CG 593 Practicum in Counseling Fall 2014

VALUES EDUCATION SERVICE CG 593 Practicum in Counseling Fall 2014 Course Section: Harrogate (AO) Meeting Time and Place: Thursday 4:30-7:00; Room 115 Course Credit Hours: 3 semester hours credit FACULTY CONTACT INFORMATION: Michael W. Hayes, Ed.D, LPC, NCC Michael.hayes@lmunet.edu 423-231-4436 phone 423-581-8477 facsimile Theresa Allen, MEd, Adjunct Instructor/Supervision 606-269-3407 thaallen@gmail.com School of Education Website: http://www.lmunet/edu/education I. COURSE DESCRIPTION: SUPERVISED PRACTICAL EXPERIENCE FOR COUNSELING CANDIDATES WHICH EMPHASIZES THE APPLICATION OF KNOWLEDGE GAINED WITH CLIENTS, SCHOOLS AND AGENCIES. II. COURSE OBJECTIVES: A. The student will complete a minimum workload of 10 clock hours per week on site totaling 100 clock hours in one full semester. B. The student will demonstrate completion of 40 hours of direct service in a clinical mental health, school, or career counseling setting. C. The student will engage in one hour per week of individual or triadic supervision and an average of two hours of supervision per week in group supervision with a program faculty member. D. The student will apply counseling skills and methods learned in previous or concurrent coursework. E. The student will produce their integration of theory into practice. F. The student will be able to explain various aspects of professional conduct and ethical standards as they apply to practice. G. The student will gain experience working with a variety of clients and presenting problems. H. The student will begin to formulate and articulate a personal approach to counseling. Revised 6/6/2014 Page 1 of 12

I. The student will learn to integrate evaluative feedback to improve their counseling skills. J. The student will demonstrate their knowledge of research areas of professional interest to improve service to clientele. K. The student will record counseling sessions either on audio or video equipment for review by the instructor, the on-site supervisor and peers. The objective in this course is to develop the skills and knowledge base from previous class work toward the practical application of counseling practice. An additional objective is to begin preparation for the Praxis and/or NCE exams for licensure. Finally, students will learn the various licenses that are pertinent to the field of professional counseling and develop an understanding of their similarities and differences in training and professional orientation. In addition to this entry to a scholar/practitioner model the student will gain skills from the following Institutional and external Standards: LMU EPP Outcomes: 1.2.4. (3) 1.2.5(3) (5) (CG 593) State of Tennessee Prek-12 Counseling Standards: TN-LMUCG Standards J, K, L CACREP (2009)-Section III.F-Practicum F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over the minimum of an academic term. The student s practicum includes all of the following: 1. 40 clock hours of direct service that leads to the development of counseling skills; 2. Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor working in bi-weekly consultation with a program faculty member; 3. An average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student supervisor; 4. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision, and/or to receive live supervision of the student s interactions with clients; and 5. Evaluation of the student s counseling performance throughout the practicum including documentation of a formal evaluation after the student completes the practicum. III. TEXTS/MATERIALS FOR THE COURSE: READINGS WILL BE ASSIGNED BY THE INSTRUCTOR FROM CURRENT LITERATURE. THERE IS NO TEXTBOOK. IV. COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION METHODS: AS THE PRACTICUM INVOLVES A SKILLS BASED FOCUS, ATTENDANCE IS REQUIRED. THE CLASS IS PASS-FAIL. IN THE EVENT THAT THE REQUIRED NUMBER OF HOURS CANNOT BE COMPLETED IN THE INITIAL SEMESTER, AN IP MAY BE ASSIGNED AS A GRADE. AFTER THE COMPLETION OF HOURS IN THE FOLLOWING SEMESTER, THE GRADE WILL BE CHANGED AS APPROPRIATE WITH THE TURNING IN OF ALL COMPLETED MATERIALS. Revised 6/6/2014 Page 2 of 12

