Built around a disclosure made at minute [31], an NU672 Unit 3 supervision preparation note asks one worded question about self-disclosure and says which kind of help is wanted. Searches like "nu 672 unit 3 assignment example", "nu672 unit 3 sample" and "nu672 unit 3 example" land here.
What a finished NU672 Unit 3 supervision preparation note looks like
A single page under five headings, meant to be read in the first two minutes of a supervision hour. The header gives a client code, session [seven] of grief-focused work, and the recording segment by time stamp, [31:40] to [34:15]. Under the first heading come six lines of dialogue: the client's question, the student's yes, and his reply, which asks the ages of the student's children and then goes quiet. The next heading records the student's own state, a tight chest on answering and a sense that the hour now belonged partly to the student. A third heading covers what was tried afterward, a return to the photograph of his son he had brought. The question is worded exactly under the fourth, and the last heading says what the student hopes the supervisor will do with it.
How a NU672 Unit 3 example is structured
The note is organized around what a supervisor needs in order to help quickly: where to look, what happened, and what is being asked. Location comes first, so the recording can be cued before anything is discussed. Dialogue is quoted briefly and exactly, since a paraphrase of a disclosure hides the words that mattered. The student's reactions get their own heading and stay short, two or three sentences, because the note prepares a conversation rather than replacing it. The question is framed through Bernard's discrimination model: it names the focus as personalization, whether the disclosure met the client's need or the student's, adds a secondary question about intervention, and asks the supervisor to act as consultant rather than teacher. A final optional line lists what the student is tempted to leave unsaid, which research on trainee nondisclosure suggests is common.
Cued to the second
Time stamps let the supervisor play the exact segment before discussion begins. Without them the first ten minutes of supervision go to finding the moment, and the note's value lies mainly in saving that time.
Words quoted, not summarized
The six lines reproduce what each person said, including the student's brief yes and the pause that followed. A summary reading 'answered a personal question' would lose the client's next turn, which is the evidence that something shifted.
One question, worded exactly
The question reads: did answering serve his grief, or relieve my discomfort at his silence? A single precise question tends to draw a precise answer, while a list of five concerns usually draws a general conversation.
Help requested by role
Bernard's model distinguishes a supervisor acting as teacher, counselor or consultant. The note asks for consultation, a thinking partner on options, and says so, which gives the supervisor a clear invitation instead of leaving the kind of help to chance.
The line most tempting to omit
Ladany and colleagues (1996) found that nearly all trainees in their sample withheld something from supervisors, including clinical mistakes. The note's last line names the student's own reluctance, a fear of looking unprepared, so it can be discussed rather than managed silently.
Where marks go in NU672 Unit 3
Supervision notes that recount the whole session in order give the supervisor nothing to act on, and graders tend to treat the missing question as the note's central failure. A question that exists but stays vague, such as how the session went or whether the approach was right, earns only slightly more. Without a time stamp or segment, the note cannot prepare the hour it exists for. Reactions written at length, a page of feeling with no link to what the student said next, turn a preparation note into a journal entry. Questions answered in advance by the student, so that the supervisor is only asked to agree, read as defensive. Where the course teaches a supervision model, the focus is expected to be named, and client details beyond what the question requires draw a deduction.
Get a NU672 Unit 3 example written to your instructions
Which model of supervision does your NU672 section teach, and how long may the note run? Attach the template and rubric and sketch, without client detail, the sort of exchange headed for supervision. A composite sample shows how question, time stamp and requested help fit on one page; the first is free, with a 24-48h turnaround.
NU672 Unit 3 questions, answered
How long should a supervision preparation note be?
Usually one page. Supervision time is short, and a note that takes ten minutes to read has already consumed part of the hour it was meant to prepare. Location, a brief quotation, a few sentences of reaction and one exact question fit comfortably. Anything longer tends to repeat the recording the supervisor can simply play.
What if the moment involves a mistake I made?
That is often the most useful kind to bring. Supervisors generally expect errors from students and value a note that locates one precisely and asks what to do next. Stating the mistake plainly, with the words used and the alternative being considered, usually leads to a more productive hour than bringing only moments that went well.
Can a sample cover the supervision record itself?
No. Supervision hours, the supervisor's notes and any evaluation or signature belong to you and your supervisor alone. A sample covers only the preparation document written before the hour, built on a composite client, so that its structure is visible. What happens in supervision, and whatever your supervisor records afterward, stays outside anything written here.