Okun. B., & Kantrowitz, R. (2008). Effective Helping: Interviewing and Counseling Techniques (7 th ed.) Berkley, CA: Brooks/Cole.

Transcription

1 PROFESSIONAL COUNSELING PROGRAM Middle Tennessee State University 1301 East Main Street Murfreesboro, TN COUN 6270 PRACTICUM IN COUNSELING Instructor: Class Time: Office: Office Hours: * Office Phone: Cell Phone: Class Location: *Please make appointment* Course Description: A Practical supervised experience in individual and group counseling in a 100-hour placement in a school or mental health setting; audio and/or videotaping of sessions for peer and faculty feedback in weekly group supervision and in 10 one-hour individual supervision sessions with instructor. A total of 40 hours of direct service must be provided. (30 hours individual, 10 of group counseling). Professional liability insurance ($1,000,000 per incident/minimum $1,000,000 aggregate) required prior to enrollment, with a copy of the current insurance binder on file with the administrative coordinator of the counseling program. Textbook: Okun. B., & Kantrowitz, R. (2008). Effective Helping: Interviewing and Counseling Techniques (7 th ed.) Berkley, CA: Brooks/Cole. Course Format/Method of instruction: Demonstration Discussion and feedback Role plays Peer Review Class Presentation Objectives: To articulate a personal philosophy of counseling which is appropriate to setting To effectively establish a therapeutic relationship with a child, adolescent, and/or parents/caretakers To demonstrate advanced counseling skills and consultation skills To accurately assess client problems, goals, or needs To integrate the role of professional counselor To document therapeutic material appropriately To demonstrate appropriate ethical practices in settings

2 To work appropriately with diverse populations To demonstrate a commitment to professional development To develop an understanding of the supervision process To conduct a professional self-evaluation Evaluation Supervisor Contact Information 5 points Genogram 20 points Crisis Intervention Plan 50 points Treatment Plan 50 points Portfolio 75 points Case Conceptualization 100 points Attendance/Supervision 100 points (10) Online Journals (10 pts.) 100 points Self -Reflection Paper 100 points Trauma- Focused Cognitive Behavioral 200 points Treatment online Training Midterm Session Evaluation 100 points Final Session Evaluation 100 points TOTAL POINTS 1000 POINTS COUN 6270 Practicum in Counseling 2009 CACREP s # II- G-5-a II- G-5-b II- G-5-c II- G-5-d # Core Curricular Category Helping Relationships Helping Relationships Helping Relationships Helping Relationships Clinical Mental Health Counseling An orientation to wellness and prevention as desired counseling goals Counselor characteristics and behaviors that influence helping processes; Essential interviewing and counseling skills Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling Learning Activities & Experiences course readings; Role plays; Chapter review questions; Journal course readings; Role plays; Chapter review questions; Journal course readings; Role plays; Chapter review questions; Client counseling course readings; Role plays; Client counseling ; Selfevaluation paper Learning Activities & Experiences

3 B:1 Foundations Skills & Practices Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling course readings; Role plays; Client counseling C:2 Intervention- Knows the etiology, the diagnostic process and nomenclature, treatment, referral, and prevention of mental and emotional disorders course readings; Role plays; Video/audio evaluations of counseling sessions C:7 C:8 C:9 Intervention- Intervention- Intervention- D:2 Know the principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning Recognizes the importance of family, social networks, and community systems in the treatment of mental and emotional disorders Understands professional issues relevant to the practice of clinical mental health counseling Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders course readings; Portfolio course readings; Chapter review questions; Journal; CCPS intake protocol D:4 D:5 Applies effective strategies to promote client understanding of and access to a variety of community resources Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling D:6 D:7 D:8 D:9 F:1 Diversity & Advocacy-Skills Demonstrates the ability to use procedures for assessing and managing suicide risk Applies current record-keeping standards related to clinical mental health counseling Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision or refer clients when appropriate Maintains information regarding community resources to make appropriate referrals /review of counseling notes in supervision; Supervisor evaluation of practicum student course readings; CCPS intake protocol /discussion in group supervision course readings; CCPS intake

