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Assessment Methodology

In Resources, once you have registered, you will find find worked examples of each type of evidence, as well as blank pdf templates for you to download and use.

The time you spend developing and presenting this evidence can be counted towards your Personal Development hours.

Annotated Transcripts

  • This is where you record your session with your client – with your client’s permission – and transcribe what was said under two columns – one for your contribution and one for your clients.  In the third column you provide meta comment to explain your response to your client’s response and your decision making regarding the direction you then took, outlining the options available to you.  With the clarity of dissociation and hindsight, you can as importantly say what decisions you might take if you had your time again.  This insight is as important as any of your actual actions.  You are providing evidence that you can integrate the theory with your practice.
  • It is important to note that this is a very time consuming process and half and hour’s real time may take 2 hours to annotate.

Case History

  • Here you are asked to present the information you have gathered about the client as part of your initial contact, highlighting those aspects which you consider to be significant

Case Studies

  • This is where you track the progress of a client from the intial contact through to successful resolution and attainment of the client outcomes.  You will have clarity of the overall outcome and interim outcomes and you will outline the information you have gathered, describe and justify the selection of your interventions in response to events, demonstrate your understanding of the therapeutic process, possibly incorporate your understanding of the key elements within the UKCP requirements, highlight the significant shifts in behavioiur, and describe the evidence which indicated that the relationship had come to its rightful conclusion.
  • Once more you have the opportunity to demonstrate that you can integrate the theory with your practice

Observed Practice

  • This is where the assessor – who could be your Trainer, or your Supervisor – is able to see directly how you respond to the client, working towards the established outcomes. During the training, you will be working on set exercises and practising particular strategies.  You may also be involved in goldfish bowl exercises.  As you progress and develop, these performances can be recorded as evidence of your competence.
  • Your Supervisor, possibly after the training period, may ask for you to bring a client to supervision for him or her to observe you working directly with your client.
  • This evaluation can either be in real time, or less desirably, witnessed through a video recording.  For most people, only one video camera can be in operation at one time, which means that it will focus on the seated client and therapist.  It will not be able to focus on micro movements, or movements beyond the scope of the lens.  The therapist can feel restricted and unable to initiate a floor spatial process, or invite multiple perspectives.  The sound quality may also be affected.  Whilst initially the client may feel inhibited, usually they quickly forget about it and become absorbed in the therapeutic process.

Guided Discussion

  • Here the contents of reviews, supervision and coaching exchanges can be presented as part of your evidence towards the Competences.  This can either be presented by yourself, through your Reflective Log, or sourced in your Student Records kept by the Course Tutor.

Written Work

  • Here you presents your understanding of the theoretical application of underpinning NLPt knowledge. This can be through:
    • Reflective Log – see Personal Development
    • Book Reviews – you are asked to read six books which contribute to your further understanding of NLP, NLPt, therapeutic practice or other therapeutic modalities, over the two year period.  Your review will comment on how this material influences your thinking, or not, and how it could contribute to your practice.  Ideally you also include instances of when you have applied your learning from this source, and the effects gained.
    • Essays and Dissertation –  Favoured by other schools, this theoretical knowledge-based approach does demonstrate the learner’s ability to research a topic, test it in practice and summarise findings.  However at fORGE we see greater value in undertaking a complete Modelling Research project which is practically based, and relies on original findings and conclusions.  The nature of this Research is developed further below.

Modelling Research

  • This is the heart of this programme.  Learners are asked to identify a particular area that they wish to specialise within.  It may be a topic which is near to their own heart and personal development; it might be something to support the wellbeing of a family member or friend; it might be something to support the activities within the learner’s workplace; or it might emerge from themes that present themselves out of your body of clients.
  • You are asked to work with a minimum of six clients who present the problem within scope of the topic.  You are asked to take a full Case History for each, annotating the transcripts.
  • You are required to establish a well formed outcome for each, and calibrate their current levels of confidence regarding attaining this outcome as well as a state inventory of their present emotional response to having this problem.  You will use this information as your benchmark to test distance covered as a result of your subsequent interventions.
  • Out of this information common patterns can emerge, shared beliefs, shared events, shared emotional and physical responses.  From this you can produce a composite picture of this problem in action, its feature, its nature and its dynamics.  From this information you can begin to formulate a model, or a common system of the problem.  You could also develop a model of the shared desired outcome.
  • Given that each client is different, it is not a given that your intervention will be the same for each, although it might be.  However your intervention will be based on the nature of the model you have determined, and your evidence of success will be measured against your original calibration data.  It might be that in the process you develop a universal intervention which proves to be successful: in which case you will be required to test this intervention on three new clients who present the same class of behaviours.  During this time you may choose to record the application of your new technique/methodology.
  • You will then obtain a formal qualitative account from your client at the end of your final session, 3 months later, and ideally 6 months later.
  • All of this you will write up and be ready for presentation to your peers.  It is intended that all learner’s findings will be submitted for presentations at the annual NLP Research Conference.