Graduate Studies in Counseling

COU580 – Practicum in Counseling

Spring 2008 – Monday 5 – 9:30pm

College Hall 218

3 Semester Hours

Instructor: Dakota King-White, MA, LPSC

Office hours: by appointment.

Supervisor: Daniel R. Cruikshanks, Ph.D., PCC-S, Associate Professor

Professional Clinical Counselor w/Supervision Endorsement

License # E0003431, Exp. 1/19/09

College Hall 207

(800)925-9250 ext. 2308 or (419)448-2308

cell: (419)934-2898

dcruiksh@heidelberg.edu

Office hours: Monday through Thursday 1 – 5pm by appointment.

Prerequisite: Core courses, COU 609, and approval of Dr. Cruikshanks.

Conceptual Framework: Vital Connections

The graduate counseling programs at Heidelberg College are based on a constructivist philosophy. This means that the pre-service candidates and in-service counselors-in-training in our programs build or construct their knowledge as a result of a student-centered, hands-on approach to learning. From the beginning of their experience at Heidelberg, our students are actively involved in their coursework and clinical/field experiences.

Specifically, the students build or construct their new knowledge about counseling with several tools - theory, practice, and reflection. These are the building tools that connect the constructivist core of the conceptual framework to each of the counselor education licensure programs.

Theory - principles of teaching and learning

Practice - clinical and field experience

Reflection - thinking about, evaluating and revising one's teaching and learning. Thus, constructivism is at the core of the conceptual framework, and the building tools of theory, practice, and reflection connect this core to each of the licensure programs.

Texts:

Russell-Chapin, L. A. and Ivey, A. E. (2004) Your Supervised Practicum and Internship: field resources for turing theory into action, United States: Thompson/Wadsworth

Jongsma, A. E. and Peterson, L. M. (2003) The complete adult psychotherapy treatment planner. Hoboken, New Jersey: John Wiley

Vontress, C. E., Johnson, J. A, and Epp, L. R. (1999) Cross-Cultural Counseling: A Casebook. Richmond: ACA

DSM-IV-TR

Course Description

The practicum is the student’s first opportunity to do clinical work and provide mental health services in an agency setting. It is an arranged, one semester supervised opportunity for the student to perform all the activities that a regularly-employed staff member in a particular setting would be expected to perform under direct on-site supervision by a Supervising Professional Clinical Counselor (PCC-S). An appropriate site location allows the student to obtain audio and/or video tapes of sessions for use in the supervision of the student’s interactions with clients and provides the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, computers, print and non-print media, and professional literature and research. The practicum requires a minimum of 100 clock hours with a minimum of 40 clock hours in direct service work. Direct service work includes: (a) individual counseling (and shadowing), (b) group counseling, (c) family counseling, (d) psychoeducational groups.

During class time, emphasis will be upon examining and developing counseling skills and interventions and upon professional development. Counseling skills will be critiqued through the use of live and taped self-observation/evaluation in the Counseling Lab and in the field.

The purpose of the practicum is to allow counseling students to apply basic knowledge, skills, and professional values to actual practice settings specific to their emphasis in the community. Practicum students are expected to ground their clinical work in theory and to be able to discuss their work accordingly. The on-site work experience provides an opportunity to integrate theory and practice. The practicum is a reciprocal arrangement: students exchange their work in return for on-the-job training and experience in the field. The end result ultimately is the promotion of professional development, integration of skills and theoretical knowledge, and reinforcement of competence. The practicum program is designed to give the counselor-in-training a sense of professional identity. The counseling setting, the interaction of staff and clients, the realities and responsibilities of the helping process, and the conscious application of ethical principles combine to promote the personal knowledge and commitment to enter the field of counseling. Practicum students are required to carry professional liability insurance prior to participating in practicum experience. Student members of the American Counseling Association or the American Mental Health Counselors Association are eligible for quality, low cost liability insurance. Practicum sites should be seen as employers, and students should recognize that the site has the right to terminate students who fail to fulfill their obligations. Students also have a right to the experiences agreed upon by the practicum site. If you are not being given the opportunities for client contact that you need to fulfill course requirements, talk with me so that I can assist you with this.

