COUN-5920 1/2/3 Clinical Mental Health Counseling (CMHC) · COUN-5920 1/2/3 Clinical Mental Health Counseling (CMHC) Institutional Information Antioch University Seattle Master of

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COUN-5920 1/2/3 Clinical Mental Health Counseling (CMHC)

Institutional Information Antioch University Seattle Master of Arts in Clinical Mental Health Counseling (CMHC) Program

Basic Course Info COUN 5920-1

Pre-Internship Practicum and Supervision in Clinical Mental Health Counseling (1 credit each for two adjacent quarters)

Quarter/Year: Quarter Prerequisites: COUN/PSYC503: Family of Origin Systems;

COUN/PSYC504: Multicultural Perspectives; COUN/PSYC506: Communication and Counseling Skills; COUN/PSYC507: Group Counseling; COUN/PSYC508: The Counseling Profession and Identity; COUN/PSYC510: Theories/Practice of Counseling: Psychodynamic and Cognitive

Behavior; COUN/PSYC511: Theories/Practice of Counseling:

Humanistic/Transpersonal/Eastern; COUN/PSYC515: Psychopathology; COUN/PSYC516: Psychodiagnostics and Treatment Planning; and COUN/PSYC518: Ethics and Professional Issues

Co-requisite

COUN5930-1/2/3: Supplemental Supervision (1 credit) Repeatable for credit-maximum credit allowed (2). Register for this course the same two quarters as COUN5930 1/2/3

Demonstration of Competency: Additional Key Markers: First/late day: of the course

Final Integration Paper and Case Presentation *In second quarter, students must attain Intermediate Competency in order to be able to proceed to internship. Participation in Supervision Discussion, Clinical Work and Graduate Level Work for Writing Assignments. Five class meetings: Dates


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Day & Time Date and Time Location Main Campus, Room TBA Instructor Information Instructor Name:

Kim Friedman, M.A., L.M.H.C., T.E.P.

Contact Info: (206) 372-0756; [email protected] 2400 3rd Avenue, Suite 200, Seattle, WA 98121

Office Hours By appointment Teaching Liaison Michelle Byrd, MA, LMFT, LMHC

[email protected] (206) 268-4808 CACREP Standard Practicum 3.I: Practicum students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the practicum. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member. *If a class is cancelled during the quarter, the makeup class will be held on 9/12/19 at the respective class times or on an alternative date/time during the quarter at the instructor’s discretion.

Course Owner and Course Liaison Information • Primary Course Owner/Liaison:

Michelle Byrd, MA:[email protected] • Secondary Course Owner/Liaison: Kim Friedman, MA: [email protected] • Course Consultant:

Leah Batty-Hibbs, MA: [email protected]

COURSE DESCRIPTION This course represents a two-quarter opportunity for students to experience working with a client through the Antioch Community Counseling Clinic while building on the skills learned in the pre-requisite coursework. The purposes of this course are:

a. To provide a preliminary experience working with clients under supervision; b. To provide additional learning for case conceptualization and therapeutic work, as students

explore a continuum of theoretical ideas and approaches; c. To give students the opportunity to learn about the supervision process including presentation

of one's work to a group.

EXPANDED COURSE DESCRIPTION Students provide direct therapeutic services to clients and receive supervision and instruction regarding common clinical and professional issues. Students are assigned one client at a time, and may carry up to a total of five clients in Antioch’s Community Counseling and Psychology Clinic. There is a fee each quarter for liability insurance. The evidence of competency is demonstrated by the quality of the course requirements, clinical performance and case conceptualization, demonstration of maturity, personal insight and professional presentation as appropriate to the counseling profession, will determine the course competency


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assessment. Recommendation to internship is dependent on the successful completion of the course and the absence of ethical misconduct. To meet CACREP standards for practicum and internship, all Antioch students need to be a member of the American Counseling Association (ACA), which provides professional liability coverage with the student membership. MATERIALS Students are responsible for recording sessions (to be reviewed class). CMHC PRIMARY LEARNING OBJECTIVES (PLOS): By successfully completing the requirements for the two-quarter consecutive courses, participants will be able to:

1. Develop and enhance counseling skills and conceptualization processes acquired through direct counseling experience, supervision, and classroom interaction.

2. Prepare for upcoming internship experience and development as independent professional counselors.

3. Apply counseling theory and techniques with clients in a supervised lab environment and with clinical university supervision (individual and group/peer) in a variety formats (case presentation, video review, and live).

CMHC STUDENT LEARNING OBJECTIVES (SLOS): Personal development and growth, consultation, ethical practice and assessment are also important components. Upon completion of this practicum, students will:

1. Apply evidence-based counseling strategies and techniques for prevention and intervention and essential interviewing, counseling, and case conceptualization skills in individual counseling sessions and the development of relevant counseling treatment or intervention plans/measurable outcomes for clients (CACREP 2.F.5.j., 2.F.5.g. 2.F.5.h., 2.F.5.i.).

2. Demonstrate an understanding of theories of normal and abnormal personal development and the biological, neurological, physiological, systemic, environmental factors that affect human development, functioning, and behavior (CACREP 2.F.3.c., 2.F.3.e., 2.F.3.f.)

3. Demonstrate an understanding and application of individual and family development across the life span in individual counseling sessions (CACREP 2.F.3.a.).

4. Demonstrate the ability to apply strategies for personal and professional self-evaluation and implications for practice (CACREP 2.F.1.k.).

