AcademicEssay&Critical Reflection HCCSSD105
- Subject Code :
HCCSSD105
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ASSESSMENT3BRIEF |
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SubjectCodeandTitle |
HCCSSD105TheoriesofCounselling |
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Assessment |
AcademicEssay&Critical Reflection |
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Individual/Group |
Individual |
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Length |
PartA:AcademicEssay1500words(+/-10%) PartB:CriticalReflection500words(+/-10%) |
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LearningOutcomes |
TheSubjectLearningOutcomesdemonstratedbysuccessful completion of the task below include: a)Identifyfundamentalprinciplesofcounsellingtheoryused within the helping relationship d)Appraiseowncorecounsellingskillsandidentifystrategies for improvement. e)Evaluatethevalueofbody-inclusiveandmindfulness-based skills for counselling and professional practice. |
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Submission |
PartA-AcademicEssayDueby11:55pmAEST/AEDTSunday end of Module 10, Week 10 PartB-CriticalReflectionDueby11:55pmAEST/AEDTSunday end of Module 11, Week 11 |
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Weighting |
40% |
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TotalMarks |
100marks |
TaskSummary
This task is to write an academic essay of 1500-words on three counselling theories you have learned thistrimester and acritical reflection on your own ability to put one of the theoriesintopractice.Atleastoneofthetheoriesmustbebody-inclusiveormindfulness based.
Context
An integrative approach to psychotherapy and counselling requires that the therapist has knowledge and experience of a range of therapies. Integrative therapy begins with the idea that every client is unique. An integrative therapist works to make a program of therapy that suits a clients personal needs and issues. The best approach for one client is not necessarily what would work for other people. The innate skills and abilities of the therapist also affect therapeutic outcomes. In this assignment you are asked to demonstrate yourunderstanding of three theories of counselling and evaluate your own readiness to use one of the theories in practice.
TaskInstructions Part A
Tosuccessfullycompletethistask,youmustdrawonthetheoreticalideasthatyouhave
beenintroducedtoduringthiscourseandyourexperienceinclassorinCollaborate sessions.
- Write a 1500-word essay in which you identify three theories of counselling you have been introduced to in this subject including at least one that is body- inclusive or a mindfulness based theory.
- Familiarise yourself with the theories and draw specifically from the materials and ideas covered and your experience of being in class.
- Provide an essay following the below
Introductionandcontext
(2-3paragraphs/200-300words)
Overviewofthethreetheoriesyouhavechosenandidentifytheoneyou intend to reflect upon.
Body
Divide your essay into three sections, one for each theory. Each section shouldbeatleast350words.Includeadescriptionofeachtheoryintheir own words, and the context for their use when in counselling.
Conclusion
(150-200words)
Concludeyouressaywithasummaryandincludeastatementaboutwhyyou have chosen to reflect on your capacity to practice one particular theory.
- Include at least 10 references
PartB
CriticalReflection
This task is designed to help you reflect on your existing strengths and areas for improvementinregardtoaparticularcounsellingtheory.Pleaseanswerthefollowing questions.Youmayuseheadingsorwriteitasastreamofconsciousness(500-words).
- What draws you to this particular theory?
- Briefly identify the type of problem for which this theory might be
- What strengths or personal qualities do you have that make this a suitable basis for practice for you?
- What would you like to develop within yourself to enable better future practice?
PleaseusethelatestAPAreferencestyletoformataccuratelyyourreferences.Inaddition, familiarise yourself with the marking rubric at the end of this brief.
Referencing
ItisessentialthatyouuseappropriateAPAstyleforcitingandreferencingresearch.Please see more information on referencing herehttp://library.laureate.net.au/research_skills/referencing
Helpfulresourceforhowtosetoutareflectiveessay:AcademicHelp(2012).Writinga Reflective Essay.Retrieved fromhttps://academichelp.net/academic-assignments/essay/write-reflective-essay.html
SubmissionInstructions
Submit this task via theAssessment 3link in the main navigation menu in HCCSSD105 TheoriesofCounselling.TheLearningFacilitatorwillprovidefeedbackviatheGradeCentre in the LMS portal. Feedback can be viewed in My Grades.
