BA (Hons) in Humanistic Counselling Year Two Supervised Counselling Practice and Case Study Module XX2E10 40 credits Spring Semester Module Convenor: Lindsay Cooper The Dearing Building The University of Nottingham Jubilee Campus Wollaton Road Nottingham NG8 1BB Tel. 0115 951 4461; Fax. 0115 846 6600 Email:
[email protected]
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Table of Contents Introduction The Rationale for the Module Method of Delivery and Participant Commitment Writing an assignment in Counselling Studies Assessment task and Submission The Written task In Detail Reading List Appendix 1 Module Specification Appendix 2 Citing Literature and presenting Bibliographies Appendix 3 Record of Counselling Experience Forms Appendix 4 Plagiarism Statement Appendix 5 Glossary
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This information is provided by the University Staff for the help of prospective or present participants. To the best of our knowledge it is accurate but no legal liability is accepted for any of the statements in this booklet and nothing in this document constitutes a contract between the University and a participant.
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Introduction The purpose of this handbook is to provide information for module participants and to try to anticipate some of the questions which you may have. Any programme of study at this level is bound to be demanding but I hope that you will find the module relevant to your professional and personal development needs. I would welcome your comments on the module or on improvements to the handbook at any stage. I look forward to meeting you as the course progresses.
Lindsay Cooper
The module requires attendance at two Saturday day Schools. Those who have chosen this module should expect to attend all sessions. This is to ensure that all participants can benefit from the interaction with others and from continuity. Please inform your course tutor if you are unable to attend. In an emergency please e mail
[email protected]
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The Rationale For The Module This module will examine the elements of good professional practice as experienced by the student through their experience in a clinical placement There will be an exploration of both the personal and professional development experienced throughout the counselling process in the placement with particular emphasis on the ability to link theoretical concepts to practice. Appropriate reference to concepts from the student’s preferred model and practice will be required, in particular: •
An understanding of the counsellor client relationship
• Evidence of appropriate use of skills and interventions • Analysis of growth stages in terms of the theory
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Methods Of Delivery And Participant Commitment The notional total participant effort for the module is 400 hours. This includes: course attendance; reading; assignment preparation and writing, keeping a learning journal (highly recommended); contacts with tutors or other group members and 100 hours of counselling practice together with a minimum of 25 hours of supervision. These parallel clinical obligations are an integral part of the module activities and these must be recorded on the forms provided by your tutor at the start of the course. Examples are contained in Appendix 5 and further copies can be obtained from your tutor. PLEASE NOTE that you cannot be awarded the credit for this module until these forms have been completed and forwarded to the course director. The module will be supported through a set of module handouts and a reading list that will provide a framework for the participant. Course members are seen as a major resource and their experience will be explored and integrated within the experiential curriculum.
One of the
powerful elements of the University’s current provision is the focus on reflection and interaction between participants.
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Writing An Assignment In Counselling Studies Choose a topic and begin to collect the material First you need to focus on a topic which has caught your attention during the taught sessions of the module. Allow yourself to mull over it for a while and notice what thoughts and ideas are emerging. Then you might formulate for yourself a set of questions about the topic, write them down and begin to read the literature. Consult your Reading List for relevant reading. The library also offers sheets of reading material on a large number of topics. Discuss your ideas and a possible structure for your work with your tutor during a tutorial. S/He will advise you on the feasibility of the topic and offer guidance on developing your ideas further. Read and reflect Select good seminal texts first - your time is limited. Scan the Contents page and select the bits that relate to your topic. You need to be selective in reading - limit yourself. When you examine a text first read the publisher's blurb, the contents page and the introduction or look up the topic in the index of the book to see if there is relevant material. Think about how you read. If you read half-aloud as you learned in early school days it will slow you down considerably. It can be useful to train yourself in speed reading, remembering that good lighting is a most important factor in speed reading. You will also have an optimum time of day for reading - for some it is early morning while others prefer the evening. Find out your own rhythm and respect it. As you read, other questions will arise - write them down. You will probably notice that as you