5. Demonstrate the ability to apply self-care strategies appropriate to the counselor role (CACREP 2.F.1.l.)

6. Demonstrate the ability to apply the role of counseling supervision in the profession (CACREP 2.F.1.m.).

7. Demonstrate the ability to work effectively with multicultural and pluralistic characteristics within and among diverse groups nationally, internationally and understand ethical and culturally relevant strategies for promoting resilience and optimum development and wellness over the lifespan (CACREP 2.F.2.a., 2.F.3.i.).

8. Demonstrate the ability to apply theories and models of multicultural counseling, cultural identity development, and social justice and advocacy and demonstrate multicultural competencies (CACREP 2.F.2.b., 2.F.2.c.).


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9. Demonstrate the understanding and ability to work with the effects of power and privilege for counselors and clients (CACREP 2.F.2.e.).

10. Demonstrate the ability to write progress notes, treatment plans, and case summaries at the completion of counseling.

11. Demonstrate the understanding and application of theories and models of counseling, and a systems approach to conceptualizing clients’ problems and development (CACREP 2.F.5.a., 2.F.5.b.)

12. Demonstrate ethical and culturally relevant strategies for establishing and maintaining in-person relationships (CACREP 2.F.5.d.).

13. Demonstrate the understanding and application of suicide prevention models and strategies; crisis intervention, trauma informed, and community based strategies (CACREP 2.F.5.l, 2.F.5.m.).

14. Develop personal model of counseling; professional identity (CACREP 2.F.5.n.). Applicable CACREP Standards CACREP Professional Identity 2.A,.B,.C,F.1.a,.b,.c,.d,.e.,.f,.g,.h,.i,.j,.k,.l,.m.; F.2.a,.b,.c,.d,.e,.f,.g,.h.;F.5.a,.b,.c,.d,.e,.f,.g,.h,.i,.j,.k,.l,.m,.n.; F.6.a.,b.,c.,d.,e.,f.,g.,h.,3.Professional Practice: 3.A.,B.,C.,D.,E., Practicum 3.F.,G.,H.,I.;CACREP Clinical Mental Health Counselor Specialty Area 5: C.1.a,.b,.c, C.2.a.,d.,e., f., i., j., k., C.3.a.,b., e. Related 2016 CACREP Standards: Professional Counseling Identity 2.C. students actively identify with the counseling profession by actively participating in professional counseling organizations Professional Counseling Orientation and Ethical Practice 2.F.1.b multiple professional roles and functions of counselors; .e advocacy processes needed to address institutional and social barriers that impede access; .k strategies for personal and professional self-evaluation and implications for practice; .l self-care strategies appropriate to the counselor role; .m the role of counseling supervision in the profession Counseling And Helping Relationships 2.F.5.a theories and models of counseling; .b systems approach to conceptualizing clients; .c, theories, models and strategies for understanding consultation; .f counselor characteristics and behaviors that influence the counseling process; .g essential interviewing, counseling, and case conceptualization skills; .l suicide prevention and models of strategies; .m crisis intervention, trauma-informed and community-based strategies; .n process for aiding students in developing a personal model of counseling Group Counseling and Group Work 2.F.6.a. theoretical foundations of group counseling and group work; .b. dynamics associated with group process and development; c. therapeutic factors and how they contribute to group effectiveness; .f types of groups and other considerations that affect conducting groups in varied settings **(most applicable to co-requisite Pre-Internship Practicum where students often participate in group service delivery) Professional Practice 3.A. students are covered by individual professional counseling liability; B. supervision includes audio/video recordings and/or live supervision; C. formative and summative evaluations of the student’s counseling performance and ability to integrate and applying knowledge and conducted; D. students become familiar with a variety of professional activities and resources; E. student co-lead or lead a counseling or psychoeducation group in either practicum or internship Professional Practice Practicum 3.F.G.H.I.: students complete supervised practicum experiences that total at least 100 clock hours, to include 40 hours of direct service with actual clients. (CMHC complete these hours over a minimum of 2 quarters.) Practicum students have weekly interaction


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with supervisors that averages one hour per week of individual or triadic supervision and 2 ½ hours of group supervision over five sessions. Clinical Mental Health Counselor Specialty Area 5.C.1.a history and development of clinical mental health counseling; .b theories and models related to clinical mental health counseling; .c mental health counseling modalities;.C.2.a roles and settings; .d diagnostic process; .e potential for SUD to mimic or co-occur; .f impact of crisis and trauma; .j cultural factors; .m record keeping, C.3.a intake; .b techniques and interventions for prevention and treatment; .e strategies to advocate for persons and with mental health issues

Learning Objectives (CACREP, 2016)

Key Performance Indicators (KPIs): (K): Knowledge, (S): Skill, (D): Disposition; I: Indirect D: Direct

Apply evidence-based counseling strategies and techniques for prevention and intervention and essential interviewing, counseling, and case conceptualization skills in individual counseling sessions and the development of relevant counseling treatment or intervention plans/measurable outcomes for clients (2.F.5.g. 2.F.5.h., 2.F.5.i.,2.F.5.j.).

(K) Complete course readings. I (S) Participate in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval, case summarization. D (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers. D

Demonstrate an understanding of theories of normal and abnormal personal development and the biological, neurological, physiological, systemic, environmental factors that affect human development, functioning, and behavior (2.F.3.c., 2.F.3.e., 2.F.3.f.).

(K) Complete course readings. I (S) Apply understanding of normal and abnormal development and other relevant factors in presentation of case summary to include Video Tape Session and Live Sessions Analysis, and progress note review/approval. D and participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval. (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers. D

Demonstrate an understanding and application of individual and family development across the life span in individual counseling sessions (2.F.3.a.).