Practicum students are required to have a BCI background check completed before seeing clients on site. This can be obtained free of charge at North Central Ohio Educational Services Center, 244 S. Washington Street, Tiffin Ohio,

419-447-2927

The Supervised Practicum in Counseling for the Master of Arts Program at Heidelberg College has been developed to prepare professional counselors and has been designed to meet or exceed educational and licensure requirements and standards in the State of Ohio as well as CACREP standards.

Practicum students who have not demonstrated adequate progress in their counseling skills and competence by the end of the term will be required to repeat the practicum. Progress in counseling skills is evaluated through direct observation and the self-evaluations that are turned in throughout the term.

Think of this course as your opportunity to explore and grow as a counselor and clinician. Class time provides opportunities to discuss counseling, counseling issues, client cases, and site concerns. Bring your concerns, your frustrations, your problems, and/or your experiences to class for discussion with the group. As a group, we will seek answers and provide support. This course has been designed using a Student Collaboration Mentoring Model. You will mentor each other, and you will be mentored and supervised by more advanced students, your instructor, and Dr. Cruikshanks.

Objectives

During the practicum experience, students will:

1. continue to practice and develop counseling skills under supervision.

2. have an opportunity to have their counseling skills observed, reviewed, and evaluated by both supervisors and peers.

3. have opportunities to reflect on their personal and professional development with guidance to help facilitate continued growth.

At the conclusion of the practicum, students will be able to:

1. articulate their philosophy and/or theoretical approach to counseling, particularly with regard to the setting in which they intend to practice.

2. demonstrate an appropriate level of counseling skill development.

3. critically evaluate their work as counselors-in-training.

Course structure

This course meets every Monday evening.

5 – 6:30pm Counseling Lab (2 45 minute sessions)/Individual Supervision

6:30pm – 8pm Group Supervision/discussion

8– 9:30pm Counseling Lab (2 45 minute sessions)/Individual Supervision

Lab (5 to 6:30pm or 8 to 9:30pm)

During our lab time, you will provide counseling and/or live supervision to COU505 students. This will include: counseling sessions, observation of counseling sessions, live voiceover feedback during sessions, and post session supervision/feedback sessions with students. You will also be called upon to serve as a client to provide others opportunities to practice their skills. As a client, you also play an important role in providing direct feedback to the counselor. This work will be done under faculty supervision.

Group Supervision/Class (6:30 to 8pm)

During group supervision/discussion, we will meet to discuss site issues, client issues, supervisor issues and to process your experiences both in the Lab and at your sites.

Supervision (5:30 to 6:30pm or 8 to 9pm)

You will also participate weekly in Individual and/or Small Group Supervision with students from the clinical supervision course. Each student will meet individually for supervision with an advanced, clinical supervision student for ½ to 1 hour every other week. Here, you will discuss cases as well as your own issues related to your efforts to grow into the role of counselor and receive feedback and guidance from the supervisor (who will be supervised by Dr. Cruikshanks).

Lab work is expected to begin on September 17^th

Requirements/Grading

This is a course in which you will further develop your professional skills and yourself as a professional by working in a clinical environment as though you were an employee of that agency. Unlike traditional academic courses, students in practicum are evaluated both on their academic performance in class and their overall performance in the field. Unlike other classes, evaluation in practicum is a subjective evaluation of the student as a whole person (as demonstrated by knowledge, skills, competence, and integrity, professional conduct, and interpersonal competence) and is determined collaboratively by the professor and the site supervisor. Students who have not demonstrated adequate growth by the end of the term as judged by the professor and/or the site supervisor may be required to repeat practicum. Students who demonstrate severe deficiencies in knowledge, skills, competence and/or integrity may be prevented from continuing their practicum until appropriate remediation has taken place.

During the semester, you will have numerous opportunities to demonstrate your growth, knowledge, skills, competence, and integrity for your final grade. Grades for in class assignments and exercises will be determined by the instructor, while grades on field activities will be determined by the instructor in collaboration with the field supervisor.

Attendance; preparation; participation. Learning and teaching is a social process. For you to learn and for us to claim to have taught, we must be present and engaged. We understand that there are occasions for extenuating circumstances. Please talk with your instructor (in advance when possible) in the event of such. Otherwise, please plan to attend class prepared and ready to engage this process. Absences will only be excused in the event of a documented family emergency (e.g. illness), acts of God (e.g. weather closing the college), or class cancellation by the professor (e.g. acts of war).

