a) Illustrate the value and purpose of professional supervision within the placement context.
c) Demonstrate ability to work collaboratively in the field and to use judgement and initiative.
d) Evaluate learning experiences within the placement.
e) Analyse and reflect on observations of fieldwork placement/s in relation to the allocation of clients, case work and group work Submission.

Context:
As students progress through their placement experience, they will develop their counselling skills as well as their understanding of professional practice in the counselling environment. Work placement is both a new and very different experience within the course framework. It can be exciting, challenging and confronting when students experience fieldwork, workplace expectations, fitting in to a new group and extending their professional capabilities.
Students are required to keep a ‘reflective journal’ that describes and mirrors their placement experience.
Instructions:
Students are to complete a journal throughout their placement that considers their experiences and documents their learning, especially in relation to any applicable Learning Goals that were identified in the Learning Contract (Assessment 1).
Entries are to be both academic and personal and will include references/citations. There are three elements of placement that need specific focus:
1) Skills development;
2) Supervision; and
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3) The workplace/organisation and the student’s place in it
Students are to identify counselling skills used, define the skills according to the literature, and pair these with brief examples from the student’s fieldwork.
You are also expected to discuss the supervision process and speak about what was learnt and how you were able to use this to develop as a practitioner. Provide a brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
Students should also provide a brief description of the work environment and your place in it.
Describe your use of assertive communication skills and capacity to deal skilfully with workplace interactions and client encounters. Include specific examples of how you have engaged collaboratively with colleagues and what positive contributions you have made in the workplace. Reflect on what you learnt about yourself in these situations and on your emerging professional identity.
The journal should provide personal reflections of your experience. Recognising that all learning involves ups and downs, you should include times where your own effort or experience has not resulted in desired outcomes as well as when there was a positive outcome. The journal will be assessed not on the difficulties or successes themselves but rather the student’s ability to reflect on and evaluate the personal experiences in counselling work.
In summary, the Reflective Journal must include the following:
 Appropriate reflection and commentary on any applicable ‘Learning Goals’ identified in Assessment 1 to whatever extent fulfils the validation requirement
 Reflection on counselling skills used throughout the fieldwork, defining the skills according to the literature, and pairing them with brief examples from the student’s fieldwork. Include information on what changes you noticed in your skills. This can include personal responses to the experience of improving your technique.
 A brief description of supervision, including the number and duration of meetings. Highlight issues that emerged and improvements made. Discuss the supervisor-student relationship and comment on the impact this had on your development and how you were able to use supervision effectively to enhance your skills.
 A description of the work environment and your place in it, including examples of how your contribution positively impacted the workplace. Reflect on what you learnt about yourself in that situation.
 Describe the use of assertive communication skills in the workplace, the capacity to deal skilfully with workplace interactions and client encounters, and on operating in a professional manner.
 Reflection on any difficulties that may have arisen and conceptualise how these may be addressed
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IMPORTANT: Students must ensure that any references to clients are de-identified. Clients should only be mentioned to the degree that their issue or presentation in session is related to the learning being described.
Referencing:
In-text citations as well as your reference list should follow the latest APA referencing style. The APA referencing guide can be located in the Academic Writing Guide at http://library.think.edu.au/ld.php?content_id=1882254. Direct quotes and references do not contribute to the word count.
Submission Instructions:
 Prior to submission, the journal can take any form (ie handwritten notes, typed notes, voice recordings, etc). However, the final submission must be a single word processed document that contains edited and collated information from the entries that meets the length requirement and addresses the points above.
 Submit your reflective journal on Blackboard via the ‘Assessment’ link in the main navigation menu in PFP107: Professional Practice.
The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades
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Learning Rubric: Assessment 2
Assessment Attributes Fail (Unacceptable) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75 -84% High Distinction (Exceptional) 85-100% Grade Description (Grading Scheme) Fail grade will be awarded if a student is unable to demonstrate satisfactory academic performance in the subject or has failed to complete required assessment points in accordance with the subject’s required assessment points. Pass is awarded for work showing a satisfactory achievement of all learning outcomes and an adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Credit is awarded for work showing a more than satisfactory achievement of all learning outcomes and a more than adequate understanding of theory and application of skills. A consistent academic referencing system is used and sources are appropriately acknowledged. Distinction is awarded for work of superior quality in achieving all learning outcomes and a superior integration and understanding of theory and application of skills. Evidence of in-depth research, reading, analysis and evaluation is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged. High Distinction is awarded for work of outstanding quality in achieving all learning outcomes together with outstanding integration and understanding of theory and application of skills. Evidence of in‐depth research, reading, analysis, original and creative thought is demonstrated. A consistent academic referencing system is used and sources are appropriately acknowledged.