4 F:3 Diversity & Advocacy-Skills Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations protocol course readings; CCPS intake protocol H:1 H:2 H:3 H:4 Assessment- Assessment- Assessment- Assessment- Knows the principles and models of assessment, case conceptualization, theories of human development, and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling treatment plans Demonstrates skill in conducting an intake interview, a mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload management Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders Applies the assessment of a client s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care ; CCPS intake protocol & treatment plan course readings; CCPS intake protocol course readings; CCPS intake protocol # A:7 C:3 Intervention- D:2 D:5 School Counseling Foundations- Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events Knows strategies for helping students identify strengths and cope with environmental and developmental problems Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate Learning Activities & Experiences course readings; Journal; Client counseling course readings; Journal; Client counseling course readings; Journal; Client counseling ; Self-reflection paper; Journal F:3 G:1 Diversity and Advocacy-Skills Assessment- Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations Understands the influence of multiple factors (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression) that may affect the personal, social, and academic functioning of students course readings; Self-reflection paper; Journal course readings; Self-reflection paper; Journal; Client counseling Evaluation Grade Percentage Points Evaluation based on points earned A % Mastery of

5 content/concepts B 89-80% Good understanding of material C 79-70% Rather basic understanding, more work is needed to perform appropriately D 69-60% Limited understanding, more work is needed to perform appropriately F 59% and below 599 and below Measured performance indicates material was not adequately understood Course Requirements: 1. Attendance Individual/Small Group Supervision: Students are required to meet with the university supervisor during regularly scheduled sessions to be negotiated at the beginning of the semester. Students are also required to schedule and attend weekly meetings with the on-site supervisor approved by the program faculty. (A minimum of one (1) hour a week) Group Supervision: Students are required to attend and actively participate in group supervision. These sessions will be held weekly for approximately 1 1/2 hours. 2. Practicum Prospectus Students will be required to develop and submit a practicum prospectus (or contract) signed by the student and the on-site supervisor. This prospectus must receive approval by the university supervisor. The prospectus should include: Activities the practicum will provide and the estimated percentage of time for each task that will be accomplished as part of the practicum experience Designated places for student, site supervisor and university supervisor to sign This assignment is due within two (2) weeks of the beginning of the practicum and must be signed by all parties prior to submission. 3. Performance of Contract Students are responsible for fulfilling the negotiated contract during the practicum experience. 4. Liability Insurance

6 Students are required to obtain liability insurance from either the American Counseling Association (ACA) or the American School Counselors Association (ASCA). Obtaining insurance from either of the previously listed organizations will require you to obtain membership. You will be required to submit a copy of the insurance policy to the university supervisor within 2 weeks of the semester. Students must obtain a minimum of $1,000, per incident/minimum $1,000,000 aggregate. 5. Practicum Goals/Supervision Goals Students will develop and submit goals to be accomplished during the practicum and supervision experience. A form will be provided to students for completion. These goals will be discussed during individual and group supervisions. 6. Counseling Session Recordings University Supervisor: Students are required to bring a minimum of one (1) audio or videotape to each individual supervision session for review. Written permission must be obtained from the client before recording and submission. Inaudible recordings will not be accepted. Please bring the following items to each individual supervision session: 1 copy of the Session Review Form (For the selected session to review a total of 1 per supervision session) 1 copy of the STIPS note completed for the client (School Counseling Students must complete a STIP note for every student seen at their placement.) Audio equipment for reviewing sessions Rules regarding recorded sessions: 1. Recordings must be current, on-going and recent sessions with a client. 2. Recordings must be audible and recorded on an MP3 recording device. Device may not be a counselor s person cell-phone or tablet in order to insure confidentiality. 3. If the student is having difficulty obtaining recorded sessions, the student is responsible and may be unable to complete Practicum during the current semester. 4. Students should review recorded sessions and complete Session Review form prior to submission. Students should select a representative group of tapes for review from the following categories: One Initial Session Two or Three sessions with one client

