Engagement

(This refers to the way a student demonstrates involvement with the training and a commitment to the learning process – see handbook for more detail)

JJ, you have met the attendance requirements for RD (apart from unavoidably missing the last session due to illness). Beyond this. You have demonstrated deep curiosity about the purpose of RD, the material that other students have brought to it, and individual and group process. RD is, by nature, a self-revelatory training, and you have transparently shared both your experience of RD and, increasingly as RD has progressed, your own material (Self-regulation 2, 3, 4, 5, 6). You have been courageous in sharing your questions about the purpose of RD, and, particularly in the first few sessions, your desire for something more positive and solution-focused in orientation (Relationality 3). It was great that you honestly shared your thinking, and this brought fresh and deeper discussion into the group throughout the year. You seek and give feedback in a mature and self-reflective way (Relationality 7).

Proficiency

(This refers to the technical ability to master the principles, models and skills being taught– see handbook for more detail)

During the year you described your changing understanding of the purpose of therapy, and therefore your changing understanding of what RD might be about. This demonstrates your ability to disidentify from your experience.

You have a strong mind and brought a welcome and mature sense of challenge to the group, particularly on a cognitive level. As stated in mid-year feedback, you use challenge in service of a deep, authentic desire to understand yourself & enquire of others (Critical thinking 1, 2 & 3). You demonstrate good will and kindness in your interventions with others.

You are particularly able to be with conflict in a functional and constructive way (Relationality 4). This is a great gift. From the material you have shared, I am also aware that you have had considerable and difficult experience of being in conflict with others outside the course in the last couple of years. I would encourage you to continue to give the feelings associated with this space so that they are fully integrated.

I also wonder whether it would be of benefit to allow yourself to connect with your anger in more depth (I don’t mean acting anger out) so that you can use this feeling to gauge what feels healthy and fair for you. You are extremely reasonable and generous-natured in discussions with others. I wonder whether sometimes whether your needs have been fully expressed or taken account of.

Maturity

(This refers to the development of emotional, psychological, moral and spiritual capacities to fulfil the learning outcomes– see handbook for more detail)

In your mid-year feedback I suggested that you should keep on focusing on your own inner experience in RD (Self-regulation 3 & 9). In the last RD sessions, you demonstrated this, movingly sharing your own experience. This took the group deeper in a whole new dimension, particularly in relation to the deep existential questions you posed for yourself.

In April’s RD you expressed the view, when looking back on the training, that you felt ‘stronger and slower’ and more able to respond from many parts of you. ‘Going slower’ will enable you to connect with your feelings and your body, and this will complement your strong mind. I would encourage you to go on being curious about what the ‘interdependence of body, feelings and mind’ means to you (Relationality 2).

As stated in mid-year feedback, I would also encourage you to continue to be curious from a strengths-based place. You have made a very valuable contribution to RD, and I hope that you can see the benefits that you bring to others and to group process, exactly as you are. JJ, it has been a pleasure having you in RD and I wish you all the best for your future direction.

Learning outcomes

It is a requirement that learning outcomes are evidenced alongside the courses marking criteria. Please comment on the extent to which the student has been able to meet the learning outcomes below. Where an outcome has not yet been met, how and where might the student be able to demonstrate this learning outcome

1(a) Use ‘I’ statements when sharing your thoughts, feelings and experience

You have demonstrated your ability to use ‘I’ statements over the course of RD.

1(e) Identify material that belongs to you

You have increasingly demonstrated this, moving from providing feedback to others about what might support them, to sharing your own experience, and seeking input from the group.

1(f) Identify material that belongs to others

You have demonstrated your ability to do this throughout the year.

1(q) Define and apply equality, diversity and inclusion, with particular reference to BACP’s Ethical Framework for the Counselling Professions

You have been able to listen to and enquire into feedback from others, and demonstrate a strong desire to ensure everyone is included in the group.

1(r) Explore issues of identity – your own and others in an open-minded way

You are able to do this, and have increasingly accessed a diversity of parts in yourself to do this.

1(s) Identity ways in which we are all vulnerable to prejudice and use ongoing self-inquiry to explore and minimise this

You are clearly self-reflective and use self-inquiry to explore your intrapsychic world and impact on others.