think about your essay you will be more alert to your subconscious mind and you will be more able to see new relationships between the reading and your lived experiences. Stay in touch with your feelings and allow the memories to arise. It will also help if you remain faithful to your journal and record your feelings and thoughts each day. As you read a text you will also find other references which you might also want to examine. Take notes Take careful notes - if you use a word processor it is good to use it for notetaking. This makes it easy to move the material about as you write the essay. Do take all the details about the text from which you are taking notes that is page numbers, title, author, year, volume, publisher - this can save you a lot of work later. Structure You can save yourself a great deal of time by planning the structure. From your reading three or four main points will emerge - they can be the
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sections. The Introduction should have some comment on the topic and why you are interested in writing on this topic. It should also say which aspects of the topic you are going to deal with within the word limit allowed and possibly why you are selecting those areas. You could also refer briefly to the conclusions you have arrived at by researching this topic. Other ways of planning You will need to find a method that suits you. Some people finish the introduction when the body of the work is completed. Others use a variety of maps or brainstorm their ideas on paper. Again find the approach that best suits you. Criticality and a balanced argument Remember that you do not have to accept everything you read. You have a right to disagree and when you do it is important to offer your own view. Your examiners look for a degree of criticality in your writing. Offer as balanced an argument as you can. You may be very enthusiastic about your topic, but it is important to recognise that there are other viewpoints. This comes with practice and as you increase your confidence. Writing the piece. Your words express your thinking and feeling about the material. Avoid colloquial or slang language and write with clarity. Long convoluted sentences can lose the power of what you are saying. A rule of thumb might be to use short pithy sentences with occasional long ones. You are aiming at holding you reader's attention throughout the piece. Opening sentences need to capture the reader's interest and attention, so that they are encouraged to read more. Avoid irrelevant padding. Spelling and appearance Be sure to use a spell check. Lay the work out with appropriate spacing the Advanced Courses Guide will advise you. Clear headings help the reader to follow your argument. Before you complete the work, use the checklist to ensure that you have completed the work. It is well to make and keep a copy of the work before you submit it for marking.
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Assessment Tasks And Submission 1. Case Study of 3500 - 4000 words focused on counselling placement 2. Evidence of 100 hours counselling placement 3. Evidence of 25 hours of counselling supervision Definitive guidance on the presentation and submission of work is included in the Course Handbook pages 15-18. Please read these carefully before you start work.
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The Written Task in Detail The key task in this piece of work is for you to give the reader a sense of you as a professional counsellor ready to practice independently of the course and placement. You should organise the work into three main parts and use sub headings within these if appropriate. The statements and questions below are meant to be used as a guide to facilitate writing and not a list of points to be answered. Your written work should be presented in paragraphs of continuous prose under the appropriate (sub) headings. The word limits within the sections are to indicate general weightings rather than to be strictly adhered to – however the finished piece must fall within the overall 3 500-4,000 word limits. The case study should be written after you have completed about 50 – 60 hours of practice and it can be with a current or past client. The relationship with the client should have lasted for more than 10 sessions – preferably 15. If you work in an agency where short term work is the norm then it is acceptable to write a case study of work with a client over 6 sessions. Please discuss this with your tutor if you are unsure whether the nature of the client work will be acceptable. PART ONE – INTRODUCTION approx 500 words In this section you should set the context of the work that is to follow by giving a brief description of: YOUR PLACEMENT – the agency, its clients ( e.g. clients of one gender, particular age or presenting issue) and any salient features that might affect the work with clients (e.g. limits on confidentiality for certain workers or young people) (250 words) YOUR CLIENT - a short biography that is relevant to the counselling – be careful to remove any identifying information here. (250 words) PART TWO – THE CASE STUDY 2600 words The First Session - how did that contribute to your understanding of the client’s needs? What were your early impressions (think about non-verbal communication e.g. dress etc as well as verbal clues)? Contracting 800 words Development of the work with the client – critical insights or movements in subsequent sessions and how these were facilitated 800 words Use and effectiveness of supervision- comment on how supervision helped ( or not) your work with this client. What did you learn about your own process?
