NCFE Level 3 Past Paper & Marking Scheme [Archive] - HopeAtSunrise Counselling Forum ~ Your portal to well being

Jenny

14th February 2009, 10:51 AM

Question 1
Answer any two of the following:

(a) Identity one element of humanistic/person centred theory that can be used to explain an aspect or aspects of the information about Mathew and describe how the theory provides an explanation (4 marks)

(b) Identity one element of psychodynamic theory that can be used to explain an aspect or aspects of the information about Mathew and describe how the theory provides an explanation (4 marks)

Question 2

(a) Write a response showing your ability to demonstrate empathy and unconditional positive regard that you could give in reply to the statement made by Mathew at the end of the case study (3 marks)

(b) Identify a counselling skill or “micro skill” you have shown in the response you gave for (a) and explain why that skill was used (3 marks)

Model Answer
The response for (a) should have the following characteristics:

• Reference to the theme of worthlessness
• Reference to the theme of fear of reactions of teacher and other students
• It reflects emotion at the same level as expressed by Mathew
• It does not add information or analysis e.g. the information known about Mathew but not expressed by him in the statement at the end of the case study (other than honesty about existence of previous knowledge about Mathew)

For (b) any of the following counselling/micro skills:

• Paraphrasing- This would be helpful because what Mathew says is acknowledged and the listener’s understanding is demonstrated. This is an important way of demonstrating empathy.
• Reflection- This would be helpful because what Mathew says is acknowledged and the listener’s understanding is demonstrated.
• Open question- This would aid exploration of Mathew’s feelings and thoughts as it would encourage him to say more about them. This is an important way of demonstrating empathy.
• Summarising- This would be helpful because what Mathew says is acknowledged and the listener’s understanding is demonstrated.
• Echoing- This would involve acknowledging the key word in what Mathew says. Its importance would be acknowledged and Mathew would be encouraged to say more
about it. This can help in demonstrating empathy.
• Staying in the “here and now”- This is demonstrated by responding only to what is said by Mathew and making no reference to previous information known about him

Learning Outcomes Assessed
(a) Unit 01 Element 1.2 Learning Outcome 1.2.9 & Unit 01 Element 1.3 Learning Outcome 1.3.7
(b) Unit 01 Element 1.3 Learning Outcome 1.3.8
Marks
(a) Response made= 1 mark, reasonable response= 2 marks, accurate response= 3 marks
(b) Identifying counselling skill/micro skill= 1 mark, explaining why skill was used= 2 marks
Total= 6 marks

Question 3

(a) Some information about your role in the project has been given in the case study. You also have the task of explaining to employees that they must complete an assessment exercise to identify if they need any extra help with communication or number skills. It is your duty to refer the person if they need specialist help or information from college
staff. You have a number of particular concerns about Mathew that you wish to discuss with your project manager. Write about three of these concerns (3 marks)

(b) Describe one area in which a counsellor working with Mathew could introduce challenge and discuss briefly how your own values or experiences could possibly interfere with your ability to work with someone who is not a family member but has the issues that Mathew has (2 marks)

Model Answer For (a) any three of the following points:

• Mathew’s possible reaction to an assessment test and how best to address this issue
• Mathew’s possible referral to a staff member in the art department so he could view facilities and find out about the art courses on offer and how best to support him through this
• Ethical concerns about working with Mathew- is the relationship enough of a counselling relationship to invoke concerns about dual relationships and confidentiality?
• What is the policy about workers for this project interviewing family members and people they know?
• What possibilities are available for referral to a trained counsellor within the college?
• How do I best address the issue of finding out if counselling is available through Mathew’s employer?
• How do I best address the issue of obtaining counselling from another source?
• Where do the limits of my role as a user of counselling skills end in this working role?
• How do I get immediate help/address my own and the other person’s safety needs if I am working with someone who is very distressed?
• What access to support do I have if I am upset by working with Mathew or any other person I see when working for the project?
Candidate should indicate that they understand the difference between project manger and counselling relationships.

