Assessment Task Three Overview and Process Framework

Introduction to Counseling: Assessment Task Three Overview

  • Presenters:
    • Primrose White, Unit Coordinator of PSY3120 Introduction to Counseling
    • Yogita, Educational Designer at the School of Psychological Sciences

Purpose of the Video

  • Provide guidance on Assessment Task Three
  • Transition from a previous essay format to incorporating AI as a tool in a counseling case study

Overview of Assessment Task

  • Assessment Task Three involves applying AI to an extended version of Cameron's case study from Assessment Task One.
  • With additional session details, students will have improved insights into Cameron’s therapeutic needs.
  • Emphasis on AI as a collaborative partner rather than a shortcut.

The Role of AI in Psychology

  • AI tools, like ChatGPT, already impact mental health services.
  • AI predicted to influence many workplace decisions by 2027.
  • Digital competency is a growing requirement for training psychologists.
  • Ethical and professional usage of digital tools in practice is essential.

AI Process Model Explained

  • The process model (p-r-o-c-e-s-s) aids students in integrating AI into their assessment tasks.
  • Goals:
    • Enhance student understanding and usage of AI as a thought partner.
    • Encourage critical engagement with AI outputs.
  • Common student concerns about AI:
    • Overwhelm with new technology.
    • Fear of crossing ethical boundaries.
    • Doubts about AI output accuracy.

Application of the Process Framework

  • Framework Highlights:
    • Establish context and prompt preparation.
    • Evaluate AI outputs critically.
    • Reflect on insights gained from AI interaction.
  • Moving from independent assessment to a guided engagement with AI.
  • Key components of each step:
    • Task description and steps must be clear for students.
    • Integration of AI as a supportive colleague in the decision-making process.

Steps in the Process Model

Step 1: Setting Context and Preparing the Prompt

  • Students must read and understand Cameron's needs, taking into account updated information from the additional sessions.
  • Suggested prompt example should guide students—students encouraged to personalize their prompts.
  • Confidentiality Reminder: Avoid including identifying personal details about the client.

Step 2: Interaction with AI

  • Enter the prepared prompt into Copilot to receive therapeutic suggestions.
  • Analyze the AI-generated suggestions critically to identify gaps in information.
  • Engage further with literature and class resources to support understanding and decision-making.

Step 3: Ownership of Decision-Making

  • Students must assert ownership of their therapeutic decisions based on AI input and client interaction.
  • Recognize the importance of personal experience over generalized AI outputs.

Step 4: Compare AI Outputs with Client Needs

  • Evaluate AI suggestions on accounting for the client's specific needs, developmental age, and situational context (e.g., university pressures).
  • Consider the ethical implications of the AI-generated therapy approach.
  • Highlight the importance of integrating cultural and emotional dynamics into the therapeutic approach.

Step 5: Evaluate and Adapt the Therapeutic Approach

  • Utilize identified gaps from AI's suggestions to refine the therapeutic approach.
  • Critical Evaluation Considerations:
    • Identify agent biases or inaccuracies in AI outputs.
    • Establish coherence and relevance of therapeutic strategies proposed by the AI to the client's actual needs.
    • Adapt techniques like CBT to fit the client's preferences and practical context (e.g., engagement in homework).

Step 6: Summarize Decision-Making into the Final Therapeutic Essay

  • Compile findings and decisions into a 1,400-word essay, detailing therapeutic approach adoption and justification.
  • Reference peer-reviewed literature to support therapeutic choices.
  • Discuss obtaining informed consent from the client for proposed therapy plans.

Step 7: Reflection on the Process

  • Engage in self-reflection on learnings from the task and interaction with AI.
  • Evaluate the process framework's effectiveness and provide feedback on it for future iterations.

Accessing AI Tools

  • Institutional access to Copilot through Monash for assessment completion.
  • Clear log-in directions provided for students to utilize Copilot within a safe environment.

Support and Practice Opportunities

  • Two separate case studies will be introduced in week nine tutorials for guided practice using the framework.
  • Encourage students to utilize tutorial support for clarifications on the process and assessment task.

Final Remarks

  • Acknowledge the challenges but encourage confidence in managing the assessment with support from tutors and peers.
  • Reinforcement of ethical responsibility and professionalism in AI engagement.

Useful Resources

  • Assessment instructions available on Moodle including response templates and checklists for structured guidance.