SPECIFIC ASSIGNMENTS FOR COURSE: 1. Complete all field requirements with completed logs and associated paperwork 2. Developmental Reflection-Self-Assessment. Livetext Key Assignment 1 3. Case Presentation. Livetext Key Assignment 2 4. Prepare counseling tapes for evaluation and class participation as per instructor instructions. 5. Participate in seminar and individual/triadic supervision as per instructions. 6. Service Learning Project 7. Disposition Course Content or Outline: A. Introduction to the setting 1. Organizational systems and policies 2. Expectations of the site supervisor B. Counselor Accountability 1. Practicum schedule 2. Field experience agreement and contract 3. Verification of liability insurance 4. Narrative journal of activities (optional) 5. Summary log of practicum hours 6. Tape critique forms for all recorded sessions 7. Permission to tape from clients 8. ACA Compliance Statement 9. Site Supervisor license verification C. Building helping skills 1. Basic communication skills and disposition for counseling 2. A way of "being" with clients 3. Clinical topics related to specific populations (i.e. eating disorders, substance abuse, selfharming individuals. 4. Advanced counseling techniques D. Current topical issues 1. Suicide assessment 2. Crisis intervention (PFA) 3. Duty to protect 4. Maintaining client records (FERPA & HIPAA) 5. Parameters of confidentiality V. METHODS OF INSTRUCTION: Candidates will meet weekly for group supervision where current issues will be discussed and problem solving skills developed, including clinical and ethical development. In addition to group supervision each candidate will have a site supervisor that will provide onsite supervision and meet with the candidate weekly to discuss and facilitate development. Finally, each candidate will have weekly individual or triadic supervision with an LMU faculty member for a minimum of ten sessions during the semester. Revised 6/6/2014 Page 3 of 12

VI. VII. Clinical Experience: Candidates will successfully complete a 100 hour practicum experience with an approved site and site supervisor as per CACREP Standards. Key assignments, appropriate standards, assessment and reporting are addressed elsewhere in the syllabus and are consistent with CACREP Standards.. INFORMATION LITERACY/TECHNOLOGICAL RESOURCES: Technology Incoming students must be computer literate and be able to use software for e-mail, word processing, web browsing, and information retrieval. Students must have access to the Internet for communicating with instructors and accessing learning resources. Computer access must be available on a personal computer. Turnitin Candidates will be required to be submit some assignments to Turnitin, the computer program designed for checking literature duplication. Submitting additional course work toturnitin is at the instructor s discretion. Instructions for using Turnitin can be found at http://www.turnitin.com/en_us/training/studenttraining LiveText Each student will be required to establish an account with the LiveText program by the second class session. LiveText is a web-based application offering a comprehensive suite of development, management, and assessment tools. This suite of tools provides colleges and universities with the capability to assess student work online using assessment instruments that have been developed and implemented by the individual college faculty and/or departments. Specific instructions will be distributed on a separate handout at your first class session. LiveText may be purchased online at http://livetext.com or through the LMU Bookstore. LiveText Help is available on the Graduate Office web page see the web page address on the previous page. VIII. Library Resources The Carnegie-Vincent Library provides access to three outstanding databases in the Education field: ERIC, the Educational Resource Information Center, the premier database for education related journal articles and documents containing over one million citations and links to more than 100,000 documents in fulltext; Professional Collection, a custom selection of more than 300 full text periodicals for educators covering the subject areas of health and fitness, school law, drug and alcohol abuse, learning disabilities, sports, arts and humanities, social sciences, and psychology; and ProQuest Education Journals database which contains access to 760 leading journals of which over 600 are in full-text. Additionally, the library provides access to over 100 other databases and can obtain books and articles from libraries worldwide through Interlibrary Loan. UNIVERSITY POLICIES: STUDENTS WITH DISABILITIES POLICY: As a rule, all students must read and comply with standards of the LMU Student Handbook and LMU catalogue. Any student seeking assistance in accordance with the Americans Disabilities Act (1990 as amended) should contact the Director of Counseling and ADA, Jason Kishpaugh, with regard to required documentation and in order to make appropriate arrangements. Contact information: jason.kishpaugh@lmunet.edu and/or 423.869.6401 (800-325-0900 ext. 6401). The office is located In Dishner Hall 101. DISCRIMINATION, SCHOLASTIC DISHONESTY, CHEATING, AND PLAGIARISM POLICIES can be found in the student handbook: LMU s website: http://www.lmunet.edu/campuslife/handbooks.shtml. Revised 6/6/2014 Page 4 of 12