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800 words Moral Legal and Ethical Issues – comment on any issues arising from the client or the setting 200 words PART THREE – REVIEW AND REFLECTION 900 words Review and reflection of: EITHER (a) the ending OR (b) progress to date if the work is ongoing What has been achieved? What might happen in the future? What has this counselling relationship been like? What were the needs of the client/you around ending? OR if the work is ongoing: How rigid is the decision about ending? How do you feel about that? 700 words Conclusion – areas for development. What is your growing edge? 200 words
Reading List Barrett-Lennard, G.T. (1998) Carl Rogers' Helping System - Journey and Substance. London: Sage Bond, T. (2000) Standards and Ethics for Counselling in Action. 2nd edition. London: Sage. Bor, R. & Watts, M.H. (Eds) (1998) The Trainee Handbook: A guide for Counselling and Psychotherapy London: Sage. Buchanan, L. & Hughes, R. (2000) Experiences of Person-Centred Counselling Training. Llangarron:PCCS Books Ltd Culley, S (1991) Integrative Counselling Skills in Action. London: Sage
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Dryden, W. & Thorne, B. (1993) Training and Supervision for Counselling in Action. London: Sage Frankland, A. and Sanders, P. (1995) Next Steps in Counselling. Manchester: PCCS. Jacobs, M. (ed) (1996) Jitendra- Lost Connections. Buckingham: Open University Press. Kirschenbaum, H. and Henderson, V.L. (eds) (1990) The Carl Rogers Reader. London: Constable. Mearns, D. (2002) Developing Person-Centred Counselling. 2nd edition. London: Sage. Mearns, D. (1997) Person-Centred Counselling Training. London: Sage Merry, T (199) Learning and Being in Person-Centred Counselling. Llangarron: PCCS Books Rogers, C.R. (1961) On Becoming a Person. London: Constable & Co. Rogers, C.R. (1980) A Way of Being. Boston: Houghton Mifflin
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Appendix 1 – Module Specification 1. Module Code Number XX2E10 2. Title of Module Supervised Counselling Practice and Case Study 3. Number of credits 40 4. Level Intermediate 5. Status Live 6. Semester in which module is taught and Assessment Period Assessed by the end of Spring Semester 7. Session availability Spring 8. Pre-requisites for admission to the module (if any) Successful completion of 120 credits at certificate level or the equivalent in Counselling or other appropriate subjects. 9. Co-requisites for the module (if any) None 10. Expected Number of Students taking module 24 11. Rationale for Cap Student numbers are restricted to 24 to ensure quality of provision and to allow the teaching and learning to follow an experiential format and facilitate further professional development. 12. Target Students Students who have been accepted onto the Diploma in Counselling Practice (Using the Person Centred Approach) or Diploma in Counselling Studies (Using the Person Centred Approach) within the School of Education. 13. Availability to Exchange Students Not available for exchange students
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14. Summary of Content During this module students will study in depth elements of case study preparation and case analysis methods for professional use in counselling and psychotherapy. Students will produce their own case study drawing from their placement experience. They will review published case study material and the work of those engaged in counselling research. A major focus will be studying the supervisory relationship and its importance as a source of support, education and challenge for the counselling practitioner. 15. Module Web Links None 16. Module Activities •
100 hours counselling placement
•
25 hours of counselling supervision
•
2 x 7 hour day schools
•
Reading and preparation for day schools 25 hours
•
Record keeping and reflection associated with client work (placement) 135 hours
•
Assignment preparation 100 hours
•
2 x 0.5 hour tutorials
17. Assessment details •
Case Study of 3500 - 4000 words focused on counselling placement
•
Evidence of 100 hours counselling placement
•
Evidence of 25 hours of counselling supervision
18. Module Convenor Lindsay Cooper 19. Administration Details i.e. School(s) offering the module and percentage split School of Education 20. Aims 1. To provide students with the necessary skills to produce a case study reflecting their learning gained on placement. 2. To develop a theoretical and practical framework for the individualised use of supervision within the professional counselling practice. 3. To encourage and develop effective use of supervisory principles and processes in all aspects of professional counselling work.
