Field Site Supervisor Manual

for

COUN 6365 Practicum COUN 6369/70 Internship

(Revised Fall 2016)

The University of Texas Rio Grande Valley College of Educator Preparation and P-16 Integration

Department of Counseling and Guidance

One West University Way Brownsville, TX 78520

Phone (956) 882-7678 (dept office) (956) 882-7792 (clinic) Fax (956) 882-5834

2

Dear Site Supervisor, Professionals who supervise the University of Texas Rio Grande Valley Counseling and Guidance practicum and internship students during the field experience play a crucial role in the education and training of future professional counselors. Accreditation and certification standards require that counseling students have some experience in the real world and be supervised by qualified mental health professionals/counselors in addition to university instructors. The Counseling and Guidance faculty of UTRGV appreciates you for providing a field experience site and for sharing your knowledge and experience with our students. We hope that, in return, they provide a valuable service to your site. The Field Site Supervisor’s Manual is intended to guide the site supervisory process and clarify the roles and responsibilities of the student, university, university instructor, site, and site supervisor. Your ideas and suggestions are welcome and will assist us to continually improve the quality of the field experience and the efficiency of our working relationship. Sincerely, Counseling & Guidance Faculty

3

The University of Texas Rio Grande Valley College of Education

Educational Psychology and Leadership Studies

Field Site Supervisor Manual Table of Contents

Faculty/Staff Information …………………………………………………………….. 3

Introduction to Practicum/Internship …………………………………………………. 4

School Counselor Track Information ………………………………………………… 5

School Counseling Course List ………………………………………..……………... 7

Community Counselor Track Information ……………….…………………………… 8

Community Counseling Course List ………..……………………………………….. 10

Course Descriptions …………………………………………………………………... 11

Sample Practicum Syllabus ………………………………………………………………….... 16

Sample Internship Syllabus ………………………………………………………………….… 28

Cover Letter for Site Agreement …………………………………………………. 39

Practicum Field Site Agreement Between Site and Student ……………………………………………………… 40

Site Supervisor Information Sheet …………………………………………………………. 42

Supervision Defined ………………………………………………………….. 43

Roles of Stakeholders ………………………………………………………….. 45

Site Supervisors Evaluation of Student ………………………………………………………….. 47

Evaluation of Supervisor and Field Site ……………………………………………. 51

School Counseling Consents 53

Consents for Recording- Community ……………………………………………………. 55

Site Visitation Form ………………………………………………………….. 57

Counseling Skills Scale ………………………………………………………………….… 58

Counseling Session Rating Scale ………………………………………………………………….… 61

4

The University of Texas Rio Grande Valley College of Education

Educational Psychology and Leadership Studies Counseling and Guidance

Program Faculty/Staff Information

Javier Cavazos, Ph.D., LPC-Intern

Assistant Professor Educational Psychology & Leadership Studies Department Office: EDBC 2.200D Voice: (956)882-5704 E-mail: javier.cavazos@UTRGV.edu

James Ikonomopoulos, Ph.D., LPC Assistant Professor Field Experience Coordinator of Community Counseling Educational Psychology & Leadership Studies Department Office: EDBC 2.200G Voice: (956)882-7880 E-mail: james.ikonomopoulos@UTRGV.edu

Eunice Lerma, Ph.D., CSC, LPC-S Program Coordinator & Assistant Professor Educational Psychology & Leadership Studies Department Office: EDBC 2.200F Voice: (956)882-5850. E-mail: eunice.lerma@UTRGV.edu

James Whittenberg, Ph.D., CSC, LPC-S Assistant Professor Field Experience Coordinator of School Counseling Educational Psychology & Leadership Studies Department Office: EDBC 2.200J Voice: (956) 882-5841 E-mail: james.whittenberg10@UTRGV.edu Bertha Mujica Department Liaison Educational Psychology & Leadership Studies Department Office: EDBC 2.200 Voice: (956) 882-7678 E-mail: bertha.mujica@UTRGV.edu

5

The University of Texas Rio Grande Valley College of Education

Educational Psychology and Leadership Studies Counseling and Guidance

Introduction to Practicum/Internship

The Field Site Supervisor’s Manual serves as an overview of the Counseling and Guidance program, describes the practicum/internship field experience, explains practicum/internship requirements, provides a relevant time-line of activities, and includes a copy of all necessary forms. The manual provides the basics, and you are encouraged to contact the University Instructor or Coordinator of Field Experiences for other questions. The counseling and guidance program at The University of Texas Rio Grande Valley is in the Educational Psychology and Leadership Studies Department of the College of Education and offers two tracks: School Counseling and Community Counseling. School Counseling The curriculum of the program is for the preparation of school counselors and meets the criteria of the Texas State Board for Educator Certification for endorsement of a school counselor. This curriculum option requires 54 hours of graduate study. Community Counseling The curriculum for Community Counseling in the Counseling and Guidance program is designed to prepare individuals for direct entry into or advancement in counseling and related positions in a variety of public or private counseling agencies. Typical community programs or agencies include mental health centers, substance abuse programs, and marriage and family counseling services. Students completing this track will be required to take and pass the National Counselor Exam and the Texas Jurisprudence Exam before applying for a temporary license. The temporary Licensed Professional Counselor (LPC) license is required to begin a supervised internship. This curriculum option requires 54 hours of graduate study. The Counseling & Guidance Program provides additional coursework and experience required for a temporary license from the Texas State Board of Examiners of Professional Counselors for students also graduating from the School Counseling track

6

M.Ed. – Counseling & Guidance SCHOOL COUNSELING TRACK

60-Hour Program

School Counselor Certification The Counseling and Guidance Program prepares qualified counselors who can work with diverse populations in a variety of settings. The program promotes the development and application of counseling and research skills related to the role of the professional school counselor. The program also focuses on personal growth, the development of ethical behavior and professionalism, and a commitment to provide the best possible education in counseling services to graduate students. The curriculum of the program is for the preparation of school counselors and meets criteria of the Texas State Board for Educator Certification for endorsement of a school counselor. The program also provides additional coursework and experiences required prior to an individual applying for a temporary license in order to begin a supervised internship for state licensure as a Licensed Professional Counselor. Before the student can apply for a temporary license, they must pass the National Counselor Exam and the Texas Jurisprudence Exam. Students who wish to seek licensure in counseling should contact their advisor prior to beginning this program. A comprehensive examination is required. The TExES in Counseling is required for students pursuing Professional School Counselor Certification. The Professional School Counselor Certificate requires two (2) years of teaching experience. Some school districts may require additional years of teaching prior to employment as a school counselor. This information is current as of Spring 2011. The requirements and number of hours for the M.Ed. Professional School Counselor are subject to change. Changes will become effective whenever implemented by the proper authorities and may apply to both prospective and current students. The student is ultimately responsible for becoming familiar with all graduate, program and certification requirements.

7

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY Master of Education (M.Ed.) in Counseling and Guidance

School Counseling Option 54 Credit-Hour Program Students Entering Program Fall 2011 or After

BLOCK I (27 hours)

School Counselor Certification Process

Students enrolling in the M.Ed. in Counseling and Guidance with Professional School Counselor Certification must prove that they are certified teachers or are seeking/have alternative teacher certification. The Professional School Counselor Certificate requires two (2) years of teaching experience. Some school districts may require additional years of teaching prior to employment as a school counselor. Professional School Counselor Certification also requires that students pass the Texas Examination of Educator Standards (TExES) (formerly the ExCET) in school counseling. This information is current as of Summer, 2011. The requirements and number of hours for the M.Ed., Professional School Counselor Certification and state licensure are subject to change. Changes will become effective whenever implemented by the proper authorities and will apply to both prospective and current students. The student is ultimately responsible for becoming familiar with all graduate, program, and certification requirements listed in the catalog s/he is following for the M.Ed. degree and on the State Board for Educator Certification (SBEC)website. Additional information regarding Professional School Counseling can be found at http://www.tea.state.tx.us/ and http://www.sbec.state.tx.us

Licensure Option: School Counseling track students wishing to complete the academic requirements of the Texas State Board of Examiners of Professional Counselors toward licensure as an LPC (Licensed Professional Counselor) should take COUN 6340: Diagnosis and Treatment Planning in Counseling as an elective.

Fall 2011

F S SUM

COUN 6310 Introduction to Guidance & Counseling x x COUN 6313 Personal Growth x x COUN 6301 Intro to Research Methods in Counseling x x EPSY 6304 Human Growth and Development x I,II COUN 6327 Theories of Psychotherapy (6310, 6313)* x x COUN 6328 Techniques of Psychotherapy (6310, 6313)* x x COUN 6368 Group Counseling (6328)* x x COUN 6345 Career Counseling x I COUN 6349 Child and Adolescent Coun (6328)* x II Oral Examination must be completed between 6-12 hours. x x

BLOCK II (27 hours) COUN 6361 Intro to Marr & Family Therapy (6310, 6327)* x I COUN 6364 Multicultural Counseling (6310)* x II COUN 6365 Practicum (Block I, w/ Faculty Approval) x x COUN 6344 School Counseling & Guidance (6310)* x COUN 6314 Psycho-Educational Assessment (6301)* x II COUN 6369 Counseling Internship I (6365)* x x COUN 6370 Counseling Internship II (6369)* x x Elective See schedule

below. Elective Comprehensive Exam (Block I)* x x

Electives COUN 6340 Diag & Tmt Plan in Couns (6328)* x II EPSY 6341 Advanced Adolescent Psychology I

COUN 6344 Foun of Comm & Agency Couns (6327, 6364)* x I

COUN 6347 Substance Abuse Counseling (6327)* xo IIe COUN 6351 Crisis Counseling (6327)* xe IIo COUN 6305 Group Dynamics These classes are

not regularly offered.

