MENTAL HEALTHCOUNSELING

TRAINING PROGRAM

Student HandbookM.S. Mental Health CounselingCentral Washington University

Department of Psychology

2014 – 2015For more information, contact:

Dr. Elizabeth Haviland, DirectorMental Health Counseling Program

Department of Psychology(509) 963-2371

Page 1 of 184

STUDENT HANDBOOK

Table of Contents

Welcome!................................................................................................................................................................................... 4Guide for Graduate Counseling Students.....................................................................................................................5Mission and Vision Statement of the Mental Health Counseling Program....................................................8Tips and Advice from Students......................................................................................................................................10Mental Health Counseling Course of Study Fact Sheet........................................................................................13Student General Liability And Medical Malpractice Insurance Program....................................................16General Liability Malpractice Insurance Enrollment Form...............................................................................17Student Representative.....................................................................................................................................................19Minority Recruitment Policy..........................................................................................................................................21Community Counseling and Psychological Assessment Center (CCPAC)...................................................23Review of First-Year Candidate Progress (Student Form)................................................................................25Internship Requirements and Forms..........................................................................................................................28Possible Interview Questions.........................................................................................................................................30Internship (Psy 681) Application.................................................................................................................................31Internship Requirements.................................................................................................................................................32PSY 681A&B Syllabus.........................................................................................................................................................33Guidelines for Staffing Presentations.........................................................................................................................39Supervision Agreement.....................................................................................................................................................43Internship Hours Log.........................................................................................................................................................45Final Summary Hours Form for 681B Internship.................................................................................................47681A – Self Evaluation Form (Part-Time Internship).........................................................................................48681B - Candidate Self-Evaluation Form.....................................................................................................................50681B - Site Supervisor’s Evaluation Form................................................................................................................52Site Evaluation (Mental Health Internship).............................................................................................................55Professional Liability Insurance Requirement.......................................................................................................57Fingerprinting Information.............................................................................................................................................59Individual Information Form for Electronic Fingerprinting.............................................................................61Loan Forgiveness Information.......................................................................................................................................65Procedures for Recommendation of Students for Credentialing and Employment...............................67Retention and Matriculation Policy.............................................................................................................................69Handling Grievances...........................................................................................................................................................71Professional Organization Membership....................................................................................................................73ACA Foundation....................................................................................................................................................................74American Mental Health Counselors Association (AMHCA)............................................................................75General Information For Mental Health Licensure:..............................................................................................77ACA Code of Ethics..............................................................................................................................................................81Psychology 593A Syllabus.............................................................................................................................................114CCPAC Emergency Coverage Procedures...............................................................................................................129SONA System.......................................................................................................................................................................133PSY 593ABC Student Complaint Procedure..........................................................................................................172Student Practicum Agreement....................................................................................................................................174CCPAC Professional Standards....................................................................................................................................176CCPAC Dress Code............................................................................................................................................................179Syllabi..................................................................................................................................................................................... 181

Page 2 of 184

Welcome

Page 3 of 184

Welcome!

Welcome to the Mental Health Counseling Program at Central Washington University. A primary goal of our program is to prepare students for careers in the field of mental health to provide a full range of Mental Health Counseling services that involve psychotherapy, human development, learning theory, and group dynamics to help individuals, couples, families, adolescents, and children. This program should prepare you to practice in a variety of settings, including independent practice, community agencies, managed behavioral health care organizations, integrated delivery systems, hospitals, and employee assistance programs.

The core areas of the academic preparation that our program provides include:

Diagnosis and psychopathology

Psychotherapy

Psychological testing and assessment

Professional orientation

Research and program evaluation

Group counseling

Human growth and development

Counseling theory

Social and cultural foundations

Lifestyle and career development

Legal and Ethical Issues

Thesis Preparation

Supervised practicum and internship

The purpose of this Student Handbook is to provide you with basic information about the Mental Health Counseling Program, the Psychology Department, and other University requirements to help you successfully negotiate your way through the program. Please become familiar with this information and let your advisor or other faculty know how we can assist you in being successful in your coursework and training.

Page 4 of 184

Guide for Graduate Counseling Students

WHAT TO DO WHEN TO DO IT DETAILSTake the GRE Twelve weeks prior to

applying to the graduate school or four weeks earlier if you are taking the GRE on computer.

Educational Testing Service (www.ets.org)Students are expected to score at least 900 points (combined) on their Verbal and Quantitative Sections (some exceptions are made)

Apply for admission to the graduate school

By February 1st, for priority consideration.

CWU web siteThis is the first step toward admission into the program. Your application will be forwarded to the psychology admission committee.

Receive an advisor During orientation Students are assigned an advisor based on many factors (including background, gender, expertise, etc).

Student Retreat Late September Second year students host a get together for the new students. It’s a time to get the real scoop on what the program is like.

Orientation Late September Faculty host a dinner on the final day of orientation.Start taking classes Late September Students must start in the fall quarterComplete course of study First quarter of classes. This is your contact with the university. It says what classes you

will need to complete to receive your degree.Pay for malpractice insurance

First quarter of classes. Insurance is required before any contact with clients. The easiest way to get this is through CWU. Also, students who join the ACA can receive insurance at a very marginal rate.

Pay for fingerprinting First quarter of classes. Fingerprinting and background check are required before any contact with clients. This is done through the Teacher Certification Office in Black Hall.

Take 593A First or second quarter. Students are assigned to quarter based on many factors.

This is the foundations level practicum class. It provides brief contact with clients and allows students to get comfortable with the process.

End of the year party Two weeks before the end of winter-quarter classes

This is our awards banquet and it is a send off for the second year students who will start their internship.

Assessment of Candidate Progress

Spring of first year Students receive written feedback from their advisor on how they are doing in their academics, clinical work, and professional/dispositions. Scores on given on a 1-5 Likert-Type scale (with 4-5 being “superior” – shoot for those ). For nearly all students, this is a positive meeting where we get to pat you on the back.

Apply for 681A and Internship (681B)

Second year 681A (usually winter quarter) is the first practicum experience outside the university. Students will be placed at an institution and receive weekly supervision on campus. In 681B (usually spring and summer), students are off campus for the entire process. Students are expected to complete their internship immediately after completing their coursework. Students taking a leave of absence before their internship, may not be allowed to continue.

Assessment of Candidate Progress

Fall/Winter of second year

This is a follow-up to the first-year assessment. Hopefully, any weaknesses have been corrected. During the second evaluation, most students will receive a letter of candidacy. Some students will be required to meet with the program faculty for matriculation concerns.

Folder Check First week of spring quarter of second year

When applying for graduation, the university will conduct an evaluation of your transcript. This ensures that you completed all of the classes on your course of study. You should request a folder check here: http://www.cwu.edu/masters/folder-check-request

Page 5 of 184

Apply for degree, pay graduation fees, and arrange for cap and gown

Mid-May This comes early. Be ready. Talk to Dawn Anderson in the graduate school.

Complete Thesis Spring of second year Students must defend their thesis, which means answering questions from faculty. Although 6 credits of thesis are required, but sure to save your final 2 credits for the defense.

Complete Internship Summer of second year Although most students will have completed all coursework and thesis work, the internship will usually continue through summer of the second year. Because of this, students are expected to take their final remaining 3 credits of internship during summer. It is important that the student transcript show that students are enrolled in internship during each quarter they are taking the class. This will include the second summer. Students must complete 600 clock hours and 40% of that (at least 240 hours) must be directly working with clients.

Completion of all work August of second year All grades, thesis work, and internship materials must be submitted through the graduate school by the first week in August. See http://www.cwu.edu/masters/upcoming-events-and-deadlines for the deadline for your year.

Program Faculty

Name: Dr. Jeffrey Penick Dr. Meaghan Nolte Dr. Elizabeth Haviland

Email: penickj@cwu.edu noltemc@cwu.edu haviland@cwu.edu

Home Phone: 509-899-3237 307-399-4712 509-929-4749

CWU Phone: 509-963-3669 509-963-2254 509-963-2371

Page 6 of 184

Mission Statement

Page 7 of 184

Mission and Vision Statement of the Mental Health Counseling Program

The mission of the program is to support the professional and personal development of mental health counselors within a scientist-practitioner model.

Our vision is to teach and research from a sound knowledge base; affirm diversity of ideas, values and persons; uphold the highest of ethical principles in professional conduct; and maintain partnerships with institutions and communities within the region. We strongly advocate participation in state and national counseling organizations, and adhere to the Council for the Accreditation of Counseling and Related Educational Programs (CACREP).

Program Objectives

Classes and experiences in the program provide knowledge, skills, and competencies which will allow graduates to:

1. Enhance their professional identity as a mental health counselor.2. Appreciate that advances in knowledge, skills and technology within the profession require

life-long continuing education for counselors as well as monitoring and review of professional standards.

3. View human behavior, problems, and concerns from a perspective of human growth and development.

4. Utilize career assessment techniques and theoretically-based approaches to career counseling and guidance.

5. Develop Mental Health Counseling expertise through supervised practica training in a clinical setting and a 600-hour full-time internship.

6. Utilize principles of group dynamics and group facilitation skills through coursework, practica, and opportunities to participate in group experiences as a group member.

7. Affirm the significance, value, and uniqueness of all clients, especially those from marginalized ethnic, religious, gender, physical ability, sexuality, and economic groups.

8. Use measurement and evaluation procedures appropriate to the counseling profession.9. Use research and program evaluation to guide and evaluate their counseling practice.10. Work in a full range of Mental Health Counseling services that involve psychotherapy,

human development, learning theory, and group dynamics to help individuals, couples, families, adolescents, and children. This program prepares graduates to practice in a variety of settings, including independent practice, community agencies and outreach programs, managed behavioral health care organizations, hospitals, and employee assistance programs.

11. Be knowledgeable, ethical, and skilled in their selected fields; flexible and comprehensive in their approach; adaptable to the needs of the people they serve; and effective in meeting those needs.

Revised on April 20, 2009

Page 8 of 184

Student Suggestions

Page 9 of 184

Tips and Advice from Students

Every year, students complete a survey about the program. We report these to the next year of students without editing them. Here’s what the most recent cohort recommended:

What new students need to know about the program?1. Be prepared to devote your time and life to this experience 2. Find a mentor. Do not wait for a professor to search you out, it might never happen. Find a

professor with interests similar to yours and use them to help guide you through the program.

3. At times, the time commitment can seem overwhelming. Make sure to schedule time for yourself.

4. Time management! If you have good time management skills, everything else will fall into place. Keep things simple. Don't dive knee-deep into a topic of interest for a paper. You can do that later. Do what's required, and move on. It'll make your life easier.

5. The program is a lot of work, but the faculty are all willing to help you every step of the way. Time management is critical in the program. It is easy to get overwhelmed, so stay on top of everything. It is never too early to get a jump on your thesis. Take Dr. Williams' thesis management course...it's pass/fail and full of information you need to know! Don't overwhelm yourself by trying to get ahead...take it one day at a time.

6. It takes dedication, but it certainly isn't impossible. One thing you have to be willing to do to succeed is talk to your professors. Communicating with them is necessary and can be extremely helpful to you.

7. Do not get bogged down in grades. Everyone does well, use class time as a chance to develop yourself as a person and gain the skills to become an effective counseling professional

8. It's a lot of effort and very intensive. It requires self-management and determination.9. It is a lot of work, but definitely manageable. Keep in touch with your teachers; they can

give you a lot of useful advice. Start thinking about your thesis early on, and get faculty involved.

10. Go to the clinic lounge every chance you get! It is the best place to relieve stress, maybe even the only place.

What are the best aspects of the program?1. Practicum is invaluable. Learn as much as you can from your supervisors.2. The feeling that we're all in this together and that the professors want us to succeed 3. The majority of the professors have tons of applicable experience to share and they are very

friendly and open. 4. Very supportive and, for the most part, accessible faculty. Second-year students are also

around to answer questions.

Page 10 of 184

5. The faculty are always willing to help. Faculty allow for student input in courses. We are treated as colleagues. Loretta!

6. The small cohorts allow for closeness among classmates. Further, professors are very welcoming and approachable.

7. All the staff are very helpful and accommodating. Most importantly, they are down to earth and there for you when you simply need someone to talk to. I believe our program prepares us for the all the aspects of counseling. Finally, we are a small cohort of individuals who become very close very fast and are able to lean on each other and get through the quarters.

8. It is CACREP accredited so you know it is a top notch program. The faculty is very

knowledgeable and resourceful. The program was made for you, so if you need flexibility, they can provide it.

9. Every member of the faculty is approachable. Student voices are heard and changes are made. Most importantly the program does everything possible to make us good counselors.

Page 11 of 184

Course of Study

Page 12 of 184

Mental Health Counseling Course of Study Fact Sheet

Requirements for Master's Degree (M.S.), 90 Quarter Hours for degree

Course Number Course Title Difficulty Cr Cr Tot

Year One – Fall QuarterPSY 362 Introductory Statistics (5) (if prerequisite has not been met) (5)PSY 502 Professional Orientation (2) 2PSY 560 Theories/Practice of Counsel (4) 4PSY 574 Multicultural Counseling (3) 3PSY 593A† Introductory Practicum in Counseling (4) 4PSY 544†† Tests and Measurements (4) 4

13Winter Quarter

PSY 363 Intermediate Statistics (5) (if prerequisite has not been met) (5)PSY 561 Group Counseling (3) 3PSY 584 Behavior Disorders and Psychopathology (4) 4PSY 593B† Practicum in Counseling - Goal Setting and Treatment Planning (4) 4PSY 593A†† Introductory Practicum in Counseling (4) 4

Possible Elective (4) (4)11+

Spring QuarterPSY 555 Design and Analysis for Applied Research (4) (PSY 363 is a pre-req) 4PSY 568 Counseling and Assessment: Strategies for Adults (5) 5PSY 593C† Advanced Practicum in Counseling (4) 4PSY 593B†† Practicum in Counseling - Goal Setting and Treatment Planning (4) 4

13Summer Quarter

PSY 552 Human Growth and Development (3) 3PSY 573 Career Development (4) 4

Possible Elective (4) (4)7+

Year Two – Fall QuarterPSY 567 Counseling and Assessment: Children and Adolescents (5) 5PSY 571 Counseling for Relationships and Families (4) 4PSY 544† Tests and Measurements (4) 4PSY 593C†† Advanced Practicum in Counseling (4) 4

13Winter Quarter

PSY 578 Applied Physiological Psychology (4) (elective - but often taken) (4)PSY 589 Professional and ethical issues (4) 4PSY 681A Mental Health Counseling Internship: Group (3) 3

7+Spring Quarter

PSY 681B Mental Health Counseling Internship (9) 9PSY 700 Thesis (4) 4

13Summer Quarter

PSY 681B Mental Health Counseling Internship: Advanced (3) 3PSY 700 Thesis (2) (It may be necessary to complete all thesis hours in spring) 2

5Total Quarter Hours for Degree 90

Page 13 of 184

† or †† Ask your advisor which is your cohort group. Students in cohort group one will take classes with one dagger. Students in cohort group two will take classes with two daggers.

= Classes are more difficult with each diamond (rated by former students)

Please note: For those seeking licensure as Mental Health Counselors in Washington, an additional 3,000 hours of internship must be completed after graduation.

Additional Comments: PSY 561 – Is also offered in spring

Students need to take two elective classes for eight credits. Possible elective classes include the following classes. Most are offered winter quarter or summer quarter. They may not be offered every year!

PSY 515 Behavioral Medicine and Health Psychology (4)PSY 538 Substance Abuse and Dependence (5)PSY 551 Behavior Analysis (4) (fall quarter)PSY 558 Advanced Statistics (5)PSY 578 Applied Physiological Psychology (4)PSY 579 Psychopharmacology (4)PSY 580 Current Issues in Psychology (3) (usually spring quarter)

Thesis credits (6) are often taken over the course of the second year.Internship credits (12) are taken over two quarters.

Page 14 of 184

Malpractice Insurance

Page 15 of 184

Student General Liability And Medical Malpractice Insurance Program Through CWU

Description: If elected, the Student General Liability and Student Medical Malpractice Insurance Programs insures the general and professional liability of enrolled CWU students who furnish mental and physical health-related professional services required under curriculum or internships. Examples include athletic trainer, mental health counselor, school counselor, dance therapist, drug and alcohol counselor, marriage and family counselors, audiologist, language-speech pathologist, dietitian, physical therapist, social worker, occupational therapist, and services in the physical education, health and recreation fields. Any academic department within these and similar fields should make the General Liability and Student Medical Malpractice Insurance available to their enrolled students for purchase. The limit of liability under the policy is $1,000,000 per occurrence with a $3,000,000 per school annual aggregate. Coverage is limited to the insurance policy terms, conditions and exclusions.

Cost & Effective Date: The cost is $20.00 for coverage through the duration of the annual master policy period, beginning and ending on September 1st of each year. It is the student's responsibility to make sure their premium is paid and their coverage is current. Download the form at http://www.cwu.edu/business-services/insurance-forms-and-links

Certificate: The student will receive a current certificate of insurance from the Business Services Office the enrollment form and proof of payment are received. A certificate of insurance may be required by the clinical organization at which you will be an intern.

Claims: Potential and actual claims must be reported immediately to Business Services by the student and the University department overseeing the clinical placement. Business Services will notify the Office of Financial Management and the carrier of the potential or actual claim.

Important Note: Coverage is only available to Central Washington University Students. This summary is designed to give you a general overview of the insurance coverage. It should not be construed as a representation or legal interpretation of coverage. Contact Business Services for specific information about the program and coverage terms, conditions and exclusions.

Page 16 of 184

General Liability Malpractice Insurance Enrollment Form

STUDENT GENERAL LIABILITY AND MEDICAL MALPRACTICE INSURANCE ENROLLMENT FORM

Cost: $20.00Name of Student & ID#

Student Email Address

Permanent Mailing Address

City, State & Zip

Student Phone Number

CWU Program Name MHC / Psychology

Activity & Dates Activity: Practicum/Internship Start Date: End Date:

Name of CWU Adviser

Name & Location of Internship Site

This coverage provides general and professional liability with limits of $1,000,000 per occurrence with a $3,000,000 annual aggregate limit per school. Coverage is limited to the insurance policy terms, conditions and exclusions. Coverage is only available to enrolled Central Washington University Students. This summary is designed to give you a general overview of the insurance coverage. It should not be construed as a representation or legal interpretation of coverage. Contact Business Services for specific information about the program and coverage terms, conditions and exclusions.

Enrollment & Payment Instructions:In-person enrollment: Take this form and $20.00 to the Cashier’s Office in the basement of Barge Hall. Then deliver the completed form and copy of your receipt to Business Services on the 2nd floor of Mitchell Hall for processing. Your certificate of insurance will be emailed to you at the email address provided on this form.

On-line enrollment: Email medmal@cwu.edu or fax (509)-963-1623 the completed form to Business Services for processing. Once you have sent the enrollment form, please contact Student Financial Services/Student Accounts at (509) 963-3546 to pay the $20.00 fee over the phone. Once payment is processed, please ask the cashier to forward a copy of the receipt to MS-7474. Your certificate of insurance will be emailed to you at the email address provided on this form once the proof of payment is received.

Page 17 of 184

Student Representative

Page 18 of 184

COUNSELING PROGRAMSCentral Washington University

Department of Psychology

Student Representative

STUDENT REPRESENTATIVE DUTIES

1. Present to the Counseling Program Committee questions and issues brought up by Counseling Program students.

Student items are brought to the Counseling Program Committee by requesting that items be added to the agenda of an upcoming Counseling Program meeting or by requesting that an item be added to a current meeting to be discussed in the current meeting if time allows or in a subsequent meeting otherwise. Questions and issues may also be brought by the student representative or other students directly to faculty members who can then bring them to the attention of the program committee.

2. Communicate to Counseling Program students the deliberation and decisions of the Counseling Program Committee. Seek and report feedback from students about these decisions.

3. Assist the Counseling Program Committee to obtain student information and opinions through formal and informal surveys.

4. Attend all Counseling Program Committee meetings. Send an alternate if unavailable.

Ed. 5/1/06

Student Representativesfor 2014-2015: Kim Collucci (collucciki@cwu.edu)for 2013-2014: Emily Faust for 2012-2013: Holly Porter and Annie Scanlonfor 2011-2012: Andrea Powell

Page 19 of 184

Minority Recruitment Policy

Page 20 of 184

Minority Recruitment Policy

The graduate program in counseling at Central Washington University is committed to the principles of equal opportunity and diversity. We believe that our program is enhanced by an environment that welcomes and appreciates cultural differences and similarities. Cultural diversity includes the richness of ethnicity, genders, ages, languages, disabilities skills, professions, religions, beliefs, values and all characteristics and factors that make us human. The recruitment of students representative of the diversity of society helps serve to enhance the educational experience of those associated with our program, including the clients we serve. In order to increase the number of minority applicants to our programs we engage in the following:

1. Market and promote our programs to identify potential applicants from local schools and colleges.

2. Maintain contact with campus minority student organizations.

3. Seek to employ minority faculty members.

4. Make use of equitable admissions criteria.

5. Use equal opportunity guidelines in the awarding of assistantships.

6. Assist potential students in the identification of financial aid opportunities.

7. Facilitate communication between potential minority applicants and minority Counseling Program students and graduates.

8. Maintain contact with state and local tribal organizations and governments.

Recruitment of Minority Faculty Action Plan:

The CWU Counseling Program supports the university's commitment to develop an inclusive and diverse community of students and employees. We, as a program, will continue to work in concert with CWU’s Office for Equal Opportunity in the development of new policies and procedures for hiring and retaining diverse faculty.

Central Washington University Counseling Faculty attending national level conferences will be assigned the task of making an active effort to recruit individuals who will increase the ethnic diversity of the existing faculty. In particular, potential candidates holding existing faculty positions and students preparing to graduate from CACREP accredited programs will be recruited.

Created 4/3/2007

Page 21 of 184

Training in the Community Counseling

and Psychological Assessment Center

(CCPAC)

Page 22 of 184

Community Counseling and Psychological Assessment Center (CCPAC)

Co-directors: Elizabeth Haviland and Heath Marrs

A large component of the clinical training for this program occurs within the Community Counseling and Psychological Assessment Center (CCPAC). The facilities of the CCPAC provide an excellent training environment for several practica and testing courses including:

PSY 556: Advanced Evaluative Techniques (5) PSY 564: Intellectual Assessment (5) PSY 566: Personality Assessment (5) PSY 592A: Practicum in School Psychology (3) PSY 592B: Practicum in School Psychology (3) PSY 593A: Introductory Practicum in Counseling (4) PSY 593B: Practicum in Counseling (4) PSY 593C: Advanced Practicum in Counseling I (3)

Course syllabi and the CCPAC Policy and Procedures manual describe important policies and procedures of training and working in that environment and all students working in the CCPAC are expected to be aware of and follow those guidelines.

The CCPAC is a training clinic for Graduate students in Mental Health Counseling and School Psychology. We provide free confidential counseling for children, adults, couples, and families. Counseling is provided by graduate student trainees who are supervised by psychology faculty.

The CCPAC: Mission, Purposes, and Services Provided

The mission of the Community Counseling and Psychological Assessment Center is to provide excellent training facilities and training opportunities in the development of Mental Health Counselors and School Psychologists. An equally important aspect of this mission is to provide psychological and counseling services to children, adults, and families in the community as well as to CWU students.

Services provided include individual counseling for children and adults, marital, and family counseling, and psychological testing services.

Page 23 of 184

Assessment of Candidate Progress

Page 24 of 184

Review of First-Year Candidate Progress (Student Form) (The student should complete the information before meeting with his/her advisor)

Section A. Program Information - M.S. in MH Counseling

Name:       Quarter/Year:      

Academic Advisor:      

Section B. CourseworkPlease check any class you will NOT have completed by the end of Spring term.

Not TakenPSY 502 Professional Orientation (2)PSY 544 Tests and Measurements (4)PSY 560 Introduction to Counseling (4)PSY 574 Multicultural Counseling (3)PSY 551 Behavior Analysis (4)PSY 561 Group Counseling (3)PSY 584 Behavior Disorders and Psychopathology (4)PSY 593

AIntroductory Practicum in Counseling (4)

PSY 593B Practicum in Counseling - Goal Setting and Tx Planning (4)PSY 567 Counseling Strategies for Children and Adolescents (5)PSY 568 Counseling and Assessment: Strategies for Adults (5)PSY 593C Advanced Practicum in Counseling (4)

Section C. Thesis

Thesis Chairperson (if known):      

Thesis Committee Members (if known):                     

Section D. Practicum/Internship

Have you handed in your application for internship? Yes No

Page 25 of 184

Section E. Other Academic, Clinical or Scholarly Activities:

Since your enrollment in the graduate program, have you been involved in research activities beyond the thesis? Yes No

If yes, what have you done?

Section F. Other Information

Do you have any questions or concerns about your progress at this time? If so, briefly describe below:

Are there areas (e.g., thesis, internship, job search) in which you would like additional faculty or program support at this time? If so, briefly describe below:

Page 26 of 184

Internship Requirements

and Forms

Page 27 of 184

Internship Requirements and Forms

Planning Your Mental Health Internship: Work closely and early with the Counseling Programs' internship coordinator to plan your

internship. Do not contact potential internship sites yourself without prior consultation and permission

of the internship coordinator. You must submit the internship application at least two quarters in advance of the quarter in

which you plan to enroll for the internship. A copy of the form follows and can be obtained at http://www.cwu.edu/~counpsy/Internap.htm.

Keep the internship coordinator informed of any changes to the information you stated on the application form.

You must complete all of the courses on your course of study form (except the thesis) prior to the start of your internship.

The internship coordinator and other program faculty will work closely with you to plan an internship experience that meets both the objectives of the internship as well as your individual training needs and professional goals. Where possible, we strive to honor your preferences regarding both the type of placement and the geographic location in which you wish to intern. Keep in mind, however, that our primary goal is to insure that your internship placement provides the kind of training that is consistent with the stated goals of our internship program. We are committed to placing students in agencies and schools in which site supervisors are interested in, and committed to, providing a quality training experience.

To that end, we ask that you work with the internship coordinator to identify the type of setting and geographic location in which you hope to be placed. The internship coordinator will assume responsibility for contacting potential sites, and negotiating a placement for you. In our experience, this approach works well. Please be aware, however, that the process of negotiating a final internship placement often takes several weeks. The process of establishing a placement often requires several steps, and is typically not done is a matter of a few days or a couple of weeks. It is for this reason that we expect you to apply for the internship at least two quarters in advance of the start of your internship. It is not uncommon to finalize placements within a couple of weeks of your internship start date, so please do not be alarmed if you have not been informed of your internship site months in advance.

If you have any questions or concerns as you plan your internship experience, please do not hesitate to contact the internship coordinator or the Counseling Programs Director. We want to work with you to ensure that your internship provides a positive conclusion to your graduate program.

A couple of other things to keep in mind as you plan your internship:1. If you have a graduate assistantship, you should not expect to continue your assistantship

throughout the internship experience. Typically, the internship is a full-time placement; and the daily internship schedule prohibits opportunities to also complete assistantship hours in the department.

2. If you plan to complete your internship during the summer quarter, please be aware that summer school tuition is more expensive than during the remaining academic quarters. The increased cost of tuition is due to the self-support nature of the summer school operation.

Page 28 of 184

Despite the increased cost of tuition, you may still find it most cost effective, overall, to complete your internship in the summer.

3. If you cannot complete your internship by the third Friday in August, you will not graduate until December. The August timeline is often difficult for students to accomplish when they select sites on the Westside. Many of those internships require 6-month contracts, which often end in September or October. If the internship continues into the fall quarter, we require students to register for classes. Exceptions may be possible regarding fall tuition. Please contact the faculty internship supervisor for more information.

4. Although completion of the thesis is not a prerequisite to starting the internship, you may find it helpful to have your thesis finished, or nearly finished, by the time you begin the internship. Students sometimes find employment opportunities available to them at their internship sites; however many employers require, or at least, prefer that the master's degree be completed by the time of hiring. Having your thesis finished by the end of your internship training certainly increases your employability.

Internship Requirements:Students enrolling in PSY 681 (Counseling Internship) are expected to complete a minimum of 600 hours (15 weeks full-time) of supervised experience in an approved internship setting. These requirements reflect CACREP standards for the training of mental health counselors.

For more specific requirements, please refer to the syllabi for the internship course.

Internship Sites:Mental Health Counseling interns are typically placed in comprehensive community mental health centers, private counseling agencies, or psychiatric hospitals. In the past, students have been placed in mental health settings in both Western and Eastern Washington. We have established relationships with comprehensive community mental health centers and psychiatric hospitals in both the Central Washington and Puget Sound areas. We have also placed interns in private counseling agencies (e.g., Catholic Family Services) throughout the state. On rare occasions, we may negotiate an out-of-state placement, although typically these placements must be within less than a day's driving distance in order to accommodate faculty travel for on-site supervision

Page 29 of 184

Possible Interview Questions 1. Why are you interested in this job/internship?2. What is most important to you in a job? What would you like to avoid?3. What are your expectations for this job/internship?4. Why did you go to Central Washington University?5. Tell us of your most important accomplishment in your career?6. What have you changed about yourself as a result of constructive feedback?7. Describe your theoretical orientation regarding treatment of mental health issues?8. Do you work better with individuals or with groups?9. How do you do with paperwork?10. Please talk about typical treatment concerns/issues for working with clients like the ones we see

(e.g., Schizophrenia, Bipolar, Major Depression, &/or PTSD, AD/HD, aggressive children, etc.). What treatment approaches or methods which you might utilize in treating these disorders/groups.

11. What is your favorite type of client to work with, and your least favorite, or dreaded, type of client?

12. Evidence-based practices (EBPs) are important in the Washington Mental Health System. Knowing that:

a. What are your opinions about EBPs? b. Describe the EBPs with which you are familiar? c. Are there any EBP's which you are trained in, and use on a regular basis in providing

treatment?13. What is your experience and comfort level for driving in all weather conditions and at night?

Can we expect you to be consistent?14. Part of the position duties is to serve on the crisis team. Describe your experience in assessing

individuals for risks to themselves, &/or danger to others?15. Tell us of any experience you have working with the co-occurring disorders.16. As the primary counselor responsible for a client, you disagree with the diagnosis, &/or

recommendations and treatment focus of another treatment provider (e.g. ARNP, psychiatrist, school psychologist, primary care physician) and think that they are impeding your client's recovery. How will you manage this situation?

17. You are working with a 17 year old who is suffering from schizophrenia and has been decompensating for the past month. The client is dirty, smells bad, and talks in ways that don't make sense. You have been asked to take the client to the physician for a medical examination. The doctor seems reluctant to see the client. How will you handle the situation and what will you do to smooth things over with the doctor?

18. The family members of the schizophrenic client, previously discussed, are frustrated. They try to reason with him in order to change his behavior and cannot understand why he does not take better care of himself. How will you work with this family?

19. What types of computer software are you familiar with and do you have any experience with clinical software programs?

20. Do you believe someone with mental illness can work?21. What type of community outreach projects have you completed? Would you be willing to work

in client’s homes?22. When can you start?23. Do you have any questions for us? Be ready for this question. Ask details about what they do

and be prepared to ask about specific programs they run.

Page 30 of 184

MENTAL HEALTH COUNSELING PROGRAM

Internship (Psy 681) Application

Part I. Personal Information

Name: Date:Local Address:

Home Phone: Work Phone:Email:

Part II. Current Graduate Program Information

Please check all that apply: M.S. Mental Health Counseling degree Other, please specify:

Quarter /Year

Project Quarter of Completion of All Required Coursework (except internship and thesis):

Quarter You Are Planning to Enroll in PSY 681A (Internship: Group):

Quarter You Are Planning to Enroll in PSY 681B (Mental Health Counseling Internship):

Projected Graduation:

List the geographic area (e.g., Seattle, Yakima, Ellensburg) and the client population/setting that you prefer:

Are there special issues or concerns (e.g., scheduling problems, geographic restrictions, living arrangements) we should consider when arranging your internship placement?

Page 31 of 184

Internship Requirements

Students should be notified to submit an Internship Application (see forms) in the Fall quarter of their second year.

Students enrolling in PSY 681B (Mental Health Counseling Internship) are expected to complete a minimum of 600 hours (15 weeks full-time) of supervised experience in an approved internship setting. These requirements reflect CACREP standards for the training of mental health counselors.

For more specific requirements, please refer to the syllabus for the internship course.

Students should work with the internship coordinator to identify the type of setting and geographic location in which they wished to be placed. The internship coordinator will assume responsibility for contacting potential sites, and negotiating a placement.