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21. Learning Outcomes By the end of this module, students should be able to A Knowledge and understanding 1. Demonstrate effective competent counselling practice from the evidence of case study presentation. 2. Outline the ethical considerations of case study preparation and writing. 3. Demonstrate knowledge and understanding of cross-cultural issues, identify development, transition, loss and bereavement in relation to effective counselling practice. 4. Define and describe the purpose of counselling supervision and its place in ethical professional practice. 5. Demonstrate an understanding of contrasting models of supervision in different practitioner settings. 6. Outline the cross-cultural implications to be considered in relation to supervision for the client, counsellor and supervisor. B Intellectual skills 1. Write a case study which illustrates their work as a professional counsellor. 2. Analyse and evaluate their own work as professional counselling practitioners. 3. Analyse and evaluate the work of peer professional counsellors. 4. Refer to the ways in which case studies are used for counselling research purposes. 5. Refer to current debate and research on the use of counselling supervision in professional practice. C Professional practical skills 1. Demonstrate effective and ethical professional counselling practice. 2. Produce informative case study material. 3. Identify and effectively address ethical dilemmas and referral issues. 4. Show evidence of continuing monitoring of self, peer and tutor assessed skills practice and personal development. 5. Show evidence of effective use of supervisory processes and principles. 6. Show evidence of an ability to engage in collaborative work with peers in group learning situations and placement environments. 7. Demonstrate a capacity to make effective use of supervision.
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8. Illustrate by own practical examples how supervision effects current professional counselling practice. 9. Plan for continuous personal and professional development. D Transferable (key) skills 1. Communicate ides principles and theories effectively within the learning group by written or oral means. 2. Demonstrate an ability to work effectively on group tasks. 3. Participate effectively in self and peer assessment processes. 4. Use appropriate counselling skills in a range of contexts. 5. Synthesise research data from a range of sources for presentation. 6. Direct and manage own learning. 7. Use IT materials related to recording and assessing experience. 22. Resources Adequate resources are available for this module 23. List which Schools and faculties have been consulted (and support the proposal) n/a 24. Approval by Head of School and other resource providers
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Appendix 2 - Citing Literature And Presenting Bibliographies Bibliographies are lists of works referred to, consulted or quoted from, placed at the end of the main text but before any appendices. They are arranged in one alphabetic list, by author. The important principle is that any work cited in the text must be easily traceable by the reader from the bibliography. There are several conventions of bibliographic form but the one recommended here is currently the most acceptable. In any event, absolute consistency is necessary. It is important that you record all the required details of each work at the time you use it. 1.
Reference within the text
The work of others should always be credited otherwise you could be accused of plagiarism. Paraphrased or generalised references have the reference incorporated in the text: (a) (b)
Kahn (1999) suggests that ‘tentative fallibility’ may be another necessary if not sufficient condition for the relationship-centred counsellor to offer their client. Quotations should only be used if they are especially memorable, illuminating or definitive. Actual page numbers must be given for quotations wherever possible. Exact quotations are included in the main text if they are very short. They are enclosed in quotation marks.
(b)
The very experience of being accepted, understood and heard can be ‘immensely helpful and healing’ ( Paul and Pelham, 2000, p118) or ( 2000:118) Longer quotes are placed in a separate paragraph. In this case, indent the paragraph and single space the quotes - the inverted commas may be omitted. Omissions from a quotation are indicated by three full stops. (c)
The danger of applying simplistic notions of individualism and collectivism to Western and Eastern cultures is illustrated by Pederson: In Buddhism, there is a tremendous emphasis on “self-effort” and the individual’s disciplined efforts to bring about salvation through a kind of self-reliance that is frequently glossed over in
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describing Asian cultures as relatively collectivistic (Pederson,1997:81) Were two or more works by the same author are being cited they should appear in date sequence in the bibliography. Where two or more works by the same author in the same year are cited, suffix letters distinguish them. (Rogers 1983 a) (Rogers, 1983 b) 2.
The bibliographic list
It is helpful to the reader to offset or separate the author's name and date of publication on the left of the page. The following details are required: General books (a)
Names of the author/editor; surname and initials, with the surname of the first recorded author coming first. Where the volume has editors rather than authors, add (ed.) or (eds.) after the final name. In the case of a chapter in a book, the chapter author is given and the editors/joint authors are given before the book title.
(b)
Date of publication (in brackets).
(c)
Title of the book; this begins with a capital letter, but further capitals are unnecessary unless they are proper nouns. Quote subtitles in full and volume numbers. Underline the title. In the case of a chapter, the chapter title is put first, in inverted commas, followed by the book title, underlined as usual.
(d)
The edition; only indicate if not the first.
(e)
Place of publication
(f)
Name of the publisher.
(g)
Series : only include if relevant and helpful.