COUN 6342 Topics in Counseling & Guidance COUN 6100-6105 1-Hour Seminars Other Approved Counseling-Related Electives

OR

Thesis (6 Hours) COUN 7300 & 7301 Thesis * May not enroll in these courses without prerequisites listed in parentheses. May take concurrently with COUN 6327. Faculty approval of placement. e = even years; o = odd years

8

School Counselor Certification – Course List 54-Hour Thesis/Non-thesis Program The Guidance Program: 6 hours COUN 6301 Introduction to Research Methods in Counseling COUN 6310 Introduction to Guidance and Counseling The Pupil Served: 6 hours EPSY 6304 Human Growth and Development COUN 6364 Multicultural Counseling (6310)* Resource Area: 36 hours, the following 30 hours are required COUN 6313 Personal Growth COUN 6314 Psycho-Educational Assessment I (6301)* COUN 6344 School Counseling & Guidance (6310)* COUN 6345 Career Counseling COUN 6327 Theories of Psychotherapy (6310)* COUN 6328 Techniques of Psychotherapy (6310, 6313)* † COUN 6361 Intro to Marriage & Family (6327)* COUN 6349 Child & Adolescent Counseling (6327, 6328)* COUN 6365 Counseling Practicum I ( 6327, 6328, last 6 hours)* COUN 6368 Group Counseling (6327, 6328)* COUN 6369 Counseling Internship I (Departmental Approval, COUN 6365)* COUN 6370 Counseling Internship II (Departmental Approval, COUN 6369)* EPSY Electives: 6 hours (Students can choose only one Advanced Psychology Course) EPSY 6302 Advanced Educational Psychology EPSY 6311 Advanced Child Psychology EPSY 6341 Advanced Adolescent Psychology PSYC 6313 Abnormal Psychology COUN 6305 Group Dynamics COUN 6342 Topics in Counseling and Guidance COUN 6347 Substance Abuse Counseling (6327)* COUN 6351 Crisis Counseling (6327)* COUN 6367 Foundations of Comm. & Agency Counseling (6327, 6364)* COUN 6100-05 1-Hour Seminars EDCI 7300 & 01 Thesis * Prerequisites † may be taken concurrently with COUN 6327

9

M.Ed. – Counseling & Guidance COMMUNITY COUNSELING TRACK

54-Hour Thesis/Non-thesis Program

Community Counseling The Community Counseling track in the Counseling and Guidance program is designed to prepare individuals for direct entry into or advancement in counseling and related positions in a variety of public or private counseling agencies. Typical community programs or agencies include mental health centers, substance abuse programs, and marriage and family counseling services. Graduates would also be eligible to apply for state licensure and could enter private practice. The curriculum for the Community Counseling option contains a 51-hour program of didactic courses, skill development activities, and intensive supervised practical and internship experiences. A comprehensive examination is required. Upon completion of the M.Ed. in Counseling & Guidance Community Counseling Option, the student must take and pass the National Counselor Exam and the Texas Jurisprudence Exam before applying for temporary licensure as a Licensed Professional Counselor Intern (LPCI). Licensure requires a 3000-hour internship under supervision of a board-approved LPC supervisor. Students will apply for licensure from : Texas State Board of Examiners of Professional Counselors 1100 West 49th Street Austin, TX 78756-3183 e-mail address : lpc@tdh.state.tx.us National Counselor Exam The applicant has two (2) opportunities to pass the exam, after which she or he will be required to wait two (2) years OR take 9 graduate hours in counseling before being allowed to take the exam again. The information is current as of Spring 2011. The requirements and number of hours for the M.Ed. Community Counseling Option and state licensure are subject to change. Changes will become effective whenever implemented by the proper authorities and may apply to both prospective and current students. The student is ultimately responsible for becoming familiar with all graduate and program requirements.

10

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY Master of Education (M.Ed.) in Counseling and Guidance

Community Counseling Option 54 Credit-Hour Program Students Entering Program Fall 2011 or After

BLOCK I (27 hours)

Licensure Process After graduating with the M.Ed. in Counseling & Guidance Community Counseling Option, the student may register for the National Counselor Exam (NCE) and the Jurisprudence Exam. Upon successful completion of both exams, the student may apply for a temporary license. The applicant has two (2) opportunities to pass the NCE exam, after which s/he will be required to wait two (2) years OR take 9 graduate hours in counseling before being allowed to take the exam again. The NCE is administered by the National Board of Certified Counselors. Licensure requires a 3000-hour internship under the supervision of a board-approved LPC Supervisor. For more information, contact: Texas State Board of Examiners of Professional Counselors 1100 West 49th St. Austin, TX 78756-3183 (512) 834-6658 lpc@dshs.state.tx.us This information is current as of Summer, 2011. The requirements and number of hours for the M.Ed. Community Counseling Option and state licensure are subject to change. Changes will become effective whenever implemented by the proper authorities and will apply to both prospective and current students. The student is ultimately responsible for becoming familiar with all graduate and program requirements listed in the catalog s/he is following for the M.Ed. degree. Information regarding application procedures, fees, internship and examinations can be found at http://www.tdh.state.tx.us/hcqs/plc/lpc/lpc_def.htm and http://www.nbcc.org

Fall 2011

F S SUM

COUN 6310 Introduction to Guidance & Counseling x x COUN 6313 Personal Growth x x COUN 6301 Intro to Research Methods in Counseling x x EPSY 6304 Human Growth and Development x I,II COUN 6327 Theories of Psychotherapy (6310, 6313)* x x COUN 6328 Techniques of Psychotherapy (6310, 6313)* x x COUN 6368 Group Counseling (6328)* x x COUN 6345 Career Counseling x I COUN 6340 Diag & Tmt Plan in Couns (6328)* x II Oral Examination must be completed between 6-12 hours. x x

BLOCK II (27 hours) COUN 6361 Intro to Marr & Family Therapy (6310, 6327)* x I COUN 6364 Multicultural Counseling (6310)* x II COUN 6365 Practicum (Block 1, w/ Faculty Approval) x x COUN 6367 Foun of Comm & Agency Couns (6327, 6364)* x I COUN 6314 Psycho-Educational Assessment (6301)* x II COUN 6369 Counseling Internship I (6365)* x x I COUN 6370 Counseling Internship II (6369)* x x I Elective See schedule

below. Elective Comprehensive Exam (Block I)* x x

Electives EPSY 6341 Advanced Adolescent Psychology I COUN 6344 School Counseling & Guidance (6310)* x COUN 6347 Substance Abuse Counseling (6327)* xo IIe COUN 6351 Crisis Counseling (6327)* xe IIo COUN 6349 Child and Adolescent Coun (6328)* x II COUN 6305 Group Dynamics These classes are

not regularly offered.

COUN 6342 Topics in Counseling & Guidance COUN 6100-6105 1-Hour Seminars Other Approved Counseling-Related Electives

OR

Thesis (6 Hours) COUN 7300 & 7301 Thesis * May not enroll in these courses without prerequisites listed in parentheses. May take concurrently with COUN 6327. Faculty approval of placement. e = even years; o = odd years

11

Community Counseling Course List LPC (Licensed Professional Counselor)

54-Hour Thesis/Non-thesis Program Human Development: 3 hours EPSY 6304 Human Growth and Development Social/Cultural Foundations: 3 hours COUN 6364 Multicultural Counseling (6310)* Helping Relationships: 12 hours COUN 6327 Theories of Psychotherapy (6310)* COUN 6328 Techniques of Psychotherapy (6310, 6313)* † COUN 6361 Intro to Marriage & Family (6327)* COUN 6340 Diag & Tmt Plan in Couns (6328)* Group Work: 3 hours COUN 6368 Group Counseling (6327)* Career and Lifestyle Development: 3 hours COUN 6345 Career Counseling Appraisal: 3 hours COUN 6314 Psycho-Educational Assessment I (6301)* Research and Program Evaluation: 3 hours COUN 6301 Introduction to Research Methods in Counseling Professional Orientation: 6 hours COUN 6310 Introduction to Guidance and Counseling COUN 6313 Personal Growth Clinical Experiences: 9 hours COUN 6365 Counseling Practicum I (6327, 6328)* COUN 6369 Counseling Internship I (Departmental Approval, COUN 6365)* COUN 6370 Counseling Internship II (Departmental Approval, COUN 6369)* Electives: 6 hours COUN 6305 Group Dynamics COUN 6342 Topics in Counseling and Guidance COUN 6344 School Counseling and Guidance (6310)* COUN 6347 Substance Abuse Counseling COUN 6349 Child & Adolescent Counseling (6327, 6328)* COUN 6351 Crisis Counseling COUN 6367 Foundations of Community and Agency Counseling (6327,6364)* COUN 6100-6105 1-Hour Seminars EDCI 7300 & 01 Thesis * Prerequisites † may be taken concurrently with COUN 6327

12

Counseling (COUN)/Educational Psychology (EPSY) Course Descriptions

COUN 6100-6105 Seminar in Counseling and Guidance Through a series of six steps, develops skills related to helping professions. Primarily for in-service training with counselors and teachers. Prerequisite: Permission of instructor. COUN 6301 Introduction to Research Methods in Counseling This course is designed to assist professional counselors in evaluating and applying research findings to a variety of practical situations in both mental health and school settings. Students will be required to search for, explore, and critique current research in the counseling field and complete an original, scholarly paper in the form of a research proposal. EPSY 6302 Advanced Educational Psychology A research approach to teaching and learning. Human learning, conditions for effective learning, interference with learning and behavioral objectives will be emphasized. EPSY 6304 Human Growth and Development Advanced study in the application of life-span developmental theories to human behavior, learning and personality. Includes understanding the nature and needs of people at all developmental levels from prenatal through old age. COUN 6305 Group Dynamics This course provides an overview of interpersonal process and the field of group dynamics. It is designed to develop the individual’s ability to understand and integrate various properties of group and interpersonal relationships into a personal and professional framework. This course cannot substitute for the Group Counseling for the Guidance & Counseling majors. COUN 6310 Introduction to Guidance and Counseling Philosophy, principles, and current practices of pupil guidance. Pupils’ social, emotional, intellectual and attitudinal dimensions are explored. Group guidance and individual counseling techniques that apply in public schools are studied through lectures, discussions and class participation. This course also introduces the student to the field of counseling and guidance, as well as the major theories of counseling. The student will develop an awareness of the guidance services and the role identity of the counselor. Knowledge of the development of counseling and the present state of the profession will be acquired. The students will understand the importance of personal qualifications and professional preparation standards for counselors. Students will begin to evaluate the self in relation to these qualifications and standards. The course also presents an overview of the purposes and objectives of professional organizations. Also included in the course is an in-depth study of ethical standards and legal issues pertaining to the counseling profession. EPSY 6311 Advanced Child Psychology This is an advanced study of children from conception to puberty, or from the preschool through the elementary level, with emphasis on the roles played by maturation and learning. The course includes a study of recent research dealing with theories of cognitive unfolding and personality integration.

13

COUN 6313 Personal Growth Discussions and practical application of group dynamics within a framework of group therapy. Prerequisite: Consent of instructor. COUN 6314 Psycho-educational Assessment I This course explores the theory and techniques of administering, scoring, and interpreting educational and psychological tests. Includes test selection, administration, and the dynamics of test interpretation to enable the counselor to synthesize, integrate, and evaluate appraisal data for use in guidance and counseling. In the last segment of the course, students will practice taking, administering and interpreting a variety of educational and psychological tests. Prerequisite: COUN 6301. COUN 6327 Theories of Psychotherapy This course is intended to introduce students to the major theories of counseling and psychotherapy. Psychoanalytic, behavioral, cognitive, and humanistic-existential as well as other counseling approaches will be discussed. Case studies, instructional videos, role playing and in-class exercises will be used to illustrate the principles of therapeutic change. Prerequisite: COUN 6310, COUN 6313 and instructor’s consent. COUN 6328 Techniques of Psychotherapy Primary focus is on techniques and interviewing skills that come into play during counseling sessions. In addition, this course addresses how these techniques are applied to special topics and issues such as career counseling, group counseling, crisis counseling and family counseling. EPSY 6341 Advanced Adolescent Psychology The history and systems of adolescent psychology. Modern theories and current research in learning and pupil motivation, especially in relation to aspects of the educational process. COUN 6342 Topics in Counseling and Guidance A course involving individual study in topics related to counseling and guidance. COUN 6344 School Counseling and Guidance Students will learn the essential roles and responsibilities of school counselors as they relate to planning, implementation and evaluation of counseling and guidance programs. Students learn research-based practices in school counseling. Ethical, legal, and multicultural issues are emphasized. Prerequisite: COUN 6310. COUN 6345 Career Counseling A survey and analysis of the processes of assisting people to choose, prepare for, enter, and progress in an occupation. The course trains leaders who can help people make decisions and choices in planning a future and building a career. COUN 6347 Substance Abuse Counseling This course will prepare individuals to counsel drug users, addicts and family members using various preventive strategies and treatment regimes. Includes instruction in outreach; patient education; therapeutic intervention methods; diagnostic procedures and addiction symptomology. Prerequisite: Consent of department chair, COUN 6310 and COUN 6327, 6328.