7 A sample of your best work One group session One termination session 7. Self-Reflection Paper Students will be required to conduct a self-evaluation in narrative form at the end of the semester. A self-reflection paper that discusses the learning process thus far in the counseling program including: Counselor Strengths at the beginning of practicum Counselor improvements by the end of practicum Counselor s thoughts on their own professional identity as a future professional counselor Counselor s thoughts on how their personal model of counseling impacts their interactions with clients. Future plans as a professional counselor. Self-Evaluation paper must be 5-7 pages double-spaced. 8. Midterm and Final Client Counseling Session Review Practicum instructors/supervisors will evaluate students basic and advanced counseling skills two times during the semester (midterm and final) based on the Counseling Skills Rubric. The student will select a previously recorded but recent session with a client at the Center for evaluation. See rubric. 9. Portfolio Students should submit a portfolio presenting a culmination of their work during the practicum. This portfolio should be reflective of the practicum experience and should include the following sections: Signed Contract- 5pts Liability Insurance-5pts Supervision/Practicum Goals-5pts STIP Notes Practicum Hour Logs Supervision Notes-5pts Signed Prospectus-5pts Supervisor Evaluations-50pts The portfolio should be organized based on sections listed above and will be evaluated based on content, organization, quality, scope of documentation, and creativity. 10. Online Journal and Discussion Board Students will be required to keep a journal of their personal experiences regarding client sessions and readings from required textbooks. Specifically, students will be expected to provide personal reactions to readings from the required text. This journal will consist of weekly journal entries completed on the attached form in the drop-box on D2L. Journal entries should be typed in word-processing software and posted via

8 personal page on Desire2Learn. Entries are due by 11:30 pm the Sunday before class. 11. Professional Organization The MTUS Counseling Program strongly recommends that you obtain membership in the American Counseling Association, American School Counselor Association, and/or the Tennessee Counseling Association. Student memberships are available at a reduced rate, and allow you to become actively involved in local, state, and national activities, which serve to enhance your professional repertoire. 12. MTSU Professional Counseling Program Dispositions Students in the Professional Counseling Program are required to demonstrate program Dispositions (being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and professional endeavors. Information regarding demonstration of these dispositions may be communicated to program faculty to be used as a component of the faculty s continuous evaluation of student progress. Multicultural Education Content and experiences in multicultural interactions will be acquired at the placement site. In addition, specific knowledge, skills, and cross-cultural awareness have been addressed in academic setting prior to placement and will be discussed and implemented in group and individual supervision. HOLISTIC RUBRIC FOR TREATMENT PLAN, DISCUSSION BOARD QUESTIONS, JOURNALS, AND PORTFOLIO Category Characteristics of Written Assignment/Project* Score Approximately Equates to Target/Outstanding Exceptionally well written Excellent integration, synthesis and/or analysis of ideas Professional/high quality Comprehensive and coherent Logical flow and sequencing of ideas; excellent transitions from point to point Includes all required elements Very clear and specific Provides ample citations and examples to support positions taken in written product Excellent sentence structure No (or very few) grammatical errors Mastery of APA style (when required by professor) Marginal/Acceptable Well written Good integration, synthesis and/or analysis of ideas Reasonably professional/high quality Includes most required elements Largely comprehensive and coherent Reasonably good flow/sequencing of ideas; may have a few unclear transitions Lacks some clarity and/or specificity 9 10 A 8 B

9 Provides citations and examples to support most positions taken in written product Good sentence structure Some grammatical errors, but does not detract from overall quality of written product Good use of APA style (when required by professor); some minor errors Simplistically written Descent presentation of ideas, but little effort to integrate, synthesize and/or analyze ideas Lacks polish /marginal quality Superficial presentation of ideas Lacks logical flow/sequencing of ideas; weak transitions Lacks many required elements Lacks much clarity and/or specificity Lacks citations and examples to support some key positions taken in written product Fairly good sentence structure, but awkward phrasing detracts from written product Several grammatical errors, but does not seriously detract from quality of written product Several errors in use of APA style (when required by professor) 7 C Unacceptable Poorly written Numerous writing errors Difficult to understand Lacks structure Very unclear and/or non-specific Very little flow or logical sequencing of ideas; transitions confusing or unclear Lacks nearly all required elements Very few citations and examples to support most key positions taken in written product Poor sentence structure seriously detracts from written product Grammatical errors seriously detract from quality of written product Does not use APA style or makes a substantial number of errors in use of APA style (when required by professor) 6 and below D or F * It is possible that some, but not all, of the characteristics associated with a particular category will be demonstrated by the student on a written assignment/project. The professor will make a determination as to which category (i.e., Target/Outstanding, Marginal/Acceptable or Unacceptable) most closely approximates the quality of the student s assignment/project. The professor may opt to equate rubric scores to grades in whatever way he or she deems appropriate. Suggested rubric score-to-grade equivalents are listed in the table above. HOLISTIC RUBRIC FOR ROLE PLAYS AND ROLE PLAYS Category Characteristics of Skill/Practice* Score Equates to Outstanding Professional/high quality demonstration of skill/practice Excellent application of theories, strategies, techniques, ideas, etc. 9 or 10 A