For (b), the area in which challenge could be introduced is:

• Mathew says he is worthless but it a talented artist/cares for an animal with love
For (b), the point or points depend on individuals but might include:
• My own work ethic conflicts with Mathew’s
• I have been the victim of bullying in school myself
• I have been the victim of a bullying parent myself
• I too avoid situations where I might be hurt or bullied
• I have/had the difficulties at school/college that Mathew had
• I really value my own parent/grandparent’s collection of medals and military memorabilia

Learning Outcomes Assessed
(a) Unit 03 Element 3.1 Learning Outcome 3.1.13 & Unit 03 Element 3.2 Learning Outcome
3.2.14 & Unit 03 Element 3.3 Learning Outcome 3.3.8
(b) Unit 05 Element 5.2 Learning Outcome 5.2.11 & Unit 01 Element 1.1 Learning Outcome 1.1.14
Marks
(a) 3 Marks (1 each for three points)
(b) 2 marks (1 for identifying point where challenge could be introduced, 1 for point or points about values)
5 marks in total

Question 4

(a) You are aware that three of the theoretical approaches a trained counsellor might use are person centred, cognitive behavioural or psychodynamic. Give a brief explanation of the approach that you did not select for your answer to question one that you can use when talking to Mathew (3 marks)

(b) You also want to give Mathew information about other therapeutic approaches, in particular brief therapy, reality therapy and art therapy. Choose one of these therapies or an alternative you have explored on your course or elsewhere and write a brief explanation of it that you could use when talking with Mathew (3 marks)

Model Answer For (a):

If humanistic/person-centred is used, any three of the following points:
• Founded by Carl Rogers
• Involves concept of self made up of self concept and self-actualising/organismic tendency
• Self actualisation is a concept of Maslow’s and used in Maslow’s Hierarchy of Needs
• Introjected values or conditions of worth determine or influence self-concept
• Therapy based on three core conditions of empathy, unconditional positive regard and congruence
• Three core conditions are three of six “necessary and sufficient” conditions around which there has been much debate
• Rogers’ ideas summarised in “The 19 Propositions”
• Rogers’ views on development and change during course of therapy summarised in “Seven Stages of Progress”
• Belief that client understands self and what is best for self better than therapist understands client
• Person-centred counselling and Gestalt therapy are the major humanistic therapies
• Humanistic therapy has its philosophical roots in existentialism and phenomenology
• And any other correct item of information
If cognitive behavioural is used, any three of the following points:
• Developed from behaviourist theories of Pavlov, Thorndyke, Watson, Skinner and Bandura
• Basis behaviourist principles are that behaviour that is reinforced/rewarded is more likely to be repeated. This explains how good and bad behaviours are developed and how they can be changed.
Behaviourist therapies included flooding, systematic desensitisation, token economy and other reward schemes
• Behavioural theory successful and easy to test but much testing was carried out on animals and no evaluation was made of the role of cognition.
• Behaviourist theory based therapies developed into cognitive behavioural therapies as role of cognition/thinking was seen as important
• Cognitive therapy began in the 1960’s as a result of Beck’s research on
depression/conclusions on the limitations of the psychodynamic approach
