ASSESSMENT SUMMARY  During the topic students will participate in foundational counselling skill tasks such as self-reflection, active listening, reflecting back, systematic enquiry and asking open ended questions.

ASSESSMENT SUMMARY

 During the topic students will participate in foundational counselling skill tasks such as self-reflection, active listening, reflecting back, systematic enquiry and asking open ended questions. Self-reflection is a critical part of counselling.

This assessment enables you to demonstrate the following learning outcomes:

LO 3: Demonstrate advanced skills in clinical reasoning to guide future learning and professional practice.

LO 4: Critically reflect on the role of basic counselling skills in speech pathology practice.

PURPOSE OF ASSESSMENT

This assessment aims to give you practice in:

·        Reflection of own knowledge and skill development

·        Analysis of how new knowledge and skill can influence current and future practice

·        Hypothesising, formulating and implementing strategies to manage practice challenges, recognising and integrating the client and practitioner’s perspective

AI PERMISSIONS

LIMITED USE OF AI – PLEASE NOTE, IF GRAMMARLY IS PERMITTED, A DRAFT OF YOUR ASSESSMENT PRIOR TO LOADING INTO GRAMMARLY MUST BE AVAILABLE AT THE REQUEST OF YOUR TOPIC COORDINATOR

Students may use AI in this assignment to:

-        check grammar and edit work

WRITTEN ASSIGNMENT DESCRIPTION

As part of this assignment each student will be required to complete a logbook during each counselling workshop (logbook template available on FLO).

It is your responsibility to ensure that each second of the logbook is completed at the appropriate time (each workshop will include completion of consecutive sections of the logbook).

All sections of the logbook must be completed upon submission.

Step 1:

Attend ALL counselling workshop sessions and complete associated sections of logbook.

Workshop 1: Monday 20^th July 10am-1pm

Workshop 2: Tuesday 21^st July 10am-1pm

Workshop 3: Wednesday 22^nd July 10am-1pm

Workshop 4: Thursday 23^rd July 10am-1pm

Step 2:

In workshop 4, complete Part 1 of Task 11 – How looking after yourself benefits your clients, to set some goals and action plans.

Engage in these action plans across Semester 2.

Tip: Throughout your logbook, you must provide evidence of active contribution to individual and group tasks across the workshops. As you reflect on different skills and techniques, try to write down how it felt doing the counselling skills from different perspectives e.g., being a client, speech pathologist and an observer. If you did not participant in a particular role, make sure you discuss it in your trios and write down what the other students report.

Step 3:

After (at least) 6 weeks, complete PART 2 of Task 11 – Resilience strategies report to review and reflect on your goals.

Tip: The logbook includes a reflective summary on learning these counselling skills. When completing this summary, describe the techniques you found easy to use and explain why this the case. Describe the techniques you found challenging to use and explain why this was the case. Try to also make a link with what you have been doing in these workshops and your experiences on clinical placement. Describe whether you have found yourself using any of these techniques when on clinical placement, or at other points in the semester. Give examples of your experiences. Did you feel that you were able to successfully use any of the counselling skills you learnt when working with a client or professional? If not, why not? How might you do it differently next time?

Step 4:

Submit your completed logbook on FLO alongside a completed AI declaration form .

FURTHER RESOURCES & INFORMATION

Logbook Template:

·        The logbook template/guide can be found on FLO

Rubric:

·        While this course is an NGP, a rubric is provided and will be used in the marking of this assessment. This rubric is useful to review, before completing this assignment and provides information about the different levels of achievement for this task. It is based on Biggs’ SOLO Taxonomy model. Please use this resource to further guide your mapping.

Biggs, J. B. (John B., & Collis, K. F. (Kevin F. (1982). Evaluating the quality of learning : the SOLO taxonomy (structure of the observed learning outcome) (1st ed.). Academic Press.

Discussion Forum:

·        Please continue to post questions related to this assignment to the relevant discussion forum. Any general assignment queries sent via email, will be referred to the discussion forum, to allow other students to benefit from the responses. For questions of a personal nature, please email the topic coordinator. Allow a minimum of 2 business for a response.