CP522 Professional Competence: Advanced Skills & Ethical Practice Summative Assignment 2026
| University | PCI College |
| Subject | CP522 Professional Competence: Advanced Skills & Ethical Practice |
CP522 Counselling Summative Assignment 2026
CP522 Autobiography guidelines
The primary purpose of an ethics autobiography is to encourage self-reflection about your ethics of origin. This is your existing instruction manual for your built-in moral machinery. The more you know about it, the more you can use it to help develop your professional ethical muscles! As you answer the questions, what thoughts and feelings are stirred in you? We are not asking these as prescriptive questions – we’re not asking how you should make ethical decisions. We are asking the questions about how you think right now about such issues and how you may have developed your intuitive notions of professional ethics. At this level, you need to consider your position related to ethics, values, cultural competence, record-keeping, supervision and the legal aspects related to the profession.
- What motivations, values and virtues are most important to you, as a person, in your relationships with other people? What are the origins of these motivations, values and virtues? Family/society/religion/education/employment, etc.? How similar are your motivations, values and virtues to those of other members of the cultures to which you belong? (Culture meaning any group of people who share some values, traditions or ideals, e.g. nationality, religion, gender identity, sexual orientation, geographic area, counselling trainees, etc.).
- What experiences have you had with members of cultures to which you do not belong and their notions of right and wrong? What feelings did you have about those experiences and about the members of those other cultures?
- At this stage in your professional journey, what would you consider as examples of right and wrong professional behaviour? What behaviours do I give up (with some individuals) by being a professional (e.g. dating, sex, gossip, self-disclosures)? What do I gain by being a professional (e.g. watching people grow, appropriate use of knowledge and skill, gratitude, money)? Use professional codes of ethics to support your answer. Where does your idea of right and wrong professional behaviour come from?
- At this stage in your professional journey, how do you understand and evaluate competency, including your own?
- When considering your personal values, beliefs, and experiences, how do they influence your perspective on mandatory reporting? Are there any biases or emotions clouding your judgement?
- Consider how your cultural, religious and moral beliefs influence your perspective on suicide. Are there any biases or stigmas that might affect your understanding?
- At this stage in your professional journey, how do supervision, case notes and the law influence your work and decision making as a therapist? How does this align with your personal and professional ethics and values?
- Make a list of your strengths, those aspects of ethical development at which you find yourself articulate and confident. Then make a list of the other aspects – those for which the words, feelings and thoughts don’t come so quickly. Here is your list of what you can do to facilitate your development as a professional.
Like your growth and development as a professional, your autobiography will never be finished because your experiences, thoughts, and perspectives will change over time. So keep this portion of your journal accessible, as you will have occasion to refer back to it, reconceptualize it, and revise it many times
Note
Turnitin is a support tool intended to benefit students’ academic writing & referencing.
There is no requirement to use Turnitin in any specific way but is available to all students. Academic writing requires original work, correct citations, and referencing and Turnitin can assist students with checking these requirements.
The average assignment turnaround time for the previous academic year was 6 weeks.
Please see the link to the Assignment Cover Sheet that should be used on the front of all your summative assignments – Assignment Cover Sheet.docx
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CP522 Summative Assignment 2026
| Use this rubric to give an appropriate mark out of the total available for each heading and total these to arrive at an overall percentage for the paper. The grade achieved here is as a guideline only. The final grade must be considered in light of the grading guidelines issued by Middlesex University below. | ||
| Overall Writing Style: | 25% | |
| Structure and Organisation | 15 | |
| Paragraphs and sentences read well and make sense. Paragraphs are connected and flow well from one to the next. It is well laid out and complies with APA writing and style requirements. The writing is of a high academic standard. The standard required is at Level 5 for this work and thus must demonstrate some element of reflexivity. Work should be written with the non-confessional, academic ‘I’. Spelling and grammar are of a high standard. | ||
| Introduction | 5 | |
| The introduction should clearly set the scene for the assignment. The introduction should present the overall aim and content of the assignment. A good introduction could begin with a short contextual element of the subject of the assignment. | ||
| Conclusion | 5 | |
| All points made and discussed must be brought to a close – concise rounding up of all material. There should be no new material introduced in the conclusion e.g., citations, ideas, concepts or points/arguments. | ||