14

COUN 6349 Child & Adolescent Counseling This course is an introduction to counseling theory and technique applied to children and adolescents. Appropriate developmental and cultural issues will be presented. The course is designed to help students become more knowledgeable about current research and approaches for working with this population. COUN 6351 Crisis Counseling The course provides an overview of the psychology of crisis, and contemporary theory and practice of crisis intervention. Special emphasis is given to basic features of normative and extreme psychological reactions to crisis and trauma, the process of successful crisis resolution counselors and emergency first-responders actively promote. Prerequisites: COUN 6327. COUN 6361 Introduction to Marriage and Family Therapy This course introduces students to the study of individual and family development, family dynamics, interpersonal relationships and marriage and family systems. The course will include selected theories, methods, and techniques of marriage and family therapy with particular emphasis on multicultural, legal and ethical issues in the practice of marriage and family counseling. Prerequisite: COUN 6327, 6328 or approval of instructor. COUN 6364 Multicultural Counseling This course will provide an understanding of the characteristics and needs of culturally diverse clients. The course will include issues related to ethnic groups, gender, family systems, differing lifestyles, and the impact of social, political, and economic factors on specific populations. Techniques for counseling culturally diverse populations will also be covered. Prerequisite: COUN 6310 or consent of instructor. COUN 6365 Counseling Practicum I A study of selected counseling theories and supervised experience in individual counseling. Required client contact hours are completed at the UTRGV Community Counseling Clinic. Cases assigned off campus in schools and community agencies will be considered for contact hours in addition to required hours. This course must be taken within last nine hours of program. Prerequisites: Block 1, and with faculty approval. COUN 6367 Foundations of Community and Agency Counseling This course helps students gain knowledge and understanding of community counseling issues including historical foundations, the role and function of community counselor, and working with specific populations. The administration and function of community counseling agencies are studied, with emphasis on the ethical issues confronting various agencies. Prerequisites: COUN 6310, 6327, 6364. COUN 6368 Group Counseling This course develops an understanding of group processes, theories and techniques. Demonstrated competence in this knowledge and in applying group procedures will be required. Prerequisites: COUN 6310, 6327, 6328 and 6313. COUN 6369 Counseling Internship I Supervised internship in counseling at the UTRGV Community Counseling Clinic. Cases assigned off campus in schools and community agencies will be considered for contact hours in addition to required hours. Prerequisites: Departmental approval.

15

COUN 6370 Counseling Internship II Supervised internship in counseling at the UTRGV Community Counseling Clinic. Cases assigned off campus in schools and community agencies will be considered for contact hours in addition to required hours. Prerequisites: Departmental approval.

16

College of Education & P-16 Integration Department of Counseling & Guidance

STANDARD SYLLABI

COUN 6365 Practicum

COUN 6369 Internship I

COUN 6370 Internship II

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY

Course Syllabus

COURSE: COUN 6365 – Practicum CLASS TIME: CLASS ROOM: INSTRUCTOR: OFFICE HOURS: Required Texts: Required Texts: Hodges, S. (2011). The Counseling Practicum and Internship Manual. New York, Springer. Supplemental readings as assigned. NOTE: A Tk20 account may be required for this course. Your instructor will inform you of its necessity. Tk20 is an electronic toolkit used by candidates and other school professionals to provide evidence that they have mastered state and professional standards for the profession, as a necessary component of the College of Education’s assessment program. Additional information regarding Tk20 is available at: https://tk20.UTRGV.edu/ Catalog Course Description: A study of selected counseling theories and supervised experience in individual counseling. Required client contact hours are completed at the UTRGV Community Counseling Clinic. Cases assigned off campus in schools and community agencies will be considered for contact hours in addition to required hours. This course must be taken within last nine hours of program. Prerequisites: COUN 6310, 6327, 6328 and 6313. Rationale: This course is designed to provide a supportive, structured learning environment for acquiring clinical experience and on-the-job training. The practicum is a time to build a framework of new professional counseling skills on a foundation of the material learned in the program courses, life experiences, and personal values. It is a time to develop and enhance professional competencies.

18

STUDENT ACADEMIC OUTCOMES Student Learner Outcomes 1. Improve and refine counseling and guidance skills used in individual, group, marriage

and family, and career counseling. Apply and integrate knowledge and counseling skills. (II-K-2c, 5a,5b,5c,5b)

2. Develop greater sensitivity to the dynamics of the counseling process through self- and peer evaluations.(II-2a,2d,5e)

3. Articulate theoretical orientation and philosophy of counseling. (II-K-1b,1e,1g,5c) 4. Practice professional ethical standards and legal issues related to counseling. (II-K-

1b,1e,1h, 5g) 5. Research current trends and issues affecting the counseling profession.(II-K-8f) 6. Hone data gathering skills to accurately assess clients’ concerns. (II-K-5b) 7. Accurately assess counseling effectiveness via outcome instruments.(II-K-7b, 7h) 8. Gather client information, including psychosocial history and assessments related to

treatment effectiveness.(II-K-5b) 9. Develop treatment plans. (II-K-7h) 10. Evaluate strengths and weaknesses related to interpersonal and counseling skills.(II-K-5a) 11. Participate in community outreach and service delivery beyond the classroom and

training lab. (II-K-1b,1e,1h,2c, 5a,5b,5c,5b) Course Objectives and Outcomes:

This course is designed to meet CACREP standards and enable students to demonstrate understanding the following:

1. CACREP Standard II-K-1-b Professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications.

2. CACREP Standard II-K-1-e Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

3. CACREP Standard II-K-1-g Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.

4. CACREP Standard II-K-1-h Ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

5. CACREP Standard II-K-2-a Multicultural and pluralistic trends including characteristics and concerns between and within diverse groups nationally and internationally.

6. CACREP Standard II-K-2-c Individual couple, family, groups, and community strategies for working with diverse populations and ethnic groups.

7. CACREP Standard II-K-2-d Counselors’ roles promoting social justice, advocacy and conflict resolution, and cultural self awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body.

8. CACREP Standard II-K-5-a Counselor characteristics and behaviors that influence helping processes.

9. CACREP Standard II-K-5-b Essential interviewing and counseling skills. 10. CACREP Standard II-K-5-c Counseling theories that provide student with a consistent

model(s) to conceptualize client presentation and select appropriate counseling interventions.

19

11. II-K-5-d: A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling;

12. CACREP Standard II-K-5-e A general framework for understanding and practicing consultation.

13. CACREP Standard II-K-5-f Integration of technological strategies and applications within counseling and consultation processes

14. CACREP Standard II-K-5-g Ethical and legal considerations. 15. II-K-7-b: Basic concepts of standardized and non-standardized testing and other assessment

techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;

16. II-K-7-h: An understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status;

17. CACREP Standard II-K-8-e Use of research to improve counseling effectiveness In addition to the objectives listed above, the practicum student will satisfy the following objectives based on their area of emphasis:

School Counseling As a result of doing practicum and/or internship in a school setting the student will be able to meet CACREP School Counseling Standards and demonstrate the following:

1. A. 3.role, function, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school;

2. counseling (e.g., the ACA Code of Ethics and the ASCA Ethical Standards for School Counselors).

3. B.1. advocacy for all students and for effective school counseling programs; 4. B.2. coordination, collaboration, referral, and team-building efforts with teachers, parents,

support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students;

5. B.4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate;

6. B.5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community;

7. B.6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; and

8. B.7. knowledge of prevention and crisis intervention strategies.

9. C.2.a. individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all;

10. C.2.b. individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development;

11. C.2.c. approaches to peer facilitation, including peer helper, peer tutor, and peer mediation programs;

20

12. C.2.d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression and suicide)

13. C.2.e.developmental approaches to assist all students and parents at points of educational transition (e.g., home to elementary school, elementary to middle to high school, high school to postsecondary education and career options);

14. C.2.f. constructive partnerships with parents, guardians, families, and communities in order to promote each student’s academic, career, and personal/social success;

15. C.2.g. systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each system; and

16. C.2.h. approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs.

17. C.3.a. strategies to promote, develop, and enhance effective teamwork within the school and larger community.

18. C.3.b. theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate;

19. C.3.c. strategies and methods of working with parents, guardians, families, and communities to empower them to act on behalf of their children; and

20. C.3.d. knowledge and skills in conducting programs that are designed to enhance students’ academic, social, emotional, career, and other developmental needs.

Community Counseling

As a result of doing a practicum in a community counseling setting, the student will be able to meet CACREP Community Counseling Standards and demonstrate understanding of the following:

1. A.2. roles, functions, preparation standards, credentialing, licensure and professional identity of community counselors;

2. A.4. ethical and legal considerations specifically related to the practice of community counseling (e.g., the ACA Code of Ethics); and

3. A.5. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in community counseling.

4. B.1. the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings;

5. B.2. organizational, fiscal, and legal dimensions of the institutions and settings in which community counselors practice;

6. B.3. strategies for community needs assessment to design, implement, and evaluate community counseling interventions, programs, and systems; and

7. B.4. general principles of community intervention, consultation, education, and outreach; and characteristics of human services, programs and networks (public, private, and volunteer) in local communities.

8. C.1. typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services;

9. C.2. models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including

21

prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help;

10. C.3. effective strategies for promoting client understanding of and access to community resources;

11. C.4. principles and models of biopsychosocial assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans;

12. C.5. knowledge of the principles of diagnosis and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual.

13. C.6. effective strategies for client advocacy in public policy and other matters of equity and accessibility; and

14. C.7. application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches.

Course Topics: Course topics include counseling skills; case conceptualization; record keeping; legal and ethical

issues; collaboration techniques; special issues/topics; and designing, implementing, and evaluating courses/programs for clients/students.

Instructional Methods and Activities:

Clinical experience (simulation, video exercises, and case studies) Supervision (group and individual/triadic) Field experience (on-the-job training) Traditional experiences (group discussion and demonstrations)

Practicum Class Requirements: 1. Complete a minimum of 100 hours of counseling practicum.

A. School Counseling Track

1. At least 25 direct hours must be completed in the school setting. Student counselors must adhere to procedures for permission, record keeping, and limits of confidentiality set by the school district in which they complete practicum hours. Students who are not currently employed by the school district in which they plan to practice must see the instructor for information on the criminal background check and approval for field work.