Students should have completed all course work in order to begin their internship.

The final internship grades should be turned in only at the end point of the student’s internship and when the student has completed and returned all relevant logs and assessments related to the internship.

Students wishing to become licensed Mental Health Counselors, will need to meet additional state requirements for postgraduate supervised work experience. The state of Washington requires 3,000 hours of post-graduate work experience. Practitioners who have graduated from a CACREP accredited program (such as ours) will be granted credit for 50 hours of postgraduate supervision and 500 hours towards postgraduate experience (i.e., only 2,500 hours are required).

Page 32 of 184

PSY 681A&B Syllabus

Counseling Internship (Mental Health)

Instructor: Elizabeth Haviland, Ph.D.Phone:

(509) 963-2371E-mail:

haviland@cwu.eduOffice:

PSY 120

Office Hours:By appointment

Purpose of the Internship: The purpose of this internship is to provide you the opportunity to further enhance your counseling skills. The following information should assist you in understanding and planning your internship experience. The internship is designed to be:

a full-time experience within a Mental Health/Psychiatric Agency that will provide experiences for you to increase your professional competence. (Length: as least 15 weeks/register for one quarter. Credits: 12 quarter hours. Complete at least 600 clock hours, including 240 contact hours);

an experience to enhance your development of technical skills, critical judgment, professional attitudes, responsibility, independence, communication skills, and ability to relate to others;

a cooperative venture among the intern, the site supervisor, and the university faculty supervisor (me); and

a learning and training experience that stresses the quality and kind of experience available rather than a service function to the agency. While it is inevitable and desirable that you provide services to the agency, it is imperative that the major focus of your internship be one of appropriate supervised training experiences.

Objectives of this Internship: Because each intern brings to the internship setting a wide variety of experiences, interests, and educational backgrounds, efforts are made to meet your particular needs. Though variation of emphasis may exist, the internship will provide you with experiences relevant to the areas as specified in the following pages. Other department and professional experiences deemed appropriate will also be provided to you during your internship experience.

During the part-time internship (681A), we will address specific topics during the 2-hour group supervision time. These topics will include the following:

Week 1: Preparing for graduation (folder checks) Week 2: Paperwork required for internship Week 3: Group interventions. Come prepared to discuss the uniqueness of your group

internship and what skills you are learning that may be useful for other contexts. Week 4: Preparing for full-time internship (e.g., notifying department of assistantship

resignation, applying for certification as counseling associate or emergency cert, etc.)

Page 33 of 184

Week 5: Methods of handling various group counseling settings Week 6: Online counseling and consultation (we will engage in online consultation in 681B) Week 7: Finding your voice as a counselor. Everyone has unique strengths. During this

quarter, we will find yours through case presentations, role plays, and other methods. Remaining weeks. Come prepared each week with any concerns regarding:

o Ethical Issueso Handling crises during internship (including suicide)o Staffing issues (see following pages for the form)

During the advanced, full-time internship (681B), you should be engaging in the following:A. Knowledge of the agency's organization and operation:

You will need to develop a broad understanding of the organizational framework of the agency. Because it is important for a counselor to be well integrated into the entire agency system, you will need to increase your understanding of the organization of the agency system. Knowledge of policies and personnel practices combined with the role and function of staff personnel must be understood. The kinds of experiences that will enable you to meet this objective include: attending staff meetings both formally and informally; attending other meetings held by various staff; attending at least one agency board meeting; studying the agency's policy and procedures manual; and becoming knowledgeable of the various agency committees that operate on a formal and

informal basis.

B. Familiarization with the role and function of the counselor: It is important that you become aware of the diverse activities that counselors are involved in within the agency and outside of the agency. The kinds of experiences that will enable you to meet this objective include: being aware of the office and clerical procedures involved with counseling services; discussing with counselors their role and function in specific agency settings; discussing the organization and administration of the services provided by the agency with

the appropriate directors or supervisors; observing counselors provide services in as wide a variety of different situations as possible; visiting neighboring agencies in order to determine how services are provided by them; attending state and local professional meetings that attract large numbers of counseling staff.

C. Effective utilization of community resources: While you are becoming aware of services provided by agency counselors, it is also important that an awareness of the variety of services offered to the clients by other professionals outside of the agency be developed. The kinds of experiences that will enable you to meet this objective include: visiting various community organizations that provide services to clients. These could

include child guidance clinics, child welfare agencies, family service agencies, juvenile courts, residential treatment centers, city and county health departments, and other mental health agencies;

working cooperatively with community agencies and facilities; becoming familiar with state and federal services and programs, including vocational

programs, employment services, regional programs for mental health, alcohol programs and drug programs; and

Page 34 of 184

attending conferences with representatives of community agencies and client/consumer groups.

D. Development of communication and consultative skills and the ability to engage in teamwork efforts:

You will be expected to communicate and participate as a member of a team of professional specialists representing a wide variety of skills, training philosophies, and modes of operation. Experiences that will enable you to meet this objective include: participating in formal case conferences as a member of a Multi-disciplinary Team; meeting both formally and informally with other providers; developing skills in dealing with customary channels of communication and consultation

procedures; participating in in-service training programs for staff; participating in inpatient individual and group therapy; and if possible, carrying an outpatient client load.

E. The development of skills in assessment and counseling intervention: You should have experience in the evaluation of clients presenting a wide variety of learning and/or behavior problems that will necessitate the use of a number of specific counseling interventions. Skills should be developed in identifying factors that influence behavior. You should learn to obtain and utilize information from a wide variety of sources in order to identify the clients' area(s) of difficulty. Once the information has been collected, you should learn to communicate in a clear and concise manner the information that has been obtained so that suggestions and a prescription for remediation or a treatment plan can be made. The kinds of experiences that will enable you to meet this objective include: observing a variety of clients that the agency serves; participating in formal staff conferences; meeting formally and informally with staff to discuss individual cases; attending in-service training programs; observing and/or conducting intake sessions with clients; and attending ITA and other legal or quasi-legal hearings.

F. The development of skills, strategies, and interventions: While it is important for the counselor to be able to assess the abilities and behaviors of a client within the agency system (with consultation), is also important that you develop the skills and strategies necessary for developing and implementing an intervention program to meet the needs of these clients. While accurate evaluation is essential, proper intervention is imperative. The kinds of experiences that will enable you to meet this objective include: reviewing medical/psychological reports in which staff specialists have made specific

recommendations to remediate the problem(s) of the client; attending staff conferences where specific recommendations are made, including the

prescription of medication, to determine their respective positive and potential negative effects;

identifying sources to obtain intervention strategies that can be utilized in the future; following up a variety of clients with different needs in order to determine the effectiveness

of prescribed intervention procedures; preparing and presenting (if possible) materials which would be helpful to the staff (and

perhaps parents, spouses, etc.) in understanding the client's problem; and

Page 35 of 184

providing individual and group counseling to clients who have been identified as in need of such services.

G. The development of skills in research and evaluation (research and personal and professional qualities):

While you typically will not have an overabundance of time to spend in the area of research and evaluation, it is important for you to determine how these skills could be effective. Experiences that will enable you to meet this objective include: participating in on-going research or evaluation studies within the agency setting; reading periodicals pertaining to research studies and interpreting the findings to your

supervisors and peers; developing a systematic self assessment of your own effectiveness

H. Development of an awareness of ethical considerations and legal aspects in counseling: Opportunities must be taken to acquaint yourself with accepted ethical and professional practices and with legal aspects of counseling functions. Experiences that will enable you to meet this objective include: attending and participating in meetings concerned with ethics, legal issues, social issues, and

financial (funding) concerns; reading sections from current professional publications on developments, trends, and issues

in the field of mental health counseling; and discussing with staff members matters related to the client's rights to privacy and

confidentiality. consulting, as appropriate, with other professionals regarding ethical questions and

dilemmas you may encounter in the course of your work with the agency.

I. Development of multicultural competencies within the framework of your experience at the agency:

Opportunities must be taken to continue developing your multicultural competencies of awareness of your own cultural background and assumptions, understanding the worldview of the culturally different client, and knowledge of culturally appropriate assessment and intervention strategies. Experiences that will enable you to meet this objective include:

attending and participating in staffings and other discussions relevant to work with clients of diverse cultural backgrounds.

attending and participating in staff in-service trainings related to cultural competency carrying a diverse caseload, and including cultural considerations in supervision of your

work attending and participating in continuing education and other educational experiences

available to professional counselors reading and presenting to staff at the agency appropriate professional literature related to

culturally competent counseling services

Requirements for the Internship: completion of no fewer than 600 internship hours; of those 600 hours, at least 240 must be contact hours completion of a log of internship and supervision hours (an hour of weekly, on-site

supervision; and 90 minutes of weekly group supervision);

Page 36 of 184

Professional Liability Insurance (if you are getting this through the university, it must be renewed each fall)

completion of the candidate's (your) evaluation form for PSY 681B.

Students on internship must carry professional liability insurance. You must submit a copy of your current policy to Loretta, the clinic secretary, for placement in your clinic file.

Requirements for weekly group supervision on campus. During our 90-minute, weekly supervision sessions, please come prepared to present the

following:o Follow up topics from the previous weeko Clinical issues

Begin with any urgent or emergency concerns with your clients. Have at least one complicated or interesting case to discuss. Address any concerns your have about working with a particular client.

o Administrative Issues Concerns with on-site supervisor. Issues regarding your role as an intern within this placement (e.g., are you

unsure about the job required of you?)o Paperwork issues (questions about CWU or site paperwork)

Students will also be prepared to give a formal staffing presentation (see documentation later in the syllabus)

Internship Procedures: The internship site and faculty contact procedures are as follows:

Diversity: a diverse population should be available to insure that you receive exposure to a wide variety of clients' mental health concerns;

Program: the internship site must provide a well developed program; Site: the internship site has the services of appropriately licensed staff; Supervision: the internship site will make it possible for the supervisor(s) to provide direct

and personal supervision for you. Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship is required. A site supervisor must haveo a minimum of a master’s degree in counseling or a related profession with equivalent

qualifications, including appropriate certifications and/or licenses;o a minimum of two (2) years of pertinent professional experience in the program area in

which the student is completing clinical instruction; ando knowledge of the program’s expectations, requirements, and evaluation procedures for

students; Group supervision: an average of one and one half (1½) hours per week group supervision

provided on a regular schedule throughout the internship. This is our scheduled class time. In exceptional cases, supervision may be completed through a distance education portal (video feed).

Cooperative work: The success of your internship is dependent on you, the agency, and my participation. Substantial preplanning and ongoing evaluation of your experience is critical and is the responsibility of all three parties who must work cooperatively. Thus, the information that you provided on your internship application form, the agreements that you (and I) have made with the agency's supervisors during the time of you initial interview with

Page 37 of 184

them, and our discussions, including the syllabus, will all be used to establish your overall internship experience. In addition to other activities that you and I will be involved in, which are described below, I will make at least three site visitations and keep in contact with you and your supervisor(s) on a scheduled basis;

Removal from site: If you are unable to complete your internship at your contracted site, you will need to appear before the program committee before receiving a new placement. The committee will decide whether it is appropriate to continue your candidacy.

Please note: Opportunities to discuss this syllabus and other matters related to your internship will be provided during our scheduled meetings. Other times are available to you upon request.

Page 38 of 184

Guidelines for Staffing Presentations

Internship Students

Make available a written case summary Max. 1 – 2 pages Bring to group supervision Include client’s name, initials, or a clear pseudonym You will be required to send this electronically as an online consultation. Be prepared to

integrate the video conferencing system for this aspect of the presentation.

General categories to include in the case summary:

1. Client demographic information, appearance, description

2. Presenting problem (History of the Problem) Description of the Problem Initial onset Changes in frequency Antecedents/consequences Intensity and duration Previous Treatment Attempts to solve

3. Psychosocial history Family history Social History Educational & Work History Medical History

4. Case conceptualization from a theoretical viewpoint

5. Summary of Counseling Plan / goals / treatment strategies

6. Progress toward treatment goals / outcome assessment

7. Questions or areas needing input for those attending the staffing

Page 39 of 184

GUIDELINES FOR ATTENDING A COUNSELING STAFFING

1. READ THE SUMMARY A written summary of the presentation will be available by Tuesday at noon. You will find it in the top drawer of the PSY 593BC file cabinet in the telephone room. You should read over this summary before attending the staffing on Wednesday morning.

2. LISTEN CAREFULLY Perhaps the most important suggestion that will enhance your learning when attending a staffing is to listen carefully, much as you would with a client. For example, listen carefully to the assessment data. How does the presenter use the assessment or treatment data to formulate a conceptual framework and plan future interventions? What information is absent that may be pertinent to the presenting issue? Listen in such a way that you can formulate a provisional conceptualization that meaningfully encompasses the client’s history, current problem, and helpful interventions.

3. IN GENERAL, WAIT TO ASK QUESTIONS It is probably best to refrain from asking premature questions. One of the primary purposes of a staffing is for the presenter to describe and explain something about the client and then elicit perspectives from the audience, which may augment the assessment or treatment protocol. Let the presenter outline the case in whatever depth they choose and wait for their requests for clarification, feedback, or observation. However, you should certainly ask questions if they present information that is confusing, contradictory, or unclear. Others are probably also confused.

4. RESPECT YOUR COLLEAGUES It is important to remember that even an apparently simple question can be phrased in such a way as to suggest criticism or negative evaluation of the presenter. Please think about your question or observation before you speak and consciously present it in a constructive and helpful manner.

5. STUDENTS SHOULD LEAD We strongly encourage students to participate in our staffings. Ideally, students should be the primary participants as staffings are intended to be a peer-mediated experience. The faculty will ask questions and make observations where appropriate, but will frequently refrain from assuming an overly active role.

Page 40 of 184

CACREP StandardsThis course addresses the following 2009 curriculum standard(s) for the Council for Accreditation of Counseling and Related Educational Programs (CACREP). These items will be assessed by your onsite supervisor.

B. Skills and PracticesB.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.B.2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.

COUNSELING, PREVENTION, AND INTERVENTIOND. Skills and Practices

D.1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.

D.2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.D.3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.D.4. Applies effective strategies to promote client understanding of and access to a variety of community resources.D.5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk.

D.7. Applies current record-keeping standards related to clinical mental health counseling.

D.8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.D.9. 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.

DIVERSITY AND ADVOCACYF. Skills and Practices

F.1. Maintains information regarding community resources to make appropriate referrals.

F.2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients.

Page 41 of 184

F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.

ASSESSMENTH. Skills and Practices

H.1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

H.2. 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.

H.3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders.H.4. 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.

RESEARCH AND EVALUATIONJ. Skills and Practices

J.1. Applies relevant research findings to inform the practice of clinical mental health counseling.

J.2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.J.3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.

DIAGNOSISL. Skills and Practices

L.1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.L.2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.

L.3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events.

Page 42 of 184

Supervision Agreement

Please complete this form in duplicate and submit a copy of this agreement to your faculty supervisor for PSY 681 (Mental Health Internship).

The Internship site, , hereby agrees to provide the below-mentioned graduate student with a counseling field placement. The student must complete at least _______________ hours (note: 600 are required for the program). The student will begin the internship on and is expected to end on . It is understood that mutually agreed upon amendments may be made to this timeframe.

The student agrees to the following:1. I hereby attest that I have read and understood the American Counseling Association. I will

practice my counseling activities in accordance with these standards. I understand that any breach of these ethics or any unethical behavior on my part will result in my removal from the internship, a failing grade in the course, and documentation of such behavior will become part of my permanent record.

2. I agree to adhere to the administrative policies, rules, standards, and practices of the internship site.

3. I understand that my responsibilities include keeping my internship faculty supervisor and field supervisor(s) informed regarding my internship experiences.

4. I understand that I will not be issued a passing grade for the internship course unless I demonstrate the specified minimal level of counseling skill, knowledge, and competence and complete course requirements as required. The faculty supervisor will determine if competency has been met.

Central Washington University agrees to provide the field site the following services:1. Assign a university faculty advisor to facilitate communication between university and site.2. Notify the student that he or she must adhere to the administrative policies, rules, standards,

schedules, and practices of the site.3. Weekly, group supervision of the intern. For interns working far from the campus, they may use

distance education video for the university supervision time.4. Ensure proof of liability insurance and criminal background check, including fingerprint-based

national criminal history check.5. Will certify that students have completed all required practica.6. Oversee the completion of the student’s portfolio.7. Consult as needs arise with both site supervisors and students. The faculty advisor should be

immediately contacted should any problem or change in relation to student, site, or university occur.

8. That the university supervisor is responsible for the assignment of a fieldwork grade.

Page 43 of 184

The Internship site agrees to provide the following:1. To assign an Internship supervisor who has appropriate credentials, time, and interest for

training the Internship student.2. To provide at least one hour of weekly, individual supervisory contact. During the internship,

supervisors should have some examination of student work using audio/video tapes, observation, or live supervision. (Group supervision may accompany the required individual supervision, which may include case conference or staff meeting.)

3. In 681A, students must complete at least 20 hours of direct-client contact. This does not include the weekly supervision time. In 681/2 B, students are required to complete 600 hours of internship experience, with at least 240 hours of direct-client contact.

4. To provide the student with adequate work space, telephone, office supplies, and staff to conduct professional activities.

5. Offer the opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, technologies, print and nonprint media, professional literature, and research.

6. Provide the opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings).

7. To provide written evaluation of the student based on criteria established by the university program.

8. To comply with the ethical standards of the profession.

Administrator’s Name (e.g., principal, program director, etc.)

Site Supervisor’s Name:

Site Supervisor Signature: Date:

Supervisor is Licensed/Credentialed as License # (if appropriate)

Supervisor’s Highest Degree Earned Field of Study:

Student Signature Date:

Faculty Supervisor’s Signature Date:

Page 44 of 184

Internship Hours Log

PLEASE COMPLETE IN THE EXCEL VERSIONPracticum Site Hours 681B<semester & year>Site: Cumulative Week

1. Intervention & Assessment Experience Hours 1 2 3 4 5 6 7 8 9 10 11 1213 14 15

a. Individual Therapy1. Older Adults (65+) 02. Adults (18-64) 03. Adolescents (13-17) 04. School-Age (6-12) 05. Pre-School Age (3-5) 06. Infants/Toddlers (0-2) 0b. Career Counseling1. Adults 02. Children & Adolescents 0c. Group Counseling1. Adults 02. Adolescents (13-17) 03. Children (12 and under) 0d. Family Therapy 0e. Couples Therapy 0f. School Counseling Interventions1. Consultation 02. Direct Intervention 03. Other 0g. Multicultural Populations (duplicate from above)1. African American Clients 02. Latino/a Clients 0

Page 45 of 184

3. Asian / Pacific Island Clients 04. Native American Clients 05. LGBTQQI Clients 06. Other Interventions 0h. Substance Abuse Treatment Experience1. Substance Abuse Interventions 02. Substance Abuse Assessment 03. Other (specify) 0i. Other Counseling Experiences (1-5)1. Supervision of other students 02. Program Development/Outreach 03. Outcome Assessment (programs/projects) 04. Systems Interv./Org. Consult/Perf. Improve. 05. Other 0TOTAL INTERVENTION/ASSESSMENT 1 (a-i) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

2. Support Activities (chart review, tape review, trainings, consulting with peers, planning interventions, case notes, assessment interp & report-writing, case conferences)TOTAL SUPPORT 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 03. Supervision Receiveda. Individual supervision by on site supervisor 0b. Group supervision by on site supervisor 0c. Individual supervision by CWU faculty 0d. Group supervision by CWU faculty 0e. Other individual supervision (e.g. grad student) 0f. Other group supervision (e.g. grad student) 0TOTAL SUPERVISION 3 (a-f) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

TOTAL APPIC HOURS (1-3) 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Miscellaneous Activities

Page 46 of 184

Final Summary Hours Form for 681B Internship Please submit a separate form for each internship site

Name of MH Counseling Intern:

Name of Field Supervisor:

Internship site:

Starting and Ending Dates:

Direct a. Individual Therapyb. Career Counselingc. Group Counselingd. Family Therapye. Couples Therapyf. School Counseling Interventionsh. Substance Abuse Treatment Experiencei. Other Counseling Experiences (1-5)

1. TOTAL INTERVENTION/ASSESSMENT (a-i) (240 hours or more)Indirect 2. TOTAL SUPPORT (indirect hours) (not including supervision hours)

Supervision a. Individual supervision by on site supervisorb. Group supervision by on site supervisorc. Individual supervision by CWU facultyd. Group supervision by CWU facultye. Other individual supervision (e.g. grad student)f. Other group supervision (e.g. grad student)

3. TOTAL SUPERVISION (a-f)

TOTAL INTERNSHIP HOURS (sum lines 1+2+3) (600 hours or more)

Direct Hours with Ethnically Diverse Clients

Intern/Student Signature:

Site Supervisor:

(Signature) (Date)

University Supervisor:

(Signature) (Date)

(Signature) (Date)

Page 47 of 184

681A – Self Evaluation Form (Part-Time Internship)

Candidate’s Name

Quarter/Year

The purpose of this practicum is to provide the candidate an opportunity to co-lead a counseling group(s) under the guidance of professionals in the field.

Please provide this self-evaluation to your supervisor prior to the end of the quarter. It will help your supervisor to complete the Supervisor Evaluation Form.

Group Work1. Co-lead or facilitate a group(s).Evidence:2. Participate in pre-planning and de-briefing sessions.Evidence:3. Plan for a group work activity including such aspects as developing overarching purpose,

establishing goals and objectives, detailing methods to be used in achieving goals and objectives, determining methods for outcome assessment, and verifying ecological validity of plan.

Evidence:4. Screen and assess readiness levels of prospective clients.Evidence:5. Observe and identify group process.Evidence:6. Observe the personal characteristics of individual members in a group.Evidence:7. Develop hypotheses about the behavior of group members.Evidence:8. Employ contextual factors (e.g., family of origin, neighborhood of residence, organizational

membership, cultural membership) in the interpretation of individual and group data.Evidence:9. Encourage participation of group members.Evidence:10. Attend to, describe, acknowledge, confront, understand, and respond empathically to group

member behavior.Evidence:11. Attend to, acknowledge, clarify, summarize, confront, and respond empathically to group

members’ statements.Evidence:12. Attend to, acknowledge, clarify, summarize, confront, and respond empathically to group

themes.Evidence:13. Elicit information from and impart information to group members.

Page 48 of 184

Evidence:14. Provide appropriate self-disclosure.Evidence:15. Maintain group focus; keep a group on task.Evidence:16. Give and receive feedback in a group setting.Evidence:17. Engage in reflective evaluation of one’s personal leadership style and approach.Evidence:18. Work cooperative with a co-leader and/or group members.Evidence:19. Engage in collaborative group processing.Evidence:20. Contribute to evaluation activities during group participation.Evidence:21. Engage in self-evaluation of personally selected performance goals.Evidence:

Theory, Knowledge and Skills22. Apply theoretical concepts and scientific findings to the design of a group and the

interpretation of personal experiences in a group.Evidence:23. Collaborative consultation with targeted populations to enhance ecological validity of

planned group interventions.Evidence:

Paperwork24. Integrate the client’s files/records or treatment plan into the group the candidate is co-

leading.Evidence:25. Prepare a professional disclosure statement for practice in a chosen area of specialization.Evidence:

Supervision, ethical considerations, and diversity26. Seek and accept feedback regularly.Evidence:27. Evidence ethical practice in planning, observing, and participating in group activities.Evidence:28. Evidence best practice in planning, observing, and participating in group activities.Evidence:29. Evidence diversity-competence practice in planning, observing, and participating in group

activities.Evidence:

Page 49 of 184

681B - Candidate Self-Evaluation Form

Candidate’s Name

Quarter/Year

The items below are the ones used by your supervisor to evaluate you at the end of the internship. In order to assist your supervisor (and provide you with insight into your progress), start completing the evidence sections whenever you perform an activity related to this skill. The knowledge and skills evaluated are those approved areas of competence as required by professional organizations, accreditation bodies, and/or the Counselor Preparation Programs at Central Washington University.

B. Skills and Practices B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.Evidence:B.2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.Evidence:COUNSELING, PREVENTION, AND INTERVENTIOND. Skills and Practices D.1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.Evidence:D.2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.Evidence:D.3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.Evidence:D.4. Applies effective strategies to promote client understanding of and access to a variety of community resources.Evidence:D.5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. Evidence:D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk. Evidence:D.7. Applies current record-keeping standards related to clinical mental health counseling.Evidence:D.8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.Evidence:

Page 50 of 184

D.9. 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.Evidence:DIVERSITY AND ADVOCACYF. Skills and Practices F.1. Maintains information regarding community resources to make appropriate referrals.Evidence:F.2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients.Evidence:F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.Evidence:ASSESSMENTH. Skills and Practices H.1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.Evidence:H.2. 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.Evidence:H.3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders.Evidence:H.4. 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.Evidence:RESEARCH AND EVALUATIONJ. Skills and Practices J.1. Applies relevant research findings to inform the practice of clinical mental health counseling.Evidence:J.2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.Evidence:J.3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.Evidence:DIAGNOSISL. Skills and Practices L.1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.Evidence:L.2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.Evidence:L.3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events.Evidence:

Page 51 of 184

681B - Site Supervisor’s Evaluation Form

CENTRAL WASHINGTON UNIVERSITYCommunity Counseling and Psychological Assessment Center

Candidate's (Intern's) Name:Date Internship Started:

The items below indicate the level of achievement and/or competency demonstrated by the candidate. The knowledge and skills evaluated are those approved areas of competence as required by professional

organizations, accreditation bodies, and/or the Counselor Preparation Programs at Central Washington University. Please complete all shaded areas.

Please see the scoring rubric at the top of this form.

The candidate has the knowledge and skills to ScoreFOUNDATIONS

B. Skills and PracticesB.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.B.2. Applies knowledge of public mental health policy, financing, and regulatory processes to improve service delivery opportunities in clinical mental health counseling.

COUNSELING, PREVENTION, AND INTERVENTIOND. Skills and Practices

D.1. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling.D.2. Applies multicultural competencies to clinical mental health counseling involving case conceptualization, diagnosis, treatment, referral, and prevention of mental and emotional disorders.D.3. Promotes optimal human development, wellness, and mental health through prevention, education, and advocacy activities.D.4. Applies effective strategies to promote client understanding of and access to a variety of community resources.D.5. Demonstrates appropriate use of culturally responsive individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling.

D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk.

D.7. Applies current record-keeping standards related to clinical mental health counseling.

Page 52 of 184

D.8. Provides appropriate counseling strategies when working with clients with addiction and co-occurring disorders.D.9. 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.

DIVERSITY AND ADVOCACYF. Skills and Practices

F.1. Maintains information regarding community resources to make appropriate referrals.

F.2. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients.F.3. Demonstrates the ability to modify counseling systems, theories, techniques, and interventions to make them culturally appropriate for diverse populations.

ASSESSMENTH. Skills and Practices

H.1. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols.

H.2. 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.

H.3. Screens for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders.H.4. 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.

RESEARCH AND EVALUATIONJ. Skills and Practices

J.1. Applies relevant research findings to inform the practice of clinical mental health counseling.

J.2. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments.J.3. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs.

DIAGNOSISL. Skills and Practices

L.1. Demonstrates appropriate use of diagnostic tools, including the current edition of the DSM, to describe the symptoms and clinical presentation of clients with mental and emotional impairments.

Page 53 of 184

L.2. Is able to conceptualize an accurate multi-axial diagnosis of disorders presented by a client and discuss the differential diagnosis with collaborating professionals.

L.3. Differentiates between diagnosis and developmentally appropriate reactions during crises, disasters, and other trauma-causing events.

Comments and suggestions regarding the above (e.g., omissions, additions, clarifications).

Field Supervisor’s Name (please print):

Professional License: # Date issued: Date Expires:

Field Supervisor’s Signature:Date

Faculty Member’s Signature:Date

Note: A copy of this form will be placed in the candidate's professional file located in the CCPAC.

Page 54 of 184

Site Evaluation (Mental Health Internship)

Directions: Please complete this form at the end of your internship. This should be turned into the University Internship supervisor.

Name ________________________________ Site ____________________________________

Dates of Placement _____________________ Field Supervisor __________________________

Faculty Supervisor _____________________ _________________________

Using the scale below, please rate the following items concerning your site and training experience:

NA --- Does not apply to the site. 1 --- The site did not meet this objective2 --- The site only mildly met this objective. 3 --- The site adequately met this objective. 4 --- The site strongly met this objective.5 --- The site excelled for this objective.

______ 1. Amount of on-site supervision______ 2. Quality and usefulness of on-site supervision______ 3. Usefulness and helpfulness of faculty internship supervisor______ 4. Relevance of experience to career goals______ 5. Exposure to and communication of agency goals______ 6. Exposure to and communication of agency procedures______ 7. Exposure to professional roles and functions within the agency______ 8. Exposure to information about community resources

1. Rate all applicable experiences which you had at your site:______ a. Report writing______ b. Intake interviewing______ c. Administration and interpretation of tests______ d. Staff presentations/case conferences______ e. Individual counseling______ f. Group counseling______ g. Family/couple counseling______ h. Psychoeducational activities______ i. Consultation______ j. Career counseling______ k. Other (please describe): _____________________________________

______ 10. Overall evaluation of the site

Comments: Please comment on any internship experiences that were particularly strong or weak.

Page 55 of 184

Liability Insurance

Requirements

Page 56 of 184

Professional Liability Insurance Requirement

Accreditation bodies for our programs have increasingly demanded that students maintain professional liability insurance. All students in the Counseling and School Psychology programs involved in clinical work in the Department’s training center, the Community Counseling and Psychological Assessment Center (CCPAC), are required to obtain professional liability insurance. In addition, maintaining liability insurance is a requirement for PSY 681A: Internship: Group, 681B: Counseling Internship: Advanced. All students should present Loretta in the CCPAC with a copy of verification of insurance coverage by November 1.

For all counseling students, liability insurance must also be maintained in order to successfully pass 681A (group internship) and 681B (advanced internship). Students are expected to renew liability insurance each fall and to present copies of verification of insurance coverage to Loretta in the CCPAC.

You may obtain insurance are through the STUDENT GENERAL LIABILITY AND MEDICAL MALPRACTICE INSURANCE PROGRAM (see page 18 of this handbook for details). You may also obtain liability insurance through NASP for School Psychology students, and through ACA or APA for counseling students. You must first obtain student membership in these organizations (a good idea anyway) to obtain insurance through them. Membership and insurance applications for all three organizations are available online. Dr. Marrs also has information for NASP membership and insurance applications. The Psychology office also has some applications for student affiliation in APA. Links for APA and ACA information are below:

ACAhttp://www.counseling.org

APAhttp://www.apa.org/membership/stuapp.htmlhttp://www.apait.org/default.asp

See page 18 of this handbook for details on obtaining insurance through CWU.

Rev. 09/1/14

Page 57 of 184

Fingerprinting and Background Check

Requirements

Page 58 of 184

Fingerprinting Information

To Schedule an Appointment for Fingerprinting: Please come to Black Hall, room 228 to schedule an appointment and obtain the necessary paperwork.

The fingerprinting process will take approximately 15-20 minutes. Please schedule an appointment when you have the appropriate time. Please do not bring children with you.

Fingerprinting appointments fill quickly, therefore, if you are unable to keep your fingerprinting appointment, please notify our office at 509-963-2662 immediately. If you are more than 15 minutes late or do not show up for your appointment and do not notify our office in advance, you will not be able to reschedule your appointment. You will need to contact an Educational Service District to schedule an appointment.

Prior to Your Appointment for Fingerprinting: Each individual who needs fingerprinting must complete the Individual Information Form for Electronic Fingerprinting prior to the fingerprinting appointment. If you do not have the form completed prior to your appointment, please arrive ten (10) minutes early to complete it.

You will need to have government issued form of identification with you (i.e., driver's license, military id or passport) and present it at the time of your appointment. The CWU Connection Card is not acceptable as government issued form of identification.

The information on the form will be entered into the electronic system to initiate the fingerprinting process. Failure to fill out or complete the form will result in no prints being taken.

There are fees associated with the fingerprint process. Your CWU student account may be charged the $68.50 fingerprinting fee (you must present your CWU ID card before your account can be charged) or you may pay by check for the exact amount. If you do not have a CWU student account, the CWU Certification Office can only accept a check for the exact amount of the fingerprinting fee. We do not accept cash or debit/credit cards.

PLEASE NOTE: Non-traditional candidates and/or candidates who have had specific past careers/hobbies may experience difficulty with fingerprint clearance. You may be asked to return to have your fingers scanned one or more times if the CWU Certification Office is unable to process your prints the first time. Please allow enough time for clearance should this be the case.