• Beck developed a linear model to show the relationship between early life experiences, core beliefs, underlying assumptions and (cognitive, behavioural, affective,
physiological) reactions to critical incidents
• Ellis developed the ABC model to explain the relationship between thinking and emotions i.e. that problems do not stem from activating events but from an individual’s beliefs about these events
• A= Activating event, B= Beliefs, C= Emotional Consequence
• CBT involves drawing on and correcting an individual’s rational and irrational (selfdefeating) thinking and using his/her potential for growth
• Therapy is cognition based, directed by the therapist and involves the use of homework. Therefore it is seen as fast and effective.
• The core conditions are not essential but can be very useful, especially acceptance
• Gaining access to unconscious material and information about the client’s past is not seen as necessary
• Concepts include irrational beliefs, awfulising, negative automatic thoughts (NATS), over-generalisation, magnification, musturbatory thinking, Socratic debate, selective abstraction, arbitrary influence
• And any other correct item of information
If psychodynamic is used, any three of the following points:
• Founded by Sigmund Freud
• Freud’s theory major theory of normal development from the childhood years and beyond, abnormal development and a therapeutic approach
• Other major psychodynamic theorists include Jung, Anna Freud, Alder, and Erikson
• Unconscious mind is very important concept; therapy aims to access and explain what is not accessible to the client
• Access to unconscious mind via interpretation of dreams, “Freudian Slips”, free
association and abreaction leading to catharsis
• Uses medical model with therapist as expert
• Psychodynamic approach sometimes now involves use of the three core conditions
• Mental defence mechanisms important in protecting individual from stress
• Mental defence mechanisms include regression, repression, denial, projection, reaction formation, sublimation, rationalisation, undoing, isolation, introjection, splitting, displacement, intellectualisation, asceticism, idealisation, turning against self, fixation,
transference, reversal and compensation
• Freud influenced by work of Darwin
• Freud had concept of “Thanatos”, the death instinct, which was the explanation for aggression and behaviour that was dangerous or risky in terms of consequences for self and others
• “Libido” is the life force which determines the psycho-sexual stages
• The psycho-sexual stages (oral, angel, phallic) cover the childhood years
• The phallic stage included the Oedipus Complex” in the male
• The Oedipus complex requires a successful resolution in order for normal sex role development to occur
• In his later years Freud added an “Electra Complex” to explain female sex role development
• Fixation could occur at any stage of psychosexual development because of problems gaining satisfaction or too much satisfaction
• Fixation at a particular stage would determine behaviour under stress and personality in the adult years
• Psyche (mind and soul) consists of id, ego and superego
• Id dictated by “pleasure principle” i.e. “I want it and I want it now”
• Ego dictated by “reality principle” i.e. “I know how to get it” and is acquired when baby/child learns rules in his/her environment
• Superego acquired later in childhood, can be seen as morality principle or conscience.
• Freud’s “research” methods problematic but focussed attention on the importance of the childhood years and led to development of attachment theory (and other therapies which developed because psychodynamic therapy was seen as unsatisfactory
• And any other correct item of information