2. The remaining direct hours must be completed in the UTRGV Community Counseling Clinic.

3. Sixty hours must consist of indirect counseling services. (Note: an

overflow of direct hours may count towards indirect hours) * Students must have a minimum of 10 hours of group

22

B. Community Counseling Track

1. Forty hours of direct counseling must be completed at the UTRGV Community Counseling Clinic. The student is encouraged to seek additional hours of client contact in community agencies specializing in the student’s field of interest, provided the agency meets requirements for supervision (internship only).

2. Sixty hours must consist of indirect counseling services. (Note: an

overflow of direct hours may count towards indirect hours) * Students must have a minimum of 10 hours of group

School track students must be physically present for at least four hours per week in the Clinic, and Community track students are required to be in the Clinic a minimum of eight hours per week. Schedules will be finalized at the beginning of the semester and will remain for the remainder of the semester. 2. Attend group supervision as scheduled on syllabus. Students will have opportunities to staff their most difficult cases in group supervision. The following format should be used when presenting cases: Subjective information - Describe reasons for presenting the case to clarify whether the greatest assistance is needed in client assessment or treatment planning. Objective information – Present background information on the client, including a summary of work done to date and any reports or test results from other clinicians, as they relate to the presenting problem. Assessment – Provide a tentative 5-axis DSM IV-TR diagnosis. Be sure to include impressions, conceptualizations, insights, developmental struggles, and environmental context. Plan – Provide a summary of work done up to this point and a proposed treatment plan. *SOAP was taken from McAuliffe (1992). 3. Attend weekly individual/triadic supervision sessions with university supervisor and/or

with site supervisor (clinic supervisor). Supervision guidelines, roles, and responsibilities will be reviewed in the first supervision session and meeting times will be set the first week of class.

5. Students will complete (6) peer observations per week using the Clinic form. The purpose

of the peer observations is to give the student practice in recognizing and assessing the performance of counseling skills. Peer observations will be kept in the Portfolio.

6. Students will also complete (1) self assessment per week using the self assessment rubric.

The purpose of this is to maintain a continued self evaluation for professional growth; rubrics will be discussed in individual and group supervision.

23

7. Students must attend one seminar from the C & G Faculty Seminar Series offerings for

this semester. Students may attend more than one seminar; however, only one is required per semester regardless of the number of hours they are enrolled in.

A. Students must turn in a one-page reflection paper based on their seminar experience.

8. Students must read one book from the UTRGV Counseling and Guidance Program

reading list. Students may read more than one book on the list each semester; however, only one is required per semester regardless of the number of hours they are enrolled in.

A. Students must turn in a one-page reflection paper based on the book they read.

9. Students must keep weekly log sheets documenting all direct and indirect services as well

as supervision. Logs should always be up to date and legible. Logs should be kept in the Portfolio.

10. Submit (4) recordings of clinical work, which should include demonstration of clinical

skills related to the following counseling activities: 1) Intake/Psychosocial History, 2) Goal Setting, 3) Intervention, and 4) Termination. The videotapes will include a case summary utilizing the required format. Audio/videotapes are to be accompanied with a tape script and case summary. Tapes may be selected to be reviewed for instructional purposes during group supervision.

11. Obtain professional liability insurance. Students will not be allowed to see clients until

liability insurance had been secured. 12. Abide by all policies set forth in Practicum/Internship Handbook, including submission

of Site Supervisor agreement, practicum/ethics agreement, and mid-semester evaluation by site supervisor.

13. Complete introspective theory paper 14. Complete personal reflection paper to be turned in at the end of the semester. 15. Complete a resume suitable for an entry level counseling job search. Your resume should include your practicum experiences. 16. Students are responsible for maintaining a comprehensive clinical portfolio with the following sections:

a. Direct/Indirect Daily and Weekly logs b. Weekly Supervision Meeting Agendas/Notes/Logs c. Self-Assessment Rubrics d. Peer Observations e. Documentation of Professional Liability Insurance f. Off-site supervisor contracts (School Counseling track and Community

off-site Internships) g. On-site supervisor mid-term and final evaluations from each supervisor

24

h. Off-site supervisor mid-term and final evaluations (School Counseling track and Community)

i. Evaluations of Supervisor(s) j. Seminar reflection k. Reading list reflection l. Practicum & Internship Handbook m. Related Ethical Codes n. Resume (updated) o. Other (including all returned assignments)

17. Students are expected to abide by all relevant ethical codes, including but not limited to those set forth by the American Counseling Association, the American School Counselor Association, the American Association for Marriage and Family Therapists, the Association for Specialists in Group Work, the Texas State Board of Examiners for Licensed Professional Counselors, as well as any others associated with the type of counseling intervention being provided. Failure to comply with ethical standards will result in consequences deemed appropriate by the Counseling and Guidance program faculty, including dismissal from the program. Students are also expected to conduct themselves in a professional manner. This includes but is not limited to following the field site’s dress code, setting and maintaining a consistent schedule, being on time, providing adequate notice if unable to be on site as scheduled, maintaining a professional demeanor, treating clients and peers as individuals deserving of respect. Students are required to complete their arrangements with their sites and their clients regardless of whether they have completed the required hours for the particular course in which they are enrolled. Students who are asked to leave a site for unprofessional or unethical behavior may be dropped from the course or receive a failing grade. In addition, such an occurrence may trigger other departmental proceedings. MEANS OF ASSESSMENT: The student will receive weekly feedback concerning her or his performance as a supervisee. The feedback will be specific with recommendations for improvement in needed areas. The supervisee should know at all times how he/she stands in the class in terms of the quality of his/her work. As much as possible, specific performance criteria will be presented. Satisfactory performance must be demonstrated for all videotapes and evaluations by supervisors. Unsatisfactory performance will result in a repeat of COUN 6365. Grades will also be determined according to the supervisee’s performance on the requirements listed for this course. The grading system will be based on the following requirements. Student must also demonstrate satisfactory performance in all clinical work.

Activity Outcomes Assessed % Individual Counseling Tapes, Summary, & Tape scripts

1,2,4,6,7,8,9,10,11 40% (10 % each)

Introspective Theory Paper 2,3,10 10%

25

Midterm and Final Evaluations 1,2,4,6,7,8,9,10,11 10% Clinical Portfolio 1,2,4,10,11 30% Attendance/Participation 2,5,10,11 10%

Grading Scale: A+ (98-100)

A (93-97.9)

A- (90-92.9)

B+ (87-89.9)

B (83-86.9)

B- (80-82.9)

C+ (77-79.9)

C (73-76.9)

C- (70-72.9) Anything below a C is a failing grade. Instructions for Class Requirements Individual Counseling Tapes, Case Summary, & Tape scripts: Video tapes, Case Summary, and a Tape script will be used to evaluate the practicum student as he/she progresses through the practicum. Students will submit four video tapes on dates assigned by instructor that illustrates the student’s counseling skills. An informed consent form must be completed before a practicum student can do a video and/or audiotape. For each video tape a student will complete a Case Summary and a 30 minute tape script which will be turned in along with the video tape.

Introspective theory paper A 4-6 page introspective theory statement is required. It should outline your motivations for choosing a career in the counseling field. See assignment guidelines on Blackboard for questions to help guide you in completing this requirement. Due at the first one-on-one supervision meeting. If your supervisor is someone other than the course instructor you will need to provide a copy to your supervisor and the instructor. Personal Reflection Paper: Students will complete a personal reflection paper at the end of the semester. Papers should be 6-8 pages in length. Format for personal reflection paper will be provided in class. Clinical Portfolio: Students are responsible for keeping a clinical portfolio which includes all of the sections listed above in Section 16. Portfolios are subject to review at any time by the course instructor. Students can expect portfolios to be reviewed regularly in individual supervision.

26

Class Participation and Attendance:

Students are expected to participate and engage during class. This includes, but is not limited to, participating in in-class assignments, group discussions, peer observations, and group exercises. Participation is also measured in attendance & punctuality to class and individual supervision meetings with instructor and designated clinic supervisor. Attendance and punctuality are mandatory and the responsibility of the student. More than two absences from class or clinic work schedule will result in a lowering of one letter grade. Direct client contact schedules are subject to the same attendance requirements. Clients expect to see their counselors once a week and are justifiably disappointed when counselors cancel or reschedule their appointments. Supervisees must be present for all of their scheduled counseling sessions. In the instance of an emergency, the counselor is required to contact the Clinic (i.e., the Receptionist, Dr. Alvarado, or a Clinical Supervisor) immediately so that clients may be notified their appointment has been cancelled. All assignments should be typed. No handwritten work will be accepted. Make-up work will only be considered on a one to one basis with communication with the instructor. Any excused absence is left to the discretion of the instructor. Satisfactory Academic Progress (sap) UTRGV monitors academic progress every fall and spring semester to identify those students who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful course completion of at least 70% of course work attempted. Students remain in good standing with the university and Financial Aid when both criteria are met. Students who do not maintain these required minimum standards will be placed on probation or suspension as appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in the current Undergraduate Catalog. For more information, please visit

http://www.UTRGV.edu/vpaa/sap/Pages/Home.aspx Scholastic Dishonesty Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations)

27

All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake.

Students’ Academic Responsibilities Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students may, at any time, be dropped from courses. This may result in a “W” or “F” on the student’s permanent record. Emergency Policy Statement In compliance with the Emergency UTRGV Academic Continuity Program, academic courses, partially or entirely, will be made available on the MyUTRGVTSC Blackboard course management system. This allows faculty members and students to continue their teaching and learning via MyUTRGVTSC Blackboard http://myUTRGVtsc.blackboard.com, in case the university shuts down as a result of a hurricane or any other natural disaster.

The university will use MyUTRGVTSC Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class.

To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your MyUTRGVTSC Blackboard and UTRGV email system. Therefore, all students must use Scorpion Online to provide a current email address. Students may update their email address by following the link titled “Validate your e-Mail Account” in MyUTRGVTSC Blackboard Portal. In the event of a disaster, that disrupts normal operations, all students and faculty must make every effort to access an internet-enabled computer as often as possible to continue the learning process. Americans with Disabilities Act (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in the Lightner Center, call 956-882-7374 or e-mail steve.wilder@UTRGV.edu. Syllabus Disclaimer:

28

While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provisions herein, not covered by the UTRGV HOOP or UT Regent Rules, with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each student to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be addressed by students when the syllabus is received.

