PSYC 7113 Practicum Reflective Journal Assignment: #1 Weijo Yu Dr. Abby Baumgart 2022-01-15 Reflective Journal #1 Practicum marks the beginning of a professional journey where trainees start applying what they have learned in theory into practice. Inevitably, encountering challenges would be the greatest lesson in such a journey. I have been confronted with two major concerns in my preparation for entering practicum: How would I deal with misunderstandings in therapeutic relationships? And who am I as a therapist? Being two weeks into the practicum, several insights in the self-study have allowed me to better unfold these worries in layers and have brought upon deeper reflection. Therapeutic Relationship My overall concern of keeping relational harmony was tackled in two-fold: Alliance rupture and true support. Therapeutic relationship is the foundation of any intervention, assessment, and treatment (Stewart-Spencer, 2020-b). Maintaining a trusting rapport naturally becomes top priority of each counsellor. However, this elicits such great anxiety when an unknown tension is perceived in therapist-client interactions. While it is acknowledged that clients may drop out of counselling sessions for numerous reasons, addressing interactive pattern changes early on gives therapists a chance to repair therapeutic relationships (Stewart-Spencer, 2020-b). Two types of ruptures were coined in Skills Lab video (Dealing with ruptures): Withdrawal rupture and confrontation rupture. Identifying the two types of ruptures puts therapists in an active role of picking the course of action that meets their therapeutic purpose. Coming from a culture that honors harmony, it is my tendency to neglect any ruptures. However, I was reminded to gently address the notice of tension, ask permission to explore the underlying emotion, and not to engage with confrontational expressions (Stewart-Spencer, 2020-b). Providing support to victims of trauma is another area that poses barriers in building rapport since I take pride in my ability to relate and empathize with others. Unable to imagine and perceive the aftermath of traumatic events tends to block my ability to formulate an action plan. Van der Kolk (2015) took a biological approach to understand trauma and provided neuronal explanations to behavioral and affectional disorders of common PTSD individuals display. Diminished activities in the limbic system and prefrontal cortex area indicate the physical impact of traumatic experience (Van der Kolk, 2015). Keeping this piece of evidence in mind, I can foresee that restoring traumatic memory and identifying emotions would take extra effort and patience from both me, as the therapist, and my clients. As a Therapist Figuring out my role as a therapist takes a tremendous amount of self-awareness and I am just starting to identify the different “self” in personal and professional life. Redefining selfawareness and putting the self into effective use have started the chapter of shaping the therapist’s role for me. As Cloud and Townsend (2017) concluded, boundary setting starts with learning and establishing the self (Cloud & Townsend, 2017). Self-awareness can be understood from being aware of external factors and internal processes (Stewart-Spencer, 2020-a). Being aware and mindful of how each awareness interacts with one another unravels a deeper understanding of self-awareness. Gino and Galinsky (2012) conducted research to study one’s self-awareness under the effects of psychological closeness. In the experimental group, participants were asked to give a narrative of Alex’s daily life in his shoes based on a picture of Alex, a process of increasing psychological closeness, while the control group gave theirs from their own view. Later, after witnessing Alex commit a selfish act, the experimental group rated his act less unethical and less shameful in comparison to the control group (Gino & Galinsky, 2012). This study raises the importance of drawing the boundary between external and internal awareness during counselling. Being able to empathize with my clients allows the therapeutic process to proceed but it also comes with the risk of clouding my judgments. Self-awareness in such cases requires the therapists’ ability to separate the external awareness (empathy) from inner awareness (one’s moral compass). As someone whose strength lies in analytical and critical thinking, sorting through selfawareness and introspection could be overwhelming. I was grateful to be reminded by Dr. Abby that practicum is a process where we learn to integrate the professional self and personal self. Pointed out in Skills Lab’s video, safe and effective use of self, the effective use of self is brought upon by one’s growing knowledge of self-awareness and implementing resources to support the formation of professional self (Stewart-Spencer, 2020-a). Putting my reflection into action, I set out to identify the resources that were made available to me. These include MACP skills lab, practicum course seminars, student support group, workshops and training, and the supervision from placement. Simply having the resources in hand has re-anchored me in the continuous path of self-discovery. Conclusion Two weeks into practicum was full of information absorbing and anticipating the learning trajectory. Although a lot of research highlights the negative impact of working in mental health professions, Kennedy and Black (2010) shed positive light on the positive outcome, specifically to the trainee’s personal growth and relationships. Increased intensity of introspection with proper support and supervision leads to a greater integration of counsellors’ interpersonal and professional