Fees: The total fee for electronic fingerprinting services for certification candidates is $68.50.

Clearance:You may check with the Teacher Certification Office to see if your prints have cleared. Please call 509-963-2662.

If you believe the results of your background check from the FBI are not complete or are wrong, you have an opportunity to complete or challenge the accuracy of the information as described below.

Page 59 of 184

Send a written challenge request to the FBI's Criminal Justice Information Services (CJIS) Division by writing to the following address:

FBI CJIS DivisionAttn: Correspondence Group1000 Custer Hollow RoadClarksburg, WV 26306 Your written request to the FBI should clearly identify the information that you feel is inaccurate or incomplete and should include copies of any available proof or documents that support your claim. The correspondence group will contact appropriate agencies to try to verify or correct challenged entries for you. When the FBI receives official communication from the agency with jurisdiction over the matter, the FBI will make appropriate changes and notify you of the outcome. (This process is described in 28 C.F.R.)

Page 60 of 184

Individual Information Form for Electronic Fingerprinting

Individual Information Formfor Electronic Fingerprinting

Completion of this form is required to activate the fingerprint process.

Date form completed: _____________________ Day phone number: _______________________

Name of person being fingerprinted (please print and include full name):

______________________________________________________________________________________Last Name First Name Middle Name

Any alias names (include maiden name, name changed, nicknames used). Be sure to enter First Name, Middle Name, and Last Name:

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Social Security Number (Optional): _____________ - ______ - _____________

Your occupation: ______________________________________________________________________

Your current address: __________________________________________________________________Street address Apt. #

______________________________________________________________________________________City State Zip Code

If for employment, employer name: _______________________________________________________

Employer address: _____________________________________________________________________Street or PO Box

______________________________________________________________________________________City State Zip Code

Page 61 of 184

Country of Citizenship: _____ U.S. _____ Other (please specify) _______________________

Reason fingerprinted: _____ Certification _____ Reject from original CWU submission_____ Employment _____ Reject from Other ______________________

Explanation

Date of Birth: __________________________ Place of Birth: ____________________________ mo./day/year If U.S., state in which you were born.(use format – i.e., XX/XX/XXXX)

Name of Person Fingerprinted (please print): Date:

Personal Information (completion of this information is mandatory):

Gender: ____ Female ____ Male ____Unknown

Race: ____(A) Asian or Pacific Islander ____ (B) A person having origins in any of the black racial group ____ (I) American Indian, Eskimo, or Alaskan Native ____ (W) Caucasian, Mexican, Puerto Rican, Cuban, Central or South American ____ (U) of undeterminable race

Eye Color: ____ BLK Black ____ BLU Blue ____ BRO Brown ____ GRY Gray ____ GRN Green ____ HAZ Hazel ____ MAR Maroon ____ PNK Pink ____ MUL Multicolored ____ XXX Unknown

Hair Color: ____ BLK Black ____ BLU Blue ____ BRO Brown ____ GRN Green ____ ONG Orange ____ PNK Pink ____ SDY Sandy ____ WHI White ____ PLE Purple ____ RED Red or Auburn ____ GRY Gray or Partially Gray ____ BLN Blond or Strawberry ____ XXX Completely Bald

Height: _____ Feet _____ Inches Weight in pounds: __________________

I certify the information I have provided on this form to be accurate.

Signature of Person to be fingerprinted: ____________________________________________

Date form completed: ____________________________________

FOR CWU CERTIFICATION OFFICE USE ONLY

Reason for printing: ____ Electronic Submission ____ Print on WSP Card

Date Charged to CWU student account: _______________

Method of payment if not charged to account: _____ Check ____Money Order

Total Amount Received: ______________________ CWU Receipt No. __________________

Date fingerprinted: _______________ Date reprinted, if applicable: ___________________

Name of CWU employee processing prints: _______________________________________

Page 62 of 184

Page 63 of 184

Loan Forgiveness

Page 64 of 184

Loan Forgiveness Information

The National Health Service Corps offers loan repayment assistance to support qualified health care providers who choose to take their skills where they’re most needed.

Go to this website for the official information:

http://nhsc.hrsa.gov/loanrepayment/

Important things to think about: You have to graduate and be licensed before you can apply. You have to work in a Health Professional Shortage Area. You have to work at an approved location. Agency must apply and there is an application

timeframe each year. You will receive up to $50,000 forgiveness at the time you sign a two-year contract to work in

that area/agency. After that you may be able to sign another two-year contract to forgive more of your loans.

Page 65 of 184

Recommendation of Students for Credentialing

and Employment

Page 66 of 184

Procedures for Recommendation of Students for Credentialing and Employment

For credentialing purposes it is frequently necessary for graduates of the counseling programs to contact previous practica and internship supervisors to verify clinical training hours. Verification of these clinical hours should be provided by the faculty supervisor when possible. When faculty supervisors have left this program, the Counseling Program Director is responsible for providing contact information for that faculty member to the student and documentation about the graduate’s training experiences as needed. When supervising faculty are unable to be contacted, the Counseling Program Director will provide written documentation of graduates’ training experiences based on the student’s records.

Students wishing to use faculty as references for employment purposes should first obtain permission from that faculty member.

Page 67 of 184

Retention & Matriculation

Policy

Page 68 of 184

Retention and Matriculation Policy

Central Washington UniversityMental Health Program

When students begin classes in Central Washington University’s Mental Health Counseling Program, they are taking a first step toward their professional identity. From here, students must delve into practica, coursework, internship and research. Some aspects will come easier than others, and faculty will guide students throughout this process.

To gain full admission into the program, students must successfully complete PSY 560 (Introduction to Counseling) and PSY 593A (Practicum in Counseling I). Students take these two courses in their first or second quarters, and may repeat PSY 593A once. Students not earning a passing grade the second time are denied full admission to the program. When this happens, the student’s advisor will discuss the situation with the student, and the matter will be brought to the counseling program committee. Practicum is an important and necessary facet of counselor education, and students who fail to demonstrate competency will be counseled regarding their options, including alternative programs or schools.

A second method of student assessment comes from the Assessment of Candidate Progress. Candidates are assessed according their academic (knowledge), clinical (skills), and professionalism (dispositions). Strengths are noted as well as areas of concern. In most cases, when concerns are raised, students are given the opportunity to show progress by the second assessment. However, the program reserves the right to consider areas of concern egregious enough to remove a student after the first assessment. Examples of such problems would include gross misconduct with a client, significant ethical violations, or repeated concerns that do not improve with supervision.

This policy is consistent with ACA Ethical Standard F.3, which states that “Counselors assist students and supervisees in securing remedial assistance when needed, and dismiss from the training program supervisees who are unable to provide competent service due to academic or personal limitations,” and “Counselors seek professional consultation and document their decision to dismiss or refer students or supervisees for assistance.” While this situation has occurred, it is rare. We do our best to ensure that the students who enter the program are well suited to enter the counseling profession.

Following full admission to the Counseling Program, students receive annual feedback from their academic advisor, with input from other counseling program committee members. Through this ongoing evaluation process, academic and/or personal limitations of students may be discussed. In most cases, we provide feedback that will help you grow as a counselor. Even when receiving negative feedback, our intention is to help you improve as a counselor. On very rare occasions, students who have been fully admitted into the program will receive evaluations indicating a poor fit within the counseling profession. When this happens, remedial assistance is offered. If the student is still unable to provide competent service they may be referred to other degree programs and dismissed from the Mental Health Counseling program.

Consistent with CWU’s Academic Appeals policy (CWU Undergraduate/Graduate Catalog, Appendix C), students may file an academic grievance if they feel the assigned grade(s) in Counseling Practicum (or other courses) is unfair. Per the Academic Appeals policy, the student initially meets with the practicum supervisor or instructor. Should the issue not be resolved at this

Page 69 of 184

level, the department chair is asked to resolve the grievance. If resolution is not achieved at the department chair level, the matter is forwarded to the dean. Should resolution not be achieved at this point, the student may petition for a hearing before the Board of Academic Appeals.

But for most of you, the evaluation process will not be punitive. It’s simply a way for us to highlight your strengths and weaknesses, as you become the best counselor you can be.

If, in the rare event, you are dismissed from the program, you will receive written documentation explaining the committee’s reasons and your options for the future.

Page 70 of 184

Handling Grievances

On the rare occasion when students have concerns about others classes or faculty, students should handle them in the following way:

Handling Grievances with faculty:

o Start with the individual who has raised the concern. If you are concerned about a faculty member, please talk to him or her first. This is often a difficult thing to do, especially if you are intimidated by this person, but it is impossible to move forward until direct communication has occurred between both parties.

o If talking to the individual faculty member does not produce the desired results, please talk to the program director, Dr. Haviland.

o If the program director cannot resolve the situation, the program director will meet with the student and the department chair, Stephanie Stein.

o If this level still fails to resolve the situation, the department chair will schedule a meeting with the college dean.

o Problems are almost always resolved before the dean level. After this point, there are multiple levels to explore. The dean will help you understand your options.

Handling Grievances with peers:

o When possible, confront your fellow peer first. Many times, this is the best way to reconcile the conflict or concern.

o If talking to the individual student does not produce the desired results or there are ongoing concerns, please talk to either your advisor or the program director, Dr. Haviland.

o The advisor or program director may then bring the concern to the program committee.

o The information disclosed, when warranted, may become part of the Assessment of Candidate Progress.

o If the program director cannot resolve the situation, the program director will meet with the student and the department chair, Stephanie Stein.

There is also a specific process for handling concerns within the practica. Please see the CCPAC Handbook (PSY 593ABC Student Complaint Procedure) for more information.

Updated 1/31/12

Page 71 of 184

Professional Organizations

Page 72 of 184

Professional Organization Membership

Professional counseling organizations are resources for counseling professionals, representing professionals in the respective areas of counseling, providing networking opportunities, continuing education, professional development, policy making and much more. As such, we suggest that students become members of at least one professional organization. We encourage you to become a member prior to your Assessment of Candidate Progress.

As a student or new professional, these are excellent resources for further career, education and licensing exploration. You may select from the below national or regional organizations:

American Counseling Association5999 Stevenson AvenueAlexandria, Virginia 22304-3300Phone: 800-347-6647ACA

American Mental Health Counselors Association http://www.amhca.org/ American Mental Health Counselors Association801 N. Fairfax Street, Suite 304Alexandria, VA 22314Phone: 800-326-2642 or 703-548-6002

The least expensive route is to join a state organization:

Washington Counseling Association (Student rate - $25.00) Washington Mental Health Counselors Association (WMHCA)

Page 73 of 184

ACA Foundation

http://www.counseling.org

Our History…The name is recent, but the history of service and support for the counseling profession is not. You may have known us as the Counseling and Human Development Foundation. Today we are the American Counseling Association Foundation and with our new name comes more than 25 years of support for the counseling profession.

Our Mission…“The purpose of the Foundation is to enhance excellence in human development through strengthening the counseling profession, developing human and material resources, supporting innovative research and services, and fostering collaborative efforts in response to societal needs.”

Our Work…This is a field of dedicated professionals, men and women who have worked hard to gain the skills and experience that counseling requires. But there are often needs within the profession that are bigger than the individuals involved. That’s where the American Counseling Association Foundation has been a ready resource, and where it continues to provide services and support for the entire profession.

Scholarship programs Professional development grants Assistance for state licensure efforts Grants to support public policy and advocacy Sponsorship of professional development materials and events Support of research projects Support of the goals, leadership and members of ACA

American Mental Health Counselors Association (AMHCA)Chartered in 1978, AMHCA represents mental health counselors, advocating for client access to quality services within the health care industry.

American Rehabilitation Counseling Association (ARCA)ARCA is an organization of rehabilitation counseling practitioners, educators, and students who are concerned with enhancing the development of people with disabilities throughout their life span and in promoting excellence in the rehabilitation counseling profession’s practice, research, consultation, and professional development.

Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC)Originally the National Catholic Guidance Conference, ASERVIC was chartered in 1974. ASERVIC is devoted to professionals who believe that spiritual, ethical, religious, and other human values are essential to the full development of the person and to the discipline of counseling.

Association for Specialists in Group Work (ASGW)Chartered in 1973, ASGW provides professional leadership in the field of group work, establishes standards for professional training, and supports research and the dissemination of knowledge.

Page 74 of 184

Counseling Association for Humanistic Education and Development (C-AHEAD) C-AHEAD, a founding association of ACA in 1952, provides a forum for the exchange of information about humanistically-oriented counseling practices and promotes changes that reflect the growing body of knowledge about humanistic principles applied to human development and potential.

Counselors for Social Justice (CSJ) CSJ actively promotes individual and collective social responsibility and the eradication of oppressive systems of power and privilege; develops and implements social action strategies through collaborative alliances with ACA entities, community organizations, and the community at-large.

International Association of Addiction and Offender Counselors (IAAOC)Originally the Public Offender Counselor Association, IAAOC was chartered in 1972. Members of IAAOC advocate the development of effective counseling and rehabilitation programs for people with substance abuse problems, other addictions, and adult and/or juvenile public offenders.

American Mental Health Counselors Association (AMHCA)

http://www.amhca.org/

Founded in 1976, the American Mental Health Counselors Association (AMHCA) is the only not-for-profit organization working exclusively for the mental health counseling profession. Members are professional counselors employed in mental health services and work within private practice, agencies, institutions and a variety of work settings.

Benefits of membership include a subscription to the Journal of Mental HealthCounseling, malpractice insurance, managed care advocacy, public policy and legislation, grassroots advocacy, accredited continuing education, and networking opportunities. Members also rely on AMHCA to provide consistent standards of education, training, licensing, practice, advocacy and ethics.

Mission Statement: "The mission of the American Mental Health Counselors Association is to enhance the profession of mental health counseling through licensing, advocacy, education and professional development."Vision Statement:"The American Mental Health Counselors Association will be the national organization representing licensed mental health counselors, and state chapters, with consistent standards of education, training, licensing, practice, advocacy and ethics."Leadership Directory:Each year AMHCA publishes a Leadership Directory that lists contact information for AMHCA's committee chairs, state chapter leaders and other officers. If you are interested in joining an AMHCA committee or your state chapter, contact the appropriate committee chair or your state chapter president.Code of Ethics:The Code of Ethics of the American Mental Health Counselors Association serves as the guiding principles by which AMHCA members conduct their professional lives. AMHCA's Ethic Committee recently revised the Code of Ethics. The revision was completed in October 2000.

Page 75 of 184

Licensing Requirements in

the State of Washington

Page 76 of 184

General Information For Mental Health Licensure:

To qualify for licensure as a Mental Health counselor in Washington State, you must meet the following requirements:

Education Requirements:

Graduation from a master’s or doctoral level educational program in mental health counseling or a related field from an approved college or university

Supervised Post Graduate Experience:

Minimum of 36 months of fulltime counseling or three thousand (3000) hours of postgraduate mental health counseling under the supervision of a qualified licensed mental health counselor or equally qualified licensed mental health practitioner in an approved setting (2500 hours for graduates from CACREP programs).

A minimum of 100 of the 3000 hours must be in immediate supervision with a qualified licensed mental health counselor or equally qualified licensed mental health practitioner.

1200 of 3000 hours must be direct counseling with individuals, couples, groups, or families.

Please see this site for the most current information:

http://www.doh.wa.gov/LicensesPermitsandCertificates/ProfessionsNewReneworUpdate/MentalHealthCounselor.aspx

Also the WA laws that directly relate to Mental Health Counselors are listed on this site:

http://www.doh.wa.gov/LicensesPermitsandCertificates/ProfessionsNewReneworUpdate/MentalHealthCounselor/Laws

Examination:

National Board of Certified Counselors (NBCC).

National Counselor Exam (NCE)

Our students are eligible to take the NCE at the end of their program. Please see Dr. Haviland for more information. Once you have passed the exam, you must complete the following two items:

o a final transcript showing your degree awarded, and

o a Professional Endorsement form documenting a discussion with a mental health professional about your work with a client.

Once those are in, you will be regarded as “certified” by NBCC.

Satisfactory performance on the National Counselor Examination (NCE®) is one of the criteria used by NBCC to identify professionals who may be eligible to become a National Certified Counselor (NCC). 

Page 77 of 184

Many states also use the NCE for state credentialing. See (http://www.nbcc.org/stateboardmap) for a list of state board contact information.

The purpose of the NCE is to assess knowledge, skills, and abilities viewed as important for providing effective counseling services. The NCE is designed to be general in nature. It is intended to assess cognitive knowledge which should be known by all counselors regardless of their individual professional specialties.

The job analysis data will be used to construct the October 2012 version of the NCE. The work behavior areas (job analysis domains) and item distribution are shown below.

Work Behavior Area Number of Items1. Fundamental Counseling Issues 322. Counseling Process 453. Diagnostic and Assessment Services 254. Professional Practice 385. Professional Development, Supervision and Consultation 20

Although the work behavior areas have changed, the distribution of items across the eight CACREP core areas remains the same, as shown below.

CACREP Core Area Number of Items1. Human Growth and Development 122. Social and Cultural Diversity 113. Helping Relationships 364. Group Work 165 Career Development 206. Assessment 207. Research and Program Evaluation 168. Professional Orientation and Ethical Practice 29

Current NCE items will be reclassified to match the job analysis domains. New items will be developed and utilized after thorough psychometric validation. The structure and content of the NCE will continue to accurately reflect the practice of professional counseling as identified by job analysis and professional education requirements.

Examination Format

The NCE is comprised of 200 multiple choice questions and is scheduled for a four-hour period beginning at 9:00 a.m. Responses are recorded on a separate machine-scorable answer sheet.

A different edition of the NCE is compiled for each administration of the exam. Each form’s questions are drawn from the NCE item pool which has undergone extensive review and field testing. The entire item pool, each form of the NCE and the answer sheet are copyrighted. Consequently, any distribution of the examination content or materials through

Page 78 of 184

any form of reproduction or oral or written communication is strictly prohibited. Disclosure of examination content is a violation of the NBCC Code of Ethics.

Special Accommodations

Examination administration sites are selected with access for candidates with physical disabilities. If you require special assistance from other individuals, such as readers or recorders, you must request permission from NBCC for the admittance of an assisting individual at the examination site. This request must be made in writing at the time of application.

If you cannot participate in the examination on Saturday for religious reasons, send a written request with your application to arrange for a special administration of the NCE on the Friday immediately preceding or the Monday immediately following the scheduled administration date.

Four hours are scheduled for the NCE. If additional time is necessary because of special needs or because English is a candidate’s second language, you may request a time extension. This request must be submitted in writing with your application.

Scoring Procedures

Of the 200 items on the examination, only 160 items are scored to determine whether you meet or surpass the minimum criterion (passing) score for that form of the NCE.

The MAXIMUM possible score on the NCE is 160. The remaining 40 items on the exam are being field tested to determine their appropriateness

for future use. Since the 160 items to be scored are not identified in the exam booklet, you should respond

with equal effort to all items. The minimum criterion (passing) score is derived from a modified Angoff procedure. The NCE is not scored on a "curve," therefore the candidate pool does not determine the

passing score.

Examination Results

You can expect to receive your score reports via first class mail approximately six weeks after the exam date. No scores are released by telephone.

NBCC’s score report contains: (1) your number of correct responses for 13 domains on the NCE and your TOTAL SCORE, which is the sum of the correct responses; (2) the group mean and standard deviation for each domain and the total exam; (3) the minimum criterion (passing) score for that form of the NCE.

If your TOTAL SCORE meets or exceeds the minimum criterion score, you have passed the NCE. Score reports are mailed only to the examinee at the address provided on the NCC application or Exam Registration Form.

It is your responsibility to send written notification to NBCC if there is a change of address.

Page 79 of 184

American Counseling Association’s

Ethics Code

Page 80 of 184

ACA Code of Ethics

counseling.org

2014 ACA Code of EthicsAs approved by the ACA Governing CouncilAMERICAN COUNSELINGASSOCIATION

© 2014 by the American Counseling Association. All rights reserved. Note: This document may be reproduced in its entirety without permission for non-commercial purposes only.

MissionThe mission of the American Counseling Association is to enhance the quality of life in society by promoting the development of professional counselors, advancing the counseling profession, and using the profession and practice of counseling to promote respect for human dignity and diversity.

ACA Code of Ethics PurposeThe ACA Code of Ethics serves six main purposes: 1. The Code sets forth the ethical obligations of ACA members and provides guidance intended to inform the ethical practice of professional counselors. 2. The Code identifies ethical considerations relevant to professional counselors and counselors-in-training.3. The Code enables the association to clarify for current and prospective members, and for those served by members, the nature of the ethical responsibilities held in common by its members. 4. The Code serves as an ethical guide designed to assist members in constructing a course of action that best serves those utilizing counseling services and establishes expectations of conduct with a primary emphasis on the role of the professional counselor. 5. The Code helps to support the mission of ACA. 6. The standards contained in this Code serve as the basis for processing inquiries and ethics complaints concerning ACA members.

The ACA Code of Ethics contains nine main sections that address the following areas:Section A: The Counseling RelationshipSection B: Confidentiality and PrivacySection C: Professional ResponsibilitySection D: Relationships With Other ProfessionalsSection E: Evaluation, Assessment, and InterpretationSection F: Supervision, Training, and TeachingSection G: Research and PublicationSection H: Distance Counseling, Technology, and Social MediaSection I: Resolving Ethical Issues

Page 81 of 184

Each section of the ACA Code of Ethics begins with an introduction. The introduction to each section describes the ethical behavior and responsibility to which counselors aspire. The introductions help set the tone for each particular section and provide a starting point that invites reflection on the ethical standards contained in each part of the ACA Code of Ethics. The standards outline professional responsibilities and provide direction for fulfilling those ethical responsibilities. When counselors are faced with ethical dilemmas that are difficult to resolve, they are expected to engage in a carefully considered ethical decision-making process, consulting available resources as needed. Counselors acknowledge that resolving ethical issues is a process; ethical reasoning includes consideration of professional values, professional ethical principles, and ethical standards. Counselors’ actions should be consistent with the spirit as well as the letter of these ethical standards. No specific ethical decision-making model is always most effective, so counselors are expected to use a credible model of decision making that can bear public scrutiny of its application. Through a chosen ethical decision-making process and evaluation of the context of the situation, counselors work collaboratively with clients to make decisions that promote clients’ growth and development. A breach of the standards and principles provided herein does not necessarily constitute legal liability or violation of the law; such action is established in legal and judicial proceedings. The glossary at the end of the Code provides a concise description of some of the terms used in the ACA Code of Ethics

ACA Code of Ethics PreambleThe American Counseling Association (ACA) is an educational, scientific, and professional organization whose members work in a variety of settings and serve in multiple capacities. Counseling is a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals. Professional values are an important way of living out an ethical commitment. The following are core professional values of the counseling profession:

1. enhancing human development throughout the life span;2. honoring diversity and embracing a multicultural approach in support of the worth, dignity, potential, and

uniqueness of people within their social and cultural contexts;3. promoting social justice;4. safeguarding the integrity of the counselor–client relationship; and5. practicing in a competent and ethical manner.

These professional values provide a conceptual basis for the ethical principles enumerated below. These principles are the foundation for ethical behavior and decision making. The fundamental principles of professional ethical behavior are

autonomy, or fostering the right to control the direction of one’s life; nonmaleficence, or avoiding actions that cause harm; beneficence, or working for the good of the individual and society by promoting mental health and well-

being; justice, or treating individuals equitably and fostering fairness and equality; fidelity, or honoring commitments and keeping promises, including fulfilling one’s responsibilities of trust in

professional relationships; and veracity, or dealing truthfully with individuals with whom counselors come into professional contact.

Page 82 of 184

Section A: The Counseling Relationship Introduction Counselors facilitate client growth and development in ways that foster the interest and welfare of clients and promote formation of healthy relationships. Trust is the cornerstone of the counseling relationship, and counselors have the responsibility to respect and safeguard the client’s right to privacy and confidentiality. Counselors actively attempt to understand the diverse cultural backgrounds of the clients they serve. Counselors also explore their own cultural identities and how these affect their values and beliefs about the counseling process. Additionally, counselors are encouraged to contribute to society by devoting a portion of their professional activities for little or no financial return (pro bono publico).

A.1. Client Welfare A.1.a. Primary Responsibility The primary responsibility of counselors is to respect the dignity and promote the welfare of clients.

A.1.b. Records and Documentation Counselors create, safeguard, and maintain documentation necessary for rendering professional services. Regardless of the medium, counselors include sufficient and timely documentation to facilitate the delivery and continuity of services. Counselors take reasonable steps to ensure that documentation accurately reflects client progress and services provided. If amendments are made to records and documentation, counselors take steps to properly note the amendments according to agency or institutional policies.

A.1.c. Counseling Plans Counselors and their clients work jointly in devising counseling plans that offer reasonable promise of success and are consistent with the abilities, temperament, developmental level, and circumstances of clients. Counselors and clients regularly review and revise counseling plans to assess their continued viability and effectiveness, respecting clients’ freedom of choice.

A.1.d. Support Network Involvement Counselors recognize that support networks hold various meanings in the lives of clients and consider enlisting the support, understanding, and involvement of others (e.g., religious/spiritual/community leaders, family members, friends) as positive resources, when appropriate, with client consent.

A.2. Informed Consent in the Counseling Relationship A.2.a. Informed Consent Clients have the freedom to choose whether to enter into or remain in a counseling relationship and need adequate information about the counseling process and the counselor. Counselors have an obligation to review in writing and verbally with clients the rights and responsibilities of both counselors and clients. Informed consent is an ongoing part of the counseling process, and counselors appropriately document discussions of informed consent throughout the counseling relationship.

A.2.b. Types of Information Needed Counselors explicitly explain to clients the nature of all services provided. They inform clients about issues such as, but not limited to, the following: the purposes, goals, techniques, procedures, limitations, potential risks, and benefits of services; the counselor’s qualifications, credentials, relevant experience, and approach to counseling; continuation of services upon the incapacitation or death of the counselor; the role of technology; and other pertinent information.

Counselors take steps to ensure that clients understand the implications of diagnosis and the intended use of tests and reports. Additionally, counselors inform clients about fees and billing arrangements, including procedures for nonpayment of fees. Clients have the right to confidentiality and to be provided with an explanation of its limits (including how supervisors and/or treatment or interdisciplinary team professionals are involved), to obtain clear information about their records, to participate in the ongoing counseling plans, and to refuse any services or modality changes and to be advised of the consequences of such refusal.

Page 83 of 184

A.2.c. Developmental and Cultural Sensitivity Counselors communicate information in ways that are both developmentally and culturally appropriate. Counselors use clear and understandable language when discussing issues related to informed consent. When clients have difficulty understanding the language that counselors use, counselors provide necessary services (e.g., arranging for a qualified interpreter or translator) to ensure comprehension by clients. In collaboration with clients, counselors consider cultural implications of informed consent procedures and, where possible, counselors adjust their practices accordingly.

A.2.d. Inability to Give Consent When counseling minors, incapacitated adults, or other persons unable to give voluntary consent, counselors seek the assent of clients to services and include them in decision making as appropriate. Counselors recognize the need to balance the ethical rights of clients to make choices, their capacity to give consent or assent to receive services, and parental or familial legal rights and responsibilities to protect these clients and make decisions on their behalf.

A.2.e. Mandated Clients Counselors discuss the required limitations to confidentiality when working with clients who have been mandated for counseling services. Counselors also explain what type of information and with whom that information is shared prior to the beginning of counseling. The client may choose to refuse services. In this case, counselors will, to the best of their ability, discuss with the client the potential consequences of refusing counseling services.

A.3. Clients Served by Others When counselors learn that their clients are in a professional relationship with other mental health professionals, they request release from clients to inform the other professionals and strive to establish positive and collaborative professional relationships.

A.4. Avoiding Harm and Imposing Values A.4.a. Avoiding Harm Counselors act to avoid harming their clients, trainees, and research participants and to minimize or to remedy unavoidable or unanticipated harm.

A.4.b. Personal Values Counselors are aware of—and avoid imposing—their own values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients, trainees, and research participants and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

A.5. Prohibited Noncounseling Roles and Relationships A.5.a. Sexual and/or Romantic Relationships Prohibited Sexual and/or romantic counselor–client interactions or relationships with current clients, their romantic partners, or their family members are prohibited. This prohibition applies to both in-person and electronic interactions or relationships.

A.5.b. Previous Sexual and/or Romantic Relationships Counselors are prohibited from engaging in counseling relationships with persons with whom they have had a previous sexual and/or romantic relationship.

A.5.c. Sexual and/or Romantic Relationships With Former Clients Sexual and/or romantic counselor–client interactions or relationships with former clients, their romantic partners, or their family members are prohibited for a period of 5 years following the last professional contact. This prohibition applies to both in-person and electronic interactions or relationships. Counselors, before engaging in sexual and/or romantic interactions or relationships with former clients, their romantic partners, or their family members, demonstrate forethought and document (in written form) whether the interaction or relationship can be viewed as exploitive in any way and/or whether there is still potential to harm the former client; in cases of potential exploitation and/or harm, the counselor avoids entering into such an interaction or relationship.

Page 84 of 184

A.5.d. Friends or Family Members Counselors are prohibited from engaging in counseling relationships with friends or family members with whom they have an inability to remain objective.

A.5.e. Personal Virtual Relationships With Current Clients Counselors are prohibited from engaging in a personal virtual relationship with individuals with whom they have a current counseling relationship (e.g., through social and other media).

A.6. Managing and Maintaining Boundaries and Professional Relationships A.6.a. Previous Relationships Counselors consider the risks and benefits of accepting as clients those with whom they have had a previous relationship. These potential clients may include individuals with whom the counselor has had a casual, distant, or past relationship. Examples include mutual or past membership in a professional association, organization, or community. When counselors accept these clients, they take appropriate professional precautions such as informed consent, consultation, supervision, and documentation to ensure that judgment is not impaired and no exploitation occurs.

A.6.b. Extending Counseling Boundaries Counselors consider the risks and benefits of extending current counseling relationships beyond conventional parameters. Examples include attending a client’s formal ceremony (e.g., a wedding/commitment ceremony or graduation), purchasing a service or product provided by a client (excepting unrestricted bartering), and visiting a client’s ill family member in the hospital. In extending these boundaries, counselors take appropriate professional precautions such as informed consent, consultation, supervision, and documentation to ensure that judgment is not impaired and no harm occurs.

A.6.c. Documenting Boundary Extensions If counselors extend boundaries as described in A.6.a. and A.6.b., they must officially document, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the client or former client and other individuals significantly involved with the client or former client. When unintentional harm occurs to the client or former client, or to an individual significantly involved with the client or former client, the counselor must show evidence of an attempt to remedy such harm.

A.6.d. Role Changes in the Professional Relationship When counselors change a role from the original or most recent contracted relationship, they obtain informed consent from the client and explain the client’s right to refuse services related to the change. Examples of role changes include, but are not limited to

1. changing from individual to relationship or family counseling, or vice versa; 2. changing from an evaluative role to a therapeutic role, or vice versa; and3. changing from a counselor to a mediator role, or vice versa. Clients must be fully informed of any anticipated consequences (e.g., financial, legal, personal, therapeutic) of counselor role changes.

A.6.e. Nonprofessional Interactions or Relationships (Other Than Sexual or Romantic Interactions or Relationships) Counselors avoid entering into non professional relationships with former clients, their romantic partners, or their family members when the interaction is potentially harmful to the client. This applies to both in-person and electronic interactions or relationships.

A.7. Roles and Relationships at Individual, Group, Institutional, and Societal Levels A.7.a. Advocacy When appropriate, counselors advocate at individual, group, institutional, and societal levels to address potential barriers and obstacles that inhibit access and/or the growth and development of clients.

Page 85 of 184

A.7.b. Confidentiality and Advocacy Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development.

A.8. Multiple Clients When a counselor agrees to provide counseling services to two or more persons who have a relationship, the counselor clarifies at the outset which person or persons are clients and the nature of the relationships the counselor will have with each involved person. If it becomes apparent that the counselor may be called upon to perform potentially conflicting roles, the counselor will clarify, adjust, or withdraw from roles appropriately.

A.9. Group Work A.9.a. Screening Counselors screen prospective group counseling/therapy participants. To the extent possible, counselors select members whose needs and goals are compatible with the goals of the group, who will not impede the group process, and whose well-being will not be jeopardized by the group experience.

A.9.b. Protecting Clients In a group setting, counselors take reasonable precautions to protect clients from physical, emotional, or psychological trauma.