29

THE UNIVERSITY OF TEXAS RIO GRANDE VALLEY

Course Syllabus

COURSE: COUN 6369-COUN6370 – Internship I /II CLASS TIME: Thursdays 4:25-7:05pm CLASS ROOM: TBA INSTRUCTOR: OFFICE HOURS: Required Texts: Hodges, S. (2011). The Counseling Practicum and Internship Manual. New York, Springer. Supplemental readings as assigned. NOTE: A Tk20 account may be required for this course. Your instructor will inform you of its necessity. Tk20 is an electronic toolkit used by candidates and other school professionals to provide evidence that they have mastered state and professional standards for the profession, as a necessary component of the College of Education’s assessment program. Additional information regarding Tk20 is available at: https://tk20.UTRGV.edu/ Catalog Course Description: Supervised internship in counseling in an approved agency and/or school setting. Prerequisites: COUN 6365. Lec. 3, Lab 10, Cr. 3 Rationale: This course is designed to provide a supportive, structured learning environment for acquiring clinical experience and on-the-job training. The internship is a time to build a framework of new professional counseling skills on a foundation of the material learned in the program courses, life experiences, and personal values. It is a time to develop and enhance professional competencies. Student Academic Outcomes: 1. Improve and refine counseling and guidance skills used in individual, group, marriage

and family, and career counseling. Apply and integrate knowledge and counseling skills. (II-K-2c, 5a,5b,5c,5b) (NCATE Standard 3, Knowledge)

2. Develop greater sensitivity to the dynamics of the counseling process through self- and peer evaluations.(II-2a,2d,5e) (NCATE Standard 3,Reflection)

30

3. Articulate theoretical orientation and philosophy of counseling. (II-K-1b,1e,1g,5c)( NCATE Standard 1, Knowledge, Professionalism)

4. Practice professional ethical standards and legal issues related to counseling. (II-K-1b,1e,1h, 5g)( NCATE Standard 3, Professionalism)

5. Research current trends and issues affecting the counseling profession.(II-K- 8f) (NCATE Standard 1, Knowledge, Professionalism) 6. Hone data gathering skills to accurately assess clients’ concerns. (II-K-5b) (Knowledge) 7. Accurately assess counseling effectiveness via outcome instruments.(II-K-7b, 7h)( NCATE Standard 1, Knowledge) 8. Gather client information, including psychosocial history and assessments related to

treatment effectiveness.(II-K-5b) (NCATE Standard 3, Knowledge) 9. Develop treatment plans. (II-K-7h) (NCATE Standard 3, Knowledge) 10. Evaluate strengths and weaknesses related to interpersonal and counseling skills.(II-K-5a)

(NCATE Standard 3, Reflection) 11. Participate in community outreach and service delivery beyond the classroom and

training lab. (II-K-1b,1e,1h,2c, 5a,5b,5c,5b) (NCATE Standard 3, Collaboration, Diveristy)

Course Objectives and Outcomes:

This course is designed to meet CACREP standards and enable students to demonstrate understanding the following:

CACREP Standard II-K-1-b Professional roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications.

CACREP Standard II-K-1-e Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues.

CACREP Standard II-K-1-g Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.

CACREP Standard II-K-1-h Ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

CACREP Standard II-K-2-a Multicultural and pluralistic trends including characteristics and concerns between and within diverse groups nationally and internationally.

CACREP Standard II-K-2-c Individual couple, family, groups, and community strategies for working with diverse populations and ethnic groups.

CACREP Standard II-K-2-d Counselors’ roles promoting social justice, advocacy and conflict resolution, and cultural self awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body.

CACREP Standard II-K-5-a Counselor characteristics and behaviors that influence helping processes.

CACREP Standard II-K-5-b Essential interviewing and counseling skills. CACREP Standard II-K-5-c Counseling theories that provide student with a consistent model(s)

to conceptualize client presentation and select appropriate counseling interventions. CACREP standard II-K-5-d: A systems perspective that provides an understanding of family

and other systems theories and major models of family and related interventions. Students

31

will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling;

CACREP Standard II-K-5-e A general framework for understanding and practicing consultation. CACREP Standard II-K-5-f Integration of technological strategies and applications within

counseling and consultation processes CACREP Standard II-K-5-g Ethical and legal considerations. II-K-7-b: Basic concepts of standardized and non-standardized testing and other assessment

techniques including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, behavioral observations, and computer-managed and computer-assisted methods;

II-K-7-h: An understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status;

CACREP Standard II-K-8-e Use of research to improve counseling effectiveness In addition to the objectives listed above, the practicum student will satisfy the following objectives based on their area of emphasis:

Community Counseling As a result of doing a practicum in a community counseling setting, the student will be able to meet CACREP Community Counseling Standards and demonstrate understanding of the following:

15. A.2. roles, functions, preparation standards, credentialing, licensure and professional identity of community counselors;

16. A.4. ethical and legal considerations specifically related to the practice of community counseling (e.g., the ACA Code of Ethics); and

17. A.5. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in community counseling.

18. B.1. the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings;

19. B.2. organizational, fiscal, and legal dimensions of the institutions and settings in which community counselors practice;

20. B.3. strategies for community needs assessment to design, implement, and evaluate community counseling interventions, programs, and systems; and

21. B.4. general principles of community intervention, consultation, education, and outreach; and characteristics of human services, programs and networks (public, private, and volunteer) in local communities.

22. C.1. typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services;

23. C.2. models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help;

24. C.3. effective strategies for promoting client understanding of and access to community resources;

32

25. C.4. principles and models of biopsychosocial assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans;

26. C.5. knowledge of the principles of diagnosis and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual.

27. C.6. effective strategies for client advocacy in public policy and other matters of equity and accessibility; and

28. C.7. application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches. D. CLINICAL INSTRUCTION

1. For the Community Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a community setting, under the clinical supervision of a site supervisor as defined by Section III, Standard C.1 - 2. The requirement includes a minimum of 240 direct service clock hours. The 600 hours are divided into 2 semesters of coursework.

Course Topics: Course topics include counseling skills; case conceptualization; record keeping; legal and ethical

issues; collaboration techniques; special issues/topics; and designing, implementing, and evaluating courses/programs for clients/students.

Instructional Methods and Activities: Clinical experience (simulation, video exercises, and case studies) Supervision (group and individual/triadic) Field experience (on-the-job training) Traditional experiences (group discussion and demonstrations)

Internship Class Requirements: 1. Obtain professional liability insurance. Students will not be allowed to see clients until

liability insurance had been secured. 2. 300 hours of counseling internship are recommended (each semester of Internship) A) 120 hours minimum of direct client contact B) 180 hours of related counseling activities Students must complete hours in an approved community agency and or school setting that satisfies internship site requirements and with which a site agreement has been completed. Additional hours may be completed in the UTRGV/TSC Community Counseling Clinic during the Fall and Spring semesters dependent on space and prior approval. A student can have up to 2 internship sites.

33

Students returning for LPC requirements who are currently employed as a counselor will be required to obtain at least 50% either at the UTRGV Community Counseling Clinic or another approved site.* 3. Attend group supervision as scheduled on syllabus. Students will have opportunities to staff their most difficult cases in group supervision and receive feedback from peers and faculty. 4. Attend weekly individual/triadic supervision sessions with site supervisor(s). 5. Submit bi-weekly reflective journals via Class Journal tab via BlackBoard. 6. Students will develop a comprehensive counseling development plan. 7. Students will develop a group proposal and facilitate a group suitable for their field

placement. 8. Mid-Semester and End of Semester Individual Meetings. Each student will participate in mid-semester and end of semester individual meetings with the instructor to address progress towards learning goals. One of these meetings will be on site at field placement. 9. Students must keep weekly log sheets documenting all direct and indirect services. Logs

should always be up to date and legible or typed. Logs should be kept in the Portfolio. Separate logs for separate sites must be kept and signed by the site supervisor.

10. Submit (4) audio/video recordings of clinical work, which should include demonstration

of clinical skills. The recordings will include a counseling session summary utilizing the required format and be accompanied with a tape script with evaluations. Recordings may be selected to be reviewed for instructional purposes during group supervision.

11. Students must attend one seminar from the C & G Faculty Seminar Series offerings for

this semester. Students may attend more than one seminar; however, only one is required per semester regardless of the number of hours they are enrolled in.

A. Students must turn in a one-page reflection paper based on their seminar experience.

12. Students must read one book from the UTRGV/TSC Counseling and Guidance Program

reading list. Students may read more than one book on the list each semester; however, only one is required per semester regardless of the number of hours they are enrolled in.

A. Students must turn in a one-page reflection paper based on the book they read.

13. Abide by all policies set forth in Practicum/Internship Handbook and site policies.

34

14. Students are responsible for maintaining a comprehensive clinical portfolio with the following sections:

p. Counseling Development Plan q. Documentation of Professional Liability Insurance r. Internship Agreement(s) s. Direct/Indirect Daily and Weekly logs t. Weekly Supervision Meeting Agendas/Notes/Logs u. Mid-term and final evaluations v. Evaluations of Site and Supervisor(s) w. Practicum & Internship Handbook x. Related Ethical Codes y. Resume (updated to include internship experience) z. Reading List/Seminar reflection aa. Other (including all returned assignments)

15. Students are expected to abide by all relevant ethical codes, including but not limited to those set forth by the American Counseling Association, the American School Counselor Association, the American Association for Marriage and Family Therapists, the Association for Specialists in Group Work, the Texas State Board of Examiners for Licensed Professional Counselors, as well as any others associated with the type of counseling intervention being provided. Failure to comply with ethical standards will result in consequences deemed appropriate by the Counseling and Guidance program faculty, including dismissal from the program.

Students are also expected to conduct themselves in a professional manner. This includes but is not limited to following the field site’s dress code, setting and maintaining a consistent schedule, being on time, providing adequate notice if unable to be on site as scheduled, maintaining a professional demeanor, treating clients and peers as individuals deserving of respect. Students are required to complete their arrangements with their sites and their clients regardless of whether they have completed the required hours for the particular course in which they are enrolled. Students who are asked to leave a site for unprofessional or unethical behavior may be dropped from the course or receive a failing grade. In addition, such an occurrence may trigger other departmental proceedings.

16. Student must meet the minimum level of counseling skill competency and performance criteria as evaluated by the course instructor and site supervisors using the Counseling Skills Scale, the Counseling Session Rating Scale, and other means as designated by the course instructor. (Minimum competency = 1) MEANS OF ASSESSMENT: The student will receive feedback concerning her or his performance as a supervisee. The feedback will be specific with recommendations for improvement in needed areas. The student should know at all times how he/she stands in the class in terms of the quality of his/her work. As much as possible, specific performance criteria will be presented. Minimum performance criteria must be met in order to receive a passing grade in this course.

35

CRITERIA FOR PASSING INTERNSHIP I: Students must complete all course requirements listed below. The on-site supervisor will complete an evaluation and submit it to the instructor who will determine that the student has made adequate progress in developing those counseling skills and professional behaviors required at their site. More specifically, all of the following are part of the requirements for a passing grade:

• Consistent attendance at internship site and internship I class • Active participation in class discussions • Completion of weekly log of internship activity (≈300hrs) • Satisfactory fulfillment of internship site contract • Adequate progress in developing counseling skills and achieving learning goals • Submission and completion of assignments below • Minimum performance criteria met (=1) • A minimum of a B in Internship I

Specific grades will be determined according to the supervisee’s performance on the requirements listed for this course. The grading system will be based on the following requirements.