(K) Complete course readings; demonstrate active participation. I (S) Apply understanding of individual and family development across the lifespan, in preparation of case summary. and participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval. D (D) Demonstrate active participation in class to include providing, receiving, and


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applying feedback from instructor and peers. D

Demonstrate the ability to apply strategies for personal and professional self-evaluation and implications for practice (2.F.1.k.). Demonstrate the ability to apply self-care strategies appropriate to the counselor role (2.F.1.l.) Demonstrate the ability to apply the role of counseling supervision in the profession (2.F.1.m.).

(K) Complete course readings; (S) Demonstrate strategies of emerging personal and professional self-evaluation and self-care strategies, during participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval, and reflective writing assignments. Demonstrate the ability to integrate and respond to feedback regarding counseling skills and counselor identity presentation. D (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers. D

Demonstrate the ability to work effectively with multicultural and pluralistic characteristics within and among diverse groups nationally, internationally and understand ethical and culturally relevant strategies for promoting resilience and optimum development and wellness over the lifespan (2.F.2.a., 2.F.3.i; 3.F,.G,.H,.I). Demonstrate the ability to apply theories and models of multicultural counseling, cultural identity development, and social justice and advocacy and demonstrate multicultural competencies (2.F.2.b., 2.F.2.c; 3.F,.G,.H,.I). Demonstrate the understanding and ability to work with the effects of power and privilege for counselors and clients (2.F.2.e; 3.F,.G,.H,.I).

(K) Complete course readings I (S) Demonstrate ability to work effectively with multicultural and pluralistic characteristics among diverse groups, applying ethical and culturally relevant strategies for promoting resilience and optimum development and wellness over the lifespan, applying models of multicultural counseling, cultural identity development, social justice and advocacy during participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval. Demonstrate the ability to integrate and respond to feedback regarding counseling skills in the context of cultural humility, and social justice and advocacy counselor identity presentation. D (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers, specifically as integration demonstrates the ability to work with effects of power and privilege for counselors and clients. D


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Demonstrate the understanding and application of theories and models of counseling, and a systems approach to conceptualizing clients’ problems and development (2.F.5.a., 2.F.5.b.; 3.F,.G,.H,.I)

(K) Complete course readings. I (S) Apply understanding of a systems approach in conceptualizing client’s struggles and development and other relevant factors in presentation of case summary and participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval. D (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers, specifically as integration demonstrates the ability to conceptualize clients’ problems and development. D

Demonstrate ethical and culturally relevant strategies for establishing and maintaining in-person relationships (2.F.5.d; 3.F,.G,.H,.I).

(K) Complete course readings. I (S) Demonstrate during participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval, the ability to integrate and respond to feedback regarding the counseling relation to include utilizing ethical and culturally relevant strategies in the context of cultural humility, and social justice and advocacy counselor identity presentation. D (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers, specifically as integration demonstrates the ability to demonstrate ethical and culturally relevant strategies for establishing and maintaining in-person relationships. D

Demonstrate the understanding and application of suicide prevention models and strategies; crisis intervention, trauma informed, and community based strategies (2.F.5.l, 2.F.5.m; 3.F,.G,.H,.I).

(K) Complete course readings to include reviewing suicide prevention models and strategies. I (S) Demonstrate during participation in observed skill demonstration to include Video Tape Session & Live Session Analysis, treatment plan and progress note review/approval, the ability to integrate and respond to feedback regarding


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preparation to apply suicide prevention models and strategies; crisis intervention, trauma informed, and community-based strategies. (D) Demonstrate active participation in class to include providing, receiving, and applying feedback from instructor and peers, specifically as integration demonstrates the ability the ability to integrate and respond to feedback regarding preparation to apply suicide prevention models and strategies; crisis intervention, trauma informed, and community-based strategies. D

OUTCOME GOALS OF PRACTICUM SUPERVISION The overall purpose of supervision is to assist counselors with conceptualizing the counseling process in new and more complex ways. Thus, the outcome goals of supervision are:

• To teach counselors to develop and test hypotheses in session with client and that all interventions are based on hypotheses about the client and the therapeutic interaction.

• To assist counselors in shifting from a performance laden stance (“Did I do this right?”) to that of curiosity (What did I learn? Was my hypothesis confirmed or not? Do I have new information that allows me to make a new hypothesis?).

• To prepare counselors in managing the frustration and tension associated with the ambiguity of the counseling process.

• To facilitate the counselor’s self-awareness and understanding with regard to their influence (directly or indirectly) on the counseling process and to develop skills in objective self-reflection.

• To identify and develop their skills not only as a counselor, but also as an advocate, educator, systems consultant, and collaborative group facilitator.

ANTICIPATED PERFORMANCE GOALS The course also requires that students reflect on their counseling practice in relation to their professional development and apply this in their work with others. Thus the overall performance goals for students are:

1. To demonstrate advanced levels of empathy for preparing a context of change where the client’s struggle is both understood and appreciated.

2. To demonstrate treatment planning that illustrates case conceptualization that matches the needs of the client as well as the skills of the counselor

3. To provide honest feedback to themselves and their peers for assisting in client treatment as well as increased professional awareness and development of the counselor.

4. To demonstrate professional risk taking in their reflection, understanding, and application of counseling skills.


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5. To demonstrate counseling techniques that is congruent with the quality of the counseling relationship and the needs of clients/families.

6. To demonstrate ethical and professional standards consistent with the ACA ethical guidelines and the profession of counseling in the community and school settings.