COURSE EVALUATIONS: In addition to meeting degree requirements specified in the graduate and undergraduate catalogs, all students are required to complete University-administered course evaluations. OUTCOMES ASSESSMENT TESTING: Degree requirements include participating in all outcomes assessment testing (e.g., general education assessment, major field tests, etc.) and activities when requested. Students may be required to complete one or more questionnaires and to take one or more standardized tests to determine general educational achievement as a prerequisite to graduation (see appropriate catalog for additional information). LMU S INCLEMENT WEATHER POLICY can be found at the following link to LMU s website: http://www.lmunet.edu/curstudents/weather.shtml. PROFESSIONAL CERTIFICATION AND LICENSURE DISCLAIMER Authorization for the University to provide a program for the preparation of teachers, counselors, or administrators, does not guarantee eligibility for certification, licensure, or benefits. It is the sole responsibility of the candidate to be knowledgeable about specific state certification/licensure/benefits requirements, qualify for certification, licensure, or benefits and apply for the same. UNIT COMMITMENT TO DIVERSITY The School of Education recognizes differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area. The unit designs, implements, and evaluates curriculum and provides experiences for candidates to acquire and demonstrate the knowledge, skills, and professional dispositions necessary to help all students learn. Assessments indicate that candidates can demonstrate and apply proficiencies related to diversity. Experiences provided for candidates include working with diverse populations, including higher education and K-12 school faculty, candidates, and students in K-12 schools IX. MISSION STATEMENTS: LINCOLN MEMORIAL UNIVERSITY MISSION STATEMENT can be found at the following link to LMU s website: http://www.lmunet.edu/about/mission.shtml. CARTER & MOYERS SCHOOL OF EDUCATION MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/ABOUT/UNIT%20CONCEPTUAL%20FRAMEWORK%20201 1.PDF (PAGE 6) CARTER & MOYERS GRADUATE SCHOOL OF EDUCATION MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CAT ALOG.PDF (PAGE 11) INSTRUCTIONAL LEADERSHIP MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CAT ALOG.PDF (PAGE 31) MED CG (SCHOOL AND MENTAL HEALTH COUNSELING) MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATA LOG.PDF (PAGE 29) CURRICULUM AND INSTRUCTION MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATA LOG.PDF (PAGE 32) Revised 6/6/2014 Page 5 of 12

EDUCATIONA L LEADERSHIP MISSION STATEMENT: HTTP://WWW.LMUNET.EDU/EDUCATION/FINAL%20GRADUATE%20EDUCATION%20CATA LOG.PDF X. COURSE REQUIREMENTS, ASSESSMENT (LEARNING OUTCOMES) AND EVALUATION METHODS: AS THE PRACTICUM INVOLVES A SKILLS BASED FOCUS, ATTENDANCE IS REQUIRED. THE CLASS IS PASS-FAIL. IN THE EVENT THAT THE REQUIRED NUMBER OF HOURS CANNOT BE COMPLETED IN THE INITIAL SEMESTER, AN IP MAY BE ASSIGNED AS A GRADE. AFTER THE COMPLETION OF HOURS IN THE FOLLOWING SEMESTER, THE GRADE WILL BE CHANGED AS APPROPRIATE WITH THE TURNING IN OF ALL COMPLETED MATERIALS. SPECIFIC ASSIGNMENTS FOR COURSE: 1. Complete all field requirements with completed logs and associated paperwork 2. Developmental Reflection-Self-Assessment. Livetext Key Assignment 1 3. Case Presentation. Livetext Key Assignment 2 4. Prepare counseling tapes for evaluation and class participation as per instructor instructions. 5. Participate in seminar and individual/triadic supervision as per instructions. 6. Service Learning Project 7. Disposition Brief Key Assignment Completion Guide: KA 1: The candidate will submit to Livetext a comprehensive self-assessment of their development as a professional counselor. This should be a narrative that is in two parts. The first part should be a focused narrative on where you see yourself currently in terms of biases, skills, strengths, challenges and ability to address problems and ethical dilemmas that arise in the context of professional counseling. This first part should also include a description of where the student sees themselves in terms of cultural competence. The candidate should include awareness, knowledge and skills in working with diverse populations. Section 1 should be completed by the third class meeting. The second part should be completed at the end of the semester and describe your professional growth in each of the aforementioned areas as a counselor in training. School counseling candidates should include a description of how they see themselves advocating for the value of education as a means to improve the quality of life for the students they serve. This assignment should consist of several, double spaced pages with a cover sheet and both sections clearly marked and dated as per APA. This assignment will be loaded into Livestext prior to December 1, 2014. KA 2: The candidate will choose a client that they are working with this semester and write a case presentation to be loaded into Livetext prior to December 1, 2014. In APA style this should include a description of the client and the reason for referral. (DO NOT USE ANY REAL NAMES, AGENCIES or SCHOOLS!!!). School counselor candidates should write a narrative that includes if and how they are working with other school staff and parents. School counselor candidates should also include a description of interventions that are appropriate according to the scope of practice for school counselors as per ASCA, with consideration given to FERPA compliance and the focus of school counselors. (Academic, Vocational, Personal & Social needs). Clinical Mental Health Counseling candidates will write a description of the reason for referral, a biopsychosocial history, provisional DSM Diagnosis and a brief treatment plan. CMHC Candidates should also include a description of the progress made in the treatment of the client as Revised 6/6/2014 Page 6 of 12