Activity Outcomes Assessed Percentage of Final Grade Individual Counseling Tapes, Session Summary, & Tape scripts

1,2,4,6,7,8,9,10,11 40 %

Counseling Development Plan 2,3,10 5% Reflective Journal 3,8,9, 10% Group proposal and facilitation 1,2,4,6,7,8,9,10,11 10% Midterm and Final Evaluations (including- site visits)

1,2,4,6,7,8,9,10,11 10%

Clinical Portfolio (including logs/evaluations)

1,2,4,10,11 15%

Attendance/Participation 2,5,10,11 10% Grading Scale: A+ (98-100)

A (93-97.9)

A- (90-92.9)

B+ (87-89.9)

B (83-86.9)

B- (80-82.9)

C+ (77-79.9)

C (73-76.9)

C- (70-72.9)

36

Instructions for Class Requirements Individual Counseling Session Recording, Counseling Session Summary, & Tape scripts: Session recording, counseling session summary and a Tape script will be used to evaluate the internship student as he/she progresses through the internship. Students will submit four recordings on dates assigned by instructor that illustrates the student’s counseling skills. An informed consent form must be completed before an internship student can record a session and a copy must accompany the assignment. For each recording a student will complete a Counseling Session Summary, and a 30 minute tape script with evaluation criteria which will be turned in along with the recording. Counseling Development Plan: Students will complete a comprehensive counseling development plan to address limitations and areas needing growth. The plan will consist of specific learning goals and objectives. Bi-weekly reflective journals: Journal entries will need to be submitted via Class Journal tab via BlackBoard. The journal entry is to be a focused account of your ideas and feelings related to your counseling experiences. The goal is to provide you with an increasingly complex account of your cognitions and emotions that can serve as information about your self-development as a counselor. All entries will only be reviewed by the course instructor and will be kept confidential. Group Counseling Activity: Students will be required to develop a group proposal and facilitate a group at their field placement site. A group proposal and summary will be completed and be submitted. Group observation will be conducted by instructor. Clinical Portfolio: Students are responsible for keeping a clinical portfolio which includes all of the sections listed above in Section 12. Portfolios are subject to review at any time by the course instructor. Students can expect portfolios to be reviewed regularly over the course of the semester.

Class Participation and Attendance: Prompt and regular attendance is mandatory. The supervisee may be asked to drop the class after more than one absence. Multiple tardies of fifteen (15) minutes or more will also be considered an absence. Students leaving early before class is dismissed will also be considered an absence. Due to the nature of the course, should the student be allowed to remain in class after more than one absence because of extenuating circumstances, five (5) points will be taken off the final

37

course grade for each additional absence after the first absence (includes leaving early before class is dismissed). Any excused absence is left to the discretion of the instructor. All assignments should be typed. No handwritten work will be accepted. Make-up/Late work will only be considered on a one to one basis with communication with the instructor. Satisfactory Academic Progress (sap) UTRGV/TSC monitors academic progress every fall and spring semester to identify those students who are experiencing difficulty with their courses. Satisfactory Academic Progress (SAP) is based upon two components: GPA of 2.0 or higher and successful course completion of at least 70% of course work attempted. Students remain in good standing with the university and Financial Aid when both criteria are met. Students who do not maintain these required minimum standards will be placed on probation or suspension as appropriate. The complete Satisfactory Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial Aid policy can be found in the current Undergraduate Catalog. For more information, please visit http://www.UTRGV.edu/vpaa/sap/Pages/Home.aspx Scholastic Dishonesty Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. (Board of Regents Rules and Regulations)

All scholastic dishonesty incidents will be reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and personal reputation are at stake.

Students’ Academic Responsibilities Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students may, at any time, be dropped from courses. This may result in a “W” or “F” on the student’s permanent record. Emergency Policy Statement In compliance with the Emergency UTRGV/TSC Academic Continuity Program, academic courses, partially or entirely, will be made available on the MyUTRGVTSC Blackboard course management system. This allows faculty members and students to continue their teaching and learning via MyUTRGVTSC Blackboard http://myUTRGVtsc.blackboard.com, in case the university shuts down as a result of a hurricane or any other natural disaster.

38

The university will use MyUTRGVTSC Blackboard to post announcements notifying faculty members and students of their responsibilities as a hurricane approaches our region. If the university is forced to shut down, faculty will notify their course(s). To receive credit for a course, it is the student’s responsibility to complete all the requirements for that course. Failure to access course materials once reasonably possible can result in a reduction of your overall grade in the class.

To facilitate the completion of class, most or all of the communication between students and the institution, the instructor, and fellow classmates will take place using the features in your MyUTRGVTSC Blackboard and UTRGV email system. Therefore, all students must use Scorpion Online to provide a current email address. Students may update their email address by following the link titled “Validate your e-Mail Account” in MyUTRGVTSC Blackboard Portal. In the event of a disaster, that disrupts normal operations, all students and faculty must make every effort to access an internet-enabled computer as often as possible to continue the learning process. Americans with Disabilities Act (ADA) Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify the Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services counselor. For more information, visit Disability Services in the Lightner Center, call 956-882-7374 or e-mail steve.wilder@UTRGV.edu. Syllabus Disclaimer: While the provisions of this syllabus are as accurate and complete as possible, the instructor reserves the right to change any provisions herein, not covered by the UTRGV/TSC HOOP or UT Regent Rules, with notice if circumstances so warrant. Every effort will be made to keep students advised of such changes and information about such changes will be available at all times from the instructor. It is the responsibility of each student to know what changes, if any, have been made to the provisions of this syllabus and to successfully complete the requirements of this course. Questions regarding information on the syllabus and course requirements need to be addressed by students when the syllabus is received.

39

Supervision Information and

Forms

40

Thank you for your interest and cooperation in helping to prepare a UTRGV counseling student as a professional counselor. The student will provide the following agreement to you at the beginning of their placement it is designed to formalize the arrangement between the UTRGV Counseling and Guidance program, the student, and the site supervisor. The activities have been selected based on the Council for the Accreditation of Counseling-Related Educational Programs (CACREP) standards, state licensing and/or certification requirements, and UTRGV program faculty recommendations. Also, included is a recording consent form in the event that the student is allowed to audio/video record their session(s). Students are required to obtain consent from their client and/or their parent- they will provide a copy to their instructor and the original will stay at the placement. The faculty is available at any time to discuss the UTRGV counseling student’s contract and any concerns you may have, as well as our expectations for his/her experience in the field setting. Please contact the student’s practicum/internship instructor via the information provided at the beginning of this manual. Again, thank you for your willingness to supervise a UTRGV counseling student. Your mentorship and guidance is sincerely appreciated.

41

STUDENT PRACTICUM/INTERNSHIP FIELD SITE AGREEMENT

This agreement is made on ___________________ by and between ______________________________________ (Date) (Field site) and The University of Texas Rio Grande Valley . The agreement will be effective for a period (University program) from _______________ to ________________ for____________ per week for ______________________________. (Starting date) (Ending date) (No. hours) (Student name) Purpose The purpose of this agreement is to establish the terms of the off-site practicum/internship experience in the field of counseling/psychology for the student named above. The university program agrees

1. to assign a university faculty liaison to facilitate communication between university and site; 2. to provide the site prior to placement of the student the following information

a. an academic calendar that shall include dates for periods of field experience, b. the Ethical Standards of the American Counseling Association, c. the Ethical Standards of the American School Counselor Association;

3. to notify the student that he/she must adhere to the administrative policies, rules, standards, schedules, and practices of the site; 4. that the university instructor/supervisor shall be available for consultation with both site supervisors and students and shall be immediately contacted should any problem or change in relation to student, site, or university occur; and 5. that the university instructor/supervisor is responsible for the assignment of a fieldwork grade.

The practicum/internship site agrees 1. to assign a practicum/internship supervisor who has appropriate credentials, time, and interest for training the practicum/internship student, including

a. a minimum of a master’s degree in counseling or closely related field with equivalent qualifications, including appropriate certifications and/or licenses b. a minimum of two (2) years of pertinent professional experiences in the program area in which the student is completing clinical instruction c. knowledge of the program’s expectations, requirements, and evaluation procedures for students

2. to provide opportunities for the student to engage in a variety of counseling activities under supervision and for evaluating the student’s performance (suggested counseling experiences are included in the “Practicum/Internship Activities” section); 3. to provide the student with adequate work space and materials to conduct professional activities; 4. to provide supervisory contact (1 hour per week) that involves some examination of student work using audio/visual tapes, observation, and/or live supervision; and 5. to provide written midterm and final evaluations of student based on criteria established by the university program.

Within the specified time frame, ______________________________________ (site supervisor) will be the primary practicum/internship site supervisor. The training activities (checked below) will be provided for the student in sufficient amounts to allow an adequate evaluation of the student’s level of competence in each activity. ________________________________________(University instructor/supervisor) will be the faculty liaison with whom the student and practicum/internship site supervisor will communicate regarding progress, problems, and performance evaluations.

42

The Student Agrees

1. Be at the agreed upon location at times scheduled with Site Supervisor throughout the duration of the practicum/internship placement.

2. Attend one hour of weekly individual/triadic supervision with the site supervisor and at least 23 hours of group supervision meetings with university instructor at UTRGV.

3. Complete assignments as described in the course syllabus. 4. Arrange to have some counseling sessions audio/video taped. 5. Keep a weekly log of time spent that will be reviewed and signed by internship site supervisor and university

instructor. 6. Read the ACA Code of Ethics and use as a guide for ethical and professional practice.

http://www.counseling.org/resources/ethics.htm 7. Abide by all site policies, rules, and regulations.

Practicum/Internship Activities Site Supervisor: Please initial next to each activity to indicate which activities the student will be engaged in under your supervision. Individual supervision is required.

Direct Hours

_____ Individual Counseling _____ Group Counseling _____ Family Counseling _____ Assessment/Intake _____ Consultation _____ Psychoeducation Other: ______________________________________________________________________

Indirect Hours

_____ Recordkeeping _____ Individual Supervision (REQUIRED) _____ Group Supervision _____ Staff Meetings _____ Training/Workshops _____ Research Other: ______________________________________________________________________ Signatures

Practicum/Internship Site Supervisor ____________________________________ Date _______________ Student ___________________________________________________________ Date _______________ University Instructor/Supervisor______________________________________________ Date _______________

43

Site Supervisor Information Sheet

Semester____________________

Site:__________________________ Supervisor Name:__________________________ Degree:_______________________ Credentials: _____________________________ Phone:________________________ Email:____________________________________ Supervisee(s):_______________________________________________________________________ * Please provide this information to the student the first week of their field experience or email directly to University supervisor

44

Definition of Clinical Supervision

Clinical supervision is a type of intervention. It involves a supervisor, a senior member of the profession and one or more supervisees, junior members of the profession. Clinical supervision is defined as a relationship that is “… evaluative, extends over time and has the simultaneous purposes of enhancing the professional functioning of the more junior person(s), monitoring the quality of professional services offered to clients that she, he, or they see(s), and serving as a gatekeeper of those who are to enter a particular profession” (Bernard & Goodyear, 2004, p. 8). Thus, in supervising practicum and internship students, the goals of supervision should include enhancing the functioning of the student professional and monitoring the welfare of the client/consumer. The clinical supervisor is charged with continuing to help the counselor in training develop counseling skills, helping the supervisee move along a continuum of expertise and enhance clinical wisdom and knowledge base (Bernard & Goodyear, 1992). For the supervisee, the outcomes of effective supervision include increased confidence and autonomy, increased self-awareness, increased ability to focus on the client without over-investment in the client’s issues, and increased feelings of relaxation in the role of counselor (Hill, Charles, & Reed, 1981; Stoltenberg & Pierce, 1981). Your supervisor will assume a variety of roles- teacher, counselor, consultant, and mentor- to assist you improve your competence and provide quality services to your clients. You are expected to be prepared for supervision. You will need be prepared with questions, identify your strengths, weaknesses, and be prepared to request specific help from your supervisor.