Students are expected to behave professionally both in class and at practicum sites. Failure to behave professionally and appropriately may result in removal from the practicum site and this course. Students who have personal issues regarding this course, the professor, other students, or anyone at the practicum site are expected to address these outside of class by appointment with the instructor and Dr. Cruikshanks.

Attendance – Students who miss more than three class sessions will not pass the course.

Student Responsibilities

A. Supervision and General Activities

1. Obtain professional liability insurance prior to beginning the practicum.

2. Register your practicum with the Ohio Counselor, Social Worker Board, and Marriage and Family Therapy Board.

3. Attend and participate actively in group supervision, small group, and individual supervision. Remember that all case information presented during group supervision is confidential (not to be discussed outside of class).

4. Schedule and attend weekly meetings with site supervisor (once a week for one hour, or twice a week for ½ hour each time).

5. Provide a copy of this syllabus to your site supervisor, and address any questions or concerns they have about anything contained in this document. If there are questions or concerns that you are unable to answer, then you should have your site supervisor contact me ASAP.

6. In conjunction with your site supervisor, you must have completed the Petition for Practicum/Internship Site form as well as the Practicum Site Agreement form. These must be signed by you, your site supervisor, and me. The purpose of these documents is to ensure that you have planned and discussed your field experience and to ensure that provisions have been made for you to participate in a wide range of counseling activities at your site. This documentation also ensures that you have both an appropriate site and supervision as defined by the Ohio Counselor, Social Worker and Marriage and Family Therapy Board.

7. Review your agency’s Policy and Procedure Manual during your first week on site.

8. Coordinate a site visit/meeting between your site supervisor and Dr. Cruikshanks some time between the middle and the end of the semester. This visit typically takes between 60 and 90minutes and primarily involves an informal discussion between the site supervisor and Dr. C. regarding your work and professionalism at your site. The purpose of the visit is to provide the site supervisor with the opportunity to provide input on your work and to address any questions or concerns the supervisor might have regarding the practicum process. Unless there are extenuating circumstances (as defined me), students who do not arrange a site meeting prior to the end of the term will receive an incomplete (I) for the course until such visit has taken place.

B. Logs and Journal

1. Maintain a weekly log of your practicum hours. Twice each semester (along with your journal), turn in a copy of your most recent log showing cumulative hours and signed by your site supervisor.

2. In order to help you develop insight into your own growth and progress, you will keep a weekly practicum journal.

· Since journals are intended to be reflective explorations of personal experiences related to class/client experiences, these reflective journal entries may extend beyond specific client issues and address any issues related to your efforts in becoming a counselor.

· Bring your journals to class with you each week as they may serve as the basis of class and/or supervision discussion.

C. Counseling Skills

1. Taping: Students are expected to tape all (or as many as possible) sessions with clients. These may be brought to class for review and discussion throughout the term. These tapes should be brought to supervision as well.

· Taping should comply with the host site’s policies.

· Students should ensure that clients have signed proper release forms, which include the notification that these tapes may be used for educational purposes (eg, portions of taped sessions may be viewed/heard by the class).

· Tapes should be of intentional counseling processes (individual, group, or family – Child sessions will not be accepted).

· Tapes should represent the spectrum of possible situations within the counseling relationship (i.e., initial sessions, continuing or multi-session work, a sample of your “best” and “less than best” work, group sessions, termination sessions).

· Tapes must be audible for in class reviews.

Self-evaluation During the course of the term, you will turn in a minimum of four self-observation evaluations. For this, you will select form your videotaped sessions, review the session and write up a report that includes:

· a self-evaluation/critique of the session discussing your impressions of your performance in this session.

· a discussion the relationship between what you heard yourself doing with what you were attempting to do or thought you were doing.

· a typed clinical overview/summary discussion of the session (not more than 1 page) must be included with report. This discussion should include your impressions of the client and your assessment (i.e. your ideas about what you think is going on with this client – that is, what is the nature of her or his problems).

· appropriately ground your discussion in theory and techniques.

Based on this self-evaluation, what grade would you give yourself if you were the instructor?

a. For at least one of your four Self-Evaluations sessions, you will include a typed transcript of three five-minute sections of the session. These three five-minute segments of each the taped session will be transcribed word for word.

b. Each student will present at least one counseling case to the supervision group for discussion with the group. This will be done in a team meeting format. These will be impromptu presentations that happen as you have cases to discuss. You are responsible for bringing client cases up for discussion.