7. To fulfill the requirements of the course at a level of quality consistent with advanced graduate training and the counseling profession. (CACREP 3.F.,G,.H,.I)

COURSE REQUIREMENTS

1. Attend all scheduled class sessions, individual supervision, and client sessions. Feedback is the cornerstone of our profession. Supervision provides an opportunity for interactive learning experiences that assist with the professional growth of all trainees. Students are expected, therefore, to attend and participate in all classes and arranged supervision sessions. Due to the briefness of the quarter and course schedule, missing a class/supervision session will result in a grade reduction and/or recommendation for retaking the course at a later time. This course utilizes Sakai for posting class resources and discussion topics for assisting with student professional development. Students must check this resource site frequently.

2. Annotated Bibliography

The practicum student will be required to identify and submit THREE sources using APA guidelines that will assist in grounding the practicum student’s progress toward their goals. Students will conduct this in consultation with university and individual supervisors and will be due by the fifth week of the quarter. Because this is a fluid document, it is expected that this will change over the course of the quarter in relation to the emergent nature of counseling and professional development. The practicum student will make note of these changes to assist with their Final Practicum Summary.

3. Provide Mental Health Counseling Services. (CACREP 3.F,.G,.H,.I)

ACA membership to the instructor. Due week 3, (or second class meeting). Students will conduct a minimum of 100 hours of counseling service (40 direct client contact hours) over two quarters. This will be acquired through experiences both off-site as well as within the AUS Counseling Clinic. Students are responsible for completing the necessary paperwork/orientation as required for CMHC practicum/internship placement and the AUS Counseling Clinic. Although a 50-minute therapy hour is standard, in the case of a client who arrives late for the session, a minimum of 30 minutes for the session may still be logged as a therapy hour. Sessions of 20-30 minute duration may be logged as .5 or ½ of a therapy hour. Less than 20 minutes may not be logged.

Students are responsible for maintaining client files and for documenting both client contact hours as well as supervision feedback. Students’ cumulative log sheet documenting a minimum of 40 contact hours must be turned in with final paperwork at the end of the second quarter.

4. Peer Supervision Case Summary Students will be required to present and disseminate a Case Summary during the quarter (CACREP Standard III.H.5). Student can bring an audio recorder to tape instructor and peer


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feedback for reflection and clinical integration. Please also see Sakai site for format for presentations.

5. Participate in Individual Supervision and Evaluative Feedback Individual counseling supervision will be arranged early in the quarter (one hour per week) with an adjunct counseling supervisor. This supervision will involve taped review of counseling sessions; students will be prepared to utilize supervision to assist with clinical practice issues as well as professional development goals. Toward the end of the quarter, students meet with their individual supervisor to review progress and ongoing professional development goals. Students’ documentation of supervision feedback and professional reflections must be applied in subsequent counseling sessions. Remember: the evaluative criterion for supervision is the trainee’s ability to reflect, synthesize and apply insights and skills with clients/students/colleagues in new ways that demonstrate professional growth and development. Thus counselors-in-training are encouraged to:

• Reflect on those ethical dilemmas, themes identified across clients, matching counseling skills and applications to the needs of client(s), counseling theory exploration, etc., emergent from the session(s).

• Link the suggestions, reflections, and corrective feedback during supervision and to continued work with clients.

• Demonstrate professionalism by the quality, depth, and respect in their work with supervisors (university/on-site), peers, students/clients, and other site related professionals.

6. Maintain appropriate Client Records Students will comply with the record keeping procedures of the clinic and complete progress notes and treatment plans in a professional and timely manner (Carepaths). Students must have their progress notes signed off by the university supervisor prior to being included within the client file. This process must occur within 24 hours of seeing the client. Students will complete a treatment plan for each client at transfer or termination of client.

Students will have Pre-Internship Practicum Hours Summary Form signed by PIP instructor. Students will have the Pre-Internship Practicum Hours Weekly Log Forms signed by individual supervisors and secondary site supervisors and have copies ready for their student file by the last class meeting of Pre-Internship Practicum. Students will arrange with their individual supervisors to have Pre-Internship Practicum Hours Weekly Log Forms signed in Supplemental Supervision class.

7. Final Practicum Summary Paper (3-5 pages)

First Quarter Paper: In the first quarter, please email a typed, double-spaced paper

reflecting on the learning from this quarter’s experience. Please address the following questions:

a. What did I learn about the establishment of the counseling process from my work with my client(s)? b. What did I learn about myself and my work? c. How might my work with my client(s) improve as a result of this quarter’s learning?


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d. What basic counseling skills did I demonstrate in my work with my client this quarter (give examples)? e. What are the cultural implications of my work this quarter? f. How did I manage my stress this quarter and what is one thing that I can do to take care of myself? Second Quarter Paper: In this second quarter, please submit a typed, double-spaced paper

reflecting on the learning from this quarter’s experience. Please address the following questions:

a. What did I learn about myself and my work? b. How has my work changed as a result of my continued learning about the counseling process? c. How did the use of basic counseling skills improve this quarter (give examples)? d. What are the cultural implications of my work this quarter? e. What did I learn (and how well did I utilize) about the case presentation and supervision process? f. How did I manage my stress this quarter and what is one thing that I can do to take care of myself? Please include the following information at the end of the Final Paper:

1. Direct Client Contact Hours 2. Total Hours 3. Name of Off-Clinic Site Placement

NOTE: The course instructor can make additional assignments during the course of the quarter. Apply Writing Style Guidelines for Academic Papers (including Appendix A) and the Publication Manual of the American Psychological Association (6th ed) for all written assignments.


