PSY1052 / PSYC408 Counselling & Psychology Assessment Brief 2026 | DCU
| University | Dublin City University (DCU) |
| Subject | PSY1052 / PSYC408 Counselling and Psychology |
PSY1052 / PSYC408 Assessment Brief
Learning Outcomes
1. Discuss the nature and diversity of contemporary counselling and psychotherapy
2. Critically appraise the philosophical positions of psychodynamic, cognitive- behavioural, humanistic and systemic theories.
3. Appraise the process of counselling and psychotherapy from the perspective of ‘beginnings’, ‘middles’ and ‘endings’.
4. Analyse and critically examine the core characteristics associated with an effective therapist from the humanistic (person –centred) approach i.e. empathy, congruence and unconditional positive regard.
5. Demonstrate knowledge of the precursory communication skills relevant to establishing a sound therapeutic relationship, such as active listening, physical and
Assessment Criteria
| Criteria (weighting) | 70-100 | 60-69 | 50-59 | 40-49 | Below 40 |
| Content and Focus (30%)
Appropriateness and range of background reading. Topic is addressed and content is focused. |
Demonstrates excellent evidence of wide reading.
All content accurate & relevant.
|
Makes good use
of relevant literature. Content is accurate & relevant. |
Adequate use of the relevant literature.
Most content accurate & relevant. |
Minimum evidence of reading. Some generalisations made & unsupported by the literature. Evidence of inaccurate/irrelevant content. | Very poor evidence of any relevant reading. Makes generalisations unsupported by any literature. Evidence of numerous inaccuracies/irrelevant content throughout the assignment. |
| Knowledge Comprehension/
Application – Knowledge and Understanding (20%)
Understanding of concepts, principles and/or theories |
Excellent interpretation
of knowledge in the relevant topic area(s). Excellent use of quality sources/key references. |
Good interpretation of knowledge in the relevant topic area(s). Good use of quality sources/key references. | Adequate interpretation
of knowledge in the relevant topic area(s). Satisfactory use of best quality sources/key references. |
Interpretation not always clear.
Minimal use of best quality sources/key references. |
Little or no interpretation of knowledge in the relevant topic area(s). Little or no evidence of the use of best quality sources/key references. |
| Demonstrates excellent ability to apply theoretical/clinical knowledge to practice. | Good ability to apply theoretical/clinical knowledge to practice. | Satisfactory ability to apply theoretical/clinical knowledge to practice. | Minimum evidence of application to practice. | Little or no evidence of application of theoretical/clinical knowledge to practice. | |
| Analysis/Synthesis –
Critical Evaluation (10%)
Evaluation of concepts, principles and/or theories
|
Excellent ability to analyse & synthesise the dominant theories/views on the appropriate issues.
Excellent ability to clearly articulate critical thinking supported by relevant research/literature. |
Good ability to analyse & synthesise the dominant theories/views on the appropriate issues.
Good ability to clearly articulate critical thinking supported by relevant research/literature. |
Adequate attempts to analyse s & synthesise the literature.
Some ability to clearly articulate critical thinking supported by relevant research/literature. |
Minimal attempt to analyse & synthesise the literature. Minimal ability to clearly articulate critical thinking supported by relevant research/literature. | Little or no evidence of analysis & synthesis of the literature. Little or no evidence of articulation of critical thinking supported by relevant research/literature. |
| Excellent ability to identify strengths & weakness within the topic area & clearly articulate conclusions. | Good ability to identify strengths & weakness within the topic area & clearly articulate conclusions. | Adequate attempt to
identify strengths & weakness within the topic area & clearly articulate conclusions. |
Minimal attempt to identify strengths & weakness within the topic area & clearly articulate conclusions. | Minimal attempt to identify strengths & weaknesses within the topic area. Does not clearly articulate a conclusion. | |
| Structure (20%)
Coherence of essay and extent to which it demonstrates an orderly sequence of ideas and discussion points. |
Excellently planned assignment. Clear structure & organisation of content in accordance with assignment guidelines.
|
Well-planned assignment. Good structure, organisation of content in accordance with assignment guidelines.
|
Satisfactory planning, structure, & organisation of content in accordance with assignment guidelines
|
Evidence of minimum planning, structure &, organisation of content
|
Very poor planning, structure & organisation of content as expected in the assignment guidelines.
|
| Presentation (20%)
General style of essay e.g. clarity and smoothness of expression, quality of presentation, grammar, spelling and referencing
|
Excellent academic writing style evident.
Excellent citing & referencing in accordance with APA with no errors. |
Good academic writing style evident.
Good citing & referencing in accordance with APA with minimal errors. |
Adequate academic writing style evident
Citing & referencing in accordance with APA with some errors.
|
Citing & referencing not in accordance with APA, or with significant errors.
Minimal evidence of an academic writing style with grammar, spelling & typographical errors throughout the assignment. |
Inadequate citing & referencing. Non-adherence to APA guidelines.
Poor academic writing style with numerous grammar, spelling & typographical errors throughout the assignment. |
Analysis: The ability to break down an idea/concept into its component parts.
Synthesis: The ability to combine a number of different parts to form a new idea/concept.
Real Play
| Marking Rubric | Grade |
| Presentation: Focus, structure and coherence of writing 20% | |
| Brief description of 3 core conditions (10%) | |
| Knowledge and understanding – quality of fit between examples provided and meaning of core conditions (40%) | |
| Critique, drawing on research literature and reflection on session (30%) | |
| Overall grade (100%) | |
| Comments |
TITLE: attendance and participation in small group work in class (20%)
Instructions
- The student is expected to attend all classes, where possible, and engage in small group work each week. This will involve discussion of therapeutic work as demonstrated in videos and role play exercises aimed at developing foundational counselling skills..
Title: real play counselling skills reflection 1,000 words (20%).
- Critically analyse student’s demonstration of the three core conditions (empathy, congruence, and unconditional positive regard) as shown on the 10 minute real play recording.
Instructions
- The student is expected to work in the position of a therapist with another student, who will be in a position of a client and record a 10 min real time session where the student should attempt to use person-centered techniques such as empathy, congruence, and unconditional positive regard when listening to a real life issue. It will be recorded and the assessment will be based on the written reflection of this session.
- In the written reflection, students are required to describe the three core conditions, and how these are demonstrated in the 10 minute real play. The student should identify strengths and weaknesses in the session and consider what they might have done differently and why. See overleaf for marking rubric.
Essay: 2,500 words (60%)
Title: critically evaluate one theoretical model of choice (from the following: cognitive-behavioural; humanistic; systemic; psychodynamic), describing the key principles of the model, the theory of change, key techniques associated with the model, the strengths and limitations of the model, comparing and contrasting this model with other models, drawing on the research evidence to support this model of practice.
Instructions: Students are required to demonstrate a good understanding of one theoretical model of human development that informs the corresponding development of the school of counselling/psychotherapy. Students are expected to draw extensively on peer reviewed literature to support their arguments. (2500 words, 10% margin).
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