For (b):

If Brief Therapy is used, any three of the following points:
• Time limits with an average of 6-10 single sessions
• Limited goals with the focus on specific areas
• Current problems are dealt with in the “here and now”
• The therapist is more active in directing the client than in some other approaches
• Early assessment is needed to establish treatment rapidly
• Flexibility of approach is emphasised, because of the time limit
• Ventilation of feelings is considered essential
• Therapeutic relationship and contract are stressed
• Is more suitable with less disturbed clients
• May benefit the client whose problem is acute, rather than chronic
• May benefit the client whose previous adjustment was effective
• May benefit the client whose ability to relate is adequate
• May benefit the client whose motivation towards therapy is high
• And any other correct item of information
If Reality Therapy is used, any three of the following points:
• Developed by William Glasser
• Reaction to conventional psychoanalysis and observation that effective therapists did not follow normal rules of psychoanalysis
• Chosen by therapists working with clients with severe mental illness
• Suitable for clients addicted to drugs or alcohol or with eating disorders
• Suitable for use in life crises such as bereavement
• Suitable for treating perpetrators and victims of child abuse. Incest etc
• Based on idea that individuals are responsible for what they do
• Responsible behaviour defined as that which satisfies one’s needs while, at the same time, allowing others to satisfy theirs
• Focuses on the present rather than the past
• Clients are helped to understand that all choices are made in order to meet needs
• When needs are not met we suffer and may make others suffer
• People are supported by five pillars or needs
• The five needs are survival, to belong, to exercise power, to have fun and to experience freedom
• The two basic needs are to love and be loved and to feel self-worth and the worth of others
• When one pillar weakens/need not met the whole structure/personality becomes unstable
• People with failed identities are those who have not learned the behaviours necessary for them to meet their psychological needs
• The task of the reality therapist is to educate clients to become more responsible and
realistic and more successful at obtaining goals
• Total behaviour consists of doing, thinking, feeling and physiology but behaviour is
easiest to change and is therefore the focus of reality therapy
• The concept of mental illness is a scientific fantasy
• Symptoms of “mental illness” are chosen because the individual is lonely and failing now
• Specific symptoms are chosen for a purpose
• A symptom serves to reduce the pain of loneliness
• Successful involvement means facing loneliness, pain and failure
• Symptoms disappear when needs are successfully met by means of responsible behaviour
• A client can choose between the failed identity and the success identity
• The failed identity is denial of reality and involves irresponsible behaviour, loneliness, pain and lack of involvement
• The success identity involves facing reality with responsible behaviour, love, worth and involvement
• Success or failure identity starts to form around four years of age with the development of social and cognitive ability
• Children who identify themselves as successful or unsuccessful associate themselves with similar people
• Sources of a success identity are commitment to people we love and admire who love and admire us, spending our time on causes and concerns that are worthwhile to ourselves and others, our behaviour in crises, feedback from others, beliefs, values and philosophy of life, a reasonable standard of ethical behaviour, status and position in life, physical appearance, formulating and carrying out plans, neither denying nor
ignoring the reality of the world in which we live
• Rejects the concept of transference
• Pays little attention to the unconscious and dreams and achieving insight- deals only with what the client is aware of
• Concentrates on client’s perceptions of own behaviour and value of behaviours in achieving goals
• Attempts to teach clients more effective behaviours
• The therapist establishes warmth, rapport and empathy
• Questioning is used
• Goal identification is carried out
• The therapist encourages the client’s strong commitment to a goal plan
• The therapist will use temporary restriction of freedom and privileges if the plan is not followed, excuses are not accepted
• Challenge is very important
• The therapist helps the client to face reality and the consequences of his or her actions
• It is accepted that some clients will take a long time before they realise they have autonomy/control over their world
• The therapist hopes to become part of the client’s inner world
• The goal of therapy is a success identity And any other correct item of information
If Art Therapy is used, any three of the following points:
• Involves using art materials for self expression and reflection in the presence of a trained art therapist
• Can involve drawing, painting or model making
• Safe way of expressing difficult ideas and feelings that may not be easy to put into words
• Art therapists can help explore the meaning and significance for the client of what the client has made
• Art therapy can enable a client to bring about change and growth
• Very often used with children
• Very often used with clients who have difficulties in communicating with others or understanding others’ communication
• May be person-centred
• And any other correct item of information
If an alternative therapy is used its appropriateness must be considered and three or more correct pieces of information must be given about it
Learning Outcomes Assessed

For (a) any of the following options:
• Unit 02 Element 2.1 Learning Outcome 2.1.1 and Unit 02 Element 2.1 Learning outcome 2.1.7
• Unit 02 Element 2.2 Learning Outcome 2.2.1 and Unit 02 Element 2.2 Learning Outcome 2.2.7
• Unit 02 Element 2.3 Learning Outcome 2.3.1 and Unit 02 Element 2.3 Learning outcome 2.3.7
(b) Unit 02 Element 2.4 Learning Outcome 2.4.4. & Unit 02 Element 2.4 Learning Outcome 2.4.5
Marks
(a) 3 Marks (1 each for three points related to chosen therapy)
(b) 3 marks (1 each for three points related to chosen therapy)
6 marks in total
21.5

Question 5

(a) Explain, in a way Mathew could easily follow, how he could go about getting access to the BACP database containing information about counsellors and counselling agencies in his (i.e. your) local area (3 marks)

(b) Explain, in a way Mathew could easily follow, what a trained counsellor is likely to tell him about the records he or she would keep about a client (3 marks)