A.10. Fees and Business Practices A.10.a. Self-Referral Counselors working in an organization (e.g., school, agency, institution) that provides counseling services do not refer clients to their private practice unless the policies of a particular organization make explicit provisions for self-referrals. In such instances, the clients must be informed of other options open to them should they seek private counseling services.

A.10.b. Unacceptable Business Practices Counselors do not participate in fee splitting, nor do they give or receive commissions, rebates, or any other form of remuneration when referring clients for professional services.

A.10.c. Establishing Fees In establishing fees for professional counseling services, counselors consider the financial status of clients and locality. If a counselor’s usual fees create undue hardship for the client, the counselor may adjust fees, when legally permissible, or assist the client in locating comparable, affordable services.

A.10.d. Nonpayment of Fees If counselors intend to use collection agencies or take legal measures to collect fees from clients who do not pay for services as agreed upon, they include such information in their informed consent documents and also inform clients in a timely fashion of intended actions and offer clients the opportunity to make payment.

A.10.e. Bartering Counselors may barter only if the bartering does not result in exploitation or harm, if the client requests it, and if such arrangements are an accepted practice among professionals in the community. Counselors consider the cultural implications of bartering and discuss relevant concerns with clients and document such agreements in a clear written contract.

A.10.f. Receiving Gifts Counselors understand the challenges of accepting gifts from clients and recognize that in some cultures, small gifts are a token of respect and gratitude. When determining whether to accept a gift from clients, counselors take into account the therapeutic relationship, the monetary value of the gift, the client’s motivation for giving the gift, and the counselor’s motivation for wanting to accept or decline the gift.

Page 86 of 184

A.11. Termination and Referral A.11.a. Competence Within Termination and Referral If counselors lack the competence to be of professional assistance to clients, they avoid entering or continuing counseling relationships. Counselors are knowledgeable about culturally and clinically appropriate referral resources and suggest these alternatives. If clients decline the suggested referrals, counselors discontinue the relationship.

A.11.b. Values Within Termination and Referral Counselors refrain from referring prospective and current clients based solely on the counselor’s personally held values, attitudes, beliefs, and behaviors. Counselors respect the diversity of clients and seek training in areas in which they are at risk of imposing their values onto clients, especially when the counselor’s values are inconsistent with the client’s goals or are discriminatory in nature.

A.11.c. Appropriate Termination Counselors terminate a counseling relationship when it becomes reasonably apparent that the client no longer needs assistance, is not likely to benefit, or is being harmed by continued counseling. Counselors may terminate counseling when in jeopardy of harm by the client or by another person with whom the client has a relationship, or when clients do not pay fees as agreed upon. Counselors provide pretermination counseling and recommend other service providers when necessary.

A.11.d. Appropriate Transfer of Services When counselors transfer or refer clients to other practitioners, they ensure that appropriate clinical and administrative processes are completed and open communication is maintained with both clients and practitioners.

A.12. Abandonment and Client Neglect Counselors do not abandon or neglect clients in counseling. Counselors assist in making appropriate arrangements for the continuation of treatment, when necessary, during interruptions such as vacations, illness, and following termination.

Section B: Confidentiality and PrivacyIntroduction Counselors recognize that trust is a cornerstone of the counseling relationship. Counselors aspire to earn the trust of clients by creating an ongoing partnership, establishing and upholding appropriate boundaries, and maintaining confidentiality. Counselors communicate the parameters of confidentiality in a culturally competent manner.

B.1. Respecting Client Rights B.1.a. Multicultural/Diversity Considerations Counselors maintain awareness and sensitivity regarding cultural meanings of confidentiality and privacy. Counselors respect differing views toward disclosure of information. Counselors hold ongoing discussions with clients as to how, when, and with whom information is to be shared.

B.1.b. Respect for Privacy Counselors respect the privacy of prospective and current clients. Counselors request private information from clients only when it is beneficial to the counseling process.

B.1.c. Respect for Confidentiality Counselors protect the confidential information of prospective and current clients. Counselors disclose information only with appropriate consent or with sound legal or ethical justification.

B.1.d. Explanation of Limitations At initiation and throughout the counseling process, counselors inform clients of the limitations of confidentiality and seek to identify situations in which confidentiality must be breached.

Page 87 of 184

B.2. Exceptions B.2.a. Serious and Foreseeable Harm and Legal Requirements The general requirement that counselors keep information confidential does not apply when disclosure is required to protect clients or identified others from serious and foreseeable harm or when legal requirements demand that confidential information must be revealed. Counselors consult with other professionals when in doubt as to the validity of an exception. Additional considerations apply when addressing end-of-life issues.

B.2.b. Confidentiality Regarding End-of-Life Decisions Counselors who provide services to terminally ill individuals who are considering hastening their own deaths have the option to maintain confidentiality, depending on applicable laws and the specific circumstances of the situation and after seeking consultation or supervision from appropriate professional and legal parties.

B.2.c. Contagious, Life-Threatening Diseases When clients disclose that they have a disease commonly known to be both communicable and life threatening, counselors may be justified in disclosing information to identifiable third parties, if the parties are known to be at serious and foreseeable risk of contracting the disease. Prior to making a disclosure, counselors assess the intent of clients to inform the third parties about their disease or to engage in any behaviors that may be harmful to an identifiable third party. Counselors adhere to relevant state laws concerning disclosure about disease status.

B.2.d. Court-Ordered Disclosure When ordered by a court to release confidential or privileged information without a client’s permission, counselors seek to obtain written, informed consent from the client or take steps to prohibit the disclosure or have it limited as narrowly as possible because of potential harm to the client or counseling relationship.

B.2.e. Minimal Disclosure To the extent possible, clients are informed before confidential information is disclosed and are involved in the disclosure decision-making process. When circumstances require the disclosure of confidential information, only essential information is revealed.

B.3. Information Shared With Others B.3.a. Subordinates Counselors make every effort to ensure that privacy and confidentiality of clients are maintained by subordinates, including employees, supervisees, students, clerical assistants, and volunteers.

B.3.b. Interdisciplinary Teams When services provided to the client involve participation by an interdisciplinary or treatment team, the client will be informed of the team’s existence and composition, information being shared, and the purposes of sharing such information.

B.3.c. Confidential Settings Counselors discuss confidential information only in settings in which they can reasonably ensure client privacy.

B.3.d. Third-Party Payers Counselors disclose information to third-party payers only when clients have authorized such disclosure.

B.3.e. Transmitting Confidential Information Counselors take precautions to ensure the confidentiality of all information transmitted through the use of any medium.

B.3.f. Deceased Clients Counselors protect the confidentiality of deceased clients, consistent with legal requirements and the documented preferences of the client.

Page 88 of 184

B.4. Groups and Families B.4.a. Group Work In group work, counselors clearly explain the importance and parameters of confidentiality for the specific group.

B.4.b. Couples and Family Counseling In couples and family counseling, counselors clearly define who is considered “the client” and discuss expectations and limitations of confidentiality. Counselors seek agreement and document in writing such agreement among all involved parties regarding the confidentiality of information. In the absence of an agreement to the contrary, the couple or family is considered to be the client.

B.5. Clients Lacking Capacity to Give Informed Consent B.5.a. Responsibility to Clients When counseling minor clients or adult clients who lack the capacity to give voluntary, informed consent, counselors protect the confidentiality of information received—in any medium—in the counseling relationship as specified by federal and state laws, written policies, and applicable ethical standards.

B.5.b. Responsibility to Parents and Legal Guardians Counselors inform parents and legal guardians about the role of counselors and the confidential nature of the counseling relationship, consistent with current legal and custodial arrangements. Counselors are sensitive to the cultural diversity of families and respect the inherent rights and responsibilities of parents/guardians regarding the welfare of their children/charges according to law. Counselors work to establish, as appropriate, collaborative relationships with parents/guardians to best serve clients.

B.5.c. Release of Confidential Information When counseling minor clients or adult clients who lack the capacity to give voluntary consent to release confidential information, counselors seek permission from an appropriate third party to disclose information. In such instances, counselors inform clients consistent with their level of understanding and take appropriate measures to safeguard client confidentiality.

B.6. Records and Documentation B.6.a. Creating and Maintaining Records and Documentation Counselors create and maintain records and documentation necessary for rendering professional services.

B.6.b. Confidentiality of Records and Documentation Counselors ensure that records and documentation kept in any medium are secure and that only authorized persons have access to them.

B.6.c. Permission to Record Counselors obtain permission from clients prior to recording sessions through electronic or other means.

B.6.d. Permission to Observe Counselors obtain permission from clients prior to allowing any person to observe counseling sessions, review session transcripts, or view recordings of sessions with supervisors, faculty, peers, or others within the training environment.

B.6.e. Client Access Counselors provide reasonable access to records and copies of records when requested by competent clients. Counselors limit the access of clients to their records, or portions of their records, only when there is compelling evidence that such access would cause harm to the client. Counselors document the request of clients and the rationale for withholding some or all of the records in the files of clients. In situations involving multiple clients, counselors provide individual clients with only those parts of records that relate directly to them and do not include confidential information related to any other client.

Page 89 of 184

B.6.f. Assistance With Records When clients request access to their records, counselors provide assistance and consultation in interpreting counseling records.

B.6.g. Disclosure or Transfer Unless exceptions to confidentiality exist, counselors obtain written permission from clients to disclose or transfer records to legitimate third parties. Steps are taken to ensure that receivers of counseling records are sensitive to their confidential nature.

B.6.h. Storage and Disposal After Termination Counselors store records following termination of services to ensure reasonable future access, maintain records in accordance with federal and state laws and statutes such as licensure laws and policies governing records, and dispose of client records and other sensitive materials in a manner that protects client confidentiality. Counselors apply careful discretion and deliberation before destroying records that may be needed by a court of law, such as notes on child abuse, suicide, sexual harassment, or violence.

B.6.i. Reasonable Precautions Counselors take reasonable precautions to protect client confidentiality in the event of the counselor’s termination of practice, incapacity, or death and appoint a records custodian when identified as appropriate.

B.7. Case Consultation B.7.a. Respect for Privacy Information shared in a consulting relationship is discussed for professional purposes only. Written and oral reports present only data germane to the purposes of the consultation, and every effort is made to protect client identity and to avoid undue invasion of privacy.

B.7.b. Disclosure of Confidential Information When consulting with colleagues, counselors do not disclose confidential information that reasonably could lead to the identification of a client or other person or organization with whom they have a confidential relationship unless they have obtained the prior consent of the person or organization or the disclosure cannot be avoided. They disclose information only to the extent necessary to achieve the purposes of the consultation.

Section C: Professional ResponsibilityIntroductionCounselors aspire to open, honest, and accurate communication in dealing with the public and other professionals. Counselors facilitate access to counseling services, and they practice in a nondiscriminatory manner within the boundaries of professional and personal competence; they also have a responsibility to abide by the ACA Code of Ethics. Counselors actively participate in local, state, and national associations that foster the development and improvement of counseling.

Counselors are expected to advocate to promote changes at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered. Counselors have a responsibility to the public to engage in counseling practices that are based on rigorous research methodologies. Counselors are encouraged to contribute to society by devoting a portion of their professional activity to services for which there is little or no financial return (pro bono publico). In addition, counselors engage in self-care activities to maintain and promote their own emotional, physical, mental, and spiritual wellbeing to best meet their professional responsibilities.

C.1. Knowledge of and Compliance With Standards Counselors have a responsibility to read, understand, and follow the ACA Code of Ethics and adhere to applicable laws and regulations.

Page 90 of 184

C.2. Professional Competence C.2.a. Boundaries of Competence Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Whereas multicultural counseling competency is required across all counseling specialties, counselors gain knowledge, personal awareness, sensitivity, dispositions, and skills pertinent to being a culturally competent counselor in working with a diverse client population.

C.2.b. New Specialty Areas of Practice Counselors practice in specialty areas new to them only after appropriate education, training, and supervised experience. While developing skills in new specialty areas, counselors take steps to ensure the competence of their work and protect others from possible harm.

C.2.c. Qualified for Employment Counselors accept employment only for positions for which they are qualified given their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Counselors hire for professional counseling positions only individuals who are qualified and competent for those positions.

C.2.d. Monitor Effectiveness Counselors continually monitor their effectiveness as professionals and take steps to improve when necessary. Counselors take reasonable steps to seek peer supervision to evaluate their efficacy as counselors.

C.2.e. Consultations on Ethical ObligationsCounselors take reasonable steps to consult with other counselors, the ACA Ethics and Professional Standards Department, or related professionals when they have questions regarding their ethical obligations or professional practice.

C.2.f. Continuing Education Counselors recognize the need for continuing education to acquire and maintain a reasonable level of awareness of current scientific and professional information in their fields of activity. Counselors maintain their competence in the skills they use, are open to new procedures, and remain informed regarding best practices for working with diverse populations.

C.2.g. Impairment Counselors monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when impaired. They seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work. Counselors assist colleagues or supervisors in recognizing their own professional impairment and provide consultation and assistance when warranted with colleagues or supervisors showing signs of impairment and intervene as appropriate to prevent imminent harm to clients.

C.2.h. Counselor Incapacitation, Death, Retirement, or Termination of Practice Counselors prepare a plan for the transfer of clients and the dissemination of records to an identified colleague or records custodian in the case of the counselor’s incapacitation, death, retirement, or termination of practice.

C.3. Advertising and Soliciting Clients C.3.a. Accurate Advertising When advertising or otherwise representing their services to the public, counselors identify their credentials in an accurate manner that is not false, misleading, deceptive, or fraudulent.

Page 91 of 184

C.3.b. Testimonials Counselors who use testimonials do not solicit them from current clients, former clients, or any other persons who may be vulnerable to undue influence. Counselors discuss with clients the implications of and obtain permission for the use of any testimonial.

C.3.c. Statements by Others When feasible, counselors make reasonable efforts to ensure that statements made by others about them or about the counseling profession are accurate.

C.3.d. Recruiting Through Employment Counselors do not use their places of employment or institutional affiliation to recruit clients, supervisors, or consultees for their private practices.

C.3.e. Products and Training Advertisements Counselors who develop products related to their profession or conduct workshops or training events ensure that the advertisements concerning these products or events are accurate and disclose adequate information for consumers to make informed choices.

C.3.f. Promoting to Those Served Counselors do not use counseling, teaching, training, or supervisory relationships to promote their products or training events in a manner that is deceptive or would exert undue influence on individuals who may be vulnerable. However, counselor educators may adopt textbooks they have authored for instructional purposes.

C.4. Professional Qualifications C.4.a. Accurate Representation Counselors claim or imply only professional qualifications actually completed and correct any known misrepresentations of their qualifications by others. Counselors truthfully represent the qualifications of their professional colleagues. Counselors clearly distinguish between paid and volunteer work experience and accurately describe their continuing education and specialized training.

C.4.b. Credentials Counselors claim only licenses or certifications that are current and in good standing.

C.4.c. Educational Degrees Counselors clearly differentiate between earned and honorary degrees. C.4.d. Implying Doctoral-Level Competence Counselors clearly state their highest earned degree in counseling or a closely related field. Counselors do not imply doctoral-level competence when possessing a master’s degree in counseling or a related field by referring to themselves as “Dr.” in a counseling context when their doctorate is not in counseling or a related field. Counselors do not use “ABD” (all but dissertation) or other such terms to imply competency.

C.4.e. Accreditation Status Counselors accurately represent the accreditation status of their degree program and college/university.

C.4.f. Professional Membership Counselors clearly differentiate between current, active memberships and former memberships in associations. Members of ACA must clearly differentiate between professional membership, which implies the possession of at least a master’s degree in counseling, and regular membership, which is open to individuals whose interests and activities are consistent with those of ACA but are not qualified for professional membership.

C.5. Nondiscrimination Counselors do not condone or engage in discrimination against prospective or current clients, students, employees, supervisees, or research participants based on age, culture, disability, ethnicity, race, religion/spirituality, gender, gender identity, sexual orientation, marital/partnership status, language preference, socioeconomic status, immigration status, or any basis proscribed by law.

Page 92 of 184

C.6. Public Responsibility C.6.a. Sexual Harassment Counselors do not engage in or condone sexual harassment. Sexual harassment can consist of a single intense or severe act, or multiple persistent or pervasive acts.

C.6.b. Reports to Third Parties Counselors are accurate, honest, and objective in reporting their professional activities and judgments to appropriate third parties, including courts, health insurance companies, those who are the recipients of evaluation reports, and others.

C.6.c. Media Presentations When counselors provide advice or comment by means of public lectures, demonstrations, radio or television programs, recordings, technology-based applications, printed articles, mailed material, or other media, they take reasonable precautions to ensure that1. the statements are based on appropriate professional counseling literature and practice,2. the statements are otherwise consistent with the ACA Code of Ethics, and3. the recipients of the information are not encouraged to infer that a professional counseling relationship has been established.

C.6.d. Exploitation of Others Counselors do not exploit others in their professional relationships.

C.6.e. Contributing to the Public Good (Pro Bono Publico)Counselors make a reasonable effort to provide services to the public for which there is little or no financial return (e.g., speaking to groups, sharing professional information, offering reduced fees).

C.7. Treatment Modalities C.7.a. Scientific Basis for Treatment When providing services, counselors use techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation. C.7.b. Development and Innovation When counselors use developing or innovative techniques/procedures/modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/modalities. Counselors work to minimize any potential risks or harm when using these techniques/procedures/modalities.

C.7.c. Harmful Practices Counselors do not use techniques/procedures/modalities when substantial evidence suggests harm, even if such services are requested.

C.8. Responsibility to Other Professionals C.8.a. Personal Public Statements When making personal statements in a public context, counselors clarify that they are speaking from their personal perspectives and that they are not speaking on behalf of all counselors or the profession.

Section D: Relationships With Other Professionals Introduction Professional counselors recognize that the quality of their interactions with colleagues can influence the quality of services provided to clients. They work to become knowledgeable about colleagues within and outside the field of counseling. Counselors develop positive working relationships and systems of communication with colleagues to enhance services to clients.

Page 93 of 184

D.1. Relationships With Colleagues, Employers, and Employees D.1.a. Different Approaches Counselors are respectful of approaches that are grounded in theory and/or have an empirical or scientific foundation but may differ from their own. Counselors acknowledge the expertise of other professional groups and are respectful of their practices.

D.1.b. Forming Relationships Counselors work to develop and strengthen relationships with colleagues from other disciplines to best serve clients.

D.1.c. Interdisciplinary Teamwork Counselors who are members of interdisciplinary teams delivering multifaceted services to clients remain focused on how to best serve clients. They participate in and contribute to decisions that affect the well-being of clients by drawing on the perspectives, values, and experiences of the counseling profession and those of colleagues from other disciplines.

D.1.d. Establishing Professional and Ethical Obligations Counselors who are members of interdisciplinary teams work together with team members to clarify professional and ethical obligations of the team as a whole and of its individual members. When a team decision raises ethical concerns, counselors first attempt to resolve the concern within the team. If they cannot reach resolution among team members, counselors pursue other avenues to address their concerns consistent with client well-being.

D.1.e. Confidentiality When counselors are required by law, institutional policy, or extraordinary circumstances to serve in more than one role in judicial or administrative proceedings, they clarify role expectations and the parameters of confidentiality with their colleagues.

D.1.f. Personnel Selection and Assignment When counselors are in a position requiring personnel selection and/or assigning of responsibilities to others, they select competent staff and assign responsibilities compatible with their skills and experiences.

D.1.g. Employer Policies The acceptance of employment in an agency or institution implies that counselors are in agreement with its general policies and principles. Counselors strive to reach agreement with employers regarding acceptable standards of client care and professional conduct that allow for changes in institutional policy conducive to the growth and development of clients.

D.1.h. Negative Conditions Counselors alert their employers of inappropriate policies and practices. They attempt to effect changes in such policies or procedures through constructive action within the organization. When such policies are potentially disruptive or damaging to clients or may limit the effectiveness of services provided and change cannot be affected, counselors take appropriate further action. Such action may include referral to appropriate certification, accreditation, or state licensure organizations, or voluntary termination of employment.

D.1.i. Protection From Punitive Action Counselors do not harass a colleague or employee or dismiss an employee who has acted in a responsible and ethical manner to expose inappropriate employer policies or practices.

D.2. Provision of Consultation Services D.2.a. Consultant Competency Counselors take reasonable steps to ensure that they have the appropriate resources and competencies when providing consultation services. Counselors provide appropriate referral resources when requested or needed.

Page 94 of 184

D.2.b. Informed Consent in Formal Consultation When providing formal consultation services, counselors have an obligation to review, in writing and verbally, the rights and responsibilities of both counselors and consultees. Counselors use clear and understandable language to inform all parties involved about the purpose of the services to be provided, relevant costs, potential risks and benefits, and the limits of confidentiality.

Section E: Evaluation, Assessment, and Interpretation Introduction Counselors use assessment as one component of the counseling process, taking into account the clients’ personal and cultural context. Counselors promote the well-being of individual clients or groups of clients by developing and using appropriate educational, mental health, psychological, and career assessments.

E.1. General E.1.a. AssessmentThe primary purpose of educational, mental health, psychological, and career assessment is to gather information regarding the client for a variety of purposes, including, but not limited to, client decision making, treatment planning, and forensic proceedings. Assessment may include both qualitative and quantitative methodologies.

E.1.b. Client Welfare Counselors do not misuse assessment results and interpretations, and they take reasonable steps to prevent others from misusing the information provided. They respect the client’s right to know the results, the interpretations made, and the bases for counselors’ conclusions and recommendations.

E.2. Competence to Use and Interpret Assessment Instruments E.2.a. Limits of Competence Counselors use only those testing and assessment services for which they have been trained and are competent. Counselors using technology-assisted test interpretations are trained in the construct being measured and the specific instrument being used prior to using its technology-based application. Counselors take reasonable measures to ensure the proper use of assessment techniques by persons under their supervision.

E.2.b. Appropriate Use Counselors are responsible for the appropriate application, scoring, interpretation, and use of assessment instruments relevant to the needs of the client, whether they score and interpret such assessments themselves or use technology or other services.

E.2.c. Decisions Based on Results Counselors responsible for decisions involving individuals or policies that are based on assessment results have a thorough understanding of psychometrics.

E.3. Informed Consent in Assessment E.3.a. Explanation to Clients Prior to assessment, counselors explain the nature and purposes of assessment and the specific use of results by potential recipients. The explanation will be given in terms and language that the client (or other legally authorized person on behalf of the client) can understand.

E.3.b. Recipients of Results Counselors consider the client’s and/or examinee’s welfare, explicit understandings, and prior agreements in determining who receives the assessment results. Counselors include accurate and appropriate interpretations with any release of individual or group assessment results.

E.4. Release of Data to Qualified Personnel Counselors release assessment data in which the client is identified only with the consent of the client or the client’s legal representative. Such data are released only to persons recognized by counselors as qualified to interpret the data.

Page 95 of 184

E.5. Diagnosis of Mental Disorders E.5.a. Proper Diagnosis Counselors take special care to provide proper diagnosis of mental disorders. Assessment techniques (including personal interviews) used to determine client care (e.g., locus of treatment, type of treatment, recommended follow-up) are carefully selected and appropriately used.

E.5.b. Cultural Sensitivity Counselors recognize that culture affects the manner in which clients’ problems are defined and experienced. Clients’ socioeconomic and cultural experiences are considered when diagnosing mental disorders.

E.5.c. Historical and Social Prejudices in the Diagnosis of Pathology Counselors recognize historical and social prejudices in the misdiagnosis and pathologizing of certain individuals and groups and strive to become aware of and address such biases in themselves or others.

E.5.d. Refraining From Diagnosis Counselors may refrain from making and/or reporting a diagnosis if they believe that it would cause harm to the client or others. Counselors carefully consider both the positive and negative implications of a diagnosis.

E.6. Instrument Selection E.6.a. Appropriateness of Instruments Counselors carefully consider the validity, reliability, psychometric limitations, and appropriateness of instruments when selecting assessments and, when possible, use multiple forms of assessment, data, and/or instruments in forming conclusions, diagnoses, or recommendations.

E.6.b. Referral Information If a client is referred to a third party for assessment, the counselor provides specific referral questions and sufficient objective data about the client to ensure that appropriate assessment instruments are utilized.

E.7. Conditions of Assessment Administration E.7.a. Administration Conditions Counselors administer assessments under the same conditions that were established in their standardization. When assessments are not administered under standard conditions, as may be necessary to accommodate clients with disabilities, or when unusual behavior or irregularities occur during the administration, those conditions are noted in interpretation, and the results may be designated as invalid or of questionable validity.

E.7.b. Provision of Favorable Conditions Counselors provide an appropriate environment for the administration of assessments (e.g., privacy, comfort, freedom from distraction).

E.7.c. Technological Administration Counselors ensure that technologically administered assessments function properly and provide clients with accurate results.

E.7.d. Unsupervised Assessments Unless the assessment instrument is designed, intended, and validated for self-administration and/or scoring, counselors do not permit unsupervised use.

E.8. Multicultural Issues/Diversity in Assessment Counselors select and use with caution assessment techniques normed on populations other than that of the client. Counselors recognize the effects of age, color, culture, disability, ethnic group, gender, race, language preference, religion, spirituality, sexual orientation, and socioeconomic status on test administration and interpretation, and they place test results in proper perspective with other relevant factors.

Page 96 of 184

E.9. Scoring and Interpretation of Assessments E.9.a. Reporting When counselors report assessment results, they consider the client’s personal and cultural background, the level of the client’s understanding of the results, and the impact of the results on the client. In reporting assessment results, counselors indicate reservations that exist regarding validity or reliability due to circumstances of the assessment or inappropriateness of the norms for the person tested.

E.9.b. Instruments With Insufficient Empirical DataCounselors exercise caution when interpreting the results of instruments not having sufficient empirical data to support respondent results. The specific purposes for the use of such instruments are stated explicitly to the examinee. Counselors qualify any conclusions, diagnoses, or recommendations made that are based on assessments or instruments with questionable validity or reliability.

E.9.c. Assessment Services Counselors who provide assessment, scoring, and interpretation services to support the assessment process confirm the validity of such interpretations. They accurately describe the purpose, norms, validity, reliability, and applications of the procedures and any special qualifications applicable to their use. At all times, counselors maintain their ethical responsibility to those being assessed.

E.10. Assessment Security Counselors maintain the integrity and security of tests and assessments consistent with legal and contractual obligations. Counselors do not appropriate, reproduce, or modify published assessments or parts thereof without acknowledgment and permission from the publisher.

E.11. Obsolete Assessment and Outdated Results Counselors do not use data or results from assessments that are obsolete or outdated for the current purpose (e.g., noncurrent versions of assessments/instruments). Counselors make every effort to prevent the misuse of obsolete measures and assessment data by others.

E.12. Assessment Construction Counselors use established scientific procedures, relevant standards, and current professional knowledge for assessment design in the development, publication, and utilization of assessment techniques.

E.13. Forensic Evaluation: Evaluation for Legal Proceedings E.13.a. Primary Obligations When providing forensic evaluations, the primary obligation of counselors is to produce objective findings that can be substantiated based on information and techniques appropriate to the evaluation, which may include examination of the individual and/or review of records. Counselors form professional opinions based on their professional knowledge and expertise that can be supported by the data gathered in evaluations. Counselors define the limits of their reports or testimony, especially when an examination of the individual has not been conducted.

E.13.b. Consent for Evaluation Individuals being evaluated are informed in writing that the relationship is for the purposes of an evaluation and is not therapeutic in nature, and entities or individuals who will receive the evaluation report are identified. Counselors who perform forensic evaluations obtain written consent from those being evaluated or from their legal representative unless a court orders evaluations to be conducted without the written consent of the individuals being evaluated. When children or adults who lack the capacity to give voluntary consent are being evaluated, informed written consent is obtained from a parent or guardian.

E.13.c. Client Evaluation Prohibited Counselors do not evaluate current or former clients, clients’ romantic partners, or clients’ family members for forensic purposes. Counselors do not counsel individuals they are evaluating.

Page 97 of 184

E.13.d. Avoid Potentially Harmful Relationships Counselors who provide forensic evaluations avoid potentially harmful professional or personal relationships with family members, romantic partners, and close friends of individuals they are evaluating or have evaluated in the past.

Section F: Supervision, Training, and Teaching IntroductionCounselor supervisors, trainers, and educators aspire to foster meaningful and respectful professional relationships and to maintain appropriate boundaries with supervisees and students in both face-to-face and electronic formats. They have theoretical and pedagogical foundations for their work; have knowledge of supervision models; and aim to be fair, accurate, and honest in their assessments of counselors, students, and supervisees.

F.1. Counselor Supervision and Client Welfare F.1.a. Client Welfare A primary obligation of counseling supervisors is to monitor the services provided by supervisees. Counseling supervisors monitor client welfare and supervisee performance and professional development. To fulfill these obligations, supervisors meet regularly with supervisees to review the supervisees’ work and help them become prepared to serve a range of diverse clients. Supervisees have a responsibility to understand and follow the ACA Code of Ethics.

F.1.b. Counselor Credentials Counseling supervisors work to ensure that supervisees communicate their qualifications to render services to their clients. F.1.c. Informed Consent and Client Rights Supervisors make supervisees aware of client rights, including the protection of client privacy and confidentiality in the counseling relationship. Supervisees provide clients with professional disclosure information and inform them of how the supervision process influences the limits of confidentiality. Supervisees make clients aware of who will have access to records of the counseling relationship and how these records will be stored, transmitted, or otherwise reviewed.

F.2. Counselor Supervision Competence F.2.a. Supervisor Preparation Prior to offering supervision services, counselors are trained in supervision methods and techniques. Counselors who offer supervision services regularly pursue continuing education activities, including both counseling and supervision topics and skills.

F.2.b. Multicultural Issues/Diversity in Supervision Counseling supervisors are aware of and address the role of multiculturalism/diversity in the supervisory relationship.

F.2.c. Online Supervision When using technology in supervision, counselor supervisors are competent in the use of those technologies. Supervisors take the necessary precautions to protect the confidentiality of all information transmitted through any electronic means.

F.3. Supervisory Relationship F.3.a. Extending Conventional Supervisory RelationshipsCounseling supervisors clearly define and maintain ethical professional, personal, and social relationships with their supervisees. Supervisors consider the risks and benefits of extending current supervisory relationships in any form beyond conventional parameters. In extending these boundaries, supervisors take appropriate professional precautions to ensure that judgment is not impaired and that no harm occurs.

Page 98 of 184

F.3.b. Sexual Relationships Sexual or romantic interactions or relationships with current supervisees are prohibited. This prohibition applies to both in-person and electronic interactions or relationships.

F.3.c. Sexual Harassment Counseling supervisors do not condone or subject supervisees to sexual harassment.

F.3.d. Friends or Family Members Supervisors are prohibited from engaging in supervisory relationships with individuals with whom they have an inability to remain objective.

F.4. Supervisor Responsibilities F.4.a. Informed Consent for Supervision Supervisors are responsible for incorporating into their supervision the principles of informed consent and participation. Supervisors inform supervisees of the policies and procedures to which supervisors are to adhere and the mechanisms for due process appeal of individual supervisor actions. The issues unique to the use of distance supervision are to be included in the documentation as necessary.

F.4.b. Emergencies and Absences Supervisors establish and communicate to supervisees procedures for contacting supervisors or, in their absence, alternative on-call supervisors to assist in handling crises.F.4.c. Standards for Supervisees Supervisors make their supervisees aware of professional and ethical standards and legal responsibilities.

F.4.d. Termination of the Supervisory Relationship Supervisors or supervisees have the right to terminate the supervisory relationship with adequate notice. Reasons for considering termination are discussed, and both parties work to resolve differences. When termination is warranted, supervisors make appropriate referrals to possible alternative supervisors.

F.5. Student and Supervisee Responsibilities F.5.a. Ethical Responsibilities Students and supervisees have a responsibility to understand and follow the ACA Code of Ethics. Students and supervisees have the same obligation to clients as those required of professional counselors.

F.5.b. Impairment Students and supervisees monitor themselves for signs of impairment from their own physical, mental, or emotional problems and refrain from offering or providing professional services when such impairment is likely to harm a client or others. They notify their faculty and/or supervisors and seek assistance for problems that reach the level of professional impairment, and, if necessary, they limit, suspend, or terminate their professional responsibilities until it is determined that they may safely resume their work.

F.5.c. Professional Disclosure Before providing counseling services, students and supervisees disclose their status as supervisees and explain how this status affects the limits of confidentiality. Supervisors ensure that clients are aware of the services rendered and the qualifications of the students and supervisees rendering those services. Students and supervisees obtain client permission before they use any information concerning the counseling relationship in the training process.

