. T. (2017). Orientation to the counseling profession: Advocacy, ethics, and
essential professional foundations. Pearson.
Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2018). The strategic management of
health care organizations. John Wiley & Sons.
Iuga, A. O., & McGuire, M. J. (2014). Adherence and health care costs. Risk
management and healthcare policy, 7(3), 35-52.
Johnson, T. L., Rinehart, D. J., Durfee, J., Brewer, D., Batal, H., Blum, J., & Gabow, P.
(2015). For many patients who use large amounts of health care services, the
need is intense yet temporary. Health Affairs, 34(8), 1312-1319.
Lewis, S. L., Bucher, L., Heitkemper, M. M., Harding, M. M., Kwong, J., & Roberts, D.
(2016). Medical-Surgical Nursing-E-Book: Assessment and Management of
Clinical Problems, Single Volume. Elsevier Health Sciences.
Panagioti, M., Richardson, G., Small, N., Murray, E., Rogers, A., Kennedy, A., &
Bower, P. (2014). Self-management support interventions to reduce health care
utilisation without compromising outcomes: a systematic review and meta-
analysis. BMC health services research, 14(1), 356-367.
Stergiopoulos, V., Hwang, S. W., Gozdzik, A., Nisenbaum, R., Latimer, E., Rabouin,
D., & Katz, L. Y. (2015). Effect of scattered-site housing using rent supplements

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and intensive case management on housing stability among homeless adults with
mental illness: a randomized trial. Jama, 313(9), 905-915.
Tahan, H. M. (2016). Essentials of Advocacy in Case Management: Part 1. Professional
case management, 21(4), 163-179.
Viswanathan, M., Kahwati, L. C., Golin, C. E., Blalock, S. J., Coker-Schwimmer, E.,
Posey, R., & Lohr, K. N. (2015). Medication therapy management interventions
in outpatient settings: a systematic review and meta-analysis. JAMA internal
medicine, 175(1), 76-87.
Wager, K. A., Lee, F. W., & Glaser, J. P. (2017). Health care information systems: a
practical approach for health care management. John Wiley & Sons.
Weaver, C. A., Ball, M. J., Kim, G. R., & Kiel, J. M. (2016). Healthcare information
management systems. Cham: Springer International Publishing.
Yoder-Wise, P. S. (2014). Leading and managing in nursing-E-Book. Elsevier Health
Sciences.

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Assessment Task 4
Evaluation
Part A
Evaluation is an important part of any process. It helps one determine how successful or
unsuccessful they are in a certain program. In the helping process, evaluation of the
client’s progress at every stage is essential. Different methods can be used to assess the
progress of McLeod family. The most suitable methods to evaluate this family’s
progress are direct observation, goal attainment scaling and client self-report.
Evaluating the progress through direct observation is quite reliable during the helping
sections. The counsellor should be able to tell how effective the techniques he/she is
using when the client is expressing himself/herself. If the progress is positive the
attitude and the facial expressions when talking about something will be good. Goal
attainment scaling method assesses the results against the goals set at the beginning of
the process. It enables both the client and the counsellor to determine the goals they
have achieved and what needs to be done in order to improve and get the best from the
entire process. When evaluating the progress of a helping process, the report of the
client cannot be ignored. It is only the client who can give a reliable feedback on the
reality of matters of concern. The report from the client can be utilized by the counsellor
to formulate the best ways to get the best results within the desired timeframe (Jones,
Sander, & Booker, 2013). ✓

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Part B
(a) When should monitoring and evaluation occur?
Monitoring and evaluation are two most important aspects of effective guidance
counselling process. It should be done from the being of intervention to the end
of the process. Monitoring gives both the client and the counsellor the
opportunity to discuss what is working well and the areas they need to give more
attention or do some adjustments in order to get positive results. It is necessary
for the client and the counsellor to remain flexible to make adjustment because
the continuous assessment and monitoring may identify new needs of the client
so the objective must also be changed (Lahey, & Nielsen, 2013. ✓
(b) What should be done with evaluation findings?
The evaluation findings are essential in planning for continuous development as
well as facilitating service delivery improvements. The findings should be used
to create an action plan indicating the things that need to be done, the timeframe
to complete them and the people to do them. The findings should also be
reviewed to consider explanations, alternatives, various options and their
possible effects before they are implemented. The evaluation findings should get
the stakeholders involved in discussing and making decision about any
necessary improvements. Additionally, the findings can be used to compare
other programs and determine both long-term and short-term improvements. ✓

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Part C decide on your personal stance on the issue and provide a rationale. I feel
this unethical because …
I feel that the process of evaluation is justified. If we consider the case of
someone like Jimmy, he is young and is unable to make all decisions of his own
that would be right for him. In this case, guardian support is necessary. However
we must also remember that the family dynamic has not been entirely healthy
either with Mr Mcleod’s anger and hostility towards his son which has rendered
Jimmy hostile and violent. The Mcleod couple also has issues in their marriage
that has not been healthy for the development of their child. All these factors
entail that the evaluation process should consider Jimmy as the key patient but at
the same time, his parents as crucial factors behind his case. Therefore
information from external sources have become important to develop a plan
suitable for Jimmy and help him along the way.
I also feel that Jimmy’s progress should be closely monitored if not his parents’.
Jimmy’s age is crucial for development and there are more chance for him to
relapse than his parents. Therefore all the concerned parties and stakeholders
must ensure that they provide ample care and attention to the way Jimmy’s
development is happening.
1) ??? not sure what the yellow is for Ethical issues are quite critical and
important especially when evaluating the possibility of either a business or a
program thriving in a certain area or field. Carrying out an evaluation or getting
feedback from a restricted group driven by self-interest is unethical. It is wrong
for a manger to justify additional funding or establishment of a new program