Examples Bachelor, a. & Horvarth, (1999) ‘The Therapeutic Relationship’, in Hubble, M.A., Duncan, B.L. & Millar, S.D.The Heart and Soul of Change American Psychological Association. Washington, D.C.
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Pederson, P. (1997) Culture-Centred Counseling Interventions Sage. Thousand Oaks. London Periodicals and articles (a) (b) (c) (d) (e) (f)
Names of the author(s) Date of publication Title of the article (inverted commas) Title of the journal (underlined) Volume and number The page numbers
Ingram, J. Hunt, K. 7 Robson, M. (2000) ‘ Grief: a Complex, Unique and Rich Experience’, Changes, Vol 18, No 2, pp. 69 -82 Abbreviations Generally beware of any ambiguity. Some Latin abbreviations are occasionally useful: (a)
Ibid. - in the same place: can be used to avoid repeating an author's name. It can only refer to the immediately previously cited work.
(b)
Op. cit. - the work cited already. Of limited use as it needs the author's name and sometimes the title.
(c)
Loc. cit. - the place cited. More specific; not only the work but the same place in it.
(d)
Sic. - thus. Used if you are quoting something containing an error which you do not want attributing to yourself.
(e)
Et al. - and others. Used to avoid writing a complete list of multiple authors or editors.
Example Lengthy quotations should be avoided and you should pick up ideas in quotations in order to provoke discussion and develop analysis. The following is an example of how literature can be integrated into the text using quotations and citing authors' ideas. Despite this depressing picture, there is a growing recognition in schools (Rose and Pelleschi, 1998) in industry (Kiaer, 1997) and in academia (Hopkins, 1997; Hargreaves & Fullan 1998, Claxton, 1989 ) that relationships between teachers and pupils are central to
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effective teaching. This is not just a matter of skills development but of “hard thinking and soul searching about the fundamental value and purpose of what we do as educators” (Hargreaves & Fullan 1998). Hargreaves & Fullan argue cogently for teachers to have opportunities to revive their love of teaching, to clarify their values and to enact these enthusiastically and relentlessly in pursuit of new relationships with pupils and their families. Teachers also require integrity (Best 1996), vision, autonomy and self confidence (Day & Van Veen 1999) and courage (Courtman, 1995).
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Appendix 3 – Record of Counselling Experience and Supervision
CENTRE FOR THE STUDY OF HUMAN RELATIONS
UNDERGRADUATE AND POSTGRADUATE COUNSELLING PROGRAMMES Record of Supervised Counselling Experience Semester One Please specify a) number of client hours b) counselling context (eg. name of agency and nature of specialist service where relevant) c) client population ( adults, children young people) d) number of supervision hours received e) complete the report section on the reverse of this form Student Name………………………………………………….. Supervisor’s Name ………………………………………… Private practice Agency/Organisation Total Number of Total number of hours* hours Client Hours Supervision Hours Brief description of Client population ( age range/ gender balance)
Name of Agency where relevant
* NOTE Undergraduate students should not engage in private practice without formal approval of the Course Leader. This will normally not be granted until the third year of study. It is the responsibility of the student to submit a completed copy of this form to Belinda Harris (PG Students) or Lindsay Cooper (UG students) no later than 1st February in each academic year of study. IMPORTANT NOTE: Parallel Clinical obligations (therapy/supervision and placement) are an integral part of the award and are subject to the School of Education’s and University’s quality assurance procedures. Where a student fails to supply the necessary information by the due date, or where submitted forms are incomplete, the course leader will request further information from the student in the first instance. If this information is not supplied by the second due date the course leader reserves the right to contact the therapist, supervisor or placement provider to confirm the information required. In cases of serious professional misconduct (e.g. supplying of false information) the matter will be referred by the Course Leader to the appropriate Taught Courses Committee and School reserves the right to investigate further without prior consultation with the student.