F.6. Counseling Supervision Evaluation, Remediation, and Endorsement F.6.a. Evaluation Supervisors document and provide supervisees with ongoing feedback regarding their performance and schedule periodic formal evaluative sessions throughout the supervisory relationship.

Page 99 of 184

F.6.b. Gatekeeping and Remediation Through initial and ongoing evaluation, supervisors are aware of supervisee limitations that might impede performance. Supervisors assist supervisees in securing remedial assistance when needed. They recommend dismissal from training programs, applied counseling settings, and state or voluntary professional credentialing processes when those supervisees are unable to demonstrate that they can provide competent professional services to a range of diverse clients. Supervisors seek consultation and document their decisions to dismiss or refer supervisees for assistance. They ensure that supervisees are aware of options available to them to address such decisions.

F.6.c. Counseling for Supervisees If supervisees request counseling, the supervisor assists the supervisee in identifying appropriate services. Supervisors do not provide counseling services to supervisees. Supervisors address interpersonal competencies in terms of the impact of these issues on clients, the supervisory relationship, and professional functioning.

F.6.d. Endorsements Supervisors endorse supervisees for certification, licensure, employment, or completion of an academic or training program only when they believe that supervisees are qualified for the endorsement. Regardless of qualifications, supervisors do not endorse supervisees whom they believe to be impaired in any way that would interfere with the performance of the duties associated with the endorsement.

F.7. Responsibilities of Counselor Educators F.7.a. Counselor Educators Counselor educators who are responsible for developing, implementing, and supervising educational programs are skilled as teachers and practitioners. They are knowledgeable regarding the ethical, legal, and regulatory aspects of the profession; are skilled in applying that knowledge; and make students and supervisees aware of their responsibilities. Whether in traditional, hybrid, and/or online formats, counselor educators conduct counselor education and training programs in an ethical manner and serve as role models for professional behavior.

F.7.b. Counselor Educator Competence Counselors who function as counselor educators or supervisors provide instruction within their areas of knowledge and competence and provide instruction based on current information and knowledge available in the profession. When using technology to deliver instruction, counselor educators develop competence in the use of the technology.

F.7.c. Infusing Multicultural Issues/Diversity Counselor educators infuse material related to multiculturalism/diversity into all courses and workshops for the development of professional counselors.

F.7.d. Integration of Study and Practice In traditional, hybrid, and/or online formats, counselor educators establish education and training programs that integrate academic study and supervised practice.

F.7.e. Teaching Ethics Throughout the program, counselor educators ensure that students are aware of the ethical responsibilities and standards of the profession and the ethical responsibilities of students to the profession. Counselor educators infuse ethical considerations throughout the curriculum.

F.7.f. Use of Case Examples The use of client, student, or supervisee information for the purposes of case examples in a lecture or classroom setting is permissible only when (a) the client, student, or supervisee has reviewed the material and agreed to its presentation or (b) the information has been sufficiently modified to obscure identity.

F.7.g. Student-to-Student Supervision and Instruction When students function in the role of counselor educators or supervisors, they understand that they have the same ethical obligations as counselor educators, trainers, and supervisors. Counselor educators make every effort to

Page 100 of 184

ensure that the rights of students are not compromised when their peers lead experiential counseling activities in traditional, hybrid, and/or online formats (e.g., counseling groups, skills classes, clinical supervision).

F.7.h. Innovative Theories and Techniques Counselor educators promote the use of techniques/procedures/modalities that are grounded in theory and/or have an empirical or scientific foundation. When counselor educators discuss developing or innovative techniques/procedures/modalities, they explain the potential risks, benefits, and ethical considerations of using such techniques/procedures/modalities.

F.7.i. Field Placements Counselor educators develop clear policies and provide direct assistance within their training programs regarding appropriate field placement and other clinical experiences. Counselor educators provide clearly stated roles and responsibilities for the student or supervisee, the site supervisor, and the program supervisor. They confirm that site supervisors are qualified to provide supervision in the formats in which services are provided and inform site supervisors of their professional and ethical responsibilities in this role.

F.8. Student Welfare F.8.a. Program Information and OrientationCounselor educators recognize that program orientation is a developmental process that begins upon students’ initial contact with the counselor education program and continues throughout the educational and clinical training of students. Counselor education faculty provide prospective and current students with information about the counselor education program’s expectations, including1. the values and ethical principles of the profession;2. the type and level of skill and knowledge acquisition required for successful completion of the training;3. technology requirements;4. program training goals, objectives, and mission, and subject matter to be covered;5. bases for evaluation;6. training components that encourage self-growth or self-disclosure as part of the training process;7. the type of supervision settings and requirements of the sites for required clinical field experiences;8. student and supervisor evaluation and dismissal policies and procedures; and9. up-to-date employment prospects for graduates.

F.8.b. Student Career Advising Counselor educators provide career advisement for their students and make them aware of opportunities in the field. F.8.c. Self-Growth Experiences Self-growth is an expected component of counselor education. Counselor educators are mindful of ethical principles when they require students to engage in self-growth experiences. Counselor educators and supervisors inform students that they have a right to decide what information will be shared or withheld in class.

F.8.d. Addressing Personal Concerns Counselor educators may require students to address any personal concerns that have the potential to affect professional competency.

F.9. Evaluation and Remediation F.9.a. Evaluation of Students Counselor educators clearly state to students, prior to and throughout the training program, the levels of competency expected, appraisal methods, and timing of evaluations for both didactic and clinical competencies. Counselor educators provide students with ongoing feedback regarding their performance throughout the training program.

F.9.b. Limitations Counselor educators, through ongoing evaluation, are aware of and address the inability of some students to achieve counseling competencies. Counselor educators do the following:

Page 101 of 184

1. assist students in securing remedial assistance when needed,2. seek professional consultation and document their decision to dismiss or refer students for assistance, and3. ensure that students have recourse in a timely manner to address decisions requiring them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures.

F.9.c. Counseling for Students If students request counseling, or if counseling services are suggested as part of a remediation process, counselor educators assist students in identifying appropriate services.

F.10. Roles and Relationships Between Counselor Educators and Students F.10.a. Sexual or Romantic Relationships Counselor educators are prohibited from sexual or romantic interactions or relationships with students currently enrolled in a counseling or related program and over whom they have power and authority. This prohibition applies to both in-person and electronic interactions or relationships.

F.10.b. Sexual Harassment Counselor educators do not condone or subject students to sexual harassment.

F.10.c. Relationships With Former Students Counselor educators are aware of the power differential in the relationship between faculty and students. Faculty members discuss with former students potential risks when they consider engaging in social, sexual, or other intimate relationships.

F.10.d. Nonacademic Relationships Counselor educators avoid nonacademic relationships with students in which there is a risk of potential harm to the student or which may compromise the training experience or grades assigned. In addition, counselor educators do not accept any form of professional services, fees, commissions, reimbursement, or remuneration from a site for student or supervisor placement.

F.10.e. Counseling Services Counselor educators do not serve as counselors to students currently enrolled in a counseling or related program and over whom they have power and authority.

F.10.f. Extending Educator–Student BoundariesCounselor educators are aware of the power differential in the relationship between faculty and students. If they believe that a nonprofessional relationship with a student may be potentially beneficial to the student, they take precautions similar to those taken by counselors when working with clients. Examples of potentially beneficial interactions or relationships include, but are not limited to, attending a formal ceremony; conducting hospital visits; providing support during a stressful event; or maintaining mutual membership in a professional association, organization, or community. Counselor educators discuss with students the rationale for such interactions, the potential benefits and drawbacks, and the anticipated consequences for the student. Educators clarify the specific nature and limitations of the additional role(s) they will have with the student prior to engaging in a nonprofessional relationship. Nonprofessional relationships with students should be time limited and/or context specific and initiated with student consent.

F.11. Multicultural/Diversity Competence in Counselor Education and Training Programs F.11.a. Faculty Diversity Counselor educators are committed to recruiting and retaining a diverse faculty.

F.11.b. Student Diversity Counselor educators actively attempt to recruit and retain a diverse student body. Counselor educators demonstrate commitment to multicultural/diversity competence by recognizing and valuing the diverse cultures and types of abilities that students bring to the training experience. Counselor educators provide appropriate accommodations that enhance and support diverse student well-being and academic performance.

Page 102 of 184

F.11.c. Multicultural/Diversity Competence Counselor educators actively infuse multicultural/diversity competency in their training and supervision practices. They actively train students to gain awareness, knowledge, and skills in the competencies of multicultural practice.

Section G: Research and PublicationIntroduction Counselors who conduct research are encouraged to contribute to the knowledge base of the profession and promote a clearer understanding of the conditions that lead to a healthy and more just society. Counselors support the efforts of researchers by participating fully and willingly whenever possible. Counselors minimize bias and respect diversity in designing and implementing research.

G.1. Research Responsibilities G.1.a. Conducting Research Counselors plan, design, conduct, and report research in a manner that is consistent with pertinent ethical principles, federal and state laws, host institutional regulations, and scientific standards governing research.

G.1.b. Confidentiality in Research Counselors are responsible for understanding and adhering to state, federal, agency, or institutional policies or applicable guidelines regarding confidentiality in their research practices.

G.1.c. Independent Researchers When counselors conduct independent research and do not have access to an institutional review board, they are bound to the same ethical principles and federal and state laws pertaining to the review of their plan, design, conduct, and reporting of research.

G.1.d. Deviation From Standard Practice Counselors seek consultation and observe stringent safeguards to protect the rights of research participants when research indicates that a deviation from standard or acceptable practices may be necessary.

G.1.e. Precautions to Avoid Injury Counselors who conduct research are responsible for their participants’ welfare throughout the research process and should take reasonable precautions to avoid causing emotional, physical, or social harm to participants.

G.1.f. Principal Researcher Responsibility The ultimate responsibility for ethical research practice lies with the principal researcher. All others involved in the research activities share ethical obligations and responsibility for their own actions.

G.2. Rights of Research Participants G.2.a. Informed Consent in Research Individuals have the right to decline requests to become research participants. In seeking consent, counselors use language that 1. accurately explains the purpose and procedures to be followed;2. identifies any procedures that are experimental or relatively untried;3. describes any attendant discomforts, risks, and potential power differentials between researchers and

participants;4. describes any benefits or changes in individuals or organizations that might reasonably be expected;5. discloses appropriate alternative procedures that would be advantageous for participants;6. offers to answer any inquiries concerning the procedures;7. describes any limitations on confidentiality;8. describes the format and potential target audiences for the dissemination of research findings; and9. instructs participants that they are free to withdraw their consent and discontinue participation in the project at

any time, without penalty.

Page 103 of 184

G.2.b. Student/Supervisee Participation Researchers who involve students or supervisees in research make clear to them that the decision regarding participation in research activities does not affect their academic standing or supervisory relationship. Students or supervisees who choose not to participate in research are provided with an appropriate alternative to fulfill their academic or clinical requirements.

G.2.c. Client Participation Counselors conducting research involving clients make clear in the informed consent process that clients are free to choose whether to participate in research activities. Counselors take necessary precautions to protect clients from adverse consequences of declining or withdrawing from participation. G.2.d. Confidentiality of Information Information obtained about research participants during the course of research is confidential. Procedures are implemented to protect confidentiality.

G.2.e. Persons Not Capable of Giving Informed ConsentWhen a research participant is not capable of giving informed consent, counselors provide an appropriate explanation to, obtain agreement for participation from, and obtain the appropriate consent of a legally authorized person.

G.2.f. Commitments to Participants Counselors take reasonable measures to honor all commitments to research participants.

G.2.g. Explanations After Data Collection After data are collected, counselors provide participants with full clarification of the nature of the study to remove any misconceptions participants might have regarding the research. Where scientific or human values justify delaying or withholding information, counselors take reasonable measures to avoid causing harm.

G.2.h. Informing Sponsors Counselors inform sponsors, institutions, and publication channels regarding research procedures and outcomes. Counselors ensure that appropriate bodies and authorities are given pertinent information and acknowledgment.

G.2.i. Research Records Custodian As appropriate, researchers prepare and disseminate to an identified colleague or records custodian a plan for the transfer of research data in the case of their incapacitation, retirement, or death.

G.3. Managing and Maintaining Boundaries G.3.a. Extending Researcher–Participant Boundaries Researchers consider the risks and benefits of extending current research relationships beyond conventional parameters. When a nonresearch interaction between the researcher and the research participant may be potentially beneficial, the researcher must document, prior to the interaction (when feasible), the rationale for such an interaction, the potential benefit, and anticipated consequences for the research participant. Such interactions should be initiated with appropriate consent of the research participant. Where unintentional harm occurs to the research participant, the researcher must show evidence of an attempt to remedy such harm.

G.3.b. Relationships With Research Participants Sexual or romantic counselor–research participant interactions or relationships with current research participants are prohibited. This prohibition applies to both in-person and electronic interactions or relationships.

G.3.c. Sexual Harassment and Research Participants Researchers do not condone or subject research participants to sexual harassment.

Page 104 of 184

G.4. Reporting Results G.4.a. Accurate Results Counselors plan, conduct, and report research accurately. Counselors do not engage in misleading or fraudulent research, distort data, misrepresent data, or deliberately bias their results. They describe the extent to which results are applicable for diverse populations.

G.4.b. Obligation to Report Unfavorable Results Counselors report the results of any research of professional value. Results that reflect unfavorably on institutions, programs, services, prevailing opinions, or vested interests are not withheld.

G.4.c. Reporting Errors If counselors discover significant errors in their published research, they take reasonable steps to correct such errors in a correction erratum or through other appropriate publication means.

G.4.d. Identity of Participants Counselors who supply data, aid in the research of another person, report research results, or make original data available take due care to disguise the identity of respective participants in the absence of specific authorization from the participants to do otherwise. In situations where participants self-identify their involvement in research studies, researchers take active steps to ensure that data are adapted/changed to protect the identity and welfare of all parties and that discussion of results does not cause harm to participants.

G.4.e. Replication Studies Counselors are obligated to make available sufficient original research information to qualified professionals who may wish to replicate or extend the study.

G.5. Publications and Presentations G.5.a. Use of Case Examples The use of participants’, clients’, students’, or supervisees’ information for the purpose of case examples in a presentation or publication is permissible only when (a) participants, clients, students, or supervisees have reviewed the material and agreed to its presentation or publication or (b) the information has been sufficiently modified to obscure identity.

G.5.b. Plagiarism Counselors do not plagiarize; that is, they do not present another person’s work as their own.

G.5.c. Acknowledging Previous Work In publications and presentations, counselors acknowledge and give recognition to previous work on the topic by others or self.

G.5.d. Contributors Counselors give credit through joint authorship, acknowledgment, footnote statements, or other appropriate means to those who have contributed significantly to research or concept development in accordance with such contributions. The principal contributor is listed first, and minor technical or professional contributions are acknowledged in notes or introductory statements.

G.5.e. Agreement of Contributors Counselors who conduct joint research with colleagues or students/supervisors establish agreements in advance regarding allocation of tasks, publication credit, and types of acknowledgment that will be received.

G.5.f. Student Research Manuscripts or professional presentations in any medium that are substantially based on a student’s course papers, projects, dissertations, or theses are used only with the student’s permission and list the student as lead author.

Page 105 of 184

G.5.g. Duplicate Submissions Counselors submit manuscripts for consideration to only one journal at a time. Manuscripts that are published in whole or in substantial part in one journal or published work are not submitted for publication to another publisher without acknowledgment and permission from the original publisher.

G.5.h. Professional Review Counselors who review material submitted for publication, research, or other scholarly purposes respect the confidentiality and proprietary rights of those who submitted it. Counselors make publication decisions based on valid and defensible standards. Counselors review article submissions in a timely manner and based on their scope and competency in research methodologies. Counselors who serve as reviewers at the request of editors or publishers make every effort to only review materials that are within their scope of competency and avoid personal biases.

Section H: Distance Counseling, Technology, and Social MediaIntroductionCounselors understand that the profession of counseling may no longer be limited to in-person, face-to-face interactions. Counselors actively attempt to understand the evolving nature of the profession with regard to distance counseling, technology, and social media and how such resources may be used to better serve their clients. Counselors strive to become knowledgeable about these resources. Counselors understand the additional concerns related to the use of distance counseling, technology, and social media and make every attempt to protect confidentiality and meet any legal and ethical requirements for the use of such resources.

H.1. Knowledge and Legal Considerations H.1.a. Knowledge and Competency Counselors who engage in the use of distance counseling, technology, and/or social media develop knowledge and skills regarding related technical, ethical, and legal considerations (e.g., special certifications, additional course work).

H.1.b. Laws and Statutes Counselors who engage in the use of distance counseling, technology, and social media within their counseling practice understand that they may be subject to laws and regulations of both the counselor’s practicing location and the client’s place of residence. Counselors ensure that their clients are aware of pertinent legal rights and limitations governing the practice of counseling across state lines or international boundaries.

H.2. Informed Consent and Security H.2.a. Informed Consent and DisclosureClients have the freedom to choose whether to use distance counseling, social media, and/or technology within the counseling process. In addition to the usual and customary protocol of informed consent between counselor and client for face-to-face counseling, the following issues, unique to the use of distance counseling, technology, and/or social media, are addressed in the informed consent process: distance counseling credentials, physical location of practice, and contact information; risks and benefits of engaging in the use of distance counseling, technology, and/or social media; possibility of technology failure and alternate methods of service delivery; anticipated response time; emergency procedures to follow when the counselor is not available; time zone differences; cultural and/or language differences that may affect delivery of services; possible denial of insurance benefits; and social media policy.

H.2.b. Confidentiality Maintained by the Counselor Counselors acknowledge the limitations of maintaining the confidentiality of electronic records and transmissions. They inform clients that individuals might have authorized or unauthorized access to such records or transmissions (e.g., colleagues, supervisors, employees, information technologists).

Page 106 of 184

H.2.c. Acknowledgment of LimitationsCounselors inform clients about the inherent limits of confidentiality when using technology. Counselors urge clients to be aware of authorized and/or unauthorized access to information disclosed using this medium in the counseling process.

H.2.d. SecurityCounselors use current encryption standards within their websites and/or technology-based communications that meet applicable legal requirements. Counselors take reasonable precautions to ensure the confidentiality of information transmitted through any electronic means.

H.3. Client Verification Counselors who engage in the use of distance counseling, technology, and/or social media to interact with clients take steps to verify the client’s identity at the beginning and throughout the therapeutic process. Verification can include, but is not limited to, using code words, numbers, graphics, or other nondescript identifiers.

H.4. Distance Counseling Relationship H.4.a. Benefits and LimitationsCounselors inform clients of the benefits and limitations of using technology applications in the provision of counseling services. Such technologies include, but are not limited to, computer hardware and/or software, telephones and applications, social media and Internet-based applications and other audio and/or video communication, or data storage devices or media.

H.4.b. Professional Boundaries in Distance CounselingCounselors understand the necessity of maintaining a professional relationship with their clients. Counselors discuss and establish professional boundaries with clients regarding the appropriate use and/or application of technology and the limitations of its use within the counseling relationship (e.g., lack of confidentiality, times when not appropriate to use).

H.4.c. Technology-Assisted ServicesWhen providing technology-assisted services, counselors make reasonable efforts to determine that clients are intellectually, emotionally, physically, linguistically, and functionally capable of using the application and that the application is appropriate for the needs of the client. Counselors verify that clients understand the purpose and operation of technology applications and follow up with clients to correct possible misconceptions, discover appropriate use, and assess subsequent steps.

H.4.d. Effectiveness of ServicesWhen distance counseling services are deemed ineffective by the counselor or client, counselors consider delivering services face-to-face. If the counselor is not able to provide face-to-face services (e.g., lives in another state), the counselor assists the client in identifying appropriate services.

H.4.e. AccessCounselors provide information to clients regarding reasonable access to pertinent applications when providing technology-assisted services.

H.4.f. Communication Differences in Electronic MediaCounselors consider the differences between face-to-face and electronic communication (nonverbal and verbal cues) and how these may affect the counseling process. Counselors educate clients on how to prevent and address potential misunderstandings arising from the lack of visual cues and voice intonations when communicating electronically.

H.5. Records and Web Maintenance H.5.a. RecordsCounselors maintain electronic records in accordance with relevant laws and statutes. Counselors inform clients on how records are maintained electronically. This includes, but is not limited to, the type of encryption and security assigned to the records, and if/for how long archival storage of transaction records is maintained.

Page 107 of 184

H.5.b. Client RightsCounselors who offer distance counseling services and/or maintain a professional website provide electronic links to relevant licensure and professional certification boards to protect consumer and client rights and address ethical concerns.

H.5.c. Electronic Links Counselors regularly ensure that electronic links are working and are professionally appropriate.

H.5.d. Multicultural and Disability Considerations Counselors who maintain websites provide accessibility to persons with disabilities. They provide translation capabilities for clients who have a different primary language, when feasible. Counselors acknowledge the imperfect nature of such translations and accessibilities.

H.6. Social Media H.6.a. Virtual Professional Presence In cases where counselors wish to maintain a professional and personal presence for social media use, separate professional and personal web pages and profiles are created to clearly distinguish between the two kinds of virtual presence.

H.6.b. Social Media as Part of Informed Consent Counselors clearly explain to their clients, as part of the informed consent procedure, the benefits, limitations, and boundaries of the use of social media.

H.6.c. Client Virtual Presence Counselors respect the privacy of their clients’ presence on social media unless given consent to view such information.

H.6.d. Use of Public Social Media Counselors take precautions to avoid disclosing confidential information through public social media.

Section I: Resolving Ethical IssuesIntroductionProfessional counselors behave in an ethical and legal manner. They are aware that client welfare and trust in the profession depend on a high level of professional conduct. They hold other counselors to the same standards and are willing to take appropriate action to ensure that standards are upheld. Counselors strive to resolve ethical dilemmas with direct and open communication among all parties involved and seek consultation with colleagues and supervisors when necessary. Counselors incorporate ethical practice into their daily professional work and engage in ongoing professional development regarding current topics in ethical and legal issues in counseling. Counselors become familiar with the ACA Policy and Procedures for Processing Complaints of Ethical Violations and use it as a reference for assisting in the enforcement of the ACA Code of Ethics.

I.1. Standards and the Law I.1.a. Knowledge Counselors know and understand the ACA Code of Ethics and other applicable ethics codes from professional organizations or certification and licensure bodies of which they are members. Lack of knowledge or misunderstanding of an ethical responsibility is not a defense against a charge of unethical conduct.

I.1.b. Ethical Decision Making When counselors are faced with an ethical dilemma, they use and document, as appropriate, an ethical decision-making model that may include, but is not limited to, consultation; consideration of relevant ethical standards, principles, and laws; generation of potential courses of action; deliberation of risks and benefits; and selection of an objective decision based on the circumstances and welfare of all involved.

Page 108 of 184

I.1.c. Conflicts Between Ethics and Laws If ethical responsibilities conflict with the law, regulations, and/or other governing legal authority, counselors make known their commitment to the ACA Code of Ethics and take steps to resolve the conflict. If the conflict cannot be resolved using this approach, counselors, acting in the best interest of the client, may adhere to the requirements of the law, regulations, and/or other governing legal authority.

I.2. Suspected Violations I.2.a. Informal Resolution When counselors have reason to believe that another counselor is violating or has violated an ethical standard and substantial harm has not occurred, they attempt to first resolve the issue informally with the other counselor if feasible, provided such action does not violate confidentiality rights that may be involved.

I.2.b. Reporting Ethical Violations If an apparent violation has substantially harmed or is likely to substantially harm a person or organization and is not appropriate for informal resolution or is not resolved properly, counselors take further action depending on the situation. Such action may include referral to state or national committees on professional ethics, voluntary national certification bodies, state licensing boards, or appropriate institutional authorities. The confidentiality rights of clients should be considered in all actions. This standard does not apply when counselors have been retained to review the work of another counselor whose professional conduct is in question (e.g., consultation, expert testimony).

I.2.c. Consultation When uncertain about whether a particular situation or course of action may be in violation of the ACA Code of Ethics, counselors consult with other counselors who are knowledgeable about ethics and the ACA Code of Ethics, with colleagues, or with appropriate authorities, such as the ACA Ethics and Professional Standards Department.

I.2.d. Organizational Conflicts If the demands of an organization with which counselors are affiliated pose a conflict with the ACA Code of Ethics, counselors specify the nature of such conflicts and express to their supervisors or other responsible officials their commitment to the ACA Code of Ethics and, when possible, work through the appropriate channels to address the situation.

I.2.e. Unwarranted ComplaintsCounselors do not initiate, participate in, or encourage the filing of ethics complaints that are retaliatory in nature or are made with reckless disregard or willful ignorance of facts that would disprove the allegation.

I.2.f. Unfair Discrimination Against Complainants and Respondents Counselors do not deny individuals employment, advancement, admission to academic or other programs, tenure, or promotion based solely on their having made or their being the subject of an ethics complaint. This does not preclude taking action based on the outcome of such proceedings or considering other appropriate information.

I.3. Cooperation With Ethics Committees Counselors assist in the process of enforcing the ACA Code of Ethics. Counselors cooperate with investigations, proceedings, and requirements of the ACA Ethics Committee or ethics committees of other duly constituted associations or boards having jurisdiction over those charged with a violation. See the American Counseling Association web site at http://www.counseling.org/knowledge-center/ethics

Glossary of TermsAbandonment – the inappropriate ending or arbitrary termination of a counseling relationship that puts the client

at risk.

Page 109 of 184

Advocacy – promotion of the well-being of individuals, groups, and the counseling profession within systems and organizations. Advocacy seeks to remove barriers and obstacles that inhibit access, growth, and development.

Assent – to demonstrate agreement when a person is otherwise not capable or competent to give formal consent (e.g., informed consent) to a counseling service or plan.

Assessment – the process of collecting in-depth information about a person in order to develop a comprehensive plan that will guide the collaborative counseling and service provision process.

Bartering – accepting goods or services from clients in exchange for counseling services.

Client – an individual seeking or referred to the professional services of a counselor.

Confidentiality – the ethical duty of counselors to protect a client’s identity, identifying characteristics, and private communications.

Consultation – a professional relationship that may include, but is not limited to, seeking advice, information, and/or testimony.

Counseling – a professional relationship that empowers diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals.

Counselor Educator – a professional counselor engaged primarily in developing, implementing, and supervising the educational preparation of professional counselors.

Counselor Supervisor – a professional counselor who engages in a formal relationship with a practicing counselor or counselor-in-training for the purpose of overseeing that individual’s counseling work or clinical skill development.

Culture – membership in a socially constructed way of living, which incorporates collective values, beliefs, norms, boundaries, and lifestyles that are cocreated with others who share similar worldviews comprising biological, psychosocial, historical, psychological, and other factors.

Discrimination – the prejudicial treatment of an individual or group based on their actual or perceived membership in a particular group, class, or category.

Distance Counseling – The provision of counseling services by means other than face-to-face meetings, usually with the aid of technology.

Diversity – the similarities and differences that occur within and across cultures, and the intersection of cultural and social identities.

Documents – any written, digital, audio, visual, or artistic recording of the work within the counseling relationship between counselor and client.

Encryption – process of encoding information in such a way that limits access to authorized users.

Examinee – a recipient of any professional counseling service that includes educational, psychological, and career appraisal, using qualitative or quantitative techniques.

Exploitation – actions and/or behaviors that take advantage of another for one’s own benefit or gain.

Fee Splitting – the payment or acceptance of fees for client referrals (e.g., percentage of fee paid for rent, referral fees).

Page 110 of 184

Forensic Evaluation – the process of forming professional opinions for court or other legal proceedings, based on professional knowledge and expertise, and supported by appropriate data.

Gatekeeping – the initial and ongoing academic, skill, and dispositional assessment of students’ competency for professional practice, including remediation and termination as appropriate.

Impairment – a significantly diminished capacity to perform professional functions.

Incapacitation – an inability to perform professional functions.

Informed Consent – a process of information sharing associated with possible actions clients may choose to take, aimed at assisting clients in acquiring a full appreciation and understanding of the facts and implications of a given action or actions.

Instrument – a tool, developed using accepted research practices, that measures the presence and strength of a specified construct or constructs.

Interdisciplinary Teams – teams of professionals serving clients that may include individuals who may not share counselors’ responsibilities regarding confidentiality.

Minors – generally, persons under the age of 18 years, unless otherwise designated by statute or regulation. In some jurisdictions, minors may have the right to consent to counseling without consent of the parent or guardian.

Multicultural/Diversity Competence – counselors’ cultural and diversity awareness and knowledge about self and others, and how this awareness and knowledge are applied effectively in practice with clients and client groups.

Multicultural/Diversity Counseling – counseling that recognizes diversity and embraces approaches that support the worth, dignity, potential, and uniqueness of individuals within their historical, cultural, economic, political, and psychosocial contexts.

Personal Virtual Relationship – engaging in a relationship via technology and/or social media that blurs the professional boundary (e.g., friending on social networking sites); using personal accounts as the connection point for the virtual relationship.

Privacy – the right of an individual to keep oneself and one’s personal information free from unauthorized disclosure.

Privilege – a legal term denoting the protection of confidential information in a legal proceeding (e.g., subpoena, deposition, testimony).

Pro bono public – contributing to society by devoting a portion of professional activities for little or no financial return (e.g., speaking to groups, sharing professional information, offering reduced fees).

Professional Virtual Relationship – using technology and/or social media in a professional manner and maintaining appropriate professional boundaries; using business accounts that cannot be linked back to personal accounts as the connection point for the virtual relationship (e.g., a business page versus a personal profile).

Records – all information or documents, in any medium, that the counselor keeps about the client, excluding personal and psychotherapy notes.

Records of an Artistic Nature – products created by the client as part of the counseling process.

Page 111 of 184

Records Custodian – a professional colleague who agrees to serve as the caretaker of client records for another mental health professional.

Self-Growth – a process of self-examination and challenging of a counselor’s assumptions to enhance professional effectiveness.

Serious and Foreseeable – when a reasonable counselor can anticipate significant and harmful possible consequences.

Sexual Harassment – sexual solicitation, physical advances, or verbal/nonverbal conduct that is sexual in nature; occurs in connection with professional activities or roles; is unwelcome, offensive, or creates a hostile workplace or learning environment; and/or is sufficiently severe or intense to be perceived as harassment by a reasonable person.

Social Justice – the promotion of equity for all people and groups for the purpose of ending oppression and injustice affecting clients, students, counselors, families, communities, schools, workplaces, governments, and other social and institutional systems.

Social Media – technology-based forms of communication of ideas, beliefs, personal histories, etc. (e.g., social networking sites, blogs).

Student – an individual engaged in formal graduate-level counselor education.

Supervisee – a professional counselor or counselor-in-training whose counseling work or clinical skill development is being overseen in a formal supervisory relationship by a qualified trained professional.

Supervision – a process in which one individual, usually a senior member of a given profession designated as the supervisor, engages in a collaborative relationship with another individual or group, usually a junior member(s) of a given profession designated as the supervisee(s) in order to (a) promote the growth and development of the supervisee(s), (b) protect the welfare of the clients seen by the supervisee(s), and (c) evaluate the performance of the supervisee(s).

Supervisor – counselors who are trained to oversee the professional clinical work of counselors and counselors-in-training.

Teaching – all activities engaged in as part of a formal educational program that is designed to lead to a graduate degree in counseling.

Training – the instruction and practice of skills related to the counseling profession. Training contributes to the ongoing proficiency of students and professional counselors.

Virtual Relationship – a non–face-to-face relationship (e.g., through social media).

Page 112 of 184

Practicum and

CCPAC Policies

Page 113 of 184

Psychology 593A Syllabus Practicum in Counseling I: Interviewing

Fall 2014Instructors: Dr. Jeff Penick Teaching Assistant: Brian Miller

Psychology 461 (963-3669) (Rm 124, CCPAC) Dr. Meaghan Nolte (360) 632-8102 Psychology 431 (963-2254) millerbri@cwu.edu

Welcome to the first in a series of Counseling Practica! In this closely supervised experience, you will learn the fundamentals of basic counseling and be introduced to a three-stage model of helping that will assist you in becoming more effective in your professional and personal interactions. Although intensive, we hope that you will enjoy this course and that it will instill enthusiasm for the process of learning to help others.

COURSE DESCRIPTION: (4 credits). Prerequisite, admission to graduate programs in Counseling Psychology, School counseling, or School Psychology and permission of Department Chair. The course will involve interviews, role-playing, observation, and analysis of interview behavior. Grade will be S or U. May be repeated.

COURSE OBJECTIVES: Students will gain an understanding of and demonstrate the interactional sequences of basic counseling skills.

