Home

Chapters 9 and 10 in the textbook;
Eriksonian Developmental StagesLinks to an external site.
Vygotsky’s Sociocultural TheoryLinks to an external site.
Also watch the video Multifinality, Equifinality, and Hockey FightingLinks to an external site..
Your original post must be at least 400 words and cite the required sources.
Review the PSY605: Mila Singer Life Story Download PSY605: Mila Singer Life Storydocument. Choose one aspect of Mila’s life to alter. This element can be an event, personal characteristic, environmental factor, or an aspect of the timeline. In your initial post:
Identify the original life story element you intend to change and explain how you intend to change it.
Use Erikson’s psychosocial stages of development to explain Mila’s stage of development at the time this change takes place and address how the change might affect Mila’s psychological development into adulthood.
After identifying the initial change and describing it:
Create a list of three additional outcomes in Mila’s development across the life span that will likely be affected by this change.
For each, identify the current outcome in Mila’s life story and propose a rationale for changing this outcome.
Apply either Bronfenbrenner’s ecological systems theory or Vygotsky’s sociocultural theory to Mila’s life to hypothesize how and why these outcomes would likely adjust from the changes you have made.
Briefly summarize your personal reaction(s) to making the initial change and how it altered the subsequent outcomes. Explain how differences in life events create differences in human development.
Guided Response: Review several of your colleagues’ posts and respond to at least two of your peers who altered different life events than you by 11:59 p.m. on Day 7 of the week. You are encouraged to post your required replies earlier in the week to promote more meaningful and interactive discourse in this discussion:
Identify outcomes that were similar to and different from those in your initial post.
Apply the principles of equifinality and multifinality to compare the initial changes and outcomes in Mila’s life story between you and your classmates.

Supplemental Resources: Maximizing Clinical Supervision
Articles
Borders, L. D., Glosoff, H. L., Welfare, L. E., Hays, D. G., Dekruyf, L., Fernando, D. M., & Page, B. (2014). Best practices in clinical supervision: Evolution of a counseling specialty. The Clinical Supervisor, 33, 26-44. https://www.researchgate.net/publication/271822175_Best_Practices_in_Clinical_Supervision_Evolution_of_a_Counseling_Specialty
Heuer, J., & Holbrook, T. (n.d.). Multiple relationships in counseling supervision. https://www.counseling.org/docs/default-source/vistas/article_59735a22f16116603abcacff0000bee5e7.pdf?sfvrsn=ed4c422c_4
Falender, C. A., Shafranske, E. P., & Ofek, A. (2014). Competent clinical supervision: Emerging effective practices. Counselling Psychology Quarterly, 27(4), 393-408. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=pbh&AN=99111583&site=eds-live&custid=s7439054
Farmer, S. S. (1987). Conflict management and clinical supervision. The Clinical Supervisor, 5(3), 5–28. https://doi.org/10.1300/J001v05n03_02
Videos
Beck institute for cognitive behaviour therapy.(n.d.) The Importance of Supervision [Video].YouTube.  https://youtu.be/fUNuyhhY2Jk
Clinical psychology community UK. (n.d.). 5 Top Tips: Using Clinical Supervision [Video]. YouTube. https://youtu.be/t_n5J5jjDF8?si=8vEQNuLkfWeRjdQ-
Note: I have attached the sample paper to this order. It will help you to understand better that what you have to write and what is this assignment about. Plesae go throgh the attched document (PSYC7113_Reflective_Journal_One_Filicedocx.pdf). 
Llearning Objectives
Integrate theory, research literature, and practice in case conceptualization, planning, and counselling interventions.
Choose an appropriate course of action and apply sound ethical decision-making strategies to resolve ethical dilemmas.
Reconstruct the counselling process for one or more counselling clients, using case notes and audio/video tapes.
Engage in ongoing development of culturally and ethically sensitive competencies in clinical practices.
Demonstrate professional relations with colleagues, faculty instructors and site supervisors.
Please use this assignment submission page to upload the Template in MS Word containing your Reflective Journal work during PSYC7113/7203 terms.
Reflective journaling at this stage in your career development is a very important part of becoming a competent counsellor. Set up a reflection journal file on your computer to store your journal reflections. Reflection journals are scheduled to be submitted 4 times over the two-trimester practicum course, with 2 reflective journals submitted during PSYC7113 and 2 reflective journals submitted during PSYC7203. 
Students will be expected to submit 3-4 page reflective journals, not counting title page and references list, each time highlighting their practicum learning experiences from their practicum site, during the seminars (specifically, seminar learning outcomes), and during faculty instruction. 
Students will be expected to produce deeply reflective, highly professional, and relevant journal reflections. It is important to know the line between deep reflection of personal growth and revealing too much information about your personal life. Be cautious about what you share as it pertains to your personal life and attempt to focus the reflection on who you are as a therapist. The person of the therapist is a very important developmental process for beginning therapist. It is a time for students to go deep and get to know themselves and how “the self” impacts and is impacted by the counselling experience. If you are not sure how to write a reflective journal, research it. There is a great deal of good information on the internet that will help guide you.
Reference Support: For each Reflective Journal assignment, provide reference source support for your journal reflections from combined learnings from the Consultation Seminars, Supervision, Skills Learning Lab, scholarly readings, your personal reflections, and client sessions (remembering to leave out any client identifiers). For each resource reviewed, include in-text citations in the body of your writings and include a References list at the end of the Journal. Use APA current formatting.