AcademicIntegrityDeclaration
IdeclarethatexceptwhereIhavereferenced,theworkIamsubmittingforthisassessment task is my own work. I have read and am aware of Torrens University Australia Academic Integrity Policy andProcedure viewableonlineathttp://www.torrens.edu.au/policies-and-forms
AssessmentRubric
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AssessmentAttributes |
Fail (Yet toachieve minimumstandard) 0-49% |
Pass (Functional)50-64% |
Credit(Proficient)65-74% |
Distinction(Advanced)75-84% |
HighDistinction (Exceptional) 85-100% |
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Knowledge and understanding threetheoriesofcounsellingtaught in this subject
40% |
Poorly developed understandingofrequired theories or theoretical referencesdonotcapture concepts and theories specificallycoveredinthis course. |
Demonstrates functional understanding of required theories. Theoretical referencescaptureconcepts and theories specifically covered in this course. |
Demonstrates functional understandingofrequired theories. Theoretical references capture concepts and theories specificallycoveredinthis course. |
Demonstrates advanced knowledge and understandingofrequired theories. Theoretical references capture concepts and theories specificallycoveredinthis course. |
Demonstratesexceptional knowledge and understandingofrequired theories. Theoretical references capture concepts and theories specificallycoveredinthis course. |
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Ability to critically reflect on personal ability to put thetheoryintopractice
30% |
Demonstrates little understandingofown capacity for practice. |
Satisfactorylevelofreflection and some critical analysis of personal capacity for practice. |
Developedinterpretationof personal experience. Reflections reveal good insightandcriticalanalysis of personal capacity for practice. |
Thoroughly developed, insightful reflections of personal capacity for practice synthesised with well-informed and justified critiqueoftheoryandwider reading. |
Sophisticatedandcreative analysis of personal capacityforpracticebased around deep reflection. Criticalthinkingskillsdraw togethervariedsourcesof knowledge beyond class readingsandareappliedin an original and convincing manner. |
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Effectivewritten communication
20% |
Informationissimply presented.
Conceptterminology from thismoduleisrarelyor inaccuratelyemployed. |
Communicatesinareadable mannerthatlargelyadheres to the given format. |
Communicates in a coherent and readable mannerthatadherestothe given format. |
Communicates coherently and convincingly in a mannerthatadherestothe given format. |
Communicateseloquently. Expresses meaning coherently, convincingly, and creatively within the given format. |
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Meaning is repeatedly obscuredbyerrorsinthe communicationofideas, including errors in structure, sequence, spelling, grammar, punctuation and/or the acknowledgment of sources. |
Generallyemploysmodule concept terminology with accuracy.
Meaningissometimes difficult to follow. Information,arguments,and evidencearestructuredand sequenced in a way that is not always clear and logical.
Someerrorsareevidentin spelling, grammar, and/or punctuation. |
Accurately employs academiclanguageand module concept terminology.
Meaning is easy to follow. Information,argumentsand evidencearestructuredand sequenced in a way that is clear and logical.
Occasionalminorerrors present in spelling, grammar, and/or punctuation. |
Accurately employs a wide range of academic language, module concept terminologyandexpressive linguistic devices. Engagesaudiences interest. Information,argumentsand evidencearestructuredand sequenced in a way that is clear and persuasive.
Spelling, grammar, and punctuationarefreefrom errors. |
Discerningly selects and precisely employs a wide range of academic language,modulecontent terminology Engagesandsustains audiencesinterest. Information.
Spelling, grammar, and punctuationarefreefrom errors. |
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Reference core coursematerialsandconceptsdiscussed in class.
Correct citation of keyresourcesandevidence
10% |
Littleornoevidenceof engagementwithcore course materials and readings. |
Referencesatleasttwoclass discussions. |
Analysis is supported by evidence from theory, subjectreadings,andclass discussion. |
Argumentssupportedbya variety of references to theory, subject readings, and class discussion. |
Analysis is supported by thorough and relevant references to theory, subjectreadings,andclass discussion. |
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Demonstrates lack of goodquality,credibleand relevant resources to support and develop ideas.
Referencing is omitted or doesnotresembleAPA7thed. |
Demonstratesuseofcredible and relevant resources to support and develop ideas, but these are not always explicit or well developed.
ReferencingresemblesAPA 7thed., with frequent or repeated errors. |
Demonstrates use of credible resources to supportanddevelopideas. ReferencingresemblesAPA 7thed., with occasional errors. |
Demonstrates use of good quality, credible and relevant resources to support and develop argumentsandstatements.
Referencing is free from errorsandalwaysadheres to APA 7thed. format. |
Demonstratesuseofhigh- quality, credible, and relevant resources to support and develop arguments and position statements.
Referencing is free from errorsandalwaysadheres to APA 7thed. format. |
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ThefollowingSubjectLearningOutcomesareaddressedinthisassessment |
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SLOa) |
Identifyfundamentalprinciplesofcounsellingtheoryusedwithinthehelpingrelationship. |
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SLOd) |
Appraiseowncorecounsellingskillsandidentifystrategiesforimprovement. |
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SLOe) |
Evaluatethevalueofbody-inclusiveandmindfulness-basedskillsforcounsellingandprofessionalpractice. |