D. Reading and Growth

1. A general guideline of reading assignments is included in the syllabus. The texts have been selected to expand your knowledge of practical clinically relevant materials, to enhance your personal/professional growth, and to enhance your work at your practicum site. These readings are for you, and may or may not be specifically addressed in class sessions. You are always free to raise any topic from the texts for discussion, and we encourage you to do so. As you are becoming increasingly accountable for your own growth and ongoing development, we will leave the readings to you. We will not hold you accountable for them, but we sincerely hope that you will take advantage of them.

2. Be mindful of your strengths and opportunities for growth. Ask for help from your site supervisor, classmates, and us as needed and be open to feedback.

3. Adhere to the ACA ethical guidelines and site guidelines. Any time you have questions or concerns, ask me.

4. Contact your site supervisor and your university supervisor immediately if you have concerns that someone may be at risk of harm to self or others or you have concerns about your ability to handle any assigned task or client issue.

E. Portfolio

At the end of the practicum experience, you should turn in documentation of key activities during the practicum experience. Items that should be included are as follows: log sheets, case reflection/critical incident report, journal entries, resume/curriculum vitae, and evaluations from your site supervisor.

F. Cover Letter and Resume Assignment

Each student will have to find a job posting that they would be interested in applying to after graduation and create a cover letter and resume/curriculum vitae that is suitable for the position. The cover letter and resume is due on October 22, 2007 and should also be placed in your portfolio at the end of the semester.

G. Evaluation

1. Your site supervisor will complete several evaluation forms during each semester. Four copies of this form should be given to her/him at the beginning of the semester.

2. At the end of COU 580, your site supervisor will evaluate your performance for the OCSW&MFTB. You also will have the opportunity to evaluate your experience for the OCSW&MFTB.

3. My portion of your practicum grade for the semester will be based on the following:

· Logs (on time and complete) points each · Case presentation and reflection · Active participation in supervision · Cover letter and resume/curriculum vitae · Live supervision/Lab work · Self-observation/evaluation · Portfolio · Final Exam · Grades will be assigned as S/U for class assignments/participation. · Course grades are assigned as Pass/Fail as earned.

5 points 10 points 10 points 20 points 25 points 25 points 50 points 50 points

 Accumulation of Field Hours

In order to satisfy the requirements for this field experience, you must complete a minimum of 100 hours including a minimum of 40 hours of direct contact time. This means working approximately 7 to 10 hours weekly at your site. Please note the emphasis on minimum. It is our expectation that you will end up working more than the minimum hours. I want to encourage you not to focus on completing that minimum number of hours, but rather, I want you to focus on getting a complete learning experience. In my view, the more hours of experience you get this semester, the better. Completing your hours early does not mean that you are done working at your site. You will continue at your site until the end of the term, and you may continue some work at your site between this term and the beginning of your internship. As practicum students, you will not be permitted to “carry over” hours into your internship.

ENDORSEMENT POLICY:

The MAC program faculty follows the American Counseling Association (ACA) Code of Ethics (2005). The code states:

“Counselor educators do not endorse students or supervisors for certification, licensure, employment, or completion of an academic or training program if they believe students or supervisors are not qualified for the endorsement. Counselor educators take reasonable steps to assist students or supervisors who are not qualified for endorsement to become qualified.”

CONFIDENTIALITY:

Internship students are responsible for maintaining the confidentiality of all client notes and information. According to the ACA Code of Ethics, clients have a right to privacy, expect confidentiality and to be provided with an explanation of its limitations (Ethical Code, ACA, 2005, Sec. B.1.b, B.1.c, B.1.d.

All client documents are confidential. Only first names or initials of clients should appear on all forms/case notes/logs (except for taping consent forms) shared in class or turned in.

Students must maintain confidentiality of all case discussions. This extends to classroom discussions and viewing or listening to recorded counseling sessions, and students are bound by the same legal and ethical considerations as if the client talked directly with a counselor. The discussion of cases outside of the classroom settings with persons other than those in the agency of placement, the client, the student’s supervisors, or the faculty member are grounds for dismissal from the class with a failing grade. Any questions that may arise regarding confidentiality should be directed to the faculty member.