MACP Skills Learning Lab
For each of your reflective journals please use the resources listed in the MACP Skills Learning Lab. The Skills Learning Lab may be accessed in the course Syllabus in the required materials area. Some videos to be certain to view and integrate in this term’s Reflective Journals include, but are not limited to:
Module 1: Therapeutic Relationship
Therapeutic Relationship
Module 2: Safe and Effective Use of Self
“Developing Self-Awareness”
“Advanced Reflection and Awareness” (Practicum level) 
The Reflective Journal has a three-fold purpose:
Your reflective journals help in the development of the person of the therapist in terms of recognizing and realizing who you are amidst this work, where you can get triggered, and where you may have personal biases that could interfere with your work with a client.
Your reflective journals give you a chance to interact with course material including the seminars, self-directed reading and researching, self-assessments and any assignments that have occurred. It provides you with the opportunity to synthesize your internal development with supervision and evidence-based practice.
Lastly, the reflective journals give you a place to process through areas of struggle, identify triggers, and ask questions about how to deal with specific populations
Use this template to complete and submit each Reflective Journal during this term: PSYC7113 Reflective Journals Template
Confidentiality: it is important to note that as with all your assignments at Yorkville University, journals are considered private documents however, should something be noted in your journal that creates concern that either you or a client could be in harm’s way we have an obligation to ensure safety. If it is necessary to disclose information found in a student’s journal, the student would be informed (the exception being where the disclosure could cause further harm to the student or another person). In every case, the utmost discretion will be used in revealing as little as possible while still ensuring safety. You should also be aware that journals and assignments can be read by faculty instructors, practicum coordinators, and any other university official who requires access to university business, including the Dean, should you appeal your grade.
Evaluation
The following rubric indicates those areas you should be focusing on in preparing for your reflective journals and how the instructor will weigh these components relative to one another.
Criteria
Unsatisfactory-Beginning
*YOU WILL BE REQUIRED TO RESUBMIT YOUR JOURNAL REFLECTION IF YOU FALL WITIHIN THIS CATEGORY
Developing
Accomplished
Exemplary
Total
Content Reflection
0-19
20-28
29-32
33-40
/40
Reflection lacks critical thinking.
Superficial connections are made through explanations, inferences, and/or examples.
Reflection demonstrates limited critical thinking in applying, analyzing, and/or evaluating professional progress.
Minimal connections made through explanations, inferences, and/or examples.
Reflection often demonstrates critical thinking in applying, analyzing, and/or evaluating professional progress.   
Connections made through explanations, inferences, and/or examples.
Reflection always demonstrates a high degree of critical thinking in applying, analyzing, and evaluating professional progress. 
Insightful and relevant connections made through contextual explanations, inferences, and examples.
Professional  Growth
0-19
20-28
29-32
33-40
/40
Conveys inadequate evidence of reflection. 
Expresses few ideas, with limited support by relevant evidence or rationales. 
Professional growth and awareness are not evident.
Lacks inferences, examples, personal insights and challenges.
Future implications are overlooked.
Conveys limited evidence of reflection.
Expresses some ideas supported by relevant evidence or rationales.  
Demonstrates limited professional growth and awareness through few or simplistic inferences. 
Undeveloped examples, insights, and/or challenges. 
Minimal demonstration  of future implications of current experience(s).
Often conveys evidence of reflection. 
Expresses ideas, supported by relevant evidence or rationales.
Demonstrates satisfactory professional growth and awareness through inferences, examples, insights, and challenges.  
Frequent demonstration of future implications of current experience(s).
Conveys strong evidence of reflection.
Expresses many ideas, supported effectively by relevant evidence or rationales.
Demonstrates significant professional growth and awareness of deeper meaning through inferences made, examples, well developed insights, and substantial depth in perceptions and challenges.
Synthesizes current experience into future implications.
Writing Quality
0-10
11-15
16-17
18-20
/20
Writing is not at the graduate level.  Writing is unclear and disorganized. 
Thoughts ramble and make little sense. 
Numerous spelling, grammar and spelling errors.  
Frequent use of colloquial language.
Average and/or casual writing style that is sometimes unclear and/or disorganized.
Thoughts are not expressed in a logical manner. 
There are more than three errors in grammar, punctuation, usage, and spelling. 
Limited use of colloquial language.
Above average writing style.  Writing is mostly clear, concise, and well organized with good sentence/paragraph construction.
Thoughts are often expressed in a coherent and logical manner.
Organized presentation of information with no more than three errors in grammar, punctuation, usage, and spelling. 
1 inclusion of colloquial language.
Written at the graduate level. 
Writing is clear, concise, and well organized with excellent sentence/paragraph construction.
Thoughts are always expressed in a coherent and logical manner.
No errors in grammar, punctuation, usage, or spelling.
No colloquial language used.
Timeliness
Journals must be submitted no more than 1-2 days prior to the deadline 
Journal receives a grade of 0.
Deduct 15-25  points, respectively (3 points deducted per late day submitted)
Deduct 3-6  points respectively (3 points deducted per late day submitted)
Deduct 0 points.
Journal reflection is submitted more than 5 days after the deadline.
Journal reflection is submitted 3-5  days before or after the deadline.
Journal reflection is submitted 1-2 days after the deadline.
Journal reflection is submitted on or 1-2 days before the deadline.
/100
Instructor Comments about Student’s Learning Experience and Skills Development: