Developing Professional Practice
STUDENT DETAILS
ACAP Student ID: 170913
Name: KYLIE LAMB
Course: BASSIX
ASSESSMENT DETAILS
Unit/Module: DEVELOPING PROESSIONAL PRACTICE
Educator:
Assessment Name:
Assessment Number:
Term & Year:
Word Count:
DECLARATION
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.
INTRO
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
ACAP Student ID: 170913
Name: KYLIE LAMB
Course: BASSIX
ASSESSMENT DETAILS
Unit/Module: DEVELOPING PROESSIONAL PRACTICE
Educator:
Assessment Name:
Assessment Number:
Term & Year:
Word Count:
DECLARATION
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.
INTRO
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
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.