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CASE CONSULTATION COURSE SCHEDULE Five class meetings: Wednesday, July 3, 2019; July 17, 2019; August 7, 2019; August 21, 2019; September 4, 2019. DATES SCHEDULE

Week 1; Class 1

Date

Orientation

Introductions/ Scheduling Presentations

Week 2

Date

Week 3; Class 2

Date

Check In/Processing

Case Presentations

Week 4

Date

Week 5

Date

Week 6; Class 3

Date

Annotated Reading List Due by email

Check In/Processing

Case Presentations

Week 7

Date

Week 8; Class 4

Date

Check In/Processing

Case Presentations

Week 9

Date

Week 10; Class 5

Date

Closing

Case Presentation. End of quarter paperwork to be signed.

Final Paper Due including Final Practicum Summary of Hours.

Week 11

Date


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CONFIDENTIALITY As a reminder, all information concerning clients, supervisees, and classmates must be kept confidential. Confidentiality is a crucial element in the counseling profession and should also be upheld with clients, supervisees, and peers. Any discussion should be conducted in such a manner that persons are protected by the limits of confidentiality. Confidentiality will be broken if there is evidence that you have been or pose a potential danger to others or if you break ethical or legal standards as established by the Counseling Profession. Be sure to respect confidentiality outside the session. Do not discuss supervisees in public places where conversation could be overheard. Do not discuss supervisees with persons outside the class such as spouses, family members, etc. Do not play tape recorder when audio privacy is not possible. When listening to tapes, even at home where family members might overhear, please use a private earphone. In all materials and class discussions, students must protect the confidentiality of the clients with whom they have contact as well as protect the confidentiality of peers and their clients. Students must avoid, therefore, using the actual names or initials of clients on logs, case summaries, etc., and students should further disguise actual identities by altering client data in such a way that the nature of the case is not materially changed (e.g., alternate names or numbers). Audio- or Video-recording of Classes Your instructor may identify times when recording a class session may have educational or academic value. In these cases, the recordings will be used and shared by your instructor in accordance with the Guidelines for Lecture Capture and Audio/Video Recording. The Guidelines provide information about when it is necessary for faculty to obtain permission to use and/or share class recordings. Students will be asked to provide their verbal consent to have the sessions recorded. Faculty may not share or transfer the recordings to third parties outside the class without students’ written consent. Students who receive copies of recorded classes may use the recordings for their own personal educational purposes only; for the duration of the course. Students may not share or transfer the recordings to third parties outside the class under any circumstances. EVALUATION Students will be evaluated on the basis of the quality and professionalism expected of counseling professionals. Prompt attendance, reflective preparation, peer collaboration, and synthetic thinking are aspects of professional leadership and expected of students throughout the course. Evaluative feedback will occur both informally throughout the semester as well as formally with the university supervisors. Recommendation to internship is dependent on the successful completion of the course and the absence of ethical misconduct during the course. Student evaluations are subjectively completed by the course instructor and will be influenced by the following factors: 1. Professional judgment as evidenced by appropriate clinical management of assigned cases. 2. Professional attitude, demeanor, and ethical behavior.


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3. Quality of counseling sessions with special focus on counseling skills development and application.

4. Amount of personal and professional growth during the semester. 5. Quality and timeliness of all course requirements and client record keeping. 6. Quality and quantity of outside reading and work. 7. Active involvement and preparedness in both individual and group supervision sessions;

application of supervision guidance in client sessions. 8. Self evaluation. 9. Instructor and supervisor evaluation. Definitions of Competency Areas:

Critical Thinking - shows ability to think abstractly, recognize multiple sides of an issue and generate creative solutions; demonstrates intellectual curiosity, flexibility, and active engagement with new knowledge.

Verbal Communication - articulates ideas effectively and maintains congruence between verbal and non-verbal behaviors; shows understanding of group dynamics and awareness of own impact on the group.

Oral Presentation - able to present ideas in a well-organized format; open and able to respond to questions.

Written Communication - writes clearly, presents ideas and information in an organized format; demonstrates technical writing skills including appropriate punctuation, spelling, quotations, grammar, and APA style.

Cultural Awareness and Responsiveness - understands influence of culture on self and others; holds multicultural awareness, knowledge, and skills sufficient to work effectively with people of diverse cultures and worldviews.

Social Responsibility - aware of social, political, and economic inequalities and their psychological effects; shows willingness to address needs of underserved populations.

Emotional Maturity - willing to examine and take responsibility for personal and professional choices; open and non-defensive in receiving and responding to feedback; flexible and willing to change.

Ethical Conduct - demonstrates personal integrity, honesty, and responsibility; works toward integration of personal and professional identity.

Interpersonal Skills - demonstrates empathy, patience, respect, caring, and sense of humor; willing and able to tolerate ambiguity; maintains appropriate boundaries.


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Definitions of Competency Levels:

“Below Competency” reflects a failure to sufficiently address all of the issues specified in the guidelines as indicated in the syllabus, which includes inadequate completion in terms of the defined criteria.

“Required Competency” indicates that the student has met the “Minimum Competency” criteria as well as demonstrated a high level of personal insight and conceptual rigor in terms of the defined criteria.

“Intermediate Competency” denotes the student has met the “Competency” criteria as well as demonstrated a consistently high level of mastery and scholarship in terms of the defined criteria.

“Advanced Competency” This level of competency is only attainable during Internship.