Model Answer For (a)

any two of the following points (=2 marks, plus 1 mark for explanation that someone with no knowledge of counselling would understand)::
• Obtain the telephone number for BACP from handouts you have received from college/from a telephone directory/from the BACP web site/from a directory enquiries service and call the organisation/the information department of BACP
• BACP is open for telephone enquiries Monday to Friday 8.45am to 5pm.
Contact BACP by email (bacp@bacp.co.uk)
• Write to BACP (British Association for Counselling and Psychotherapy, BACP House, 35-37 Albert Street, Rugby, Warwickshire CV21 2SG)
• Ask for details of counsellors and counselling agencies in the ******* area to be sent to you by mail or email.
• Give your name, postal address or email address
• Access the BACP website (www.bacp.co.uk (http://www.bacp.co.uk))
• Go to the “Find a Therapist” section of the web site
• When in the “Find a Therapist” section of the website enter “Find a therapist” in the first drop down box, find your region in the second drop down box or type your nearest town in the third drop down box.
• BACP also publishes a “Counselling and Psychotherapy Resources Directory” that may be available from your local library or CAB

For (b)

any two of the following points(=2 marks, plus 1 mark for explanation that someone with no knowledge of counselling would understand):
• The counsellor is likely to make notes about each counselling session as this is recommended by BACP
• The counsellor will make a record of the client’s name, address and other contact information when an initial contact is made
• Sometimes information such as address, age, gender, source of referral, dates and number of sessions is used for audit/research into effectiveness by an individual counsellor or counselling agency.
• Some individual counsellors or agencies carry out an assessment at the start of a series of counselling sessions and have a separate record relating to this
• Some counsellors or agencies will complete a risk assessment
• In some contexts a counsellor may ask for details of a client’s GP
• The main purpose of notes/records for the majority of counsellors is to provide a record of the content of the counselling sessions
• The record of the content of the counselling sessions is useful for supervision purposes
• The counsellor might include any letters, notes or other written material produced by the client in the client’s record
• The keeping of records by counsellors is governed by the Data Protection Act (DPA)
• The counsellor has a duty under the DPA to inform the client about the records s/he is keeping about him/her
• DPA- It is possible to use records without the client’s consent in a “life or death” situation where it is not possible or advisable to ask for the client’s permission
• DPA- All client records should be securely stored
• DPA- The client can request to see the records kept on him or her and it is an offence not to provide information about the records or to grant access to them if the client requests this in writing
• DPA- A request for access to records can only be refused if an appropriate health professional (e.g. GP) states that access is likely to cause serious mental or physical harm to the client
• DPA- Data may only be used for the purpose for which it was originally collected
• DPA- Records should be adequate, relevant and not excessive in relation to the reasons for which they were made
• DPA- Personal data should be accurate and, where necessary, kept up to date
• In British Law, records may be disclosed where the public interest outweighs the benefits of confidentiality or when the law requires it
• The content and length of notes taken may vary with individual counsellor preference and therapeutic approach and, where relevant, according to the policies of the agency that employs them.
• Maintaining written records is part of the counsellor’s commitment to a good standard of practice and care for the client (BACP Ethical Framework)
• The BACP Ethical Framework includes information about record keeping:-
“Practitioners are encouraged to keep appropriate records of their work with clients unless there are adequate reasons for not keeping any records. All records should be accurate, respectful of clients and colleagues and protected from unauthorised disclosure. Practitioners should take into account their responsibilities and their clients’ rights under data protection legislation and any other legal requirements”

Learning Outcomes Assessed
(a) Unit 01 Element 1.3 Learning Outcome 1.3.11 & Unit 05 Element 5.2 Learning Outcome 5.2.14
(b) Unit 03 Element 3.1 Learning Outcome 3.1.10 & Unit 01 Element 1.5 Learning Outcome 1.5.14
Marks
(a) 3 Marks (1 each for two points and 1 mark for appropriateness of explanation)
(b) 3 marks (1 each for two points and 1 mark for appropriateness of explanation)
6 marks in total

Question 6

(a) Clearly identify one theory or model of life span development by giving its title and the name of the theorist who developed it. Give detail from the theory or model that applies to someone of Mathew’s current age (3 marks)

(b) You may have identified that Mathew has used a mental defence mechanism. Give the title of a mental defence mechanism that you have used and explain how or when you used it (3 marks)

