Therapeutic Relationship & Communication
6 weeks · 0 milestones
Demonstrate therapeutic communication skills in a supervised or peer-assessed role-play setting. Proof requires: (a) a recording of a supervised role-play or a real session (with documented consent) assessed against a structured communication rubric covering active listening, reflection, empathy, appropriate challenge, and boundary maintenance; and (b) written feedback from both a clinical supervisor and a peer observer addressing each rubric domain specifically. Generic feedback ('good session') is not sufficient — the feedback must address named specific skills. The recording must be of sufficient quality for a supervisor to assess the interaction.
Milestone map
Milestone map
3 milestones
Study the core therapeutic communication techniques used in your clinical setting: active listening (SOLER framework or equivalent), open questioning, reflecting and summarising, empathy expression, normalisation, psychoeducation delivery, and managing distress in a clinical communication context. Under supervision of a registered clinical professional with therapeutic communication training (registered nurse, allied health professional, or mental health worker), demonstrate each technique in a structured role-play session. Your supervisor must observe and provide written feedback on each technique.
Proof required
Submit a structured practice record listing each technique demonstrated, your supervisor's written feedback on each (confirming you demonstrated it and naming a strength and development point), and your own 1-page reflection on which technique you found most challenging.
What gets checked
- All seven techniques are included in the practice record — omitting psychoeducation delivery or normalisation is a common shortcut.
- Supervisor feedback is specific to each technique — 'good communication skills overall' is not technique-specific feedback.
- Reflection identifies a specific challenge and the reason for it — 'empathy was hard' is not specific; 'I found reflecting difficult when the patient expressed anger because I felt an impulse to reassure rather than reflect' is.