SPECIFIC LEARNING OBJECTIVES. STUDENTS WILL1. consistently perform essential interviewing and counseling skills so that the student is able to

develop a therapeutic relationship, establish appropriate counseling goals, evaluate client outcome, and successfully terminate the counselor-client relationship;

2. describe helping relationships in relation to a three-stage model of helping (Exploration, Insight, Action), including the theoretical and research foundations;

3. describe intentions that counselors have for interventions with clients;

4. evaluate the counseling skills used through the possible reactions and behaviors demonstrated by clients;

5. prepare an interview summary in an accurate, clear and concise manner;

6. apply relevant legal statutes and ethical guidelines in the process of counseling;

7. integrate self-awareness in the counseling and supervision process so that the counselor-client relationship is therapeutic, the counselor maintains appropriate professional boundaries, and the counselor is aware of strengths and areas for continued growth;

8. utilize referrals and emergency procedures appropriately and with an awareness of the professional roles, functions, and relationships with other human service providers;

Page 114 of 184

9. consider counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills.

REQUIRED TEXT:

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional Interviewing & Counseling: Facilitating Client Development in a Multicultural Society (7th ed.). Belmont, CA: Brooks/Cole.

COURSEPACK or BlackBoard: required readings on supervision

STUDENT RESPONSIBILITIES : 1. Students are required to maintain professional liability insurance while working in the CCPAC

and during your internship. Verification of coverage must be presented to Loretta at the CCPAC front desk. Note: You are responsible for renewing this insurance each year. Instructions for obtaining this are available from Loretta at the CCPAC front desk.

2. Attending class and fully participating in class exercises. In order to prepare for class, you will write and submit a 1 - 2- page thought paper specific to the week’s assigned readings. You will be allowed to drop one week’s paper assignment. These papers are to be turned in to the teaching assistant(s) on a weekly basis.

3. Conduct three (3) 20 minute role play interviews, 2 (two) 35 minute client interviews and twelve (12) 50 minute client interviews over the course of the quarter. Each week – except the first week – you should complete approximately 2 - 3 video recorded interviews. For each of the 17 interviews, and prior to individual supervision, you must complete the following tasks and bring them to each supervision session. a) Interview summaries (see later in this packet). These summaries are to be completed prior

to reviewing the video. Complete a summary immediately after seeing a client so that your experience with the client will be fresh in your mind. The purpose of this activity is to practice focusing on the client while in session and describing your experience with her or him.

b) Video review notes (see later in this packet). These notes are to help you with summarizing the content of what the client said and evaluating your responses to him or her. You may find it helpful, when reviewing your videos, to use the “stop action” technique, i.e., stop the video after a client response and formulate a variety of appropriate counselor responses.

Please note: Any client interviews for which you cannot produce a video and sessions less than 35 minutes will not count toward the required 17 sessions. Clients may not be seen during finals week.

4. Attend all scheduled individual and group supervision sessions with your faculty supervisor. Your supervisor will provide feedback on your client videos, interview summaries and video review notes. You should expect that some or all of your supervision sessions will be video recorded. Supervision will consist of:

Weekly triadic supervision (1 hour) Weekly group supervision (2 hours)

Page 115 of 184

If you wish to schedule extra sessions with one of your supervisors, check to make sure the supervisor has time in his or her schedule to meet with you and give at least a week’s advance notice. Be advised that you are expected to demonstrate appropriate professional behavior during supervision sessions. Your active involvement and behavior in supervision will be evaluated at midterm and at the final evaluation session.

5. During supervision, complete the weekly supervision log (see later in this packet) which summarizes the major foci of your weekly supervision session. The purpose of this log is to remind you and your supervisor of your strengths and areas that need improvement during subsequent client interviews.

6. After the midterm of the quarter, complete the following:Sit in on one 593C/D group supervision session. Obtain permission in advance from the supervisor, and have him/her sign your blue activity sheet to indicate you have completed this activity.

7. Criminal History Check: Students in the mental health counseling, school counseling, and school psychology programs are required to apply for a fingerprint-based national criminal history check as a course requirement for completion of PSY 593A. This level of background check prepares students in our mental health counseling, school counseling, and school psychology programs to comply with the professional requirements of their school or mental health agency internship sites. Instructions for obtaining this are available from Loretta at the CCPAC front desk.1. You must bring picture ID (driver’s license), CWU student ID does not count.2. The fee is $68.50 (Exact amount in cash, personal check, or money order).3. IMPORTANT: You get a receipt. Bring it back to Loretta, so she can verify that you

have completed the background check.

ADDITIONAL REQUIREMENTS

1) WORKSHOPS

Workshops will be given during the second, third, fourth, sixth, and eighth weeks of the quarter. Respectively the workshops will focus on recently presented topics from class. For instance, workshop one will cover chapters 6, 8, and 9 from your text. You are required to attend four of the five presented. These workshops will provide you with an opportunity to ask questions about, practice, and observe the skills you are learning. Additionally they will help you clarify the difference between skills and determine how and why these skills fit into a counseling session.

2) SUPERVISION ARTICLES

During the course of the quarter you will read and be prepared to discuss in class three articles on supervision. These articles are available through BlackBoard or as a course pack at the bookstore. These articles are intended to present a view of supervision, its purpose, and its standards. They will help you navigate supervision as a student, an employee, and a future supervisor.

Page 116 of 184

EVALUATIONS:

Your evaluations will consist of:

An individual meeting with both your faculty and graduate student assistants occur at approximately weeks 4, 7 and during finals week. During each meeting we will review your progress and provide feedback based on the following:

a) observation of your participation in class meetings;

b) evaluation of video-sessions of your work with clients;

c) your professional behavior in the clinic and in supervision sessions;

d) the quality of your written paperwork

At these sessions, you will be provided with the “Supervisor’s Assessment of Student Progress” evaluation forms which rate your progress on a variety of counselor skills and professional behaviors that should be demonstrated at mid-term, and by the end of the quarter. In some cases, the other instructor and/or graduate student supervisor may also review your video. You must have adequate or better ratings on all categories on the final evaluation in order to pass the practicum.

Page 117 of 184

COURSE GRADE:

1. This course is pass/fail only. No Incompletes will be given. Final grades are S or U only. You can repeat only one of the 3 practica in the 593ABC series.

2. Please have all forms in your individual file completed and signed no later than Monday of finals week. The file should include your “Counselor Evaluation” forms (completed by clients), “Interview Summaries”, your blue activity sheet, and clients’ “Informed Consent” forms. Failure to turn in all of the required materials is grounds for a Fail grade in this course.

2. You must complete all weekly thought papers with a grade of Satisfactory.

3. You must participate in all class activities (group meetings, role plays, discussions, etc.). Failure to attend and participate in one or more class meetings is grounds for a Fail grade (depending upon your performance on other criteria and your reason(s) for being absent).

4. You must complete required observation activity (group supervision).

5. You must complete all 17 videorecorded sessions. Failure to complete the 17 sessions is grounds for a Fail grade in this course.

6. You must attend and satisfactorily participate in all scheduled supervision sessions.

7. You must complete a supervision log for each supervision session.

8. You must complete all paperwork for this practicum. Failure to complete paperwork (e.g., Interview Summaries, Supervision Logs) in a timely manner is grounds for a Fail grade in this course.

9. You must attend 4 of 5 available workshops presented by the TAs.

10. Demonstration of skill development. At the final evaluation, you must successfully demonstrate “Adequate” or better skill development on all of the skills in each of the counselor skill domains on the “Supervisor’s Assessment of Student Progress” form completed by the teaching staff. Failure to achieve these counselor skill performance standards will be grounds for a Fail grade in this course. Note: if at any point in the quarter, a student’s behaviors or skill deficits could potentially put future clients at risk, that student could be removed from the practica.

11. Demonstrate appropriate professional behavior during all class, clinic, and supervision activities. Failure to adhere to professional standards is grounds for a Fail grade in this course. In order to pass this course you are also expected to consistently demonstrate constructive behavior during class meetings and supervision sessions.

In summary, your final course grade reflects both in-class and out-of-class behaviors related to this practicum. The final grade is a statement by the teaching staff about your readiness to progress to Psychology 593B.

Page 118 of 184

MISCELLANEOUS:

1. Please check regularly for announcements on the noteboard by Loretta’s desk and in your mailbox (located in the lounge).

2. Please be aware that clients can only be seen during clinic hours (posted in clinic). Clients may not be seen after hours, including Fridays after 2 p.m. (i.e., last session is scheduled for Friday at 1 p.m.). Clinic hours vary from quarter to quarter, so make sure that you have the most recent information on this quarter’s clinic hours.

3. Please note that all contacts with clients (telephone scheduling, sessions, etc.) should occur within the confines of the clinic. Do not telephone clients from any other location and do not give them permission to call you at home.

4. If you are engaged in some counseling-related practice outside of this program, do not represent yourself as a trainee in our program when working in that outside setting.

5. If you have any questions about the requirements for this course, or appropriate professional behaviors, it is your responsibility to ask them of your supervisor or the Clinic Director. It is much wiser to ask, rather than to make assumptions.

6. Students with disabilities who require academic adjustments in this class are encouraged to meet with your primary supervisor to discuss their disability-related needs. Students with disabilities who have not registered with the Center for Disability Services (CDS) are not eligible to receive accommodations/academic adjustments. Please contact CDS for additional information.

Page 119 of 184

COURSE OUTLINEWEEK DATE TOPIC(S) READING ASSIGNMENT(S)1 Introduction / Course overview Syllabus

Clinic policies and procedures Syllabus SupplementsTour of CCPAC

(Mon)Video of informed consent role play due to TA supervisor by 12:00 noon. You will need approval from your supervisor prior to being able to do role plays or see clients.

2 Intentional Interviewing I, I, & Z, Chapters 1-3WrkShp#1 Ethics, Multicultural Competence,

WellnessAttending BehaviorEncouraging, paraphrasing, SummarizingDr. Kara Gabriel re. SONA system

I, I, & Z, Chapter 6

3WrkShp#2

Observation SkillsReflection of feelingsAssessing suicide risk;

I, I, & Z, Chapters 5I, I, & Z, Chapter 7

45 WrkShp#3

Work/Study Day (No Class)Questionsproviding referrals;The crisis interviewAssessing Child AbuseSupervision;Speaker: CWU Counseling Center

I, I, & Z, Chapter 4

Supervision Article #1

6 Integrating Listening Skills; Empathy, I, I, & Z, Chapter 8Immediacy, congruence/authenticitySupervision Supervision Article #2

Weeks 4, 7, & Finals Wk.

Supervisor’s Assessment of Student Progress(to be individually arranged)

7 Challenges/confrontation I, I, & Z, Chapter 9WrkShp#4 Recognizing Themes

8 Focusing I, I, & Z, Chapter 10Supervision Supervision Article #3

9WrkShp#5

Reflection of Meaning;Interpretation/Reframing

I, I, & Z, Chapter 11

10

11

Thanksgiving

Influencing Skills; Self-Disclosure; feedback

I, I, & Z, Chapter 12

Transition to .B Practicum:Case ConceptualizationThe Role of Counseling TheoryDetermining Personal Style

I, I, & Z, Chapters 13-15

Page 120 of 184

Finals Week Final Evaluation: Supervisor’s Assessment of Student Progress

593A DISTRIBUTION OF ROLE PLAYS AND CLIENTS THROUGH THE QUARTERIt is to your advantage to not get too far ahead or behind in this schedule.

WEEK

1 Informed Consent Video

2 3 - 20" RP

3 2 - 35" Cts

4 (catch up)

5 2 Cts

6 2 Cts

7 2 Cts

8 2 Cts

9 2 Cts

10 2 Cts

11 No clients seen; Supervision only

Finals Wk Feedback/Final Evaluation

RP 3 sessions

CTS 14 sessions

RP = Role PlaysCts = Clients

FOR EACH SESSION 6 media marks with transcriptions around (2-4 minutes) these marks Entire session transcribed with counselor comments only. Preparation of the Interview Summary form

PRIMARY RESPONSIBILITIES Informed consent video for Week #1 Reaction papers to readings each week (allowed to miss one) Attend at least 4 of 5 workshops presented by the TAs Visit a 593B/C group supervision by end of the quarter

Page 121 of 184

PSY 593A - Practicum in Counseling I: Interviewing

Course Objectives and Assessment Methods

2009CACREPStandard

Learning OutcomesStudents will be able to:

Assessment Method

consistently perform essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, evaluate client outcome, and successfully terminate the counselor-client relationship;

Weekly performance appraisal of video-recorded sessions.

Midterm and Final evaluations of video recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

Supervised role plays

G.1.e.

MH.A.5.

Describe counseling supervision models, practices, and processes;

Understands a variety of models and theories related to clinical mental health counseling, including the methods, models, and principles of clinical supervision

Weekly review of thought papers

describe helping relationships (studies that provide an understanding of counseling and consultation processes.)

Weekly review of thought papersWeekly Face-to-face supervision

describe intentions that counselors have for interventions with clients;

Weekly review of thought papersWeekly Face-to-face supervisionMidterm and Final evaluations using

the “Supervisor’s Assessment of Student Progress Form”

MH.D.6. Demonstrates the ability to use procedures for assessing and managing suicide risk.

Weekly performance appraisal of video-recorded sessions.

Midterm and Final evaluations of video recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

Supervised role plays

evaluate the counseling skills used through the possible reactions and behaviors demonstrated by clients;

Weekly performance appraisal of video-recorded sessions

Midterm and Final evaluations of video recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

Supervised role plays

MH.D.7 Applies current record-keeping standards related to clinical mental health counseling;prepare a basic interview summary in an accurate, clear and concise manner;

Weekly review of records in Face-to-face supervision

Midterm and Final evaluations using the “Supervisor’s Assessment of Student Progress Form”

Page 122 of 184

2009CACREPStandard

Learning OutcomesStudents will be able to: Assessment Method

MH.B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in clinical mental health counseling.

Oral reports from consulting supervisors

Weekly performance appraisal of video-recorded sessions

Midterm and Final evaluations of video recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

MH.D.9

integrate self-awareness in the counseling and supervision process so that the counselor-client relationship is therapeutic, the counselor maintains appropriate professional boundaries, and the counselor is aware of strengths and areas for continued growth;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.

Oral interviews in weekly face-to-face supervision

Weekly review of video notes in Face-to-face supervision

Midterm and Final evaluations using the “Supervisor’s Assessment of Student Progress Form”

MH.A.10

utilize referrals and emergency procedures appropriately and with an awareness of the professional roles, functions, and relationships with other human service providers;Understands the operation of an emergency management system within clinical mental health agencies and in the community.

Oral reports from consulting supervisorsWeekly performance appraisal of video-

recorded sessionsMidterm and Final evaluations of video

recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

consider counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills.

Oral interviews in weekly face-to-face supervision

Weekly performance appraisal of video-recorded sessions

Midterm and Final evaluations of video recorded sessions using the “Supervisor’s Assessment of Student Progress Form”

Page 123 of 184

The RESPECTFUL Model

R Religion/spirituality

E Economic/class background

S Sexual identity

P Personal style and education level

E Ethnic/racial identity

C Chronological/lifespan challenges

T Trauma

F Family background

U Unique physical characteristics

L Location of residence and language differences

Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional Interviewing & Counseling: Facilitating Client Development in a Multicultural Society (7th ed.). Belmont, CA: Brooks/Cole.

Page 124 of 184

CCPAC Professional Standards

1. Counselors are required to be knowledgeable about and adhere to ethical and legal guidelines set down by the American Psychological Association, the American Counseling Association, and other regulatory organizations/agencies (e.g., state and federal law). Copies of the APA and ACA ethical standards are available in the CCPAC reception area and in your textbooks. Complete copies of the Washington state laws (e.g., Revised Code of Washington (RCW) and Washington Administrative Code (WAC) are available online and in the CWU library).

2. Because of ethical and malpractice issues, practicum students should not give “professional advice” to friends, family members, or acquaintances who are not clinic-supervised cases.

3. Discussion of cases with other CCPAC staff members should be discreet, i.e., care should be take that discussions will not be overheard by clients or students in the waiting room. Discussion of confidential material should occur behind closed doors in designed clinic areas (e.g., supervision rooms). Furthermore, confidential material should not be discussed with CCPAC staff members who are known to have a personal relationship with one or more CCPAC clients.

4. Client records are confidential and shall not be shown to anyone outside the CCPAC staff unless the client (or the client’s legal guardian) has signed the appropriate releases of information. CCPAC files, recordings, hard drives, recordings, flash drives, “blue sheets,” and handwritten case notes shall not be taken out of the clinic and must be in the staff member’s possession when they are not in the designated CCPAC location. Practicum paperwork must be completed in the CCPAC facility.

5. If you wish to use an incident from a case to illustrate a point in classes other than practicum, you must not use the client’s name or other identifying data. Last names or unusual first names must never be used. Furthermore, practicum staff members should demonstrate good judgment when discussing case examples in classes where non-practicum students may be in attendance.

6. Counselors must avoid dual relationships with clients; for example, mixing social relationships with counseling relationships. It is not appropriate to date someone whom you have seen as a client in this clinic.

7. Discussions with parents or professionals (e.g., teachers, probation officers) should be conducted in private, secure areas. Appropriate consent (i.e., signed release of information forms) must have been previously obtained from the client. Generally speaking, the permission of minors should also be obtained before discussing their case with parents.

8. Your recordings of counseling sessions help to protect the work that you do in the clinic. You are prohibited from providing counseling services without recording unless you have received permission to do so in advance from both your practicum supervisor and the CCPAC Co-Director for counseling practicum services.

9. Counselors should be present 10 minutes prior to the scheduled appointment time with session beginning promptly on the hour and ending at 10 minutes to the hour. If the client is unexpectedly late, the counselor should wait 15 minutes before considering the appointment terminated.

10. Prior to beginning the counseling session, all clients must be provided with the appropriate informed consent paperwork. Clients must also be given an opportunity to ask questions about the consent form prior to signing it.

11. Unless otherwise arranged in advance, clients’ friends and family members should wait in the reception area. Clients with small children should be informed that the reception staff is not available to provide childcare during the counseling hour.

Page 125 of 184

12. As a courtesy to clients, make certain they have the CCPAC phone number, clinic hours of operation, your name, and the procedure for contacting you. Practicum students are not permitted to give clients their home phone numbers and should not engage in unsupervised telephone counseling with clients. Where necessary, clients should also be given the appropriate emergency and referral numbers (e.g., Crisis Line).

13. Counselors should dress at least as formally as the client is likely to dress. Also, all CCPAC staff members should conform to the minimum standards of the CCPAC dress code.

14. All CCPAC paperwork should be completed in a timely fashion and should be made available to your supervisor at each individual and group supervision session.

15. Current emergency procedures are available from the CCPAC reception desk, your practicum supervisor, the CCPAC Co-Director, and are included in your PSY 593 syllabus. The emergency procedures are also published in the CCPAC Procedures Manual.

Page 126 of 184

CCPAC Dress CodeDisclaimerNo dress code can cover all contingencies so students must exert a certain amount of judgment in their choice of clothing to wear when both seeing clients and operating within the CCPAC when not working directly with clients. If you experience uncertainty about acceptable, professional attire, please ask your supervisor.

When Seeing Clients:When meeting with clients it is important to convey a level of professionalism. Attire should not be overly distracting, and it is important to keep in mind that attire can create a barrier for building rapport as it may functions to distance the counselor from the client.

Slacks, Pants, and Suit PantsSlacks that are similar to Dockers and other makers of cotton or synthetic material pants, wool pants, flannel pants, and nice looking dress synthetic pants are acceptable. Inappropriate slacks or pants include jeans, sweatpants, exercise pants, Bermuda shorts, short shorts, shorts, bib overalls, leggings, and any spandex or other form-fitting pants such as people wear for biking.

Skirts, Dresses, and Skirted SuitsCasual dresses and skirts, and skirts that are split at or below the knee are acceptable. Dress and skirt length should be at a length at which you can sit comfortably across from a client. Short, tight skirts that ride halfway up the thigh are inappropriate for seeing clients. Mini-skirts, skorts, sun dresses, beach dresses, and spaghetti-strap dresses are inappropriate for the seeing clients.

Shirts, Tops, Blouses, and JacketsDress shirts, sweaters, polo’s, golf-type shirts, and turtlenecks are acceptable attire for working with clients. Most suit jackets or sport jackets are also acceptable, if they violate none of the listed guidelines. Inappropriate attire for meeting with clients includes tank tops; midriff tops; cleavage-showing tops; shirts with potentially offensive words, terms, logos, pictures, cartoons, or slogans; halter-tops; tops with bare shoulders; sweatshirts; and t-shirts unless worn under another blouse, shirt, jacket, or dress.

Shoes and FootwearAny variant of dress shoe, loafers, boots, flats, dress heels, and leather deck-type shoes are acceptable for work. Athletic shoes, walking shoes, clogs, sneakers, thongs, flip-flops, and slippers are not acceptable when meeting with a client.

Jewelry, Makeup, Perfume, and CologneShould be in good taste. Remember, that some people are allergic to the chemicals in perfumes and make-up, so wear these substances with restraint.

Hats and Head CoveringHats are not appropriate when meeting with clients. Head Covers that are required for religious purposes or to honor cultural tradition are allowed.

In the CCPAC, but not Meeting a Client:Professional attire is still preferred, but slightly more casual attire is acceptable as long as it does not detract from the professional atmosphere of the CCPAC. Essentially, when not directly meeting with clients, students are

Page 127 of 184

expected to use their judgment and to dress in a manner that conveys the professionalism of the CCPAC. The expectations presented under “When Seeing Clients” provide guidelines for what is viewed as professional attire by this CCPAC; thus, the same guidelines can function as a frame of reference for what is appropriate to wear when in the CCPAC, but not meeting a client.

Specific regulations to note:No clothing with offensive statements of logos.No excessively revealing/provocative clothing.No torn clothing.No cut-off shorts.No pajamas.

*Please note, this dress code is presented on a continuum of professionalism ranging from the most professional attire required for seeing clients to slightly more casual attire acceptable when in the CCPAC but not meeting with a client, to unacceptable overly casual and/or inappropriate attire. If this were thought of as a three phase continuum, seeing clients requires the most professional attire, in the CCPAC not seeing clients is one level lower in the direction of casual, but notably still one level above completely casual.

Page 128 of 184

CCPAC E mergency Coverage Procedures

1. RULE NUMBER 1: WHEN IN DOUBT, “CONSULT”!Consult with clinic faculty, consult with the CCPAC Co-Director, or consult with the “County Designated Mental Health Professional (MHP)” in the rare event that a clinic faculty member is not available.

A. It is difficult to anticipate all possible questions practicum students may raise when they are confronted with new and/or unknown crisis (or potential crisis) situations.

B. However, there are some generally good strategies for dealing with crises – or potential crises – as they develop.

In short, practicum students should not deal with potential crisis or emergency situations alone; instead, find a supervisor with whom to consult as soon as possible (ASAP)

2. CCPAC EMERGENCY PROCEDURESIMMINENT DANGER: In situations where there may be a client issue involving an imminent threat to self or others (i.e., suicide, homicide), the supervisor and the practicum student should use the following procedures.

A. If the threat is immediate (e.g., the client is trying to harm himself or herself or someone else while in the clinic, or if the client is leaving the clinic with a specific threat to go and harm himself, herself, or another person:

1) Take action to protect people from harm. If you believe there is an imminent danger to someone, you should not hesitate to call the police (963-2958 or 911).2) Depending upon the time frame of the threat, you may have enough time to consult with one of the CCPAC Co-directors or a clinic faculty supervisor.3) MHP consultation. If you have enough time to consult with someone before taking emergency action and in the rare event you are not able to locate any of the clinic faculty supervisors, please consider contacting the County-designated Mental Health Professional (MHP) for consultation regarding a possible client emergency. There is an MHP on-call 24 hours a day. If you call the MHP:

Identify yourself Identify your position in the CCPAC (i.e., practicum student) Identify your reason for calling

You can initially consult with the MHP by describing the situation without giving the client name(s), but you will need to be prepared to give the client name and contact information should the MHP decide that emergency intervention is necessary.

You will need to access the MHP through the Crisis Line (925-4168). You will need to identify yourself to the Crisis Line worker, explain that you have a CCPAC client emergency, and request direct contact with the MHP.

4) If it is possible to do safely, have one or two CCPAC staff members remain with the client until help arrives.

Page 129 of 184

3. Crisis Situation, But Not Imminent Danger: In situations where practicum students may be feeling anxious or concerned about a client situation, but where there is clearly no indication of imminent danger, use the following procedures:

A. You should talk to either your primary supervisor or the CCPAC Co-director as soon as it is possible to arrange a time to meet (or talk by phone). Do not worry about “bothering” them; it is better to be safe than sorry!

B. Supervisors should support the practicum student in trying to identify what he or she needs from this consultation.

CCPAC Co-Directors CWU Phone Home Phone

Dr. Elizabeth Haviland 963-2501 509-929-4749

Dr. Heath Marrs 963-2501

CCPAC Faculty Supervisors CWU Phone Home Phone

Dr. Jeff Penick 963-3669 509-899-3237

Dr. Elizabeth Haviland 963-2371 509-929-4749

Dr. Meaghan Nolte 963-2254 307-399-4712

C. If the need for consultation occurs during evening clinic hours and seems somewhat urgent (i.e., possibly cannot wait until the next morning), you should contact the late-night emergency coverage faculty member. The “late night” faculty member may be teaching a class or is elsewhere in the Psychology Building; the CCPAC reception desk staff member has a current list of “late night” contact information (i.e., office phone number, location of classroom).

Page 130 of 184

Interview Procedures

TELEPHONE

1. Select a client from the volunteer file located in the Phone Room file cabinet (Room 139).

2. Contact the client by telephone, using the telephone in Room 139. (Remember: do not leave a message if the client is not home. Exception: If the client's volunteer form specifically indicates that it is okay to leave a message, then leave your name, clinic telephone number (963-2501), and the message "regarding the extra credit activity you volunteered for". Do not mention the counseling nature of the extra credit activity.)

3. Make sure that you tell the client the name(s) of your supervisor(s), and verify that there is not a

potential dual-relationship between the client and your supervisor(s).

4. Enter the appointment in the schedule book located in Room 139. (Remember: appointments are only scheduled "on the hour" -- do not schedule appointments for 1:15, 1:30, etc.)

APPOINTMENT DAY

5. On the day of your scheduled appointment, check the room to make sure that everything is in order. Make sure that video recording equipment is in working order. Bring to the room: (a) Informed Consent form, (b) Client Volunteer Questionnaire, (c) SONA Instructions, (d) Client Evaluation of Student Counselor Form. Make sure the room is stocked with: Risk assessments, referral list, tissues.

6. Wait in your assigned counseling room for the front desk staff to inform you that your client has arrived. Please do not hang out at the front desk while waiting for your clients.

7. Greet your client, introduce yourself, and ask the client to complete the "Informed Consent" form.

8. Wait in your counseling room for the front desk staff to bring you the "Informed Consent" form that should have both client signature and front desk staff “witness” signature.

9. Escort your client to the interview room and proceed with the counseling interview, making sure to end the session no later than ten minutes before the hour.

AFTER THE INTERVIEW

10. Enter the appropriate information on your "Blue Sheet."

11. Review the video of the interview, making note of any issues you might wish to review with your supervisor.

12. Write out the Interview Summary.

13. Do any other work required to prepare for individual supervision.

14. Attend your individual supervision meeting.

Page 131 of 184

Telephone Contact Guidelines1. INTRODUCTION

a) Hello, this is and I'm calling from the Community Counseling and Psychological Assessment Center at the university. I'm calling because you filled out a volunteer client form. Are you still interested in coming in for extra credit? If they want to come in, then…

2. SPECIFICS. Tell them about:a) Observation (some student counselors may be watched through a one-way mirror; all sessions

will be recorded on our computers. Emphasize that observation and recording is done to evaluate your counseling skills, not to focus on them (the client)

b) Consent formc) Your supervisor(s) name(s) [to verify no dual relationships]d) Having only one session with me

3. MAKE THE APPOINTMENTa) “What would be a good time for you?”b) (Hint: Make sure you are looking at the appointment book when you schedule -- if there is not an available

room, you can't see the client.)4. GIVE DIRECTIONS TO THE CLINIC

a) “Clinic is on the northwest corner of Walnut and Dean Nicholson Boulevard”b) “Clinic is on the first floor of the Psychology Building, Suite 118”c) “Psychology Building is across the street from the athletic pavilion”d) Let the client know that clinic parking passes are available

5. AVOIDING NO-SHOWSa) “Sometimes people get busy or distracted and fail to show up for their appointments. The clinic is

really busy and a lot of students are interested in receiving extra credit, so if for some reason you can't keep your appointment, please call in and leave a message with the secretary. If you'd like, I'll call you back to reschedule an appointment. The clinic phone number is 963-2501.

6. ASK THE CLIENT TO BRING A TOPIC TO DISCUSSa) “Most important, make sure that you come to our appointment with a topic you'd like to discuss.

It can be a personal problem, or simply something that is meaningful or important to you.”b) Be prepared to give some examples if the client asks, "like what?"

7. ARRANGE FOR EXTRA CREDITa) “Do you have a Sona System Extra Credit account set up?”b) “ If you’ll give me your e-mail address for that account, I’ll schedule the appointment for your

extra credit.”8. FIND OUT IF THE CLIENT HAS QUESTIONS

a) “Do you have any questions?”b) “Okay, I'll see you on at o'clock.”

9. ENTER THEIR APPOINTMENT ON SONA IN RM 135Please note: If the student you are calling is not there, do NOT tell the person who answers that phone that you are with the CCPAC (this would be a violation of confidentiality). Similarly, do not leave messages on telephone answering machines, since many students have roommates who may also listen to these messages. Simply make arrangements to call back later, unless the client's form specifically indicates that it is okay to leave a message.

Page 132 of 184

SONA System Creating CCPAC Time Slot and Entering Counseling Client in Time Slot

1. Bring the client’s volunteer form to the SONA kiosk computer in CCPAC Rm 125.

2. Either create account for client or verify that client has an account already using the “Request an account here” link at https://cwu.sona-systems.com/

a. If client already has an account, the page for a new participant account will tell you this when you try to create the account.

b. SONA user name will be the client’s CWU email. If you do not have this from the volunteer form, look it up on Group Wise. [You must be sure you are using the correct CWU email address to create an account. If you are unsure, you will have to ask the client for their CWU email address at the end of your session with the client, and help them create an account at that time, as well as selecting a class or classes for credit (see below). ]

c. Use nine 9’s for the client’s student ID.d. Either select the class listed on the volunteer form, or if you do not know the correct section

then select “No Psychology Class” for this field (this is an active selection, not a default).

3. To create time slots, sign into CWU SONA portal athttps://cwu.sona-systems.com/ using your researcher user name and password.

a. Select ‘My Studies’b. Select ‘Clinic Training I’c. Scroll to bottom of page and select ‘View/Administer Time Slots’d. Scroll to bottom of page and select ‘Add A Timeslot’e. Create a single time slot, including your name, and click on ‘Add This Timeslot’f. Find your time slot on the page which appears, and click on ‘Modify’g. Scroll to bottom of page, and enter the client’s user ID – this should be the same as client’s

CWU email addressh. Click on ‘Sign Up’. (Repeat steps a – h as necessary to schedule your client(s).)i. If a message appears indicating that your client is not in the system, or does not have a class

selected, DELETE THE TIME SLOT IMMEDIATELY and return to Step 2, above.

4. Helping a Client Access a Participant Account in SONA and Select a Class for their CCPAC Credit

a. At the end of your session with your client confirm with the client that s/he has received emails regarding the sign-up for this time slot on Sona.

b. Remind the client that s/he must go on Sona and select the class to which s/he wants the credit for this session assigned.

c. Offer to help her/him select a class on Sona at the Sona computer in CCPAC, if s/he would like your help with this. Also offer one of the client Sona instruction sheets, which may be preferred by your client.

d. If the client would like your help selecting a class, walk client back to the SONA kiosk computer in room 125, and show client how to access her/his participant account, and select a class.

Page 133 of 184

e. If another student counselor is using the Sona kiosk computer, let the counselor know that you have a client with you, and that you need to use the computer. A counselor helping a client has immediate priority in using this computer.

f. On the SONA main page, the client should enter her/his user name and password. If she/he does not remember them, she/he can check for the email she/he received from Sona in her/his CWU email.

g. Ask the client to click on ‘My Profile’ at the top of the screen.h. Ask the client to scroll down to the bottom of the screen and click on ‘Change Courses’.i. The client can review the list of courses available and click on one or more of the courses

listed. To click on and highlight multiple courses, the Ctrl key must be held down while clicking.

j. Let the client know that if s/he is unsure of the courses to be selected, s/he can select one course and add others later, or may return to her/his account later and select all the courses s/he wishes to choose; s/he can change the course selections at any time up until the last day of classes.

k. Show the client out to the lobby as usual.

