Exercise 8 TCL4 Students as clients in the training
group
Instructions
Background
In order for students to practise their skills and for the tutor to observe them it is usual
for triad work to take place regularly. Most centres encourage their students to use their
own real issues sometimes, and at other times issue role play scenarios to work from.
The aim of this session is to explore the pros and cons of the use of each type of
material.
Then carry out the exercise as follows:
1. Whole group discussion on real play versus role play. Trainer to write headings
for pros and cons of role play on flip chart and collate suggestions from group.
Discuss whatever comes out of this (there are likely to be strong opinions, and will probably
link into use of role play for the EA). Consider at what points in the two years role play or
real play could best be made use of and why role play is preferable some of the time.
2. Small groups - discuss – what constitutes a ‘good’ client for training purposes,
how do you support your students to be ‘good’ clients, (whether this is role play
or real play). What is going on if students play out a ‘bad’ client? Feedback in
whole group.
3. How can students seek evidence for playing the role of client (peer and tutor skills
feedback sheets, learning review entries). What evidence in a learning review would
be ‘good enough’? Give out extract from a learning review. Small groups to read
the extract and decide which, if any of the criteria listed, are robustly evidenced.
Bring back to whole group discussion. (Likely to be 225, 532, 112, 123, 312, 321)
4. Summarise the discussions and the pros and cons of being a ‘good’ client.
Rationale
To discuss the pros and cons of role play (v real play)
To explore what we mean by a ‘good’ and ‘bad’ client in the training group
To spend time in discussion on the merits of students learning how to be a ‘good’ client
To consider which criteria might be addressed through client role play in class
To share good practice
Resources
Extract from a Learning Review – one per tutor
List of criteria to consider
CPCAB 2016/17