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Please comment on the supervisee’s ability to:
♦
Establish and work with the therapeutic alliance
♦
Make effective use of supervision
♦
Demonstrate a capacity for self-monitoring and reflexivity
♦
Demonstrate a satisfactory level of awareness of ethical requirements to support his/her professional practice
♦
Any other comments
I verify that I have supervised the above named for ______client sessions between _______________ and _________________. I am satisfied that the level of competence s/he has attained is appropriate for the current stage of her/his professional development. Signed: ______________________ Date:______________________ Qualifications: _________________________________________________________ Signature of Student__________________________
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Date__________
CENTRE FOR THE STUDY OF HUMAN RELATIONS
UNDERGRADUATE AND POSTGRADUATE COUNSELLING PROGRAMMES Record of Supervised Counselling Experience Semester Two and Summer Vacation Please specify a) number of client hours b) counselling context (eg. name of agency and nature of specialist service where relevant) c) client population ( adults, children young people) d) number of supervision hours received e) complete the report section on the reverse of this form Student Name………………………………………………….. Supervisor’s Name ………………………………………… Private practice Agency/Organisation Total Number of Total number of hours* hours Client Hours Supervision Hours Brief description of Client population ( age range/ gender balance)
Name of Agency where relevant
* NOTE Undergraduate students should not engage in private practice without formal approval of the Course Leader. This will normally not be granted until the third year of study. It is the responsibility of the student to submit a completed copy of this form to Belinda Harris (PG Students) or Lindsay Cooper (UG students) no later than 1st September in each academic year of study. IMPORTANT NOTE: Parallel Clinical obligations (therapy/supervision and placement) are an integral part of the award and are subject to the School of Education’s and University’s quality assurance procedures. Where a student fails to supply the necessary information by the due date, or where submitted forms are incomplete, the course leader will request further information from the student in the first instance. If this information is not supplied by the second due date the course leader reserves the right to contact the therapist, supervisor or placement provider to confirm the information required. In cases of serious professional misconduct (e.g. supplying of false information) the matter will be referred by the Course Leader to the appropriate Taught Courses Committee and School reserves the right to investigate further without prior consultation with the student.
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Please comment on the supervisee’s ability to:
♦
Establish and work with the therapeutic alliance
♦
Make effective use of supervision
♦
Demonstrate a capacity for self-monitoring and reflexivity
♦
Demonstrate a satisfactory level of awareness of ethical requirements to support his/her professional practice
♦
Any other comments
I verify that I have supervised the above named for ______client sessions between _______________ and _________________. I am satisfied that the level of competence s/he has attained is appropriate for the current stage of her/his professional development. Signed: ______________________ Date:______________________ Qualifications: _________________________________________________________ Signature of Student__________________________
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Date__________
Appendix 4 - Plagiarism Statement To plagiarise is to take and use another person’s thoughts, writings, inventions, or images as one’s own without acknowledgement of the source. This is deemed to be an academic offence and is taken extremely seriously at the University of Nottingham. Plagiarism is a form of cheating as, through it, a student seeks to gain an unfair academic advantage over colleagues. Plagiarism committed without awareness of the seriousness of the action is often a result of inadequate or inaccurate referencing. It is therefore important that students learn correct referencing procedures by referring to their course tutors and to the Study Skills Handbook. Referencing is crucial because it allows you to:
Acknowledge the help of others Demonstrate the body of knowledge on which your work is based. Provide details of your sources of information for your tutors/readers to check
Students who commit plagiarism are guilty of an academic offence and may be subject to one or more of a range of penalties. These will vary according to the severity of the offence; if the offence involves only minor amounts of material, if it is a result of poor referencing, or if it has the potential to gain the student an unpermitted academic advantage over others. Minor and first time offences may be dealt with by the home School. Major offences, and those where the student does not admit guilt, go to the University Academic Offences Committee. After investigation, both School and Committee may impose a penalty. These include: (a)
No marks to be awarded in relation to the specific material concerned (thus leading to a reduced mark overall).
(b)
A mark of zero for the entire piece of coursework, dissertation, examination script or examination question in which the specific material appears.
(c)
A mark of zero for the entire module in which the academic offence has occurred.
(d)
award of a mark of zero for all assessments in the semester
(e)
award a mark of zero for the whole year
(f)
requirement for the student to take reassessments in the following session before being allowed to progress or complete
(g)
termination of the student’s course
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(h)
withdrawal of the award of a degree or other qualification from, and issuance of an amended transcript to, a former student of the University.