5. Helping a Client Create a Participant Account in SONA a. If a participant account has not been created by the time of the first counseling session (i.e.,

you did not have the client’s CWU email address, and were unsure which CWU email address was hers/his), walk client back to the SONA kiosk computer in 125, and show client how to create a participant account. Do not simply let the client leave with a client instruction sheet – but offer one for the client to refer to later.

b. On the SONA main page, the client should click on “Request an account here” on the left hand side of the page.

c. Client should fill in the information requested on the form and click “Request an Account.”d. If the client does not know his or her student ID, he or she may enter nine 9’s.e. If the student does not know the section of a particular course in which he or she is enrolled,

have the client open a browser window and check Safari for this information. This information is critical for participation in online sign up.

f. Let the client know that if s/he is unsure of the courses to be selected, s/he can select one course and add others later, or may return to her/his account later and select all the courses s/he wishes to choose; s/he can change the course selections at any time up until the last day of classes.

g. Show the client out to the lobby as usual.

6. Modifying a Time Slot in the Event of a Cancellation or No-Show a. Unless you modify a time slot to reflect no credit or a no-show, the client will automatically

receive credit 48 hours after the appointment time – so if the client keeps the appointment, no further action on SONA is necessary UNLESS it is the last week of classes and the 48 hour automatic system will not meet the credit-posting deadline (5pm last day of class), in which case you must go to the timeslot and grant credit by hand immediately post-sesssion.

b. Counselor signs into CWU SONA portal at https://cwu.sona-systems.com/c. Select ‘My Studies’d. Select ‘Clinic Training I’e. Scroll to bottom of page and select ‘View/Administer Time Slots’f. Find your time slot on the page which appears, and click on ‘Modify’g. Scroll to bottom of page, click on ‘Participated’ and click on ‘Update Sign-Ups’

Page 134 of 184

7. If client calls and cancels an appointment in a timely manner (i.e., the day before):a. Counselor signs into CWU SONA portal at https://cwu.sona-systems.com/b. b. Select ‘My Studies’c. c. Select ‘Clinic Training I’d. d. Scroll to bottom of page and select ‘View/Administer Time Slots’e. e. Find your time slot on the page which appears, and click on ‘Modify’f. f. Scroll to bottom of page, click on ‘Excused No-Show,’ and click on ‘Update Sign-Ups’

8. If you have a no-show for an appointment:a. Counselor signs into CWU SONA portal at https://cwu.sona-systems.com/b. Select ‘My Studies’c. Select ‘Clinic Training I’d. Scroll to bottom of page and select ‘View/Administer Time Slots’e. Find your time slot on the page which appears, and click on ‘Modify’f. Scroll to bottom of page, select ‘Unexcused No-Show’ and click on ‘Update Sign-Ups’

Page 135 of 184

Consent for Services by Psychology 593A Students

I. CCPAC as a Training Facility: The Community Counseling and Psychological Assessment Center exists for two purposes: training master’s level graduate students and delivering counseling and psychological testing services to the local community.

A. Services are offered by graduate students in psychology, under the active supervision of faculty professionals.1. All counseling or psychological testing services will be video recorded. Video-sessions are stored

in a secure location, and will be erased when they are no longer needed for graduate training purposes.

2. Sessions may be directly observed by faculty or graduate students for training purposes, under the conditions of confidentiality described below.

B. The services for which you are consenting are provided by beginning graduate students in psychology, who are supervised by faculty professionals.1. These students are agreeing to meet with you for one session, during which their purpose is to

learn more about your presenting concern (e.g., a personal problem, a recent decision, etc.).2. At the end of this initial session, you may want to talk with your counselor about additional

counseling resources that are available on the CWU campus or in the local community.3. There is no financial cost for the services you receive at the CCPAC.

II. Confidentiality: All issues discussed in the course of counseling are strictly confidential, as regulated by professional ethics and Washington State law. By law, information concerning treatment or evaluation may be released only with the written consent of the person being treated or, in cases of minors, by such person’s parent or legal guardian. However, the law also requires the release of confidential information in three situations: suspected abuse of a child, dependent adult, or developmentally disabled person; potential suicidal behavior; or the contemplation or commission of a harmful act toward another person. In addition, in select circumstances, the court may subpoena counseling records. Any release of confidential information will be discussed with you.

III. Termination of Counseling: In accordance with Washington State law, you have the right to refuse counseling at any time for any reason.

I hereby give my consent for counseling, video recording, and observation, as described above. I have read and understand this policy statement. I understand that this authorization constitutes

informed consent. I also understand that a copy of this consent form is available to me upon request.

Client Name (please print) Witness Signature Date

Client Signature Date Counselor Signature Date

Signature of Parent/Guardian (if minor) Date Supervisor Signature Date

Page 136 of 184

USING CLINIC RECORDING EQUIPMENT

Your 250 Gigabyte removable hard drive can store hundreds of hours of digital video. Please treat the hard drive with care. It can be damaged by dropping it or rough handling. Please hold the hard drive by the middle (not the handle!!!).

Rule #1: The computer should be OFF before inserting or removing the drive.

When you’re about ready to record a session:(NOTE: Do these steps in order, precisely)

1. Make sure that the computer you’re about to use is off.

2. Hold the hard drive with the handle facing out, with the handle facing down. Push the hard drive in carefully, then lift the handle and push the hard drive in the rest of the way. NOTE: If at times your drive does not insert easily or fully before locked in with the handle, do not force it in with the locking handle. Pull the drive back out and gently try again before locking it in with the handle.When the hard drive is fully inserted and locked with the handle, turn on the computer. The computer will take 60 seconds to start up.

3. Log on with your username and password.

4. On the desktop, double click to open the Record Video icon.

5. When you’re ready to record, click on the red circle in the screen that appears to record. Click the pause or stop button if necessary. After you record a session, the video will automatically be saved on your hard drive in the video folder. The label on this video will be (date)(time)(room).

6. Close the screen after your session, and turn off the computer through the log off function.

7. Wait for the computer to turn off before you take out your hard drive.

9. Remove your hard drive by first lifting up the handle and pull on the hard drive until you can hold it in the middle. Remove the hard drive.

Page 137 of 184

Initiating the Interview (ed. 1/9/13)(Basic Instructions)

After you and the client are seated in the interview room, you should cover the following information.

1. Review informed consent form.

Thank client for coming in. Review of Informed Consent information:

Session is video recorded and may be observed for the purposes of supervision. Name of your supervisor(s) Confidentiality Exceptions to confidentiality:

1) if you communicate an intent to seriously harm yourself or someone else; 2) if you communicate information about known or suspected abuse of a child,

dependent adult, or developmentally disabled person; 3) if there is a court order for your records.

2. Discuss your role in the interview.

You will be practicing basic counseling skills. Goal is to help the client explore a topic or concern that you choose to talk about.

3. Introduce the volunteer assessment form

Introduce/describe the volunteer assessment form. Leave the room. 60-90 seconds is usually appropriate. When you return, take a moment to look over the client’s answers. If there are ratings above “Never,” further assess those issues at the beginning of the session. If nothing has been marked, move on to #4. Some possible ways to address this form are listed below:

a) “I see that you’ve marked ___ for depression/suicide/abuse … can you tell me about that?”

b) “You’ve marked ___ for depression/suicide/abuse. I’d like to ask you a few questions about that.”c) “I want to ask you a few more questions about your responses to be sure that you’re OK.”

10. Start the interview, with a transition into the client’s topic:

“I’ve got enough information regarding these questions, so we can move into our session. Did you think of a concern or topic that you’d like to talk about.”

Page 138 of 184

Psychology 593AInitiating the Interview (ed. 8/26/11)

The purpose of this form is to give the novice counselor an explicit example of how to initiate an interview with a client. This form is not intended for students to precisely memorize, but should be utilized as a stepping stone for students to learn how to integrate ethical procedures into the beginning of the helping interview.

1. Review informed consent form.

Thanks for coming in today. First, let me explain a few things about the Informed Consent form that you have signed and read. I realize there is a lot of information on that.

Our session is video recorded and may be observed for the purposes of supervision. The camera and attention is primarily on me. And, as I mentioned before, my supervisors are: _________ and _____________. Do you have any concerns about these people viewing the recording of our session?

As you read on the consent form, what we talk about today is considered confidential. However, it is important for you to know that there are a few legal exceptions to confidentiality: 1) if you communicate an intent to seriously harm yourself or someone else; 2) if you communicate information about known or suspected abuse of a child, dependent adult, or developmentally disabled person; and 3) if there is a court order for your records. If any of these issues arise, I will consult with my supervisors about possible courses of action such as helping you to notify the authorities.

Do you have any questions about either the “Informed Consent” form or the observation and recording procedures?

2. Discuss your role in the interview.“Well, with that covered, let me tell you a little about what we are going to do here today.”

“As I mentioned to you on the phone, the purpose of this session is for me practice basic counseling skills. Although I will be using many of the skills commonly used in counseling, our session will be a bit different from a typical counseling interview. My focus is on listening to a topic or concern that you choose to talk about and helping you to explore it further.”

“Do you have any questions before we begin?”

3. Introduce the volunteer assessment form“Before we get started, I would like you to fill out this form. It addresses a number of issues that commonly come up in counseling. I’m going to leave the room for a minute while you fill it out. I may ask you to discuss some of these issues with me based on the answers you provide”

Leave the room. 60-90 seconds is usually appropriate. When you return, take a moment to look over the client’s answers. If there are ratings above “Never,”continue your assessment to addressing those issues at the beginning of the session. If nothing has been marked, move on to #4. Some possible ways to address this form are listed below:

a) I see that you’ve marked ___ for depression/suicide/abuse … can you tell me about that?b) You’ve circled a number of items here that I think are important to discuss. We can start with

these issues, or come back to them after you’ve talked about the topic you brought today … c) You’ve marked ___ for depression/suicide/abuse. Is this the topic you wanted to talk about

today?

4. Start the interview.“Then, what would you like to talk about?”

Page 139 of 184

Responses to Possible Questions

Suicide

Question: “What happens if I talk about suicide?”Whenever someone talks about suicide, the most important thing I can do is to make sure that they are getting appropriate care. If your concerns about suicide are in the past, not present, I will probably try to better understand what happened to you in the past and how things are different for you now. If you are currently feeling suicidal, I will try to gather more information about how you are feeling and what you may need to protect you from hurting yourself. At times, people may be in such a significant crisis that they need immediate intervention to protect them from harming themselves. If this were the case with you, I would immediately consult with a clinic supervisor to assist us in figuring out what would be most helpful to you.

Confidentiality

Question: “What is a dependent adult?” A dependent adult is someone who has been legally classified as an adult who is not capable of making decisions for himself or herself (usually due to either mental or severe physical disability).

Question: “What will happen if I say something about child abuse?” I will first talk to my supervisor about what you have told me. If there is reason to believe that a minor child is currently being abused, or is at significant risk for being abused, our most likely course of action is to report our concerns to the office of Child Protective Services (CPS). We can also work with you to help you make the CPS report if you would like to be involved. The CPS workers will evaluate the information we provide and decide whether or not to follow up on the case.

You should know that we will attempt to inform you of our decision to report to CPS prior to actually making the report; however, there may be circumstances in which we will not be able to contact you in advance.

Sometimes concerns about child abuse that come up in counseling sessions do not meet the legal requirements for reports to CPS. For example, if the abuse occurred several years ago, and the victim/survivor is no longer a minor, and there do not appear to be other minors at risk now, we may not be required to make a report to CPS. However, in any case, I would need to consult with my supervisor about the proper course of action.

Page 140 of 184

Client Volunteer Questionnaire

NAME:

DATE:

Please complete this form after signing the Consent for Services form.

Respond to these items by circling the description to the right of the item.

I feel depressed at times. Never Rarely Sometimes

Frequently Always

I’ve thought about ending my life. Never Rarely Sometimes

Frequently Always

I’ve thought about hurting someone else. Never Rarely Sometimes

Frequently Always

I have experienced violence or abuse (sexual, physical, emotional).

Never Rarely Sometimes

Frequently Always

Page 141 of 184

Responding to Clients Who Talk about Child Abuse

1. Introduction Although PSY 593A students are generally not ready to conduct a thorough child abuse assessment, there are some pieces of information you should try to obtain in preparation for consulting with your supervisor about the client. By collecting this information, you and your supervisor will be more able to respond quickly and appropriately to the possibility of mandatory reporting of child abuse.

2. Information to Gather From the Client What is the nature of the behavior or experience the client is concerned about (e.g., hitting, punching,

fondling, sexual intercourse)? Try to get a description of the kinds of incidents that are cause for concern. What is the time frame in which these incidents occurred? When did these incidents occur? What were the consequences, if any? Were the incidents previously reported to the authorities? By whom

and to whom was the report made? What happened as a result of the report? What are the current ages of the persons involved? What is the current age of your client? What was the

client’s (or other victim’s) age at the time of the incident? Is the client (or other victim) still in contact with the alleged perpetrator(s)? How so? (e.g., living in the

same household, talk by phone, holiday visits) If your client is currently an adult (i.e., 18 or older) is reporting having been abused as a child, are there

other siblings or children (under 18) who are still in contact (e.g., living in the home) with the perpetrator? If so, what are their current ages? Has your client directly observed any abuse of them? Have any of these younger children reported abuse to your client? Is your client concerned that the perpetrator may abuse these younger children? If so, why?

Has your client considered reporting the abuse if it has not been reported previously? Why or why not?

3. Actions to Take Remind your client, in session, of the legal limits of confidentiality and the possibility that you and your

supervisor may have to report known or suspected child abuse. Reassure your client that you will take no action before you have had an opportunity to consult with your

supervisor and have your supervisor review the session video. Reassure your client that, should you have to report abuse, you and your supervisor will attempt to

contact the client in advance of making the report. Immediately following your session with the client, contact your supervisor or another clinic faculty

member. Washington State law mandates that child abuse reports must be made at the earliest opportunity, but no later than 48 hours of learning about abuse. Do not wait to consult with a supervisor; if your supervisor is not available, talk with either the CCPAC Co-director or another practicum supervisor.

4. Things to Consider As counselors, we are legally and ethically bound to report known or suspected abuse of a child,

dependent adult, or developmentally disabled person. Although this can be awkward and uncomfortable for us to do, especially with a reluctant client, it is our responsibility to assist in protecting the welfare of those who are unable to do so for themselves.

Consult with your supervisor about all possible reportable cases of abuse. Unless it is quite clear that there is no abuse occurring, you should consult with your supervisor (or another supervisor) immediately (within a couple of hours). Again, do not be concerned that you are “bothering” your supervisor; this is important!

Page 142 of 184

Basic information to obtain and action to take:

Review confidentiality limits and need to discuss with supervisor. What happened? Relationship to victim? When/where did the event(s) occur? What age? (client, perpetrator, others at risk; at the time & currently) Who else is at risk? (other children at home; perpetrator access to minors) Name, address of perpetrator? Consult with a supervisor immediately following the session.

REMEMBER:Consult with your supervisor within 24 hours about all possible reportable cases of abuse.

Page 143 of 184

Responding to Clients Who Talk About Depression or Suicide

1. Introduction Although PSY 593A students are generally not ready to conduct a thorough suicide lethality assessment, there are pieces of information you should obtain in preparation for consulting with a faculty supervisor about your client. By collecting this information, you and your supervisor will be able to respond quickly and appropriately to a possible emergency.

2. What Your Client Might Be Saying in Session “I’ve been really down lately.” “I just can’t seem to get out of bed; I don’t know what’s wrong with me.” “What’s the point of even trying anymore.” “I feel pretty hopeless; things just don’t seem like they’ll ever get better.” “Yeah, I sometimes think about killing myself.” “Last time I got really depressed, I thought about killing myself.” “When I was in high school, I tried to kill myself.”

3. Information You Should Gather From Your Client Where possible, try to get information about specific feeling states (e.g., hopeless, sad, etc.) – more than

just “depressed.” In other words, what does the client mean by “depressed”? Has the client been thinking about suicide? If yes, in what ways (e.g., “I’d be better off dead, but I would

never actually kill myself” or “I’m seriously thinking about killing myself.”) Does the client have a plan in mind (e.g., pills, gun, hanging) and a time frame (e.g., tonight, next week)? Does the client have access to the means necessary to carry out the plan (e.g., have the pills, own a

gun)? Is the client currently using alcohol or other drugs ? If so, how often and how much? Is the client aware of emergency resources (e.g., CWU Student Health and Counseling Center, Crisis

Line) and is the client willing to use these resources as necessary? What is the client’s schedule for the rest of the day ? (This information is helpful should we need to locate

the client to obtain more information or to schedule a follow-up appointment.)

4. Actions You Should Take Express to the client your concern about him or her. Ask the client to make a verbal contract not to hurt himself or herself until you or your supervisor have an

opportunity to talk with him/her again. If the client faces any possibility of imminent danger of hurting him/herself, consult

immediately.o Before you end the session, ask the CCPAC desk person (e.g., Loretta) to find a

supervisor who can join you in order to perform a lethality assessment. (This should be done whenever the client has expressed a specific plan to seriously hurt himself or herself.)

o After the session has ended, immediately locate a clinic supervisor and consult about the information presented to you by the client. Be prepared to identify specific sections of the session video recording in which you and the client discussed depression or suicide.

5. Points to Remember When in doubt, always consult with a supervisor as soon as possible (ASAP). Don’t be afraid to “bother

them.”Asking clients about suicide does not cause them to act on an idea they had not previously considered. In other words, by asking you are not “planting” a dangerous suggestion. Ask!

Page 144 of 184

2. P.A.L.L.I.D. A.S.P.

Things to watch for when assessing potential suicide risk...

Plan – Do they have one?

Availability – Do they have the means to carry it out?

Lethality – Is it lethal? Can they die?

Loss – Have they suffered a loss? Death, job, relationship, self esteem?

Illness – Do they have a mental or physical illness?

Depression – Chronic or specific incident(s)?

Alone – Are they alone? Do they have a support system? A partner? Are they alone right now?

Substance abuse (or use) – Drugs, alcohol, medicine? Current, chronic?

Previous attempts – How many? How recent?

Modified from San Francisco Suicide Prevention http://www.sfsuicide.org/html/warning.html

Page 145 of 184

Guide to Terminating the Interview

Full sessions should end at 10 minutes before the hour.When there are approximately five minutes left in the session, follow these steps:

1. To avoid moving too abruptly into termination, respond to what the client has just said and then...

2. Say: "We're just about out of time for today. I think as a way of concluding, it would be helpful if we review the main points we discussed during our session. So, what do you feel were some of these main points?"

3. Allow the client to provide a summary if he or she wishes.

4. Paraphrase and add a few points yourself that the client might have missed. Do not give a lengthy, blow-by-blow review of the entire session, and avoid entering into discussion of new topics.

If needed, this is often an appropriate time to provide a referral.Leave extra time for this step, if you think the referral might be complicated or emphasized.

5. Explain about extra credit procedures; provide client with SONA paperwork.

6. Ask the client to complete the “Counselor Evaluation Form” in the lobby and to put it in the box on the way out. You might say, “It's helpful for me in my ongoing training to get some feedback about how you thought the session went." The TAs will collect these and put them in your hanging file folder.

7. Briefly discuss the extra credit procedures.

8. Thank the client for coming in.

9. Walk the client back out to the lobby, and show him or her the gray box where evaluations can be turned in.

Page 146 of 184

Client Evaluation of Student Counselor

Counselor Name: Quarter:

NOTE TO THE CLIENT: Please do not put your name on this form. Your honest, anonymous ratings of the interview you have just completed will be helpful to the counselor as part of his or her training. Thank you for your assistance.

1. The counselor helped me feel at ease from the beginning of the session

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

2. The counselor seemed genuinely interested in what I had to say

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

3. The counselor seemed sensitive to my feelings. Strongly Disagree

Disagree Undecided Agree Strongly

Agree

4. The counselor seemed to understand what I said. Strongly Disagree

Disagree Undecided Agree Strongly

Agree

5. The counselor’s statements and questions were easy for me to understand.

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

6. The counselor showed respect for me and for what I was saying.

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

7. The counselor accepted me as a person, without being judgmental.

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

8. This interview was interesting to me. Strongly Disagree

Disagree Undecided Agree Strongly

Agree

9. I learned something about myself during this interview.

Strongly Disagree

Disagree Undecided Agree Strongly

Agree

10. This interview was helpful to me. Strongly Disagree

Disagree Undecided Agree Strongly

Agree

PLEASE DO NOT PUT YOUR NAME ANYWHERE ON THIS FORM

Additional comments about your counselor or the interview:

PLEASE PLACE YOUR COMPLETED FORM IN THE EVALUATION BOX AT THE CLINIC RECEPTION DESK

Thank you for your assistance in providing feedback to our counselor trainees.

Page 147 of 184

Page 148 of 184

PSY 593A Interview Summary (Blank)

CLIENT _____________________________ DATE _______________________

COUNSELOR ________________________ Recording Starts: ______ Ends: _______

1. Observations about the client.(Appearance, facial expression, posture, mood, nonverbal and paralinguistic behaviors)

2. Primary issues, content, and/or themes discussed (including client thoughts, feelings and behavior).

3. Your experiences with the client.(Feelings, comfort level, patterns of responding, difficulties)

4. Please rate the level of rapport you experienced with this client by placing an “X” on the following scale:

1 2 3 4 5 6 7 8 9 a very low a very highlevel of rapport level of rapport

What actions or responses on your part contributed to this level of rapport?

5. Additional comments:

Page 149 of 184

PSY 593A Interview Summary

CLIENT: Mickey Mouse DATE: September 18, 2011

COUNSELOR: Jane Smith Recording Starts: 0:45 Ends: 46:30

1. Observations about the client.(Appearance, facial expression, posture, mood, nonverbal and paralinguistic behaviors)

Mickey appeared sad and spoke in a slow a quiet voice throughout the session. He adjusted his seating position numerous times and fidgeted in his chair. Mickey made little eye contact and looked down at the floor most of the time. He cried softly for a few minutes while talking about his ex-girlfriend. These behaviors seemed congruent with his reports of depressed feelings.

2. Primary issues, content, and/or themes discussed (including client thoughts, feelings and behavior).

The client reported feeling “bummed out” and described feeling depressed since his girlfriend, M., broke up with him two weeks ago. Mickey said that his main concern is that his difficulty coping with his recent breakup is affecting his ability to concentrate on his school work, and that he would like to “get over it” so that his grades do not suffer.

Mickey stated that he asked M. to marry him three months ago, but M. told him that she wasn’t ready for marriage. He also reported calling her frequently at night to make sure she wasn’t out with someone else and that his jealousy led to arguments between them and their eventual breakup.

The client described his primary emotions as depression and hopelessness. He also said that he felt “insecure” and “jealous” when he sees or thinks about M., and reports being “stressed Out” about his ability to keep up in school.

3. Your experiences with the client.(Feelings, comfort level, patterns of responding, difficulties)

Although Mickey was friendly, I felt uncomfortable with his sadness and found myself wanting to comfort him. I was afraid that he would become frustrated that I was not doing something more for him. It seems like my responses became longer and more rambling as the session went on.

4. Please rate the level of rapport you experienced with this client by placing an “X” on the following scale: 1 2 3 4 5 6 7 X 8 9 a very low a very highlevel of rapport level of rapport

Page 150 of 184

What actions or responses on your part contributed to this level of rapport?

The client seemed to relax when I provided her an opportunity to ask questions in the initial stage of the interview. In addition, my reflections of feelings seemed to indicate to the client that I was really listening. Some of my long and rambling summarizing restatements may have hurt rapport.

5. Additional comments:

Rapport was fairly high because Mickey was very open with his feelings from the beginning, and it was easy to empathize with him. It may have been even better if Mickey had maintained more consistent eye contact. he appeared to enjoy talking to someone about this, and reported interest in pursuing my referral. He described several symptoms of a major depressive episode, so further counseling could be quite beneficial.

THINGS TO REMEMBER:1. Use white paper.2. Spell check.3. Use formal language; put slang terms in quotes.4. Do not make assumptions (e.g. demographics).5. Each sentence should indicate that the client reported the information; vary the way you phrase this.6. Use the client’s real name; all other names should be initials only.7. Put as much info in each section as possible.

Page 151 of 184

Guidelines for 593A Video Review NotesThe purpose of video review notes is to provide a comprehensive view of client and counselor responses during the counseling session. They benefit both the student and the supervisor. For the student, they provide an opportunity to review and critique the session. For you supervisor, they provide a “roadmap” of the skills you’ve demonstrated in each session and considerably facilitate the efficient use of supervision time.

Please use the following guidelines in writing these notes.

1. Be certain to sign up for a review areas in the phone room appointment book. Review your videos prior to each supervision session and have completed review notes available during supervision.

2. Use 3 columns to record information:Column 1: Note the video time point and indicate whether it is a CL or CO verbal response. Column 2: Counselor or Client response. Provide a “verbatim” account of counselor responses

and a condensed, but representative, account of client responses (see attached example).

Column 3: The type of, quality of (+/-), and your comments about the “CO” response. This column helps you to begin the important process of self-supervision. For each of your (“CO”) responses, you should describe the type of the response. For example, if you believe your response is primarily a restatement, you should label it with an R. Use the following shorthand notations:

P paraphraseSU summarizationRF reflection of feelingCL clarificationOQ open questionCQ closed questionENC encouragementCH challenges

BE basic EmpathyAE advanced EmpathyAI appropriate interpretationII inappropriate interpretationIM immediacySD self-disclosurePI providing informationDG direct guidance (advice giving

In addition to labeling the type of your verbal response, you should also describe its quality using the “+” or “-” signs next to each of the above response type abbreviations. The “+” or “-” signs should indicate the additive or subtractive quality of the response. An additive response helps the client explore and positively demonstrates your skills; for example, a restatement which accurately reflects the content of the client’s speech. Conversely, a negative quality response may be a restatement which does not accurately track or reflect the client’s speech. Other notes to yourself in column 3 can include:

• What did you miss?• What could you have said instead.• Questions for your supervisor.

Page 152 of 184

SAMPLE VIDEO REVIEW NOTES1:15 Introduction/Confidentiality/CO role

(NOTE: introduction does not have to be transcribed unless requested by supervisor.)

PI +...need to be more comfortable/natural...

(NOTE: transcribe the interview regarding the Client Volunteer Questionnaire)

3:00 CL Relationship w. Father; never got along well; good relationship w. M. Dad “macho”, successful businessman, did well in college, respected in community. Has expectations of me--going to college not a choice for me. Having good time here, have considered photography which doesn’t require a degree. Feel pressure from him to get A’s or he’ll be disappointed/embarrassed. Mad b/c he can’t respect me for who I am. I am not him & don’t want to be him; He doesn’t understand that.

4:15 CO It sounds like you’re pretty angry about having to live up to your Dad’s standards.

RF +?: Too fast to respond to

feelings?

4:20 CL Never any compliments from him despite achievements. Nothing good enuf, frustrated he doesn’t care, can’t meet his standards. After argument w. him raised hell with friends to spite him. Busted car windows...threw rocks from bridge. Once, picked up by police. “Priceless look” on dad’s face...almost gave me satisfaction.

6:45 CO So, I’m hearing that U felt like U couldn’t measure up no matter what you did & it seems to have pleased U for him 2 C U get in trouble.

SU +Missed: his guiltPerhaps add: “...but it sounds as though some part of you doesn’t feel very good about that.”

7:00 CL Dad not like that w. sister. More protective, affectionate, flexible. Pisses me off. Think he figures women won’t amount to much. Traditional views of men/women. Mom as “perfect housewife,” sister can do anything. Me: top athlete, straight A’s, cuz I’m son...not make him look bad.

8:00 CO You seem to think that b/c your dad has more old-fashioned ideas about gender that it puts more pressure on U than on your sister.

P +...led to good exploration...

Page 153 of 184

Starting your first Transcription Note:

After properly loading your hard drive, turning on the computer, and logging in with your username and password, certain icons should appear on your desktop.

1. Find the icon labeled Client Folder

2. Double click to open this folder

3. Right click in the box and create a new folder, rename this folder with your client’s initials and any other identifiers that would be helpful later to differentiate between clients. Then, double click on that folder to open the file. Keep this box open for the next step.

4. Find the icon labeled Video; double click to open this folder. Your sessions that have been recorded will automatically appear in this folder. Find the session you just recorded. The title will appear in the format of (month day year) (time) and (room number). Double click to open that file. In it will be a playlist. Click on the playlist and drag this to the open client folder that you just created. Choose the option, Link here.

5. Once your playlist is in the client folder, you can open it by double clicking on the playlist. Xine (the digital recording program) will automatically start playing your recording when you open the playlist. Make sure the recording screen is active (by clicking on it) then press the space bar to pause the recording. Right click on the screen and select Show Controls. This will open up the control panel for Xine, allowing you to see the time and to later open a playlist. Keep the video screen open.

6. Open the Transcription Notes Template. You may have to send a copy of the template to the desktop so that you can write on the document. Once you have saved the template to the desktop, open the template and save as with a label that corresponds to your recording and client (save this in your client file).

If you need to come back later to open up a transcription note file that you’ve already started working on, you won’t be able to just double click on the file to open it in Office. You will need to click on the document, and choose Open with Office then select Open Office.org – Writer.

7. On the document, insert your information for the headings:Your NameDate of the sessionClient initialsSession Number

Use the table to complete your Transcription Notes. The first column indicates the time and who is speaking (CO for counselor and CL for client). The second column is the space for the verbatim responses for the counselor and the almost verbatim responses of the client. The third column is for you to indicate the type (labels), quality (+/-), and content of your comments.

Media Marks for Supervision:

In addition to the items to include on your transcription notes (mentioned on the previous page), you will need to use the Xine software to indicate a minimum of six Media Marks on your recording so that you can show specific sections of your recording in supervision. Media Marks can be helpful if there are

Page 154 of 184

specific parts of your session where you had questions and are useful in demonstrating skills used based on previous supervision. These can later be reviewed by your supervisor or the TAs to give you additional feedback.

1. From the Control Panel in Xine, open a playlist by clicking on the icon. As you watch the recording, use the F keys (F1, F2, F3, etc.) to add media marks. All you have to do is hit the button, and you will have inserted a media mark.

2. To edit the title of the media mark (For instance, to change F1 to say restatement + or something similar), highlight F1 and right click. Choose Edit. Change the tag to something more appropriate. This tag will appear on the recording when you play the video.

3. Make sure you save your playlist periodically. To do this, click Save on the playlist. Choose your CCPAC number on the left side of the screen that pops up. Then, choose the folder (the folder where your video playlist is located) you want to save it in. When the playlist appears in the right screen, click save.

Computer Keys to use in Xine that will make your life easier:

To go forward in your video

1 minute: press right arrow key30 sec: hold Ctrl and press right arrow key15 sec: hold Window key and press right arrow key7 sec: hold Alt and press right arrow key

To go backwards in your video

1 minute: press left arrow key30 sec: hold Ctrl and press left arrow key15 sec: hold Window key and press left arrow key7 sec: hold Alt and press left arrow key

To pause, hit space bar

Page 155 of 184

Computerized Recording in the Clinic

1. Sign up for a room on the schedule (include counselor and client names).2. Bring your hard drive to the session.3. Insert your hard drive, turn the key, then turn the computer on.4. Once the computer completes its boot, log into the system.5. Double click on the Record Video icon.6. Look for the command panel. Click on the Record Button (the red circle).7. Make sure the counter starts counting.8. Meet your client and begin the session.9. At the end of the session, escort your client back to the waiting room.10. Return to your room, press the stop button (black square).11. Click log out icon, select “turn off computer.” 12. Turn the key, remove the hard drive.13. Return the hard drive to the filing cabinet.

Words of caution:

Treat the hard drive equipment with tender, loving care. Do not carry your hard drive by the locking bar. This is not a handle. If you have problems with the computer equipment, please report the nature of the problem (e.g., "no picture," "no sound," "drive is stuck in the machine") to the person at the front desk as soon as possible. Also, note the problem on the scheduling book so that your colleagues can be aware of the potential for difficulties in videoing sessions in that room.Try to keep the noise level down as you (or you and your clients) travel though the clinic. Although the carpeting has improved clinic acoustics somewhat, loud voices still carry quite well through our space.

