For NU672 Unit 1, four practicum learning goals tie a psychotherapy term to individual, group and family formats plus supervision, each measured against recordings, with approval lines left empty. Searches like "nu 672 unit 1 assignment example", "nu672 unit 1 sample" and "nu672 unit 1 example" land here.
What a finished NU672 Unit 1 practicum learning goals looks like
Two pages: a short preface and a table. The preface describes the site as an outpatient community mental health center offering individual therapy, a weekly interpersonal process group and family intake, and notes that recordings are reviewed with client consent. Five columns divide the table: goal, therapy model, observable behavior, measure and review point. Goal one targets agenda setting and guided discovery in individual cognitive behavioral therapy, rated on the Cognitive Therapy Rating Scale from recorded sessions, aiming at [40] of 66 by the last third of the term. Goal two covers co-leading the group, measured by supervisor feedback on [two] observed meetings. Goal three is a genogram-based family intake completed with [one] family. Goal four commits the writer to bringing one recorded moment of personal reaction to every supervision hour.
How a NU672 Unit 1 example is structured
Every goal runs through the same five columns, so a supervisor can read along a row and see what will change, under which model, and how anyone would know. Models are named at the level the site practices them: Beckian cognitive therapy for the individual goal, Yalom's interpersonal approach for the group, and a Bowen-informed interview for the family work. Measures are external wherever possible. The rating scale, supervisor observation and a finished genogram can all be checked by a second person, while self-report appears only in goal four, whose subject is the writer's reactions and where nothing else would fit. Review points fall at mid-term and in the final unit. What the goals leave out is stated in a closing paragraph, including medication management, which sits outside this practicum, and the supervisor agreement column stays empty on every row.
Five columns, read across
Goal, model, behavior, measure and review point sit side by side on every row. Reading one row tells a supervisor what the writer intends to do differently, why that model applies, and what evidence will show whether it happened.
A rating scale with a threshold
The individual goal borrows the Cognitive Therapy Rating Scale, eleven items scored 0 to 6. A total of [40] is commonly treated as a competence threshold, and the goal sets that figure as a target rather than a starting claim.
Group leadership, observed
Co-leading the process group is measured by feedback on meetings the supervisor actually watched or heard. The goal names two leader tasks, keeping talk in the here and now and drawing in a silent member, so the feedback has something specific to address.
Reactions brought as time stamps
The fourth goal treats the writer's own responses as supervision material. Before each supervision hour, one recorded moment is marked with a time stamp and a sentence on what was felt, which keeps the goal concrete without turning it into a diary.
Approval column left empty
Agreement with the supervisor completes any learning plan, and the sample leaves that column blank on every row. Site hours, the practicum log and the supervisor's approval belong to the student and appear here only as placeholders.
Where marks go in NU672 Unit 1
Goals phrased as intentions, to grow in therapeutic skill or become comfortable with groups, draw the heaviest criticism, since none of them could be observed or counted when the term closes. Graders in this practicum also watch for goals with no model attached; improving at family work means little until the writer says which family therapy approach the improvement will be judged against. A measure only the writer can check, such as feeling more confident, weakens any goal other than the one about personal reactions. Goals that skip one of the formats the site offers suggest a plan written before the placement was understood. Smaller comments follow for missing review points, for targets set so low that meeting them proves nothing, and for any detail that would let a classmate identify the site's clients.
Get a NU672 Unit 1 example written to your instructions
Which formats does your NU672 placement offer: individual, group, family or all three? Tell us, add anything your supervisor has already asked of you, and attach the goals template and rubric. The first sample is free and back within 24-48h, each goal tied to a named model and a measure someone else could check.
NU672 Unit 1 questions, answered
How many learning goals does a psychotherapy practicum usually need?
Three to five is common, and the template often decides. One goal per format the site offers is a sensible floor, since a term with individual, group and family work but goals for only one of them leaves the other two unassessed. More than five tends to thin the measures, and supervisors generally prefer fewer goals they can observe.
Can a learning goal be about my own reactions rather than a technique?
Yes, and many supervisors welcome one. Therapy training depends on noticing what a client stirs up in the clinician, so a goal about bringing those reactions to supervision is legitimate. It still needs a concrete form, such as one time-stamped moment per supervision session, so that progress can be seen rather than simply asserted in a final summary.
Should the goals mention medication?
Only if the practicum includes it. A psychotherapy placement usually keeps prescribing outside its scope, and goals that drift into dosing blur what the term is meant to assess. A single sentence noting that medication management happens elsewhere, or with another clinician, is enough. Your site agreement and your supervisor's expectations settle the question, since those set the practicum's boundaries.