iRubric: Family Therapy Role-Play Session rubric

Hard a difficult time in the attempt to create conditions for a family therapy session in accord with the therapeutic modality chosen. Had difficulty demonstrating self-assurance and confidence in the application of skills. Looked at the instructor or others for help. Unable to elicit interaction and openness with the family. Builds poor rapport with family.

Makes an attempt to create conditions for a family therapy session in accord with the therapeutic modality chosen. Struggled to demonstrate some self-assurance and some confidence in the application of skills. Difficulty eliciting interaction and openness with the family. Builds fair rapport with family.

Creates some conditions for a family therapy session in accord with the therapeutic modality chosen. Demonstrates some self-assurance and some confidence in the application of skills. Elicits interaction and openness with the family. Builds good rapport with family.

Effectively creates the conditions for a family therapy session in accord with the therapeutic modality chosen. Including introducing themselves to the family. Demonstrates self-assurance and confidence in the application of skills. Elicits interaction and openness with the family. Builds excellent rapport with family.

The selected evidence based family therapy was not demonstrated to impact family therapy session. Poor use of open-ended and exploratory questions.

Makes an attempt but struggled to accurately demonstrate knowledge of the evidenced based family therapy model. Fair use of open-ended and exploratory questions.

Demonstrate some knowledge of the selected evidence based family therapy by attempting to apply the model chosen. Good use of open-ended and exploratory questions.

Manifest knowledge of the selected evidenced based family therapy by approaching family with the chosen model. Excellent use of open-ended and exploratory questions.

Student ended session suddenly

Student did not use any questions other than those for clarification. Did not provide strengths or helpful feedback of the session.

Student demonstrated use of a couple of questions guiding termination of session. Summary of the session was short.

Student demonstrated effective use of questions guiding termination of session. Summarized in detail beginning, middle and end of session pointing out how the strengths and helpful feedback of the technique applied in session.