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through dubious methods, if its goals, objectives and its real potential are not
clearly set out (İyigün, 2015). Evaluating the possibility of a program doing
well is very necessary since it helps the stakeholders to set SMART goals and
objectives as well as allocate enough resources required to run the program.
Ethics are violated if the evaluation is biased either by the manager or any other
individual for different motives rather than the real intention for establishing the
program. Manipulating an evaluation for self-interest create loopholes for any
program to fail in achieving its objectives at the desired timeframe. Taking
random data from people is likely to give u a better picture of how something
should be done for good planning. It is simply unethical to collect information
from people you know will only give positive feedback about a program. If the
program is not likely to work the funds can be utilized to run other programs
that are already underway (Jeanes, 2017).
2) It is important to note that although evaluation and monitoring were designed to
help organizations improve their services and programs, the two can be used for
other different purposes. Determining whether an evaluation is ethical or not
depends on how it is done and the motives of doing it. An evaluation may be
done for example to justify the decisions of the management to discontinue a
program. If the managers are open minded to change their decision based the
results of the evaluation, then it can be said to be ethical (Brewis, 2014). Such
an evaluation must be objective, fair and designed to either confirm or not
confirm the already existing impressions concerning a program. If the
evaluation is staged, manipulated and biased in order to justify the management

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decision to discontinue the streaming, then it is considered unethical. Although
Managers have an obligation to protect the best interest of an organization, they
should use the right channel. For example, they can make decision based on an
annual performance report or use an unbiased evaluation. Further, it is worth
noting that the evaluation is best utilized if it is used to improve the program
rather than terminating it (Greenwood, 2016).
3) The world is in a critical time when almost everybody is aware of the ethical
issues to be observed by all organizations and people can do everything to
ensure these ethics are not violated. One of the ethical issues is treating all
people equally regardless of their religion, race or color. Conducting an
evaluation to know the truth about the discriminatory claims from one of the
clients is quite an important thing. However, deciding whether the evaluation is
ethical or not depends on the purpose of doing the evaluation and the manner in
which it is done (Grunig, 2013). If the manager wants the evaluation to be done
in order to protect the company from negative publicity and then do nothing
about the client’s complains, then the evaluation is not ethical. It is simply
wrong to initiate an evaluation process in order to give it as an excuse and
defend the organization from the public criticism when the media calls. Such
evaluation is done to protect personal interest of an individual and therefore
does not follow the ethics guidelines. If the evaluation is done in good faith and
objectively to correct the practice in question even after the media has forgotten
about the issue, then the evaluation is ethical (Ferrero, & Sison, 2014).

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4) The need of counselling services in our today’s society is ever increasing with
the different needs of a big population. Evaluating the results of the process is
quite important. If the process is done in the right manner the clients are ready
for evaluation at the end. The evaluation of the helping process has three key
areas to look at; the outcomes, the process and the satisfaction of the client.
Ethics in the field of counselling demands that the process must be personal and
a secret between the client and the counsellor helping him/her. Although it is
right for companies offering such services to evaluate the satisfaction of their
clients, it is unethical to seek some information that may implicate the
confidentiality of the entire process (Kocet, & Herlihy, 2014). The client should
only give their opinion about the environment in which the service was offered,
say if the goals were met or not and suggest whether they can refer friends to
the facility or not. Additionally, it is not wrong for them to give general
information such as age and gender. However, disclosing the name of the
counsellor they have been seeing is unethical since it may break the confidence
they had created about the whole matter being a secret and therefore discourage
them from seeking help when another need arises (Coll, Doumas, Trotter, &
Freeman, 2013).
References
Brewis, J. (2014). The ethics of researching friends: On convenience sampling in
qualitative management and organization studies. British Journal of
Management, 25(4), 849-862.

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Coll, K. M., Doumas, D. M., Trotter, A., & Freeman, B. J. (2013). Developing the
counselor as a person and as a professional: Attitudinal changes in core
counseling courses. The Journal of Humanistic Counseling, 52(1), 54-66.
Ferrero, I., & Sison, A. J. G. (2014). A quantitative analysis of authors, schools and
themes in virtue ethics articles in business ethics and management journals
(1980–2011). Business Ethics: A European Review, 23(4), 375-400.
Greenwood, M. (2016). Approving or improving research ethics in management
journals. Journal of Business Ethics, 137(3), 507-520.
Grunig, J. E. (2013). Furnishing the Edifice: Ongoing Research on Public Relations as a
Strategic Management Function. In Public Relations and Communication
Management (pp. 41-66). Routledge.
Jeanes, E. (2017). Are we ethical? Approaches to ethics in management and
organisation research. Organization, 24(2), 174-197.
Jones, J. M., Sander, J. B., & Booker, K. W. (2013). Multicultural competency building:
Practical solutions for training and evaluating student progress. Training and
Education in Professional Psychology, 7(1), 12.
Kocet, M. M., & Herlihy, B. J. (2014). Addressing value‐based conflicts within the
counseling relationship: A decision‐making model. Journal of Counseling &
Development, 92(2), 180-186.
Lahey, R., & Nielsen, S. B. (2013). Rethinking the relationship among monitoring,
evaluation, and results‐based management: Observations from Canada. New
Directions for Evaluation, 2013(137), 45-56.
İyigün, N. Ö. (2015). Corporate social responsibility and ethics in management in light
of sustainable development. In Handbook of research on developing sustainable
value in economics, finance, and marketing (pp. 239-258). IGI Global.