Model Answer For (a)

any of the following theories/models and details are acceptable:
• Erik Erikson’s Psycho-Social Stages Of Development- Generativity versus selfabsorption/ stagnation (middle adulthood)
• Robert Havighurst’s Theory Of Adult Life Span Development- stage of middle adulthood (30-60)
• Gordon Allport’s Seven Dimensions Of Maturity- Would be developing via each dimension i.e. self-extention, intimacy, self-acceptance, perception, skills and competences, self-objectification, philosophy of life)
• Daniel Levinson’s Theory of Transitions- Era of middle adulthood (40-65) and entry of middle adulthood (40-65)
• Gould’s Theory Of The Evolution Of Adult Consciousness - Ending of illusion of absolute safety
• Maslow’s Hierarchy- Stage of self actualisation/freedom (adult years)
For (b) any of the following are acceptable:
• Asceticism
• Avoidance
• Compensation
• Denial
Displacement
• Fixation
• Idealisation
• Intellectualisation
• Introjection
• Isolation
• Projection
• Rationalisation
• Reaction formation
• Regression
• Repression
• Reversal
• Splitting
• Sublimation
• Transference
• Turning against self
• Undoing

Learning Outcomes Assessed
(a) Unit 04 Element 4.1 Learning Outcome 4.1.8 & Unit 04 Element 4.1 Learning Outcome 4.1.11
(b) Unit 01 Element 1.4 Learning Outcome 1.4.8 & Unit 04 Element 4.1 Learning Outcome 4.1.10
Marks
(a)Theory/model identified= 1 mark, Detail from theory/model= 2 marks
(b) Mental defence mechanism named= 1 mark, use by self described= 2 marks
Total= 6 marks

Question 7

(a) In your role for the project you could be described as an “advocate” for the employees you interview and support. Explain what the term “advocate” means in the context of your role (3 marks)

(b) Explain how you can ensure the emotional safety of the employees you interview and support (3 marks)

Model Answer for (a)

The definition for (a) should be similar to the following to get all three marks:
“An advocate works to promote the interests of the other person by helping them make their feelings, needs and opinions known. This might mean speaking on their behalf or making it physically or psychologically easier for the person to speak for their self. The advocate should
not let his or her own views or needs override those of the other person or give equal weight to the views or needs of a third person or an organisation. Advocacy is about empowerment through asserting people’s rights and choices.”

For (b),

any three of the following:
• Use of the core condition of empathy
• Use of the core condition of unconditional positive regard/UPR/respect
• By prizing the person
• Use of the core condition of congruence/genuineness
• By being transparent
• Via the working alliance
• By creating trust through the core conditions/working alliance
• By adhering to the BACP Ethical Framework for Good Practice
• I would ensure that the person was as physically comfortable as possible
• I would ensure that we were both seated in a way that did not suggest I was more important than the other person or had an expert role
• I would avoid comments/physical environment that suggested a formal interview
• I would sit where we would not be disturbed
• I would sit where we would not be overheard
• I would explain how much time we had available
• I would use non verbal communication that reflected my empathy/unconditional positive regard
• I would use Egan’s “SOLER” non verbal communication
• I would use open questions
• I would avoid probing questions
• I would avoid multiple questions
• I would use language that could easily be understood
• I would avoid use of acronyms
• I would find out if the person had any communication difficulties at the start of the
interview
• I would introduce myself and my role/the aims of the meeting
• I would explain what written records I was making and how they are used/stored
• I would use my counselling skills in the context of my role
• I would explain the limits of confidentiality in this context
• I would read through any information I had about the person beforehand

Learning Outcomes Assessed
(a) Unit 05 Element 5.1 Learning Outcome 5.1.8
(b) Unit 01 Element 1.2 Learning Outcome 1.2.11
Marks
(a) 3 marks
(b) 3 marks
6 marks in total
Total Marks =43
Pass Mark (50%)= 21.5