In this course, students will be required to demonstrate competencies that cannot be adequately evaluated based on written assignments and classroom discussion alone. Therefore, a passing grade for this course requires successful performance on nine factors that have been established as essential for performance as a competent and ethical counselor (Wiggins-Frame & Stevens-Smith, 1995*). Students are expected to be: 1) open, 2) flexible, 3) positive, 4) cooperative, 5) willing to use and accept feedback, 6) aware of impact on others, 7) able to deal with conflict, 8) able to accept personal responsibility, and 9) able to express feelings effectively and appropriately. Students will be informed by their instructor if their performance on any of these factors is substandard and will be given specific, written feedback with guidelines for improvement. COUNSELOR COMPETENCY AND FITNESS Antioch University-Seattle is obligated, as a CACREP-accredited institution, to hold our students to the highest professional, personal, and ethical standards and to respond when those standards are compromised. The 2005 American Counseling Association Code of Ethics, in Section F.8.b, states in part, “Counselors-in-training refrain from offering or providing counseling services when their physical, mental, or emotional problems are likely to harm a client or others. They are alert to the signs of impairment, seek assistance for problems, and notify their program supervisors when they are aware that they are unable to effectively provide services.” Section F.9.b states in part, “Counselor educators, throughout ongoing evaluation and appraisal, are aware of and address the inability of some students to achieve counseling competencies…Counselor educators 1) assist students and supervisees in securing remedial assistance when needed, 2) seek professional consultation and document their decision to dismiss or refer students for assistance, and 3) ensure that students have recourse in a timely manner to address decisions to require them to seek assistance or to dismiss them and provide students with due process according to institutional policies and procedures.” Counseling not only demands the highest levels of performance, it also subjects counselors to stresses and challenges that might threaten individuals’ coping abilities. Students are encouraged to seek professional assistance and notify their supervisor if they think that their work is being compromised. Antioch University Seattle (AUS) Policies

In addition to the above course requirements, students are responsible for abiding by the standards for professional behavior and student conduct specified in the AUS Catalog and the Student Handbook. Some of the most relevant of these policies that are applicable to this course are as follows:


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1. Attendance: Students are expected to attend all scheduled classes. Credits can be denied for failure

to attend classes. Refer to the AUS Catalog for a full description of this policy. 2. Plagiarism: Plagiarism is defined as the presentation of an idea or a product as one’s own, when that

idea or product is derived from another source and presented without credit to the original source. “Idea or product” includes not only written work but also artworks, images, performances or ideas expressed orally of via any electronic or other medium. Refer to the AUS Catalog for the full explanation of this policy.

3. Conduct: Students are expected to be treated and to treat others with respect. Failure to do so may result in suspension, dismissal, or exclusion from class.

4. Communication Protocol: All students must have access to computer technology. AUS maintains computer access in the AUS Library on the third floor and the study center on the second floor.

5. E-mail Communication: E-mail accounts and addresses are assigned for all AUS students. Students are required to check their AUS e-mail accounts at least weekly and are responsible for being aware of information posted to Official Announcements, programmatic folders, and bulletin boards. To comply with students’ record confidentiality and security requirements, official e-mail communication with AUS, including e-mail between students and instructors, must originate and be conducted within the AUS e-mail server (i.e., students must not initiate e-mail communication with AUS faculty/staff members via students’ personal e-mail accounts). Refer to the AUS Catalog for a full explanation of this policy.

6. Incompletes: If a student does not satisfactorily complete the assigned work in a course by the end of the term, he or she will be granted No Credit. If a student is unable to complete the work due to extraordinary extending circumstances, he or she should discuss the matter with the instructor and, if approved, the instructor can assign an incomplete (INC) and set a deadline of no more than thirty (30) days for required submission of all remaining assignments. The incomplete will be calculated in the same way as No Credit is when determining the student’s academic standing. Upon satisfactory completion of the INC, it will no longer count against the student’s academic standing. If the work is not completed by the deadline and an assessment has not been submitted, a No Credit (NC) will be assigned, not subject to change. To earn credit for a course deemed No Credit or permanently incomplete, the student must reenroll in and repay for the course. Incomplete contracts are not available to non-matriculated or visiting students.

Upon withdrawal from Antioch, outstanding incomplete courses are converted to NC (No Credit). An NC is permanent and not subject to change.

7. Antioch University Policies

In addition to the above Course Requirements, Antioch University is committed to building a vibrant and inclusive educational environment that promotes learning and the free exchange of ideas. Our academic and learning communities are based upon the expectation that their members uphold the shared goal of academic excellence through honesty, integrity, and pride in one’s own academic efforts and respectful treatment of the academic efforts of others. All students are expected to comply with Antioch University policies, including the Title IX Sexual Harassment and Sexual Violence Policy and the Student Conduct Policy. Student policies are available on the AUS website under Resources/Student Policies: http://aura.antioch.edu/au_policies/


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Questions about policies may be directed to Jane Harmon Jacobs, Academic Dean, [email protected] or 206.268.4714.

Reasonable Accommodation of Students with Disabilities Antioch University is committed to providing reasonable accommodations to qualified students with disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 2008. Students with disabilities may contact the Disability Support Services office to initiate the process and request accommodations that will enable them to have an equal opportunity to benefit from and participate in the institution's programs and services. Students are encouraged to do this as early in the term as possible, since reasonable accommodations are not retroactive. The Disability Support Services office is available to address questions regarding reasonable accommodations at any point in the term. Students in need of accommodation please contact Jill Haddaway, the Disability Support Services (DSS) Coordinator at 206-268-4151 or TTY: 206-728-5745 or [email protected] to request reasonable accommodations. Students are responsible for requesting their faculty members acknowledge an electronic Letter of Accommodation from the DSS office as soon as possible in the quarter. In cases that the disability accommodation of extended time on assignments is granted, each assignment must be discussed and specific due dates agreed upon in advance between student and faculty. Library Services and Research Support