Guidelines for Long Sessions: To record sessions lasting longer than the default 80 minutes (645 Megabytes) you need to make an adjustment prior to recording:

Launch the CCPAC Recorder program from the desktop as usual. Right click over the Blue Power Button. When you see the pop up menu with "Settings" click on it. Notice now the main menu along the top of the program. With the mouse select Settings->View Current Settings The last item should read "File Size Limit: 645 Megabytes" Now select: Setup->File Size->Unlimited Verify your changes by again selecting Settings->View Current Settings The last item should now read: "File Size Limit: 78000 Megabytes" Now a session of up to 1000 hours can be recorded when you click the Red Record Button. This adjustment should be made whenever a long session of unknown duration is anticipated. These

instructions will also be found in the Help folder on your Desktop.

1. Creating Media Marks Right click and select the “Show Controls” option Click on icon (top left) that looks like a page with writing on it Whenever you come to a point you want to mark hit F1 Highlight the F1 row, right click and select “edit”

Page 156 of 184

Label your media mark (restatement, good interpretation, etc) Select “apply” Double click on “save” on the media marks box of the controls Double click the “ccpac” folder, then the “clients” folder, then the appropriate client. Your playlists

should appear on the right Double click on the appropriate playlist

Media Mark Requirements by Class593A

6 media marks with full transcriptions (client and counselor) around these marks (2-4 minutes).

Entire session transcribed with counselor comments only.

593B 6 media marks with comments about why the marks were selected and specific questions to

bring to supervision. Come to supervision ready to display what you did well and what you would like feedback on.

593C 6 media marks. No comments need to be written, but students should come to supervision ready

to discuss specifics about each session. Students who do not come prepared will be asked to bring the written media-mark comments

required for 593B.

2. Reviewing Your Sessions

In all practica sessions, the student counselor must review each session’s video in its entirety. Students who demonstrate a lack of understanding regarding their sessions will be asked to transcribe sessions until they demonstrate a clear understanding.

Make sure to clearly label media marks in detail – don’t just leave them marked “F1.” Try and spread the media marks throughout the session and to highlight areas of growth you

were asked to work on in previous supervision sessions. Don’t just highlight weaknesses. Don’t just highlight strengths. Put media marks on such areas

as:o Changes and improvements.o Changes made in response to supervision.o Strengths, things that went well in session.o Confusions, unknowns, hesitancies, weaknesses.

Page 157 of 184

Volunteer Client FormVolunteering for: 1-2 sessions 3-4 sessions 5 or more session. Date: Name Email Primary Telephone

Address City/State Zip Okay to leave message? Yes No

Gender: F M Age: ________ Primary Language: English Spanish Chinese Other

Ethnicity: Hispanic/Latino/Chicano African American Asian (Pacific/Indian) American Indian Middle Eastern White/ European / Jewish

What other cultural/history/background issues would be helpful for us to know about you?

Course Credit for PSY (course number): Your Instructor’s Name:

Other Psychology Instructors this Quarter:

Please check the times below when you would NOT be available for an interview.

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

8 – 9 a.m.9 – 10 a.m.10 –11 a.m.11 –12 a.m.12 – 1 p.m.1 – 2 p.m.2 – 3 p.m.3 – 4 p.m.4 – 5 p.m.5 – 6 p.m.6 – 7 p.m.7 – 8 p.m.

Possible topics for discussion in session (e.g., an important decision, a recent challenge, a current problem, etc.):

Please indicate the level of distress you are currently experiencing:NO DISTRESS (1) LOW DISTRESS (2) MODERATE DISTRESS

(3)HIGH DISTRESS (4) EXTREME DISTRESS

(5)

CONTACT RECORD (TO BE COMPLETED BY THE COUNSELOR)

Counselor Date of Call Time of Call No Answer Appt. Made Other

Page 158 of 184

Community Counseling and Psychological Assessment Center Counselor:Central Washington University Supervisor name/signature: /3. Summary of Client Services Rendered (Hours Log) 593A Quarter: Fall Winter Spring 4.

Year: Year:

Client Name Client Name(Last, First) Sona

UsernameSup.

InitialsDate Sona

Status(Last, First) Sona

UsernameSup.

InitialsDate Sona

StatusSample, Kalilah KalilahS JP 10/03

Total number of sessions: Volunteers: Community Adults: Children: Families: Grand total:

Individual/Triadic Supervision (1 hour):

Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date Date: B/C Supervision

Group Supervision(2 hours):Supervisor’s Initials

Coding System:Sona Status (S): =Attended, = Failed to show, L=Late, CC=Client Canceled , TC=Therapist Canceled, R=Rescheduled, D=Dropped out (Premature Termination).

Page 159 of 184

PSY 593A Supervision Log

Pra

ctic

um

Stu

dent

:

Worked well: Needs Work:

Doc

umen

tatio

n Worked well: Needs Work:

Ver

bals

Worked well: Needs Work:

Rec

omm

enda

tions

Eval

uatio

n

Counselor Attitudes and Behavior: includes the student’s attitude toward the practicum, openness to learning, and behavior in and as a result of supervisory sessions.

Unsatisfactory Needs improvement Acceptable

Good Excellent

Skills in Structuring the Interview: includes skills involved in opening the session, reviewing informed consent procedures, discussing counselor role, and closing the interview.

Unsatisfactory Needs improvement Acceptable

Good Excellent

Counseling Skills. Includes skills involved in facilitating counseling process, conducting assessments, implementing interventions, and terminating cases.

Unsatisfactory Needs improvement Acceptable

Good Excellent

Page 160 of 184

Supervisor’s Assessment of Student Progress - Psychology 593A

Student Quarter/Year Supervisor(s):

Date of Report 1st Stage 2nd Stage

Learning counseling skills develops within context. As you progress through this class, you will notice how each skill builds on the ones before it, often blending together. The ultimate goal is for students to reach the 3rd stage of development (pink region) for each component. If you do not demonstrate the expected competence in one component, you may pass at your supervisor's discretion. If you do not demonstrate the expected competence on two or more components you may have your work submitted for additional faculty review and your status will be determined by the Counseling Program Committee.

Ong

oin

Determining personal style and theory

3rd S

tage Skill integration: Sequencing

skills in different theories (MH.A.5)

Influencing Skills and Strategies: Interpersonal/reframe, logical

consequences, self disclosure, feedback, informative/advice directives

Reflection of meaningFocusing

ConfrontingThe five-stage interview structure: Completing an

interview using only the basic listening sequence and evaluating that interview for empathetic understanding.

Also includes MH.A.10 (crisis referral), MH.D.6 & SC.D.4 (suicide risk)

Reflection of feelingEncouraging, paraphrasing, and summarizing

Page 161 of 184

2nd S

tage Client observation skills

1st S

tage

Open and closed questionsAttending behavior: (SC.H.1) Culturally and individually appropriate visuals

(eye contact), vocal qualities, verbal tracking skills, and body language).

Ethics, Multicultural Competence, and Wellness (MH.B.1.). Also includes MH.D.7 (record keeping)

Comments:

Faculty Supervisor’s Signature Date Teaching Assistant Signature Date Student Signature Date

Page 162 of 184

Student: _______________________

Supervisor: _______________________

Date: _______________________

593A Assessment of Student Progress

ASSESSMENT Range: Unsatisfactory, Needs improvement, Acceptable, Good, Excellent

CATEGORY ASSESSMENT COMMENTSEthics, Multicultural Competence, Wellness;Paperwork

Attending BehaviorClient Observation Skills

Encouraging, Paraphrase, summarize

Reflecting Feelings,

Open/Closed questions

Basic/Advanced empathyImmediacy

Reflecting MeaningChallenging/confrontingFocusingRecognizing Themes.

Page 163 of 184

5-Stage Interview Structure

Interpretation/reframe

Influencing Skills/Strategies:Feedback & Self-disclosureLogical consequencesInformation/PsychoeducationDirectivesDetermining Personal Style and Theory

Other : Silence Referrals

Page 164 of 184

5.

Supervisor’s Assessment of Student Progress - Psychology 593AStudent Quarter/Year Supervisor(s):

Date of Report 3rd Stage

Learning counseling skills develops within context. As you progress through this class, you will notice how each skill builds on the ones before it, often blending together. The ultimate goal is for students to reach the 3rd stage of development (pink region) for each component. If you do not demonstrate the expected competence in one component, you may pass at your supervisor's discretion. If you do not demonstrate the expected competence on two or more components you may have your work submitted for additional faculty review and your status will be determined by the Counseling Program Committee.

Skill Developmentally Appropriate Assessment

10. Determining personal style and theory NA Unsatisfactory Acceptable Good Excellent

9. Skill integration: Sequencing skills in different theories (MH.A.5)

NA Unsatisfactory Acceptable Good Excellent

8. Influencing Skills and Strategies: Interpersonal/reframe, logical consequences, self disclosure, feedback, informative/advice directives

NA Unsatisfactory Acceptable Good Excellent

7. Reflection of meaning; Focusing; Confronting NA Unsatisfactory Acceptable Good Excellent

6. The five-stage interview structure: Completing an interview using only the basic listening sequence and evaluating that interview for empathetic understanding. Also includes MH.A.10 (crisis referral), MH.D.6 & SC.D.4 (suicide risk)

NA Unsatisfactory Acceptable Good Excellent

5. Reflection of feelingEncouraging, paraphrasing, and summarizing

NA Unsatisfactory Acceptable Good Excellent

4. Client observation skills NA Unsatisfactory Acceptable Good Excellent

Open and closed questions NA Unsatisfactory Acceptable Good Excellent

2. Attending behavior: (SC.H.1) Culturally and individually appropriate visuals (eye contact), vocal qualities, verbal tracking skills, and body language).

NA Unsatisfactory Acceptable Good Excellent

1. Ethics, Multicultural Competence, and Wellness (MH.B.1.). Also includes MH.D.7 (record keeping)

NA Unsatisfactory Acceptable Good Excellent

Faculty Supervisor’s Signature Date

Teaching Assistant Signature Date

Student Signature Date

Page 165 of 184

Page 166 of 184

Student Evaluation of PSY 593A Supervisor

Supervisor Name: Academic Quarter/Year:

Please note, this evaluation is for your supervisor and NOT for the class as a whole.

My supervisor:

1. clarified the ways in which I should prepare for supervision, including, e.g., when paper work should be written, how thorough video review should be, etc.

NA Unsatisfactory

Acceptable

Good

Excellent

2. addressed potential student fears and concerns about supervision, including the purpose of constructive feedback, early in the quarter.

NA Unsatisfactory

Acceptable

Good

Excellent

3. was on time for supervisory sessions, did not cancel supervision without promptly rescheduling. NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

4. was willing to provide extra supervision as needed and requested by me NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

5. stayed on topic during the supervisory sessions NA Unsatisfactory

Acceptable

Good

Excellent

6. was willing to deal with unexpected client issues which arose without waiting for regularly scheduled supervisory sessions.

NA Unsatisfactory

Acceptable

Good

Excellent

7. shared his or her relevant clinical experiences with me as appropriate. NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

8. provided specific feedback to me about my skills, including both strengths and areas for improvement. NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

9. provided feedback on my performance that was relevant and frequent enough to be useful. NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

10. was willing, where appropriate, to discuss useful alternatives to the counseling skills I demonstrated in my sessions.

NA Unsatisfactory

Acceptable

Good

Excellent

11. helped me recognize and identify a plan for dealing with my personal issues (e.g., countertransference) when they arose.

NA Unsatisfactory

Acceptable

Good

Excellent

12. provided a balance of challenge and support, e.g., was directive at times, supportive at times, and/or confrontive at times.

NA Unsatisfactory

Acceptable

Good

Excellent

13. appeared respectful of me as an individual. NA Unsatisfactory

Acceptable

Good

Excellent

14. appeared genuinely interested in my professional development. NA Unsatisfactor

yAcceptabl

eGoo

dExcellen

t

(please see reverse side)

Page 167 of 184

NOTE: If you prefer, you may type your responses to these questions. A template of this PSY 593A supervisor form is stored on the CCPAC computers for your convenience.

15. provided helpful instruction during practicum class meetings. NA Unsatisfactory Acceptabl

eGoo

dExcellen

t

16. provided a professional model, e.g., takes counseling and supervision seriously, raised pertinent ethical issues, etc.

NA Unsatisfactory Acceptable

Good

Excellent

17. I would rate this supervisor as NA Unsatisfactory Acceptable

Good

Excellent

18. My supervisor was most helpful when…

19. My supervisor was least helpful when…

20. Other feedback for my supervisor includes…

Please return this practicum supervisor evaluation form to the CCPAC Secretary (Loretta Ney). She will forward these evaluation forms directly to the Psychology Department chairperson.

Page 168 of 184

COMMUNITY COUNSELING AND PSYCHOLOGICAL ASSESSMENT CENTER (CCPAC)

Central Washington University

Guidelines for Progress Notes and Client Files

1. One of the major purposes of progress notes is to document client progress toward a mutually-identified treatment goal. A reader should develop a clear understanding of the history, course, and outcome of a client’s problem.

2. These notes also serve as documentation of all contacts with your client (e.g., telephone, drop-in clinic visit, etc.). You should also record all attempts to call your client, client cancellations of sessions, and client no-shows. Also, write up any consultations about your client with other professionals (e.g., physician, psychiatrist, counselor, probation officer, teacher) or other collateral contacts (e.g., parents).

3. Write at least an outline of the essential points of each session in your progress notes by the end of the day on which you see a client. The final, formal progress note should be completed within 1 or 2 days following the session.

4. Complete your progress notes from a session with a client before you see that client again. You may not see a client if you have not yet completed progress notes and obtained supervision on that client hour.

5. Make sure the client’s name and the counselor’s name appear at the top of every page of progress notes.

6. Put the date of the session or other contact (e.g., phone, consultation) near the client’s name. Also include the date of creation of the progress note.

7. At the conclusion of the progress note, sign and date it in the area designated for signatures and make sure the signature lines are on the same page as the text.

8. All clinic paperwork must be completed on the clinic computers located in the CCPAC computer lab. Your supervisor may often ask you to make corrections or amendments to your client notes.

9. If you make a minor error in your notes, you may strike it out with a single line, initial your correction, and circle your initials. If you make a lot of mistakes, rewrite your progress note for that session only.

10. If your first session with a client is an assessment interview, your first progress note should include information from the session that is not specifically included in the Assessment

Page 169 of 184

Interview Write-up, including any suicide/child abuse assessments, consultations, and release of information gathered. Following this information, you should write in your progress note, “Conducted the initial assessment interview. See write-up on left hand side of folder.” (Template in on your hard drive)

11. Your supervisor will review your files throughout the week and give you written feedback on any necessary changes in your paperwork. You must have all progress notes and supporting materials completed at least two hours prior to your scheduled supervision appointment.

12. Your progress notes should comprise a thorough description or summary of the session. If you have questions about what constitutes an appropriate progress note, please feel free to consult with your supervisor about the things you are considering including in your client’s record. In general, avoid inclusion of your personal interpretive comments or notes to yourself. You may keep a separate set of “working notes” for supervision in your green hanging file in the telephone room. Your working notes should be shredded when you no longer need them for supervision purposes. Structure your formal progress notes around the S.O.A.P. format:

S Subjective dataA description of the problem as viewed by the client. This may include the client’s description of their thoughts, feelings, major concerns, descriptions of progress, or plans for the future. This may also include responses reported by the client from the counselor, family, and others in the client’s social network. This section should also include client in-session statements and any other self-descriptions of the current condition.

O Objective dataThis section describes the client’s overt behavior or other verifiable information. The focus is upon identifiable or definable client activity (e.g., what the counselor saw, heard, etc.). You may also include information from reliable/verifiable sources, test results, or any additional history supplied by the client. Here you should summarize any interventions you have implemented, including client “homework.”

A AssessmentThis contains the counselor’s interpretation of the data in the previous two sections. Counselors may provide their assessments and diagnostic comments regarding the client’s problems, as well as their impressions of client progress toward short or long-term goals. Where appropriate, you should make a clear distinction between your speculations and your statements of fact.

P PlanThis section describes the plan for resolving the problems identified in the previous three sections. It should clearly describe the relationship between the client’s stated goals and a plan for reaching them. The initial entry for this section provides a complete description of the treatment plan. Tentative plans for the next session are summarized at the end of subsequent progress notes. Also, be sure to note any failures of plans or interventions. Also note any referrals you intend to make.

Page 170 of 184

File System

Green Contact Logs

Red Student Supervision Notes

Yellow Video Review notes

Blue Client files

Page 171 of 184

Guidelines for PSY 593 Supervision

1. You are expected to behave professionally and in keeping with the ethical standards contained in the Ethics Codes for the American Psychological Association and the American Counseling Association. If you have not already done so this term, you are directed to review both of these documents and discuss in supervision any questions or concerns about any of their provision.

2. If you have any questions about my expectations for your performance, or about any matters pertaining to practicum, I expect that you will promptly bring such questions to my attention. As the saying goes, “ignorance is not absolution from responsibility.” If you don’t know, ask. And the sooner you ask, the better.

3. Make sure you are on time for supervision and come prepared with your files and video recordings. Do NOT unilaterally decide to cancel supervision because you haven’t seen any clients or are too busy. Similarly, do NOT unilaterally decide to cancel clients because you are too busy or avoid scheduling clients because you would like to take a week off. If you think that you will need to deviate from the usual procedures for scheduling clients, please consult with me in advance of making any changes. If you think it might be helpful to change our supervision meeting time, you are welcome to approach me about it; but, please talk with me directly rather than leaving a note. When thinking about a change in our regularly scheduled supervision time, we will need to carefully consider the needs of your clients and your scheduled appointments with them.

4. You must have reviewed your video recordings prior to supervision and have completed video review notes. On your video review notes you should note the recording timestamp for important parts of the sessions. Although your video review notes do not need to provide an exhaustive review of session content, you are expected to make detailed notes for those sections of the session in which you experienced particular difficulty, or in which the client was presenting difficult or challenging material (e.g., suicidal ideation/intent, child abuse/neglect, harm to others). In developing your video review notes, you should also pay attention to issues such as:

a. Short and long-range goalsb. Client progress toward goalsc. Presenting problems and/or symptomsd. Change in client symptoms or conditionse. Counseling interventions you have attemptedf. Content which potentially requires a breach of confidentiality (e.g., suicide,

homicide, assault, abuse)* Other important video review sections include those where you:

a. believe you demonstrated good counseling skillsb. felt you could have reacted or responded differently

Page 172 of 184

c. are unsure or confusedd. believe there is evidence of important or critical client issues

5. Be prepared to provide a concise oral summary of your session with each client, rather than a detailed “play by play” description. We can always spend more time on these detailed descriptions if a more exhaustive discussion of the session is warranted.

6. If there are specific things that you require from a supervision session, or there are specific client issues you are hoping to address, please let me know at the beginning of the supervision hour.

7. It is frequently helpful to paraphrase the feedback you receive from me or from fellow students in our supervision group. By paraphrasing, you have the opportunity to check your understanding of our feedback.

8. You are expected to respond openly to feedback from myself and from your student colleagues in our supervision group or case conference. Although it can be difficult at times, please refrain from becoming overly defensive. Chronic defensiveness typically interferes with the supervision process and your professional development. If you find yourself becoming defensive, I expect that you will acknowledge and explicitly communicate such feelings so that we can talk about ways to make the supervision hour more productive for you.

9. If you have questions or concerns about the feedback you receive from other members of our supervision group, I expect that you will deal with those issues directly in group or with the particular colleague involved.

10. Listen carefully to other students as they discuss their clients during group supervision. Consider ways in which you might provide constructive suggestions and specific feedback.

11. Complete a supervision summary log during or immediately after each supervision session. Make sure it is available in your clinic file so that I can review it when I inspect your files each week. The purpose of this log is to keep both of us informed about the important things that occur in supervision each week.

12. Complete a Student Consultation Record when such documentation is requested by your supervisor.

13. Sign and date the supervision logbook after each supervision session. Similarly, keep your “blue sheet” or Summary of Services Rendered updated after each session.

14. Always remember rule #1: “when in doubt, consult.” If, at any point, you are uncertain about practicum procedures, issues raised by clients, my evaluation of your progress, please seek out consultation. If you have questions about practicum procedures, you may consult with me or with another practicum supervisor. If you have concerns about our supervision relationship, I expect that you will talk with me directly about them.

If you have any concerns about your client’s welfare and I am not available for consultation, I expect you to consult promptly (the same day the concern arises and as soon as possible) with another current practicum supervisor. I would rather have you consult about unnecessary issues than fail to consult about necessary ones.

Page 173 of 184

15. If you have not already done so, please review once again the emergency procedures for our clinic. When seeing clients, it is important to be keenly aware of the steps you should undertake when dealing with a client emergency. If you do not have a copy of these emergency procedures, please ask for a copy.

GUIDELINES FOR GROUP SUPERVISION

16. You should come to group supervision prepared to do the following:a. Present a concise, oral summary of recent progress with any of your clientsb. Request assistance with pressing client issuesc. Learn from your colleaguesd. Offer suggestions and feedback to other members of the supervision group

17. Attendance is required for all group supervision sessions. If our regularly scheduled group meeting falls on a university holiday, you should expect that we will reschedule—rather than cancel—group supervision for that week. Similar expectations hold for individual supervision.

18. Unless otherwise indicated, issues discussed in individual or group supervision shall remain confidential among those who participated in group. If you have concerns about group supervision, please discuss them with me and with other members of our group.

Do NOT discuss client issues in the student lounge, in the computer room, in the hallways, in the waiting room, in other counseling/class/testing rooms (except during supervision or staffings, of course), or anywhere outside the CCPAC. Any breach of client confidentiality is grounds for dismissal from this practicum.

Page 174 of 184

PSY 593ABC Student Complaint Procedure

Goals1. To define the process for addressing student complaints about PSY 593ABC

supervision.2. To describe a process that is respectful of the needs and perspectives of both the

individual student and his or her practicum supervisor.3. To describe a set of practicum-specific procedures that are consistent with the

official academic appeal procedures contained in the CWU Catalog.

Process for Addressing Student Complaints1. Students are encouraged to talk directly with their supervisor regarding concerns

about supervision. If a student expresses concern about supervision to a counseling faculty member other than his/her primary supervisor or the CCPAC secretary, the student will be encouraged to discuss his or her concerns with the primary supervisor.

2. If the student is reluctant or unwilling to discuss these concerns with the primary supervisor, the student should be referred to the Chairperson of the Department of Psychology.

3. The Psychology Department Chairperson may determine that one or both of the following procedures are appropriate:

a. The student may be given the option to request an independent review of his/her work with clients; that is, he/she may request that a different faculty supervisor review and comment on paperwork, session video recordings or related materials. Unless the Psychology Department Chairperson also serves officially as a CCPAC practicum supervisor, he or she may not conduct reviews of session video recordings unless the explicit written permission of the client is obtained. Unless the client has formally complained about the counselor’s behavior, the client should not be asked to relinquish his or her confidentiality in order to resolve an issue concerning counselor performance. The Department Chairperson, not by the practicum student, will select the practicum supervisor(s) for the independent review. Ideally, the independent reviewer(s) will be mutually agreeable to all parties involved (i.e., primary supervisor, practicum student, Department Chair).

b. The student may be informed that he/she has the option to request a third-party mediator to assist in resolving his/her complaint. Ideally, this mediator will be the Psychology Department Chairperson or an individual with expertise in counseling practicum or supervision. If the practicum student and his/her primary supervisor are so willing, the CCPAC Co-Director may serve as the

Page 175 of 184

independent reviewer and will mediate a conversation between the student and supervisor. Note: This option is introduced merely as a means to reduce the time demands on other practicum faculty.

4. Following the review of the practicum student’s complaint, the Department Chair will issue a finding that, in his or her opinion, there either is evidence or there is no evidence that the practicum supervisor’s performance was “arbitrary or capricious.”

a. In the event the Department Chair finds evidence of arbitrary or capricious behavior on the part of the practicum supervisor, the Chair will take action to resolve the matter.

b. In the event the Department Chair finds no evidence or arbitrary or capricious behavior on the part of the practicum supervisor, the student will be informed that he or she has the right to appeal the Chair’s decision to the Dean of the College of the Sciences.

5. In the event that the College of the Sciences Dean also finds no evidence of arbitrary and capricious actions by the faculty supervisor, the Dean will inform the practicum student that he or she has the right to seek additional assistance from the Office of the Vice President of Student Affairs. The VP for Student Affairs will provide the practicum student will information about procedures for filing an appeal with the CWU Academic Appeals Committee.

Page 176 of 184

Student Practicum Agreement

Directions:Please complete this form in duplicate and submit a copy of this agreement to your faculty supervisor for PSY 593ABC.

The student agrees to the following:

1.I hereby attest that I have read and understood the American Counseling Association ethical standards and will practice my counseling activities in accordance with these standards. I understand that any breach of these ethics or any unethical behavior on my part will result in my removal from the practicum, a failing grade in the course, and documentation of such behavior will become part of my permanent record.

2.I agree to adhere to the administrative policies, rules, standards, and practices of the practicum site.

3.I understand that my responsibilities include keeping my practicum faculty supervisor and field supervisor(s) informed regarding my internship experiences.

4.I understand that I will not be issued a passing grade for the practicum course unless I demonstrate the specified minimal level of counseling skill, knowledge, and competence and complete course requirements as required.

5.Unprofessional behaviors in or outside of the university may become part of your practicum evaluation that may impact the clinic’s or your reputation.

Faculty Responsibilities:

6.I understand that the supervisor will abide by the practices covered in the Guidelines for Practicum Supervision form.

Name:

Signature:

Date: ______

Page 177 of 184

CCPAC Professional Standards

Page 178 of 184

CCPAC Professional Standards

1. Counselors are required to be knowledgeable about and adhere to ethical and legal guidelines set down by the American Psychological Association, the American Counseling Association, and other regulatory organizations/agencies (e.g., state and federal law). Copies of the APA and ACA ethical standards are available in the CCPAC reception area and in your textbooks. Complete copies of the Washington state laws (e.g., Revised Code of Washington (RCW) and Washington Administrative Code (WAC) are available online and in the CWU library).

2. Because of ethical and malpractice issues, practicum students should not give “professional advice” to friends, family members, or acquaintances who are not clinic-supervised cases.

3. Discussion of cases with other CCPAC staff members should be discreet, i.e., care should be take that discussions will not be overheard by clients or students in the waiting room. Discussion of confidential material should occur behind closed doors in designed clinic areas (e.g., supervision rooms). Furthermore, confidential material should not be discussed with CCPAC staff members who are known to have a personal relationship with one or more CCPAC clients.

4. Client records are confidential and shall not be shown to anyone outside the CCPAC staff unless the client (or the client’s legal guardian) has signed the appropriate releases of information. CCPAC files, recordings, hard drives, recordings, flash drives, “blue sheets,” and handwritten case notes shall not be taken out of the clinic and must be in the staff member’s possession when they are not in the designated CCPAC location. Practicum paperwork must be completed in the CCPAC facility.

5. If you wish to use an incident from a case to illustrate a point in classes other than practicum, you must not use the client’s name or other identifying data. Last names or unusual first names must never be used. Furthermore, practicum staff members should demonstrate good judgment when discussing case examples in classes where non-practicum students may be in attendance.

6. Counselors must avoid dual relationships with clients; for example, mixing social relationships with counseling relationships. It is not appropriate to date someone whom you have seen as a client in this clinic.

7. Discussions with parents or professionals (e.g., teachers, probation officers) should be conducted in private, secure areas. Appropriate consent (i.e., signed release of information forms) must have been previously obtained from the client. Generally speaking, the permission of minors should also be obtained before discussing their case with parents.

8. Your recordings of counseling sessions help to protect the work that you do in the clinic. You are prohibited from providing counseling services without recording unless you have received permission to do so in advance from both your practicum supervisor and the CCPAC Co-Director for counseling practicum services.

9. Counselors should be present 10 minutes prior to the scheduled appointment time with session beginning promptly on the hour and ending at 10 minutes to the hour. If the client is unexpectedly late, the counselor should wait 15 minutes before considering the appointment terminated.

10. Prior to beginning the counseling session, all clients must be provided with the appropriate informed consent paperwork. Clients must also be given an opportunity to ask questions about the consent form prior to signing it.

11. Unless otherwise arranged in advance, clients’ friends and family members should wait in the reception area. Clients with small children should be informed that the reception staff is not available to provide childcare during the counseling hour.

Page 179 of 184

12. As a courtesy to clients, make certain they have the CCPAC phone number, clinic hours of operation, your name, and the procedure for contacting you. Practicum students are not permitted to give clients their home phone numbers and should not engage in unsupervised telephone counseling with clients. Where necessary, clients should also be given the appropriate emergency and referral numbers (e.g., Crisis Line).

13. Counselors should dress at least as formally as the client is likely to dress. Also, all CCPAC staff members should conform to the minimum standards of the CCPAC dress code.

14. All CCPAC paperwork should be completed in a timely fashion and should be made available to your supervisor at each individual and group supervision session.

15. Current emergency procedures are available from the CCPAC reception desk, your practicum supervisor, the CCPAC Co-Director, and are included in your PSY 593 syllabus. The emergency procedures are also published in the CCPAC Procedures Manual.

Page 180 of 184

CCPACDress Code

Page 181 of 184

CCPAC Dress Code

DisclaimerNo dress code can cover all contingencies so students must exert a certain amount of judgment in their choice of clothing to wear when both seeing clients and operating within the CCPAC when not working directly with clients. If you experience uncertainty about acceptable, professional attire, please ask your supervisor.

When Seeing Clients:When meeting with clients it is important to convey a level of professionalism. Attire should not be overly distracting, and it is important to keep in mind that attire can create a barrier for building rapport as it may functions to distance the counselor from the client.

Slacks, Pants, and Suit PantsSlacks that are similar to Dockers and other makers of cotton or synthetic material pants, wool pants, flannel pants, and nice looking dress synthetic pants are acceptable. Inappropriate slacks or pants include jeans, sweatpants, exercise pants, Bermuda shorts, short shorts, shorts, bib overalls, leggings, and any spandex or other form-fitting pants such as people wear for biking.

Skirts, Dresses, and Skirted SuitsCasual dresses and skirts, and skirts that are split at or below the knee are acceptable. Dress and skirt length should be at a length at which you can sit comfortably across from a client. Short, tight skirts that ride halfway up the thigh are inappropriate for seeing clients. Mini-skirts, skorts, sun dresses, beach dresses, and spaghetti-strap dresses are inappropriate for the seeing clients.

Shirts, Tops, Blouses, and JacketsDress shirts, sweaters, polo’s, golf-type shirts, and turtlenecks are acceptable attire for working with clients. Most suit jackets or sport jackets are also acceptable, if they violate none of the listed guidelines. Inappropriate attire for meeting with clients includes tank tops; midriff tops; cleavage-showing tops; shirts with potentially offensive words, terms, logos, pictures, cartoons, or slogans; halter-tops; tops with bare shoulders; sweatshirts; and t-shirts unless worn under another blouse, shirt, jacket, or dress.

Shoes and FootwearAny variant of dress shoe, loafers, boots, flats, dress heels, and leather deck-type shoes are acceptable for work. Athletic shoes, walking shoes, clogs, sneakers, thongs, flip-flops, and slippers are not acceptable when meeting with a client.

Jewelry, Makeup, Perfume, and CologneShould be in good taste. Remember, that some people are allergic to the chemicals in perfumes and make-up, so wear these substances with restraint.

Page 182 of 184

Hats and Head CoveringHats are not appropriate when meeting with clients. Head Covers that are required for religious purposes or to honor cultural tradition are allowed.

In the CCPAC, but not Meeting a Client:Professional attire is still preferred, but slightly more casual attire is acceptable as long as it does not detract from the professional atmosphere of the CCPAC. Essentially, when not directly meeting with clients, students are expected to use their judgment and to dress in a manner that conveys the professionalism of the CCPAC. The expectations presented under “When Seeing Clients” provide guidelines for what is viewed as professional attire by this CCPAC; thus, the same guidelines can function as a frame of reference for what is appropriate to wear when in the CCPAC, but not meeting a client.

Specific regulations to note:No clothing with offensive statements of logos.No excessively revealing/provocative clothing.No torn clothing.No cut-off shorts.No pajamas.

*Please note, this dress code is presented on a continuum of professionalism ranging from the most professional attire required for seeing clients to slightly more casual attire acceptable when in the CCPAC but not meeting with a client, to unacceptable overly casual and/or inappropriate attire. If this were thought of as a three phase continuum, seeing clients requires the most professional attire, in the CCPAC not seeing clients is one level lower in the direction of casual, but notably still one level above completely casual.

Page 183 of 184

Syllabi(post here as you continue through the program)

Syllabi

Page 184 of 184