well as what therapeutic approach was used. BOTH SCHOOL AND CLINICAL MENTAL HEALTH CANDIDATES should include a discussion of how they worked with their site supervisor in this case, including a general description of the supervision and how decisions were made. CMHC candidates should work closely with their site supervisor in developing a provisional DSM diagnosis. Both SC and CMHC candidates should include a description of how the relationship ended, whether it is termination, referral or the continuation of service. Course Content or Outline: B. Introduction to the setting 1. Organizational systems and policies 2. Expectations of the site supervisor B. Counselor Accountability 1. Practicum schedule 2. Field experience agreement and contract 3. Verification of liability insurance 4. Narrative journal of activities (optional) 5. Summary log of practicum hours 6. Tape critique forms for all recorded sessions 7. Permission to tape from clients C. Building helping skills 1. Basic communication skills and disposition for counseling 2. A way of "being" with clients 3. Clinical topics related to specific populations (i.e. eating disorders, substance abuse, selfharming individuals. 4. Advanced counseling techniques D. Current topical issues 1. Suicide assessment 2. Crisis intervention (PFA) 3. Duty to protect 4. Maintaining client records (FERPA & HIPAA) 5. Parameters of confidentiality E. Integration and supervision of field experiences 100 8. PLAGIARISM Plagiarism is the presentation of someone else s words or ideas as one s own (See APA Publication Manual, 6 th ed., pp.15-16). One of the most common forms of plagiarism is the paraphrasing of several phrases, sentences of ideas in a paragraph with only one citation at the end of the paragraph, resulting in confusion between the cited content and the researcher s own words or ideas. Another common form is the practice of substituting words or phrases while retaining the original author s for and structure. Revised 6/6/2014 Page 7 of 12

Plagiarism in any form is one of the most egregious violations of professional ethics an author can commit. Submission of plagiarized material, even by accident or ignorance, is a severe infraction of the professional ethical code and can result in expulsion from the program. To avoid plagiarism: Cite sources within the text for all phrases or ideas that are quoted or paraphrased. Cite sources within the text in the format delineated in the APA Manual, pp. 174-179. CERTIFICATION OF AUTHORSHIP. I certify that I am the author of this paper titled and that any assistance I received in its preparation is fully acknowledged and disclosed in the paper. I have also cited any sources from which I used data, ideas, or words, either quoted directly or paraphrased. I also certify that this paper was prepared by me specifically for this course. I understand that falsification of information will affect my status as a graduate student. Student s Signature Date (This statement must be included with all written assignments.) 9. THE INSTRUCTOR RESERVES THE RIGHT TO REVISE, ALTER AND/OR AMEND THIS SYLLABUS, AS NECESSARY. STUDENTS WILL BE NOTIFIED IN WRITING AND/OR BY EMAIL OF ANY SUCH REVISIONS, ALTERATIONS AND/OR AMENDMENTS. Seminar Meetings: 15 Sessions: (Other topics will be included. This represents a guide.) Session 1; Introductions. Go over Syllabus. Discussion of practicum, including goals, expectations, requirements and assignments. Discuss difference between practicum and internship. Discussion of applicable standards. Assign students to faculty for supervision. Discuss and Begin Developmental reflection. Session 2: Plan site visits. Discussion of all CACREP Standards for practicum. Overview of record keeping. Applying theory to practice. Discussion of various licenses, professional role and scope of practice. Session 3: Review agreements. Sign ACA Ethics Statement. Review ACA Ethical Code. Scenarios/Role play. Informed Consent. Confidentiality Session 4: Limits of confidentiality. Working with minors. Consent. Role play. Session 5: Working with diverse populations in counseling. IDEIA & Section 504. Session 6: Comparison of developmental and medical models. Supervision. Session 7: Discussion of school versus mental health counseling. Discuss service learning project. Role play scenarios with student feedback. Session 8: Theoretical orientation(s). Role play with multiple approaches. Follow-up discussion of theoretical approaches. Session 9: Review records/paperwork. Students discuss service learning project. Session 10: Discuss Livetext assignments. (Case Study and Developmental Reflection) Revised 6/6/2014 Page 8 of 12

