.Describe how counselling outcome research led to the development of the Client Directed Outcome Informed (CDOI) principles and practice. Describe what CDOI is. 50%

Assessment 2 – CDOI paper


Marks out of


Due date

Assignment 2



08 Jun 2015

Length: 1500 words

Submission: Via StudyDesk Assignments only. Hardcopy or email submissions can only be accepted by prior arrangement with the lecturer.

Rationale for assessment: The counselling world has a history of promoting traditions, theories, and fads about what enhances counselling effectiveness. This assessment aims to assist students to gain an outcome research informed perspective about what improves counsellor performance and client outcomes. Students will also be able to describe what CDOI work is and document the evidence that supports this approach.

Doing what works in counselling
1.Describe how counselling outcome research led to the development of the Client Directed Outcome Informed (CDOI) principles and practice. Describe what CDOI is. 50%
2.Differentiate between the CDOI meta-model and counselling models. Should counselling models and interventions be discarded when one adopts CDOI? Why or why not? 20%
3.Provide strategies for how a professional counsellor can improve their outcomes, with justification from outcome research. 15%

The following texts will assist in your assignment: Can you please a number of these texts

Duncan, B. L. (2010). On becoming a better therapist. Washington, DC: American Psychological Association

Duncan, B. L., Miller, S. D., & Sparks, J. A. (2004). The heroic client: A revolutionary way to improve effectiveness through client-directed, outcome-informed therapy (rev ed.). San Francisco: Josey-Bass.

Duncan, B. L., Miller, S. D., Wampold, B. E., & Hubble, M. A. (Eds.). (2010). The heart and soul of change: Delivering what works in therapy (2nd ed.). Washington: American Psychological Association.

Miller, S. D., Duncan, B. L., & Hubble, M. A. (1997). Escape from Babel: toward a unifying language for psychotherapy practice. New York: WW Norton & Company.

Miller, S. D., Duncan, B. L., & Hubble, M. A. (2004). Beyond integration: The triumph of outcome over process in clinical practice. Psychotherapy in Australia, 10(2), 2-19.



Marking sheet




Communicating knowledge. See rubric.


Knowledge and analysis. See rubric.




2. Frameworks


3. Improve effectiveness



Additional topical marking guide:

CDOI: The marker will look at the student’s overall understanding of the CDOI approach (also known as Feedback Informed Therapy) and how well the student explores the linkage of the approach with the findings of counselling outcome research (e.g. what works in therapy – the Common Factors), research around the benefits of incorporating formal feedback in therapy. Students need to ensure they read widely in relevant sources rather than rely on limited sources that might skew their understanding. At least 50% of the body of the paper should be addressing this. Feedback Informed Therapy (FIT) and Partners for Change Outcome Management System (PCOMS) are more recent terms which have evolved from CDOI. Students are to use the CDOI terminology, but they can also draw information and ideas from FIT and PCOMS related articles.

Frameworks: The marker will look at how well the student understands the differentiation between CDOI as a meta-model and counselling models (such as RET, CBT, SFT). The marker will also look at the counsellor’s understanding of the significance and utility of counselling models, justified by findings in outcome research. 20% of the body of the essay.

Improve effectiveness: The marker will look at the proposals suggested by the student, and look at the quality of evidence and argument provided to support it. Higher quality evidence will link it back to outcome research findings about what has been demonstrated to improve effectiveness or reduce the risks of negative outcomes and/or treatment drop out. 15% of the body of the essay.

Students should utilise language precisely and concisely, ensuring selective material inclusion that is directly relevant to the question, otherwise they may struggle to stay within the word limits. Students may utilise footnotes to include additional relevant or explanatory material. Footnotes are not included in the final word count. The body of the essay should not rely on the footnotes. The footnotes will only add supplemental material that may help further support the essay without increasing the word count.

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