Roles of the Clinical Supervisor (Bernard & Goodyear, 2009)

Teacher: The supervisor teaches the supervisee in relation to his or her specific needs as a developing counselor. As a teacher, the clinical supervisor must evaluate the supervisee in counseling sessions. This may be conducted via live supervision or listening to audiotapes of the counseling session. The supervisor as teacher may wish to ask the supervisee to provide a hypothesis regarding the client/consumer’s issues, interpret significant events in the counseling session, and assist the supervisee in identifying appropriate interventions. The supervisor as teacher may also demonstrate and model counseling interventions, as well as explain the rationale behind the interventions. Counselor: The supervisor as counselor helps the supervisee examine his or her behavior, thoughts, and feelings associated with client, especially if barriers are present. The supervisor as counselor does not provide therapeutic services to the supervisee, rather helps the supervisee develop insight related to the client and the counseling session. The supervisor as counselor may help the supervisee explore his or her feelings regarding interventions, define strengths and weaknesses as a counselor in general and within specific counseling sessions, as well as encourage self exploration in the role of counselor. In addition, if the supervisee seems to be having trouble relating to the supervisor or content of the supervision, the supervisor as counselor can help the supervisee explore such feelings.

45

Consultant: The supervisor as consultant works with the supervisee to explore or offer ideas about a particular client or issue. The supervisor will solicit supervisee needs and attempt to provide services to meet those needs through allowing the supervisee to structure the supervision session and encourage the discussion of perceived client/ consumer problems and motivations, as well as suggesting alternative interventions or conceptualizations and brainstorming of interventions. Mentor: The supervisor as mentor will encourage the professional growth of the supervisee through encouragement of professional activities in the field of counseling, including active membership in professional organizations, attendance at conferences and trainings, encouraging review of literature for help with clients, and possibly contributing to the counseling literature.

46

Roles of Stakeholders

Practicum/Internship Student Responsibilities In addition to the responsibilities of students listed in this practicum/internship handbook, students are expected to adhere to the following: 1. Schedule and complete interviews with on-site contacts. 2. Arrange work schedule with the site supervisor. 3. In consultation with site and university supervisors, develops goals and objectives for his/her experience and submits this to his/her university supervisor. 4. Attend all individual and group supervisory sessions, as well as required class meetings. 5. Complete the experience requirements. 6. Adhere to the policies and operational procedures of the site and performs site responsibilities in a professional manner as if a paid employee. 7. Submit practicum/internship portfolio at the end of the placement experience. 8. Comply with all legal and ethical regulations; bring all potential legal and ethical issues to the attention of university and site supervisors. 9. Obtain liability insurance. Students are responsible for costs associated with any medical treatment needed due to accidents/injuries that happen during field placements. 10. Complete the practicum and internship. University Clinical Supervisor Responsibilities The University Practicum or Internship Supervisor/Instructor: 1. Approves student’s goals and objectives to be pursued at site. 2. Explains the requirements of the experience and provides pertinent information. 3. Consults with site supervisor about the student’s progress and encourages site supervisors to contact the university supervisor for assistance and consultation during the semester. 4. Provides supervision to the students in a group setting for 1½ hours of weekly supervision. 5. Reviews work samples (audio/video tapes) of the student’s field work. 6. Appropriately maintains confidentiality about information obtained during supervision. 7. Collects logs and supervisor evaluations from each student. 8. Assigns grades to students for the practicum and internship experience.

47

On-Site Supervisor Responsibilities The Site/ Agency Supervisor: 1. Interviews potential practicum or internship students and indicates preferences among those students for site placement, without regards to race, religion, gender, age, national origin, disability, or sexual orientation. 2. Informs students interviewed if they will be offered a practicum or internship placement. Note: the number and assignment of trainees will be mutually agreed upon between the site and the university coordinator. 3. Assigns accepted students to qualified on-site supervisors 4. Provides adequate workspace, access to telephone, and necessary supplies and equipment for the student. 5. Works with student as it relates to work hours and responsibilities. 6. Orients the student to the mission, goals, and objectives of the site, as well as to internal operating and programmatic procedures. 7. Aids the student in developing goals and objectives for his/her experience. 8. Ensures that the student has appropriate experiences during the placement based on the student’s program goals and objectives and personal/ career goals. 9. Meets at least one-hour each week with student for individual supervision. 10. Provides a written evaluation of the student’s performance midterm and at the end of the placement. 11. Maintains contact with university supervisor for assistance and consultation relating to student’s progress. 12. Engages in ongoing assessment of the student’s performance and communicates with the clinical coordinator about any issues/ problems/ concerns with the student’s performance. If problems continue, the site supervisor, in consultation with the coordinator, will develop a remediation plan. 13. Maintains confidentiality

48

SUPERVISOR’S EVALUATION OF STUDENT (MID and FINAL)

Student Counselor’s Performance

Name of Student Counselor

Period of Supervision From to Directions for Site Supervisor: Please circle the number that best evaluates the student counselor on each performance over the entire supervision period. If you did not observe the student on a particular performance please indicate using N/A. General Supervision Comments Poor Adequate Excellent

1. Demonstrates a personal commitment in developing professional competencies. 1 2 3 4 5 6

2. Invests time and energy in becoming a counselor. 1 2 3 4 5 6

3. Accepts and uses constructive criticism to enhance self-development and counseling skills. 1 2 3 4 5 6

4. Engages in open, comfortable, and clear communication with peers and supervisors. 1 2 3 4 5 6

5. Recognizes own competencies and skills and shares these with peers and supervisors. 1 2 3 4 5 6

6. Recognizes own deficiencies and actively works to overcome them with peers and supervisors. 1 2 3 4 5 6

7. Completes case reports and records punctually and conscientiously. 1 2 3 4 5 6

8. Actively seeks supervision and feedback from faculty and Clinical Supervisor. 1 2 3 4 5 6

The Counseling Process

9. Researches the referral prior to the first session. 1 2 3 4 5 6

10. Keeps appointments on time. 1 2 3 4 5 6

11. Begins interviews smoothly. 1 2 3 4 5 6

12. Explains the nature and objectives of counseling when appropriate. 1 2 3 4 5 6

13. Is relaxed and comfortable in session. 1 2 3 4 5 6

14. Communicates interest in and acceptance of clients. 1 2 3 4 5 6

15. Facilitates clients’ expression of concerns and feelings. 1 2 3 4 5 6

16. Focuses on the content of the clients’ problems. 1 2 3 4 5 6

17. Recognizes and resists manipulation by clients. 1 2 3 4 5 6

18. Recognizes and deals with positive affect of clients. 1 2 3 4 5 6

19. Recognizes and deals with negative affect of clients. 1 2 3 4 5 6

20. Is flexible and adaptable to client’s needs in session. 1 2 3 4 5 6

21. Uses silence effectively in session. 1 2 3 4 5 6

22. Is aware of own feelings during the counseling sessions. 1 2 3 4 5 6

23. Communicates own feelings to clients when appropriate. 1 2 3 4 5 6

49

Poor Adequate Excellent

24. Recognizes and skillfully interprets clients’ covert messages. 1 2 3 4 5 6

25. Facilitates realistic goal setting with clients. 1 2 3 4 5 6

26. Encourages appropriate action-step planning with clients. 1 2 3 4 5 6

27. Employs judgment in the timing and use of different techniques. 1 2 3 4 5 6

28. Initiates periodic evaluation of goals, action-steps, and process during counseling. 1 2 3 4 5 6

29. Explains, administers, and interprets tests/assessments correctly, including the OQ (clinic). 1 2 3 4 5 6

30. Terminates the interview smoothly. 1 2 3 4 5 6

The Conceptualization Process

31. Focuses on specific behaviors and their consequences, implications and contingencies. 1 2 3 4 5 6

32. Recognizes and pursues discrepancies and meaning of inconsistent information. 1 2 3 4 5 6

33. Uses relevant case data in planning both immediate and long-range goals. 1 2 3 4 5 6

34. Uses relevant case data in considering various strategies and their implications. 1 2 3 4 5 6

35. Uses relevant research from peer-reviewed scholarly journals when planning treatment. 1 2 3 4 5 6

36. Bases decisions on a theoretically sound and consistent rationale of human behavior. 1 2 3 4 5 6

37. Is perceptive in evaluating the effects of own counseling rationale of human behavior. 1 2 3 4 5 6

38. Demonstrates ethical behavior in counseling activities and case management. 1 2 3 4 5 6

Personal and Professional Behavior

39. Displays commitment to profession. 1 2 3 4 5 6

40. Practices ethical behavior. 1 2 3 4 5 6

41. Maintains client confidentiality when working with individual, couples, families, and groups. 1 2 3 4 5 6

42. Engages in positive working relationship with staff. 1 2 3 4 5 6

43. Consults with administrator/supervisor regarding concerns. 1 2 3 4 5 6

44. Demonstrates acceptance of supervision. 1 2 3 4 5 6

45. Demonstrates good judgment. 1 2 3 4 5 6

46. Takes initiative in learning new skills. 1 2 3 4 5 6

47. Is punctual arriving at site and with clients. 1 2 3 4 5 6

48. Recognizes own competencies and skills and shares them with peers and supervisors. . 1 2 3 4 5 6

49. Communicates in an open, clear, comfortable way. 1 2 3 4 5 6

50. Recognizes own deficiencies and works to overcome them. 1 2 3 4 5 6 51. Demonstrates responsible and conscientious behavior. 1 2 3 4 5 6

52. Demonstrates professional attitude with clients/students, colleagues, and supervisors.

1 2 3 4 5 6

53. Uses appropriate and current record-keeping standards in accordance with ethical and legal requirements and standards of site and program.

1 2 3 4 5 6

54. Demonstrates ability to recognize personal limitations and seek consultation and/or supervision as appropriate.

1 2 3 4 5 6

50

School Counseling Only Poor Adequate Excellent

55. Performs Appropriate documentation in student records, including computer-assisted record keeping

1 2 3 4 5 6

56. Has knowledge of resources available to schools via district and community and makes appropriate referrals

1 2 3 4 5 6

57. Consults appropriately with teachers, parents, and administrators. 1 2 3 4 5 6

58. Conducts programs designed to eliminate barriers and enhance student academic development.

1 2 3 4 5 6

59. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities.