(c) Identity one element of cognitive behavioural therapy (CBT) theory that can be used to explain an aspect or aspects of the information about Mathew and describe how the theory provides an explanation (4 marks)

Model Answer For (a)

any one of the following (both theory and theory related to case study for full marks):
• Maslow’s Hierarchy of Needs- need for love and affection met by cat
• Maslow’s Hierarchy of Needs- need for self esteem not met
• External locus of control- avoiding contact with world of work/education as Mathew has no control over own well being in these environments
• Loss of sense of personal autonomy- Things are now out of my control because I’ve taken this job and now they want me to go on a course
• Introjected values/conditions of worth- worthless if not able to achieve in educational environment
• Introjected values/conditions of worth- of value if potential army officer material but not otherwise
• Incongruence v congruence- has avoided life experiences in past but now honest about feelings in regard to education
• At stage 2 in seven stages of process (progressing to 3rd stage)- expresses believe that he has a problem but it is because others/employer insist that he is part of the employee education project
• Organismic self- able to avoid own feelings until now
• Organismic self- protection of self by avoidance of situations were failure and hurt is expected
• Organismic self- love for and talent for art has remained throughout and Mathew has fostered this

for(b) any one of the following (both theory and theory related to case study for full marks):

• Sublimation- need to give and receive love with partner etc redirected into relationship with cat
• Displacement- need to give and receive love with partner etc redirected into relationship with cat
• Repression- of sexuality?
• Repression- of feelings of loneliness?, being unfulfilled?
• Repression- of feelings of anger towards brother?
• Repression of feelings of anger towards father?
• Turning against self- “I’m worthless”, “I’m an idiot”
• Symbolism- of selling father’s medals and military memorabilia collection as these represent father’s achievements and values
• Ego strength- has created and maintained own safe limited world rather than encounter situations where he could be influenced and hurt by others or where he could fail
• Catharsis- strong emotions expressed about being in educational environment
• Oedipus complex- Some thing awry here but not enough information about it. Has not taken on father’s characteristics, which has good and bad points, no information about
relationship with mother, who was also bullied or about Mathew’s sexuality
• Relationship with parents in childhood- link between adult personality and bullying father and bullied mother (who still does not appear to be strong influence in his life)

For (c) any one of the following (both theory and theory related to case study for full marks):

• Awfulising- a college course can only involve things I’m no good at, a college course is too difficult to cope with, the only action is avoidance
• Magnification- a college course can only involve things I’m no good at, a college course is too difficult to cope with, the only action is avoidance
• Negative Automatic Thoughts (NATS)- I will fail at anything I attempt
• Negative Automatic Thoughts (NATS)- I will be bullied and unhappy
• Negative Automatic Thoughts (NATS)- Relationships with human beings will result in me being hurt and unhappy
• Schemata- of being failure when asked to compete in workplace or educational environment
• Schemata- of what constitutes success in life
• Selective abstraction- Possibility of courses on offer involving art courses, of students and teachers being unlike father and fellow pupils and of dyslexia assessment and support being on offer not considered
• Musturbatory thinking- I must avoid situations where I will fail and be hurt
• Over generalisation- all people will bully me
• Association- Between education/work and failure and hurt
• Reinforcement- Has avoided work and education and has therefore not experience failure and hurt
• ABC Model-
A= Activating Event- Preparation for starting college course
B= Belief- “I will be a failure”, “I will be bullied”
C= Emotional consequence- fear, Behavioural consequence- avoidance

Learning Outcomes Assessed
Any two of the following three options
(a) Unit 02 Element 2.1 Learning Outcome 2.1.7
(b) Unit 02 Element 2.2 Learning Outcome 2.2.7
(c) Unit 02 Element 2.3 Learning Outcome 2.3.7
Marks
Any two of the following three options
(a) 4 Marks (2 marks for theory, 2 marks for relating theory to case study)
(b) 4 marks (2 marks for theory, 2 marks for relating theory to case study)
(c) 4 marks (2 marks for theory, 2 marks for relating theory to case study)
8 marks in total