SUPERVISION:

The goals of supervision include helping with intervention skill building, such as conceptualizing cases, defining priorities, developing change strategies, and assisting students in clarifying their interpersonal style and defining assets and limitations. Other goals include helping students recognize their interpersonal issues that interfere with progress, and assisting students in recognizing when their own personal problems are interfering with their work in order that they can seek assistance. It is imperative that students attend all supervision sessions. Missing more than one supervision session may require the student to repeat the course.

The MAC program faculty deeply appreciates the willingness of practicing mental health professionals to provide supervision and assistance in training of masters level counselors. On-site supervisors must be approved by the MAC Clinical Coordinator (Dr. Cruikshanks). All supervisors are professionals who have client welfare as their top priority and are committed to the professional development of the students they supervise. These supervisors typically take on the responsibility of supervision for little or no pay; they believe in the benefits of helping others become competent professionals. They are there to help, and students are strongly encouraged to work to develop a strong and beneficial working alliance with them. Students also are reminded that these are busy professionals who are available as a resource. Please treat all supervisors with professionalism and respect at all times.

Academic Conduct:

Heidelberg College values integrity in academic pursuits. Faculty expects students to complete their assignments honestly and to report academic dishonesty. Dishonesty in any form, including but not limited to cheating on exams, falsification on any official college record, submitting work of other students as your own or plagiarism result in a penalties ranging from an “F” on an assignment to expulsion, depending on the seriousness of the offense. Additionally, adherence to the APA ethical guidelines for publication with regard to the proper citation of non-original materials used in papers is expected (e.g. plagiarism). All papers are subject to an electronic database screening (Turnitin.com) to ensure that they are free of plagiarized material.

Course Evaluation: You will have the opportunity to evaluate the course and the instructor at the end of the course.

DIVERSITY STATEMENT:

The MAC program is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the MAC program seeks to develop and nurture diversity, believing that it strengthens the organization, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Heidelberg College prohibits discrimination against any member of the school’s community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, gender identity, sexual orientation, ability status, health status, or veteran status.

The American Counseling Association has explicit policies, standards, and ethical guidelines regarding diversity issues. In this class, you will be expected to reflect the standards and ethics of the counseling profession, especially in the area of diversity. Any use of written or verbal language should be consistent with the respect and tolerance that are the cornerstone of the counseling profession and should reflect the ACA Human Rights Committee’s 1987 statement on tolerance, which states:

In order to guarantee that each individual is free to pursue his/her potential, each member of AACD (now ACA) is charged to (a) engage in ongoing examination of his/her own attitudes, feelings, stereotypic views, perceptions and behaviors that might have prejudicial or limiting impact on others; (b) contribute to an increased sensitivity on the part of other individuals, groups or institutions to the barriers to opportunity imposed by discrimination; (c) advocate equal rights for all individuals through concerted personal, professional, and political activity.

Students with Disabilities

Students with documented physical, psychological, and/or learning disabilities are eligible for reasonable and appropriate accommodations under the Americans with Disabilities Act (ADA). Under provision of the ADA, Heidelberg College will assess student disabilities and determine reasonable and appropriate accommodations for students with documented disabilities on a case by case basis. To seek accommodation for disabilities, students should refer to the Heidelberg College Learning Center for further information and documentation forms and procedures.

Please feel free to discuss any concerns regarding disabilities with me for further guidance and information.

Incompletes

Students who, at the end of the semester, wish to be considered for an "Incomplete" must request this in writing to the professor, explaining the reasons and identifying a specific date that the assignment(s) will be submitted. It is the professor's discretion to approve or decline the request for an incomplete. If promised work has not been completed and submitted by the agreed upon date, the incomplete will become an F.

Academic Dishonesty/Plagiarism

It is understood that all work is the student’s own. However, counselors often use others’ ideas as the basis for counseling techniques and activities. Lessons and other materials downloaded from the Internet or obtained from any other source and turned in for this class without “substantial changes AND without proper credit” will be considered plagiarized. Please refer to the Graduate Catalog. Plagiarism could result in the student being dismissed from the College. Please refer to the Writing Tips section of this syllabus for additional information about plagiarism.

For group assignments, it is understood that each student whose name is included on the final product has contributed to that product in an appropriate manner.