Students accused of plagiarism do have rights of appeal – full details of this and disciplinary procedures can be found in the University’s Quality Manual at: http://www.nottingham.ac.uk/quality-manual/assessment/offences.htm. The vast majority of students do not plagiarise. They use the work of others but reference it appropriately. But you should be aware of the seriousness of the offence. Plagiarism undermines scholarship and devalues grades. This is why students are asked to sign assignment receipt forms that include a declaration that the work submitted is your own, and not the unacknowledged work of others. Advice and guidance on how to produce academic work and avoid plagiarism, is embedded into all courses and modules. If in doubt, always ask your tutor.
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FACULTY OF EDUCATION
Faculty Guidelines on Academic Offences Undergraduate and Taught Postgraduate Courses UNIVERSITY REGULATIONS GOVERNING SUSPECTED ACADEMIC OFFENCES Definitions (a)
Academic offences
It is an academic offence for a student to attempt to gain for oneself or another person an unpermitted advantage in an assessment. The following are academic offences: (1) Plagiarism
It is an academic offence to present someone else’s work as being one’s own. To plagiarise is to take and use another person’s thoughts, writings, inventions, or images as one’s own without acknowledgement of the source. This is taken extremely seriously at the University of Nottingham. Plagiarism is a form of cheating as, through it, a student may gain an unfair academic advantage over colleagues.
Plagiarism can result from poorly referenced work. Students are therefore strongly advised to learn correct referencing procedures by referring to their course tutors and to Study Skills Handbooks. (2)
Cheating in examinations
It is an academic offence for a student to cheat in an examination. Cheating occurs when an examination candidate copies from the examination script of another candidate, obtains any other assistance from another candidate, 25
introduces into an examination room any unauthorised book (including mathematical tables), manuscripts or loose papers of any kind or any source of unauthorised information, or when any person impersonates another examination candidate or allows him/herself to be impersonated. (3)
Fabrication of Results
It is an academic offence for a student to claim either to have carried out experiments, observations, interviews, or any form of research which he/she has not in fact carried out or to claim to have obtained results which have not in fact been obtained. Academic Offences Procedures If a School is satisfied that a student has committed an academic offence, and the student admits the offence, the School may apply one of the following penalties: (a)
No marks to be awarded in relation to the specific material concerned (thus leading to a reduced mark overall).
(b)
A mark of zero for the entire piece of coursework, dissertation, examination script or examination question in which the specific material appears.
(c)
A mark of zero for the entire module in which the academic offence has occurred.
If the student does not admit the offence, or does not accept the School penalty, or if the School wishes to impose a different penalty, the case will be referred to the Academic Offences Committee. The Academic Offences Committee is able to impose a wider range of penalties including, in addition to those penalties that may be imposed by a School: (c)
award of a mark of zero for all assessments in the semester
(d)
award a mark of zero for the whole year
(e)
requirement for the student to take reassessments in the following session before being allowed to progress or complete
(f)
termination of the student’s course
(g)
withdrawal of the award of a degree or other qualification from, and issuance of an amended transcript to, a former student of the University.
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Students accused of plagiarism do have rights of appeal – full details of this and disciplinary procedures can be found in the University’s Quality Manual at: http://www.nottingham.ac.uk/quality-manual/assessment/offences.htm. Advice and guidance on how to produce academic work and avoid plagiarism, is embedded into all courses and modules. If in doubt, always ask your tutor.
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Appendix 5 - Glossary
Assessment
How you are required to demonstrate your learning appropriate level. Assessments are negotiated between you and the appropriate module tutor.
Course Leaders
Individuals who are overall responsible for a particular award.
APL/APEL Portfolio
Evidence submitted matched against learning outcomes in order to accredit prior learning or experience. This portfolio enables entry onto the right award at the right level.
Examination Boards
Ensure internally assessed work is offered for external examination, moderated and scrutinised to ensure the required consistent standards are met.
Learning Outcomes
Offered across four different levels, Levels 1-M. They are descriptive statements of academic expectations.
Levels
There are four levels of academic expectations, 13 for first degrees (undergraduate study) and M masters level.
Module Convenor
Is overall responsible for the management of a particular module.
Module Tutors
Teach on the module and are available to offer guidance with the particular subject area of study. Guidance for the completion of assignments for the module is offered by the module tutors.
Negotiation
An integral part of the learning process. You are encouraged to negotiate the nature and title of your assignments.
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