Developing Professional Practice

Topics: 1921, Skill, Professional Pages: 6 (1974 words) Published: October 30, 2012

ACAP Student ID: 170913


Course: BASSIX




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I declare that this assessment is my own work, based on my own personal research/study. I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications.

I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained.


A student beginning time training and learning inside a human services agency according to Cleak and Wilson (2004) is classed as a field placement during which the student through supervision will display the knowledge they have gained through the educational process (Baird, 2007). When thinking about a student placement it can be quite nerve wracking and bring up many mixed emotions such as excitement, anxiety and many questions about whether the individual has obtained the necessary level of competence to be involved with clients at this stage of their training (Boylan and Scott, 2008). This placement I undertake will be the first time I have been involved professionally in a welfare agency and through careful planning, use of reflective journaling, keeping an open mind and taking on board the feedback I receive from my supervisor and co-workers I believe it will be one of a positive experience. Placing this nervousness aside, obtaining a placement will be a student’s first chance to be involved professionally in their chosen career path and an excellent gauge for whether the right specialization has been chosen (Davys and Beddoe, 2010). A student who prepares well for a placement and finds an organisation that is of interest to them will have a far higher chance of enjoying this learning experience thus being able to filter the experience obtained into educational pursuits and successful skills development for their career (Cleak and Wilson, 2004). The choice of obtaining a placement may sound simple to some but if the process is thoroughly examined and a student wants to maximise their learning potential it can be quite complex (Boylan and Scott, 2008). When obtaining a placement a student needs to source with their personal and professional goals in mind, this may limit choices in their placement attainment but it will maximise their potential and completion of goals. One of the most important parts of the placement process for a student is identifying the placement setting that appeals to them including the type of agency such as government, non-government, not-for-profit or a private organisation (Cleak and Wilson, 2004). For obtaining my first placement I have decided that the type of agency I would like to work in is not as important to me as the clientele and Cleak and Wilson (2004) note this is a key point when trying to obtain the right placement. My key target areas to work with come under children or young people and if I got the chance would enjoy the placement being in the field of child protection or child and family welfare if I was to use terms suggested by Cleak and Wilson (2004). My interest has developed in working with youth and children as I spent many years as fast food manager and I enjoyed the experience although during this time I encountered issues such as date rape, molestation, bullying and alcohol and drug abuse. The main concern I have when being involved in a placement is my lack of familiarity with professional agencies principles...

References: Baird, B. (2008). The Internship, Practicum, and Feild Placement Handbook: A Guide for the Helping Professions (5th Edition). New Jersey, America: Pearson Education.
Boylan, J. & Scott, J. (2008). Practicum and Internship: Textbook and Resource Guide for Counselling and Psychotherapy. London, England: Routledge.
Cleak, H. & Wilson, J. (2004). Making the Most of Feild Placement. Melbourne, Australia: Cengage Learning.
Davys, A. & Beddoe, L. (2010). Best Practice in Professional Supervision: A Guide for the Helping Professionals. London, England: Jessica Kingsley Publsihers.
Forret, M., & Dougherty, T. (2004). Networking Behaviours and Career Outcomes: Differences for Men and Women? Journal of Organisational Behaviour, 25(3), 419-437.
Geldard, K. & Geldard, D. (2004). Counselling Adolescents. London, England: SAGE publications.
Geldard, K. & Geldard, D. (2005). Basic personal counselling. Sydney, Australia: Pearson Education Australia.
Lines, D. (2006). Brief Counselling in Schools: Working with young people from 11 to 18 (2nd Edition) . Lonon, England: SAGE Publications.
Nelson-Jones, R. (2005). Practical counselling an helping skills. London, England: SAGE publications.
Royse, D., Dhooper, S. & Rompf, E. (1993). Feild Instruction: A Guide for Social Work Students. New York, America: Longman.
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