10 Integrates and effectively uses many key ideas/bits of information/data, etc. in relation to demonstration of skill/practice Includes key and/or required elements Very clear, specific and/or precise Excellent problem-solving and/or decision-making in relation to demonstration of skill/practice High level of consistency in demonstration of skill/practice Acceptable Reasonably professional high quality demonstration of skill/practice Good application of theories, strategies, techniques, ideas, etc. Integrates and uses some key ideas/bits of information/data, etc. in relation to demonstration of skill/practice Includes most key and/or required elements Mostly clear, specific and/or precise Good problem-solving and/or decision-making in relation to demonstration of skill/practice Consistent demonstration of skill/practice Marginal Demonstration of skill/practice lacks polish Fair application of theories, strategies, techniques, ideas, etc. May use some key ideas/bits of information/data, etc., but does not integrate them/use them in a holistic way when demonstrating skill/practice (i.e., does not consistently demonstrate how ideas/information/data are connected in a meaningful way) Lacks many key and/or required elements Lacks much clarity, specificity and/or precision Marginal/simplistic problem-solving and/or decision-making in relation to demonstration of skill/practice Lacks consistency in demonstration of skill/practice Poor Poor demonstration of skill/practice Poor application of theories, strategies, techniques, ideas, etc. Uses very few key ideas/bits of information/data or integrate them when demonstrating skill/practice (i.e., does not demonstrate how ideas/information/data are connected in a meaningful way) Very few key and/or required elements demonstrated Very unclear, unspecific and imprecise Very little or no problem-solving/poor decision-making in relation to demonstration of skill/practice Very little or no consistency in demonstration of skill/practice Garbage product 8 B 7 C 6 and below D or F * It is possible that some, but not all, of the characteristics associated with a particular category will be demonstrated by the student on a skills/practice assignment/activity. The professor will make a determination as to which category (i.e., Outstanding, Acceptable, Marginal or Poor) most closely approximates the quality of the student s assignment/activity. Instructional Practices Demonstration Discussion and feedback Role plays Peer Review

11 Class Presentation If you have a disability that may require assistance or accommodations, or if you have any questions related to any accommodation for testing, note taking, reading, etc., please speak with the instructor as soon as possible. You may also contact the Office of Disabled Services ( ) with any questions about such services. Date Readings What s Due Date Practicum Site Contract Liability Insurance Supervisor Contact information Date Chapters 1&2 Practicum / Supervision Goals Online Journal #1 Confidentiality Statement Date Chapter 3 Prospectus TF CBT Summary Sheet for Segments 1-3 Online Journal #2 Date Chapter 4 Online Journal #3 Genogram Date Theories of Counseling-D2L Online Journal #4 Case conceptualization Date Solution Focused Article D2L TF CBT Summary Sheet for Segments 4-6 Date Mid-Term Evaluation (Site and University Supervisor) Mid- Term Counseling Skills Evaluation Assignment (Session Due) Date Chapter 5 Online Journal #5 Date Chapter 6 Online Journal #6 Date Chapter 7 Online Journal #7 TF CBT Summary Sheet for Segments 7-9(Place Certificate in Portfolio) Date Chapter 8 Crisis Intervention Plan Assignment Online Journal #8 Date Chapter 9 Treatment Plan Online Journal #9 Date Chapter 10 Online Journal #10 Date Final Portfolios Self- Reflection paper Final Counseling Skills Evaluation Assignment (Session Due) ****The instructor reserves the right to alter any part of this syllabus at the instructor s discretion. ****