lives (Kennedy & Black, 2010). By identifying my concerns and exploring myself as a therapist, I am thrilled to continue deepening the journey of reflection in practicum. References Van der Kolk, B. A. (2015). The body keeps the score: Brain, mind, and body in the healing of trauma. New York, New York: Penguin Books. Miller, K. D. (2021). Using self-awareness theory and skills in psychology. Retrieved from PositivePsychology.com: https://positivepsychology.com/self-awareness-theory-skills/ Gino, F., & Galinsky, A. D. (2012). Vicarious dishonesty: When psychological closeness creates distance from one’s moral compass. Organizational Behavior and Human Decision Processes, 119(1), 15-26. https://doi.org/10.1016/j.obhdp.2012.03.011. Kennedy, B. S., & Black, T. G. (2010). Life outside the 50-minute hour: The personal lives of counsellors. Canadian Journal of Counselling and Psychotherapy, 44(4), 421-437. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,sso&db=eric&AN=E J912091&site=eds-live&custid=s7439054. Stewart-Spencer, S. (2020a). Safe and effective use of self. In MACP Skills Learning Lab. Yorkville University. https://courses.yorkvilleu.ca/iSpring/MACP/Skills-LearningLab/Modules/Safe-and-Effective-Use-of-Self/story.html Stewart-Spencer, S. (2020b). Dealing with ruptures in the therapeutic relationship. Retrieved from MACP Skills Lab: https://courses.yorkvilleu.ca/iSpring/MACP/Skills-LearningLab/Modules/Therapeutic-Relationship/story.html Cloud, H., & Townsend, J. (2017). Boundaries updated and expanded edition: When to say yes, how to say no to take control of your life. Zondervan. Criteria Unsatisfactor y-Beginning Developing Accomplished Exemplary Tota l *YOU WILL BE REQUIRED TO RESUBMIT YOUR JOURNAL REFLECTIO N IF YOU FALL WITIHIN THIS CATEGORY Content Reflectio 0-19 20-28 n Reflection Reflection lacks critical demonstrates limited thinking. critical thinking in Superficial applying, analyzing, connections and/or are made through 29-32 Reflection often demonstrates critical thinking in applying, analyzing, and/or evaluating professional 33-40 38/4 0 Reflection always demonstrates a high degree of critical thinking in applying, analyzing, and explanations, evaluating profession progress. Connecti evaluating inferences, al progress. ons made through professional and/or explanations, progress. examples. Minimal connections inferences, and/or examples. made through Insightful and explanations, relevant inferences, and/or connections examples. made through contextual explanations, inferences, and examples. Professional Gro 0-19 20-28 29-32 33-40 36/4 wth 0 Conveys Conveys limited Often conveys Conveys strong inadequate evidence of evidence of evidence of evidence of reflection. reflection. reflection. reflection. Expresses Expresses some ideas Expresses ideas, Expresses many few ideas, supported by relevant supported by ideas, supported with limited evidence or relevant evidence effectively by support by rationales. Demonstr or rationales. relevant relevant ates limited evidence or evidence or professional growth Demonstrates rationales. rationales. and awareness satisfactory Professional through few or professional growth Demonstrates growth and simplistic inferences. and awareness significant awareness are Undeveloped through inferences, professional not evident. examples, insights, examples, insights, growth and and/or and challenges. awareness of Lacks challenges. Minimal deeper meaning inferences, demonstration of through Frequent examples, future implications demonstration of inferences personal of current future implications made, insights and experience(s). examples, well of current challenges. developed experience(s). insights, and Future substantial implications depth in are perceptions and overlooked. challenges. Synthesizes current experience into future implications. Writing Quality 0-10 11-15 16-17 18-20 14/2 0 Writing is not Average and/or Above average Written at the at the casual writing style writing graduate level. graduate that is sometimes style. Writing is level. Writin unclear and/or mostly clear, Writing is clear, g is unclear disorganized. concise, and well concise, and and organized with well organized disorganized. Thoughts are not good with excellent Thoughts expressed in a logical sentence/paragraph sentence/paragr ramble and manner. construction. aph make little construction. sense. There are more than Thoughts are often Numerous expressed in a three errors in Thoughts spelling, coherent and grammar, are always grammar and punctuation, usage, logical manner. expressed in a spelling and spelling. Limited coherent and errors. Frequ use of colloquial Organized logical manner. ent use of language presentation of colloquial information with no No errors in language more than three grammar, errors in grammar, punctuation, punctuation, usage, usage, or and spelling. 1 spelling inclusion of colloquial language No colloquial language used. Timeliness Journal Deduct 50 points Deduct 25 points Deduct 0 points receives a Journals must be grade of 0 submitted no more than 1-2 days prior to the deadline Journal Journal reflection is Journal reflection Journal 0 reflection is submitted 3-4 days is submitted 1-2 reflection is submitted before or after the days after the submitted on or more than 5 deadline deadline 1-2 days before days before the deadline or after the deadline 88/100 Instructor Comments about trainee learning experience and skills development: Weijo, You have some good insight into your current skills and are able to reflect with support of references. You have some formatting and referencing errors in your paper. I look forward to reading about your future growth and development.