The Antioch University Seattle (AUS) Library is here to serve you throughout your academic career. On our physical shelves, you’ll find books carefully vetted to help you in your academic pursuits. In addition, you’ll also find journals, masters’ theses, dissertations, and videos/dvds. The AUS Library provides computers including PCs and Macs, a printer/copier, and two scanners available for you to use. You may also bring your laptop and connect to the campus wireless system. To search the library catalog and beyond, please see the AUS Library web page, http://www.antiochseattle.edu/library. Both the catalog and our extensive research databases may be searched from off campus. Please call the AUS Library at 206-268-4120 if you need information on how to access the databases. The Library teaches workshops throughout the year that are designed to help you in your research. Students may also make an appointment with the librarian for individual research help. Call or email Beverly Stuart at 206-268-4507 or [email protected]. Writing Support at Antioch University

At Antioch University Seattle (AUS), much of your learning is writing intensive, and in any quarter you will write in a variety of genres, from critical reflections to more formal research papers. Writing is regarded as a uniquely creative, cognitive development through which one learns more about their self and the subject of their writing. Writers also learn from conversations with other writers. As a result, all students are encouraged to seek writing support for their courses throughout their career at Antioch. Students at AUS have three venues for free writing support:


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Writing Lab (room 323 Library/CTL): The Writing Lab offers free peer-based writing consultations (schedule directly online at https://antiochctl.mywconline; call 206-268-4416; or email [email protected]) and drop in hours. They also conduct workshops and maintain resources for successful writing at AUS. Writing Lab consultants are graduate students in various programs at AUS and thus have deep understanding of the types of writing done by students here. Check their website for future workshops on topics related to academic writing.

The Virtual Writing Center (VWC): The VWC is located on the AU Drive at antioch.edu/vwc and allows busy AU students to get quality peer-based feedback of their writing within 48 hours. Live conversations with peer e-tutors may also be arranged by emailing [email protected]. The Writers’ Exchange (WEX): fee-based writing support The Writers’ Exchange (WEX) was developed at Antioch University in direct response to the increase demand of graduate students’ need for specialized editing support that exceeded the free peer-editing available at the Virtual Writing Center. If you’re working on your thesis or dissertation, or just want professional writing support, visit WEX at wex.antioch.edu. All WEX editors are professionals who have been vetted for their range of editing experience and the breadth of their expertise. Our fees are competitive and further discounted for the entire AU community.


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Reading Resources (Optional)

American Psychological Association. (2010). Publication manual of the American Psychological

Association (6th ed.). Washington, DC: American Psychological Association. Baird, B. N. (1999). The internship, practicum, and field placement handbook: A guide for the helping

professions (2nd ed.). Upper Saddle River, NJ: Prentice Hall.

Kottler, J. A. (1999) The therapist’s workbook: Self-assessment, self-care, and self-improvement exercises

for mental health professionals. San Francisco, CA: Jossey-Bass.

Morrissette, P. J. (2001). Self-supervision: A primer for counselors and helping professionals. New York,

NY: Brunner-Routledge.

Van Dernoot Lipsky, L., Burk, C. (2009). Trauma stewardship: An everyday guide to caring for self while

caring for others. San Francisco, CA: Berrett-Koehler.

Wiggins-Frame, M., & Stevens-Smith, P. (1995). Out of harm's Way: Enhancing monitoring and dismissal

processes in counselor education programs. Counselor Education and Supervision, 35, 118-128.

Initial Reference List (Optional)

American Psychiatric Association (2018). Diagnostic and statistical manual of the mental disorders (5th

ed., text rev.). Arlington, VA: Author.

Baird, B. N. (2005). The internship, practicum, and field placement handbook: A guide for the helping

professions. Upper Saddle River, NJ: Pearson Education.

Beutler, L. E., & Harwood, T. M. (2000). Prescriptive psychotherapy: A practical guide to systematic

treatment selection. New York, NY: Oxford.

Boisvert, C. M., & Faust, D. (2003). Leading researchers’ consensus on psychotherapy findings:

Implications for the teaching and conduct of psychotherapy. Professional Psychology: Research

and Practice, 34, 508-513.

Castonguay, L. G., & Beutler, L. E. (Eds.). (2006). Principles of therapeutic change that work. New York,


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NY: Oxford.

Barlow, D. H. (Ed.) (2001). Clinical handbook of psychological disorders: A step- by-step treatment

manual (3rd ed.). New York, NY: Guilford.

Fischer, A. R., Jome, L. M., & Atkinson, D. R. (1998). Reconceptualizing multicultural counseling:

Universal healing conditions in a culturally specific context. The Counseling Psychologist, 26,

525-588.

Fraser, J. S., & Solovey, A. D. (2007). The therapeutic relationship. In Second-order change in

psychotherapy: The golden thread that unifies effective treatments (pp. 65-86). Washington, DC:

APA.

Hersen, M., & Turner, S. M. (Eds.) (2003). Diagnostic interviewing (3rd ed.). New York, NY: Plenum.

Hubble, M. A., Duncan, B. L., & Miller, S. D. (Eds.) (1999). The heart and soul of change: What works in

therapy. Washington, DC: APA.

Johnson, S. L. (2004). Therapist’s Guide to Clinical Intervention: The 1-2-3s of Treatment Planning (2nd

ed.). San Diego, CA: Academic Press.

Norcross, J. C. (Ed.). (2002). Psychotherapy relationships that work: Therapist contributions and

responsiveness to patients. New York, NY: Oxford.

Pearson, Q. M. (2004). Getting the most out of clinical supervision: Strategies for mental health. Journal

of Mental Health Counseling, 26, 361-373.

Pope, K. S., Keith-Spiegel, P., & Tabachnick, B. G. (2006). Sexual attraction to clients: The human

therapist and the (sometimes) inhuman training system. Training and Education in Professional

Psychology, S, 96-111.

