Students are required to maintain a reflective journal from week two to week eleven. The journal needs to highlight your interaction with the module materials and highlight the progress made through the module. The journal also needs to cover concerns raised and how you have responded to them.
Assessment Brief:
Subject: Theories of counselling

Assessment: Reflective Journal

Name of assessment Assessment : Reflective Journal
Length 2500 Words

Students are required to maintain a reflective journal from week two to week eleven. The journal needs to highlight your interaction with the module materials and highlight the progress made through the module. The journal also needs to cover concerns raised and how you have responded to them
Students are required to maintain a reflective journal from week two to week eleven. The journal needs to highlight your interaction with the module materials and highlight the progress made through the module. The journal also needs to cover concerns raised and how you have responded to them.

Assessment brief summary:

Students are required to maintain a reflective journal from week two to week eleven. The journal needs to highlight your interaction with the module materials and highlight the progress made through the module. The journal also needs to cover concerns raised and how you have responded to them.

Referencing guide
Referencing requires that students comply with the APA 6th edition referencing style. We recommend a minimum of fifteen references. all in-text references (not just direct quotes) must include the specific page number/s if shown in the original

Learning outcomes addressed by this assessment:

b. Demonstrate assertive communication skills in the helping role/counselling context
c. Appraise and apply the value of listening in the helping role/counselling context
d. Develop their ideas on a counselling model of their choice
e. Critically reflect on and appraise own core counselling skills and identify strategies for improvement .

Prescribed and recommended readings Prescribed text:
McLeod, J. and McLeod, J., 2011. Counselling Skills (2nd ed.) Sydney, Australia: McGraw-Hill Education.
Recommended readings:
Brown, L. (2009) Feminist Therapy. Theories of Psychotherapy. Washington, DC: American Psychological Association.
Corey, G. (2012) Theory and Practice of Counselling and Psychotherapy and Manual, 9e, Pacific Grove, CA: Brooks-Cole.
Doherty, W. J., & McDaniel, S. H. (2010) Family Therapy. Theories of Psychotherapy. Washington, DC: American Psychological Association.
Journals:
Journal of Counselling and Development
Journal of Family Therapy
Journal of Sex & Marital Therapy
Psychotherapy in Australia
Online Resources:
A Primer of Affect Psychology
http://www.tomkins.org/uploads/Primer_of_Affect_Psychology.pdf
The Institute for the Study of Therapeutic Change
http://www.talkingcure.com

Weekly Overview: Reflective journal From week 2-11
For your writer information , each week I’ had play roil with different student for half an hour; I’ played as a counsellor and client, the impact was I cried for the first 5 weeks when I was client; because of the impact of counselling and telling my issues, same when I was counsellor my client ( student) cried too, then the lecturer came to finished the role for us

• Week 2: Attending behaviour: empathy and advanced accurate empathy
• Week 3: Reflection skills: reflection of content
• Week 4: Reflection skills: Reflection of Feeling
• Week 5: Open and closed questions: reframing: summarizing
• Week 6:Tracking clients’ concerns
• Week 7: Normalising
• Week 8: Challenging
• Week 9: Congruence and Facilitating Options
• Week 10: Report Writing
• Week 11: Integration of Skills
•
• ________________________________________

Here are two examples of the patterns of reflective Journal (weekly reflection) that, I’ like to, the writer follow it.
The issue of termination is an important aspect of the counselling process because it marks the end of a relationship between a counseller and client. Although I have never been in a counselling relationship where the termination process was an important factor, I can relate this process to that of a breakup with my partner when he moved interstate. We both had feelings of dependency on each other and had a mutual care for each other, but knew that we could not continue on with the relationship, so we terminated the relationship so to speak because basic contact would be too emotionally difficult. Similarly, a client and counseller relationship is at a deep level where the feelings and problems of the client are being experienced also by the counseller through empathic measures. Thus, termination of such a relationship can be a life-altering experience. Nevertheless, if both parties respect each other and are honest in voicing their reasons for ending the relationship, as it was in my case, then the end of the relationship can be seen positively, as a new beginning where both parties learn to become more independent and grow as individuals. I feel that my experience was quite similar to a counselling relationship in that we were both on the same level without one party being subordinate to the other and the complete separation ultimately helped me to grow as a person. Introduces topic: ‘termination’. Discusses own lack of experience with termination specifically, but tries to relate it to own experience of a break up.
Explains in detail why the two might be similar.
Again relating termination to a romantic relationship, discusses how endings can be positive.

Concludes by stating, overall, why the relationships are similar.
First week’s lecture presented the idea that science is the most powerful form of evidence [1]. My position as a student studying both physics and law makes this an important issue for me [2] and one I was thinking about while watching the ‘The New Inventors’ television program last Tuesday [3]. The two ‘inventors’ (an odd name considering that, as Smith (2002, p,123) says, nobody thinks of things in a vacuum) were accompanied by their marketing people. The conversations were quite contrived, but also funny and enlightening. I realised that the marketing people used a certain form of evidence to persuade the viewers (us?) of the value of the inventions [4]. To them, this value was determined solely by whether something could be bought or sold—in other words, whether something was ‘marketable’. In contrast, the inventors seemed quite shy and reluctant to use anything more than technical language, almost as if this was the only evidence required – as if no further explanation was needed.

This difference forced me to reflect on the aims of this course—how communication skills are not generic, but differ according to time and place. Like in the ‘Research Methodology’ textbook discussed in the first lecture, these communication skills are the result of a form of triangulation, [5] which I have made into the following diagram:
… 1. Description of topic encountered in the course
2. The author’s voice is clear
3. Introduces ‘everyday’ life experience
4. The style is relatively informal, yet still uses full sentences
5. Makes an explicit link between ‘everyday’ life and the topic