Maps to SLO d) & e)
Reflecting on professional working experience to enhance and develop clinical practices and professional identity
Does not reflect / or complete the journal throughout their placement.
Limited identification of how experience has enhanced their practice and minimal or absent reflection on professional Reflects on experiences and documents their learning, especially in relation to any applicable Learning Goals Uses adequate reflection for own learning. Able to nominate specific areas of growth and deepened understanding of Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Considers burgeoning professional identity and Reflects on experiences clearly using both academic and personal commentary. Refers to applicable Learning Goals Uses the journaling process effectively to document and Critically reflects and analyses own professional development in relation to organisation influences and ethos. Considers how this impacts on professional practice and professional responsibility with a
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50% for this criterion
identity. Provides little or no rationale about what did or did not work.
Is unreliable and/or untimely in carrying out reflective tasks.
Blames others for inefficiencies and inaction.
theory based on practical exposure. Takes responsibility for own actions and completes reflective tasks independently on time.
ways to enhance it. Able to reflect on overall experience and what has been gained in terms of understanding the field, developing therapeutic capacity and the student’s own future direction. Work is backed up by definitions, concepts and appropriate referencing.
expand their understanding of the experience. Able to connect the experiences to theory and practice. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning Able to comment on client presentations and conceptualise these according to theory, demonstrating clinical learning. Shows thoughtful consideration of professional identity with suggested areas of development. Work is backed up by a number of definitions, concepts and appropriate referencing
willingness to adapt and grow. Reflects on challenges and success and relates this to theory. Demonstrates behavioural changes incorporating the learning. Applies critical reflective practice for own learning. Takes responsibility for own actions and completes reflective tasks such as posting reflective journal entries independently on time.
Demonstrates effective resilience strategies by balancing competing priorities, managing time effectively and overcoming obstacles.
Sensitive to diverse and complex contexts.
Work is backed up by a number of relevant definitions, concepts and extensive referencing
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Maps to SLO a),
Identification of the purpose of supervision in counselling, and application of supervision in placement
20% for this criterion
Limited understanding of supervision concepts and rationale
Does not demonstrate an ability to apply supervision to the placement context
Key components of the assignment are not addressed.
Able to show a knowledge of supervision concepts
Is able to show the impact of supervision within the placement context
Often confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Clearly shows a thorough understanding of the supervision process
Makes clear connections with supervision processes and concepts and counselling work
Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant supervision concepts within the counselling setting.
Highly developed understanding of supervision theory and its application.
Makes strong connections between the supervision process and the student’s own skill development
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts to supervision.
A sophisticated understanding and application of supervision theory and practise.
Able to make succinct and pertinent connections between supervision process and their own development and conceptualisation of client issues.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
Mastery of supervision concepts and application to new situations/further
learning.
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Maps to SLO c)
Provides examples of collaboration and positive contributions to the workplace
20% for this criterion
Reflection suggests inadequate collaborative practices and limited contribution to workplace processes
Reflection demonstrates some collaborative practices with colleagues, supervisors and clients Provides basic examples of positive contributions to workplace processes or tasks.
Reflection demonstrates effective collaborative practices with colleagues, supervisors and clients Provides relevant examples of positive contributions to workplace process or tasks that incorporate feedback from the supervisor or colleagues
Reflection demonstrates skillful interactions utilising assertive collaborative practices with colleagues, supervisors and clients Provides varied and regular positive contributions that address problems in workplace processes or tasks Reflection demonstrates skilful interactions at a professional level, utilising assertive collaborative practices with colleagues, supervisors and clients
Consistently provides insightful contributions that resolve problems in workplace processes or tasks
Correct citation of key resources and evidence
10% for this criterion
Demonstrates inconsistent use of good quality, credible and relevant resources to support and develop ideas.
Demonstrates use of credible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
Demonstrates use of high quality, credible and relevant resources to support and develop ideas.
Demonstrates use of good quality, credible and relevant resources to support and develop arguments and statements. Shows evidence of wide scope within the organisation for sourcing evidence
Demonstrates use of high-quality, credible and relevant resources to support and develop arguments and position statements. Shows evidence of wide scope within and without the organisation for sourcing evidence