Seligman, L. (1998). Selecting Effective Treatments: A Comprehensive, Systematic Guide for Treating

Mental Disorders. San Francisco, CA: Jossey-Bass.

Sexton, T. L., Whiston, S. C., Bleuer, J. C., & Walz, G. R. (1997). Integrating outcome research into


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counseling practice and training. Alexandria, VA: ACA.

Stricker, G. (2002). What is a scientist-practitioner anyway? Journal of Clinical Psychology, 58, 1277-

1283.

Yalom, I. D. (2000). Love’s executioner: And other tales of psychotherapy. New York, NY: HarperCollins.

Ward, C. & Reuter, T. (2010). Strength centered counseling: Integrating postmodern approaches and

skills with practice. Thousand Oaks, CA: Sage Publications.


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Case Summary Sheet (Optional)

Client: _____________________Session # ______ Date: _______ Counselor:________________ 1. Digest of interview content (content of interaction) 2. Issue or nature of client’s problem 3. Characteristics of client during session (client experience of the session) 4. Relevant client history linked to presenting problem and/or desired outcome 5. Case conceptualization (link theory to client experience) 6. Desired outcomes (client goals) 7. Comments (summary of learnings; positive responses/interactions/interventions; based on this

experience, changes and differences in interactions/interventions). 8. Specific plans for next session (Use the back if necessary). 9. Identify the most important supervision needs to assist in work and planning with this client/family?

Please be specific.


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Practicum Counselor Journal Guidelines (Optional)

The purpose of this professional journal is to reflect on process of growth and development as a

professional counselor during this practicum/internship experience. You should plan to write weekly. The journal is intended to be open-ended, with the questions below serving only as a reflective guide. Journals are confidential and will not be shared with either on-site supervisor or peers.

1. Describe an uncertain counseling experience.

• Describe your awareness of feelings/affective responses.

• Describe your interpretation of this experience.

• Describe your intention during this session. Describe events/interactions that interfered with

your initial intentionality?

2. Describe the impact of counselor responses on the client/family.

• Evaluate the effectiveness of your response.

3. Describe differences in your responses/interactions/interventions if you had been more on track in

this experience?

• Perspective (Self-Talk)

• Skills (Techniques)

• Knowledge (Theory)

• Role Acquisition (Professional Identity)

3. Describe your current and future plans for this professional development?

• Peer consultation

• University Supervision

• On-site supervision

• Reading and review

• Other


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Mid Quarter and End of Quarter Pre-Internship Practicum (PIP) Rubric

1. Professional demeaner and engagement in case supervision with other students. Intermediate Required Below

2. Demonstration of counseling microskills in session and active listening.

Intermediate Required Below

3. In ongoing class supervision and in the individual presentation, student is demonstrating that they are developing the ability to apply theory to clinical work and case conceptualization. Intermediate Required Below

4. As demonstrated by their quarterly presentation, student is able to develop rapport with client and attune to their clinical needs.



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Annotated Bibliography Rubric

The practicum student will be required to identify and submit THREE sources using APA guidelines that will assist in grounding the practicum student’s progress toward their goals.

1. Submit three sources relevant to your clinical training and goals. Sources can be books or peer-reviewed articles.


2. Proper use of APA formatting


3. Clarity of description and expression; use of proper English conventions



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Case Presentation and Written Summary Guidelines and Rubric

Counselor: _____________________________________________ Client Initials: _______________ Identify specific supervision needs today Intermediate Required Below Client’s Identifying Data (date of intake, source/reason for referral, preliminary diagnosis/diagnoses – provide diagnostic code + name, i.e., F41.1 Generalized Anxiety Disorder) Intermediate Required Below Client’s presenting problem, as stated by client Intermediate Required Below Relevant client history linked to presenting problem and/or desired outcome Intermediate Required Below Client’s cultural identity (ADDRESSING Model Factors)

• Cultural Implications for understanding presenting problem, diagnosis, treatment • Compare / Contrast with Counselor’s ADDRESSING Model Factors

Intermediate Required Below Client’s Strengths/Resiliency Factors Intermediate Required Below Treatment Goal and client’s Desired Outcome(s) Intermediate Required Below Prior to showing your video clip(s), identify at least three communication and counseling skills you demonstrated in the video. (Note different list of skills for Quarters One and Two, respectively) Intermediate Required Below


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Case Presentation and Written Summary Guidelines and Rubric

Written Summary outlining above criteria; no APA format; Clarity of description and expression; use of proper English conventions Intermediate Required Below

Competency Criteria Intermediate Competency: Demonstrates Advanced Skill Mastery of communication and counseling skills in video clips. Articulates a complex understanding of client’s history relevant to client’s presenting problem and treatment goals. Treatment goal(s) is consistent with client’s presenting problem and desired outcomes for therapy. Identifies counselor strengths and growth areas and supervision needs. Required Competency: Demonstrates Basic Skill Mastery of communication and counseling skills in video clips. Articulates a basic understanding of client’s history relevant to client’s presenting problem and treatment goals. Treatment goal(s) is consistent with client’s presenting problem and desired outcome(s) for therapy. Identifies counselor strengths and growth areas and supervision needs. Below Competency: Demonstrates Insufficient Mastery of communication and counseling skills in video clips. Articulates an insufficient understanding of client’s history relevant to client’s presenting problem and treatment goals. Treatment goal(s) is not consistent with client’s presenting problem and desired outcome(s) for therapy. Does not identify counselor strengths and growth areas and supervision needs.

Documents

COUN-5920 1/2/3 Clinical Mental Health Counseling (CMHC) · COUN-5920 1/2/3 Clinical Mental Health Counseling (CMHC) Institutional Information Antioch University Seattle Master of