| Theoretical Knowledge and Application: | 60% | |
| Knowledge Base | 25 | |
| The author uses a mix of scholarly and contemporary references. References are broad, relevant and from mostly academic sources. The author shows evidence of independent thought, critical and reflexive thinking specifically addressed to their level of personal awareness, ethical awareness, and impact of these on their way of working and professional decision-making skills. Reflection upon practical aspects of the module is permitted. At level 5 the student should be drawing upon a wide and diverse range of ethical elements covered by contemporary writers, primary texts, academic Journals, and credible professional websites. All non-original content, statements of fact or broadly accepted points must be properly referenced. Each question must be answered. | ||
| Professional Integration: | 20 | |
| The author adopts a style of exploration rather than description. The work demonstrates an ability to understand the professional and ethical obligations required for safe and effective therapeutic practice. Students grasp the theoretical concepts explored in the module and apply critical application of same to counselling practice and selfawareness. All aspects of the assignment are clearly addressed | ||
| including ethics, values, cultural competence, record keeping, supervision and the law. The balance between description, reflection and reflexive discourse on the topics presented should influence the overall grade. | ||
| Personal Integration: | 15 | |
| The content should include a reflection on experiences identified as significant by the student related to their ethical development and include why the experiences were enlightening. The student should then attempt to relate this self-awareness to material in the literature and clearly support why the learning is relevant to their emerging professional practise. | ||
| Academic Requirements: | 15% | |
| Referencing | 15 | |
| Referencing must follow the APA Writing Style throughout. Citations are impeccable within the text and within the reference list. Cited work should include page number, paraphrased material may omit pages from which the work was sourced. There is not an overreliance on quotations: material is paraphrased appropriately and referenced correctly. Evidence of appropriate reading. Focus on academic sources rather than generic or web-based material. | ||
| Total Marks (%) | 100 |
Learning Outcomes:
When completing or marking this assignment please remember the learning outcomes for this module are:
- Evaluate competency in a wider range of therapeutic interventions and advanced counselling skills.
- Display a deepening awareness of the importance of ethics in counselling and the influence of personal values, prejudices and triggers on same.
- Demonstrate an understanding of the importance of multicultural awareness and sensitivity towards the unique issues faced by diverse and/or minority populations.
- Critically appraise and summarise the principles of key codes of ethics in the Irish/British fields of counselling and psychotherapy.
- Display working knowledge of practitioner considerations such as the use of supervision, keeping of case notes, and various legal issues.
- Identify further strengths and areas for improvement through reflection on triad/small group work.
Middlesex University guidelines
| Middlesex University guidelines for grading work at Level 5. For a given paper, the Middlesex guidelines should be considered in conjunction with the grading rubric above. | ||
| GRADE | % | LEVEL FIVE GUIDELINES |
| 01-04 | 70% and over | The student demonstrates knowledge which is thorough and an ability to contextualise the knowledge and apply it in a relevant way so as to sustain an argument. Written work is highly literate. |
| 05-08 | 60%-
69% |
The knowledge-base is judged sound and relevant. The student demonstrates an understanding at concepts and at their inter-relationships; but conclusions are sometimes reached in the basis of insufficient factual information. Material is well presented. |
| 09-12 | 50%-
59% |
Written work is relevant but in lower ranges reflects some conceptual confusion and a reliance on description as a substitute for analysis. Syntax and grammar unsound. |
| 13-16 | 40%-
49% |
Basic knowledge-base is evidently incomplete and the grasp of concepts is evidently superficial. Written material lacks focus and is prone to sweeping unsubstantiated assertion. Evidence of reading but the student is unable to rise above description. |
| 17-18 | 25-
39% |
Student appears not to have extended her/his knowledge beyond material provided by her/his teachers. Presentation is poor and content is often irrelevant. |
| 19-20 | 0-24% | Work is neither relevant nor accurate, or is so inarticulate as to negate what relevance there might otherwise be. |
Middlesex Gradings and Guidelines for Associated Percentages
| (Grader should choose one which equates to the actual percentage achieved above – students should be given the benefit of any doubt) | |||
| Mark | Percentage Range | Grade Options | Associated Percentage |
| 01-04 | 70% and over | 01-02 | 100-91% |
| 02-03 | 90-81% | ||
| 03-04 | 80-71% | ||
| 05-08 | 60%-69% | 05-06 | 69-67% |
| 06-07 | 66-64% | ||
| 07-08 | 63-60% | ||
| 09-12 | 50%-59% | 09-10 | 59-57% |
| 10-11 | 56-54% | ||
| 11-12 | 53-50% | ||
| 13-16 | 40%-49% | 13-14 | 49-47% |
CP522 Grading Rubric
| 14-15 | 46-44% | ||
| 15-16 | 43-40% | ||
| 17-18 | 25%-39% | 17 | 39-32% |
| 18 | 31-25% | ||
| 19-20 | 0%-24% | 19 | 24-12% |
| 20 | 11-0% | ||
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