Session 11: Self-care in the counseling profession. Professional organizations. Session 12: Role play scenario. Student feedback. Tape review discussion. Session 13: Professional Development in the counseling profession. Tape review. Review records. Session 14: Prepare materials for Livetext upload. Employment opportunities for counselors. Marketing yourself as a viable candidate in the job market. Session 15: Evaluations XII. KNOWLEDGE BASE: Arthur Jr., G. L., & Swanson, C. D. (1991). Confidentiality and privileged communication. In T. P. Remley, (Series Ed.), The ACA Legal Series. Vol. 6. Alexandria, VA: American Counseling Association. Corey, G. (2001). The art of integrative counseling. Belmont, CA: Wadsworth/Thomson Learning. De Jong, P., & Berg, I. K. (2002). Interviewing for Solutions (2 nd ed.). Pacific Grove, CA: Brooks/Cole Publishing. Kottler, J. A. (2000), Nuts and bolts of helping. Needham Heights, MA: A Person Education. Lambie, G.W., & Williamson, L.L. (2004). The challenge to change from guidance counseling to professional school counseling: a historical proposition. Professional School Counseling, 8(2), 124-131. Sales, B. D., & Shuman, D. W. (1996). Law, mental health, and mental disorder (Eds.). Pacific Grove, CA: Brooks/Cole Publishing. Walborn, F. S. (1996). Process variables. Four common elements of counseling and psychotherapy. Pacific Grove, CA: Brooks/Cole Publishing. Young, M. E. (2001). Learning the art of helping: Building blocks and techniques. Upper Saddle River, NJ: Prentice-Hall. CARTER AND MOYERS SCHOOL OF EDUCATION EPP STANDARDS 1. The candidate demonstrates professional dispositions by upholding the VALUES of Abraham Lincoln s life through servant leadership to the local and global communities--students, colleagues, school leaders, parents, community leaders, and professional associations--to support teaching and learning (VALUES & SERVICE). 2. The candidate demonstrates critical thinking skills and implements best practices from the discipline and content when making educational decisions based on knowledge of learning, developmental, cognitive, social, organizational, and leadership theories (VALUES). Revised 6/6/2014 Page 9 of 12

3. The candidate demonstrates and promotes the value of EDUCATION as a means to improve the quality of life for individuals and for society and actively seeks out opportunities for personal growth and professional development (VALUES, EDUCATION, & SERVICE). 4. The candidate demonstrates competencies in conducting and applying research for the improvement of teaching and student learning (EDUCATION). 5. The candidate demonstrates problem-solving skills by assessing, reflecting, and making decisions based on knowledge, skills, and dispositions--as defined in professional, state, and institutional standards--through coursework, field experiences, and clinical practice to enable all students from all populations to learn (VALUES, EDUCATION, & SERVICE). 6. The candidate demonstrates an understanding of how to create and maintain an effective classroom/school environment, engaging each student in learning content; using differentiated instruction; and creating positive social interaction, active participation, and student self-motivation (VALUES, EDUCATION, & SERVICE). 7. The candidate models verbal and nonverbal communication skills and uses technology, which enhances and engages students in learning and demonstrates professional competency (VALUES & EDUCATION). 8. The candidate demonstrates an understanding of formative and summative assessments for the improvement of instructional practices and student learning (EDUCATION). 9. The candidate demonstrates an understanding of differences among diverse groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical areas through instructional planning, the classroom environment, and interactions with students and other community stakeholders (VALUES & SERVICE). 10. The candidate demonstrates an understanding of the legal rights and responsibilities of stakeholders involving educational decisions and policies enacted to assure fairness, privacy, social justice, well-being, and the safety of all stakeholders (VALUES & SERVICE). Revised 6/6/2014 Page 10 of 12

CACREP (2009)-Section III.F-Practicum F. Students must complete supervised practicum experiences that total a minimum of 100 clock hours over the minimum of an academic term. The student s practicum includes all of the following: 1. 40 clock hours of direct service that leads to the development of counseling skills; 2. Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision throughout the practicum by a program faculty member, a student supervisor, or a site supervisor working in bi-weekly consultation with a program faculty member; 3. An average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule throughout the practicum by a program faculty member or a student supervisor; 4. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision, and/or to receive live supervision of the student s interactions with clients; and 5. Evaluation of the student s counseling performance throughout the practicum including documentation of a formal evaluation after the student completes the practicum. Revised 6/6/2014 Page 11 of 12

Revised 6/6/2014 Page 12 of 12