COM566 - Reflection Journal and Attachment Essay Writing - Nursing Assignment Help

Assignment Task

ASSESSMENT 2: Reflection Journal and Attachment Essay – Graduate Diploma / Masters 
1.0 Assessment Brief 
The following assessment task requires students to consider and reflect upon sensitive experiences relating to their current and past relationship experiences. Students are advised this may elicit unexpected responses as they recall events not previously reflected upon in the manner required for this assessment task. 
Students are reminded that this assessment task is not intended, in any way, to re-traumatise them, and consequently it is recommended that students start attending their personal counselling sessions (if they have not already started) to receive support during the time they are undertaking this unit. Should a student find he/she is unexpectedly affected by this assessment task, the student is required to: (i) advise their allocated counsellor and the lecturer; and (ii) if recommended by either their allocated counsellor or the lecturer, meet with the Head of Counselling, 
wherein provisions will be put in place to ensure student safety as the highest priority. 
Where students are aware they are currently dealing with significant trauma or recent bereavement, they are to alert the lecturer at the commencement the unit, wherein the lecturer, student, and if required the Head of Counselling, will determine if the student is able to undertake the current assessment or be assigned an alternate theoretically-focused assessment in a related area. 
1.1 Assessment Description 
• Students are required to maintain a reflection journal for the duration of the unit, outlining their responses (i.e. thoughts, feelings, observations and reflections) to lecture material, weekly readings, other academic reading, class discussions, class presentations and peer interactions. At least one entry per week is required, demonstrating a serious attempt to allocate appropriate writing time, with students expected to undertake this activity in good faith. Journals may be prepared according one’s preference and creative style. 
• Students are cautioned against sharing the content of their journal, without giving clear and careful thought as to the implications of their sharing. For example, students are discouraged from sharing the journal with other students or from reading other students’ journals, so as to ensure their own and others’ privacy is maintained. 
Students are not required to submit their journal. However, they are required to bring their completed journal to the final class at which time the lecturer will sight (but not read) to be able to see that the journal task has, in good faith, been reasonably attempted by all students. 
• The primary purpose of keeping the reflection journal is to assist students to reflect upon and integrate their understanding about their intrapersonal and interpersonal relational history and experiences. Reflections may address students’ 
COM566 Relational Dynamics Assessment 2  
(i) continuing understanding of relational theory, with particular application to their own life experiences; (ii) personal observations of verbal and non-verbal communication (i.e., how students listen, self-disclose, 
their defences, the way they handle conflict and trust, etc); (iii) self-evaluation of how their interpersonal relationship style is being worked out in their adult 
relationships (with specific examples); (iv) insights about their intrapersonal relationship (relationship with self); (v) continuing integration of relationship theories with their counselling skills; and (vi) awareness of relational issues that may impact future relationships with clients. 
• As notified in the above warning, students are to exercise caution in completing their reflection journal, especially if they have a history of serious trauma or loss. In particular they are expected to provide authentic and personally meaningful entries without re-traumatising themselves in relation to difficult past experiences. Students are required to advise the lecturer and Head of Counselling if they are under the care of a GP, psychologist or psychiatrist for trauma-related issues, so their personal safety can be appropriately maintained during the completion of this assessment task. 
• Students are required to research and submit a 2000-word essay which displays a clear understanding and synthesis of: (i) their interpersonal relational history and experiences, (ii) relational theories, and (iii) contemporary and relevant literature. 
• Issues to be addressed in the essay include significant past relationships (e.g. with parents) and current relationships with significant others, noting how these relationships and associated relational experiences/events have affected: 
(i) the development of the student’s sense of self, (ii) the development of their broader interpersonal style, and (iii) the student’s overall psychological health. 
• Students are required to de-identify their essay, ensuring that the privacy of all referenced persons is maintained. Students may choose to use initials (e.g. CJ) or a position label (e.g. sibling 2) to refer to others in a way that maintains privacy. 
• Students are reminded that this essay is not intended to be a long narrative account of their relational history. Students are expected to select appropriate examples from their relational history as evidence of any theoretically informed contention they make about their relational experiences. For example, if commenting on early childhood attachment, students are expected to substantiate any claims made about the type of attachment style they formed during this period, with specific, clear and brief supporting examples. 
• The essay may be presented in the first person. 
Students may organise their essay employing suitable section headings. 

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