1 2 3 4 5 6

60. Conducts classroom guidance activities utilizing differential instructional strategies appropriate for students.

1 2 3 4 5 6

61. Assesses and interprets students’ strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities.

1 2 3 4 5 6

62. Ability to administer and interpret educational tests. 1 2 3 4 5 6

63. Utilizes counseling theories effective in school settings. 1 2 3 4 5 6

64. Follows school policies and procedures.

1 2 3 4 5 6

65. Assesses barriers impeding student academic, career, and personal/social development.

1 2 3 4 5 6

Additional comments and/or suggestions

Strengths:

Areas Needing Development:

Date Supervisor’s Signature

My signature indicates that I have read the above report and have discussed the content with my site supervisor:

Date Student’s Signature

51

Mid and Final Evaluation of Student Counselor by University Clinical Supervisor/Instructor

Student Name___________________________________________Date____________________________ Please complete to the best of your ability and notate comments for each section regarding student’s performance. EVALUATION CRITERIA

Cou

nsel

ing

Skill

s

Building Relationships 2 4 6 8 10 Displays warmth Shows respect Uses client’s language Assessment of Problem 4 8 12 16 20 Assesses changes in eating/sleeping/meds Addresses critical items Incorporates psychosocial in treatment planning Uses current counseling literature to study presenting problem and best practice interventions Setting Goals 4 8 12 16 20 Writes appropriate treatment plans References goals in every session Implementing Interventions 4 8 12 16 20 Uses interventions that correspond to theoretical orientation Plans interventions based on goals Shows flexibility Uses resource library Assigns between-sessions work Terminating Sessions 1 2 3 4 5 Plans ahead Acknowledges difficulty

Cas

e M

anag

emen

t Sk

ills

File Management 2 4 6 8 10 Completes paperwork Maintains orderly files Appropriate terminology Case Management 1 2 3 4 5 Follows up on no shows and cancellations Makes appropriate referrals Aware of community resources Follows through on supervisor recommendations

Prof

essi

onal

Sk

ills

Professionalism 2 4 6 8 10 Punctual Works collaboratively with peers and staff Professional demeanor Self care

TOTAL SCORE _____________________________________________________ ___________________________ Student Counselor Date ______________________________________________________ ___________________________ Clinical Supervisor Date

52

EVALUATION OF SITE SUPERVISOR AND FIELD SITE

BY INTERNSHIP STUDENT Student Name: Date:

Field Site:

Field Site Address: Field Site Phone Number: Site Supervisor: E-Mail: _________________________________________________________________ Each internship student should complete this form and RETURN IT TO THE SITE SUPERVISOR. Please give feedback for the supervisor and site by circling the appropriate rating (1) poor, (2) fair, (3) good, (4) very good, (5) excellent, or (N/A) not applicable. A. SUPERVISION SKILLS 1. Performs supervisory functions as teacher, counselor, or consultant 1 2 3 4 5 N/A as appropriate. 2. Raises questions that encourage supervisee to explore alternatives 1 2 3 4 5 N/A of problem solving, seeking solutions, and responding to clients. 3. Establishes good rapport with supervisee. 1 2 3 4 5 N/A 4. Supports supervisee's professional development. 1 2 3 4 5 N/A 5. Provides clear and useful suggestions. 1 2 3 4 5 N/A 6. Is sensitive to individual differences and demonstrates flexibility 1 2 3 4 5 N/A in the supervisory relationship. 7. Assists supervisee in conceptualizing cases when shared by 1 2 3 4 5 N/A students. 8. Gives appropriate feedback to supervisee. 1 2 3 4 5 N/A 9. Confronts supervisee when appropriate. 1 2 3 4 5 N/A

53

10. Helps supervisee assess own strengths. 1 2 3 4 5 N/A 11. Assists supervisee in planning effective client goals and objectives 1 2 3 4 5 N/A when cases are shared. 12. Has knowledge of supervisee's professional and personal strengths 1 2 3 4 5 N/A and weaknesses. B. SUPERVISOR EFFECTIVENESS 1. Your overall satisfaction with supervisor. 1 2 3 4 5 N/A 2. Interactions with supervisor contributed to improving your 1 2 3 4 5 N/A

counseling ability. 3. Interactions with supervisor contributed to increasing your self – 1 2 3 4 5 N/A

confidence as a counselor . C. SITE EVALUATION 1. Appropriateness of the site to your orientation within the 1 2 3 4 5 N/A counseling program. 2. Adequacy of the physical facilities. 1 2 3 4 5 N/A 3. Receptivity of staff toward you as an internship student. 1 2 3 4 5 N/A 4. Availability of clients for counseling sessions. 1 2 3 4 5 N/A 5. Receptivity of clients to you as an internship student. 1 2 3 4 5 N/A 6. Provided a variety of professional tasks and activities. 1 2 3 4 5 N/A 7. Availability of needed resources. 1 2 3 4 5 N/A 8. Staff support for consultation. 1 2 3 4 5 N/A 9. Provided with appropriate orientation to site and training. 1 2 3 4 5 N/A 10. Overall rating of this site for future internship students. 1 2 3 4 5 N/A D. COMMENTS

54

School Counseling Consent

Student’s Name _________________________________________________________________ The Graduate Department of Guidance and Counseling at The University of Texas Rio Grande Valley (UTRGV) conducts a Counseling Practicum Course each semester at the college/university. The Counseling Practicum Course is an advanced course in counseling required of all degree candidates in the Counseling Program at The University of Texas Rio Grande Valley. Students are required to audio- and/or videotape counseling sessions as part of their course and degree requirements. Your school’s counselor, ______________________________, has recommended that your child participate in this program. UTRGV Student __________________________________________ would like to work with your son/daughter, a student at _____________________________________ School. Any counseling sessions in which your child is involved will take place on the school campus during school hours. Our counseling students adhere to the highest standards regarding your rights to confidentiality, including those set forth by the American School Counselor Association, the Texas Education Code, and the school district board policy. Some of the counseling sessions conducted with your child may be audio- and/or videotaped and will be reviewed by the UTRGV student’s supervisor at The University of Texas Rio Grande Valley and his/her supervisor at ______________________________________ School. All audio- and videotapes made will be erased at the completion of your child’s involvement in the program. ___ My child may be audio or videotaped during his/her counseling session. ___ My child may NOT be audio or videotaped during his/her counseling session. We hope that you will take the opportunity to have your child become involved in the UTRGV Counseling Program. If you are interested in having your child participate, please sign the form where indicated. Questions may be directed to your school counselor or the Field Experiences Coordinator at 956-882-7880. Thank you for your cooperation. ________________________________________________ ______________________________ Parent’s Signature Date ________________________________________________ ______________________________ School Counselor’s Signature Date

55

Consentimiento para Consejería Escolar

Nombre del estudiante _________________________________________________________________ El departamento de posgrado de Consejería y Orientación en The University of Texas Rio Grande Valley (UTRGV) ofrece un curso de pasantía en consejería cada semestre en la universidad. El curso de pasantía en consejería es un curso avanzado en el programa de posgrado en consejería que se les requiere a todos los estudiantes de este mismo programa en The University of Texas Rio Grande Valley. A los estudiantes se les pide que graben audio y/o video de las sesiones de consejería como parte de los requisitos del curso y del programa de posgrado. Su consejero escolar, ______________________________, ha recomendado la participación de su hijo en este programa. El estudiante de UTRGV, __________________________________________ quisiera trabajar con su hijo/hija, estudiante de _____________________________________ School. Todas las sesiones de consejería en las cuales su hijo se involucre se llevaran a cabo en el campus escolar durante horas escolares. Nuestros estudiantes del programa de consejería se mantienen fieles a los más altos estándares con respecto a sus derechos de confidencialidad, incluyendo los establecidos por la Asociación Americana de Consejeros Escolares, el Código de Educación de Texas y la política de la mesa directiva del distrito escolar. Algunas de las sesiones de consejería que se llevaran a cabo con su hijo/hija serán grabadas en video y/o audio y serán revisadas por el supervisor del estudiante de UTRGV de la misma universidad y su supervisor de ______________________________________ School. Todas las grabaciones de audio y video hechas serán borradas al término de la participación de su hijo/hija en el programa. ___ Mi hijo/hija puede ser grabado en audio o video durante su sesión de consejería. ___ Mi hijo/hija NO puede ser grabado en audio o video durante su sesión de consejería. Esperamos que usted aproveche la oportunidad de involucrar a su hijo/hija en el programa de consejería en UTRGV. Si le interesa que su hijo participe en este programa, por favor firme la presente donde se indica. Si tiene preguntas se puede dirigir con su consejero escolar o conmigo al hablar al 956-882-7880. Gracias por su cooperación. ________________________________________________ ______________________ Firma del Padre Fecha ________________________________________________ ______________________ Firma del Consejero Escolar Fecha

56

INFORMED CONSENT FOR AUDIO / VIDEO RECORDING

COUNSELING INTERN INFORMATION

Intern Name: ______________________ Practicum / Internship Site: ______________________

SITE SUPERVISOR INFORMATION

Site Supervisor Name: ______________________ Title: ____________________________________ Phone: ___________________________________ Email: _____________________________________

UNIVERSITY SUPERVISOR INFORMATION

University Supervisor Name: _____________________ Title:_____________________________________ Phone: Email:____________________________________

INFORMED CONSENT FOR AUDIO / VIDEO RECORDING As a graduate student, I am required to be under the direct supervision of qualified clinical supervisors. My supervisors review all aspects of the services that I am providing to you. You have the right to know the name of my supervisors and how to contact her or him. This information is listed above. Your signature below confirms that this form has been explained to you, and that you understand the following:

I am not required and I am under no obligation to have this session recorded. I may withdraw my permission at any time during or after the recording session. My care will not change by my decision not to be recorded. I have the right to review my recording with my student counselor during a counseling session. My student counselor receives supervision both at this location and by the faculty at The University of Texas at Brownsville (UTRGV). The contents of this recording will remain confidential within the supervision faculty at UTRGV. This recording will be destroyed upon completion of the supervisory review of the session. This consent expires 180 days from the date of my signature below. I may revoke this consent at any time prior to the expiration date by submitting to the student counselor a request to withdraw my permission. The original copy of this consent form will be kept in my records with this agency. This recording will only be used as a tool to help my student counselor in assisting me or my family I may contact the Counseling and Guidance Department at UTRGV with questions or concerns at 956-882-7880.

SIGNATURES Clients Signature ________________________________ Date_______________ If minor, Signature of Parent/Guardian ______________________ Date_______________ Student Counselor’s Signature______________________ Date_______________ Site Supervisor’s Signature ______________________ Date______________

57

CONSENTIMIENTO INFORMADO PARA GRABACIÓN DE AUDIO/VIDEO

INFORMACIÓN DEL INTERN

Nombre: ______________________________ Sitio de prácticas: _____________________________

INFORMACIÓN DEL SUPERVISOR DEL SITIO

Nombre: ________________________________ Título profesional: ______________________________ Teléfono: ___________________________________ Email: _______________________________________

INFORMACIÓN DEL SUPERVISOR UNIVERSITARIO

Nombre: Título profesional: Teléfono:____________________________________ Email:_________________________________________

CONSENTIMIENTO INFORMADO PARA GRABACIÓN DE AUDIO/VIDEO Como estudiante de posgrado, es un requisito que este bajo la directa supervisión de supervisores clínicos calificados. Mis supervisores revisan todos los aspectos de los servicios que le proporciono a usted. Usted tiene el derecho de conocer los nombres de mis supervisores y como puede contactarlos. Esta información la encuentra en la parte de arriba. Su firma en la parte de abajo confirma que esta forma se le ha explicado, y que usted entiende lo siguiente: Yo no estoy requerido (a) y ni estoy bajo obligación a que se grabe esta sesión. Yo puedo retirar mi permiso a cualquier hora durante o después de la sesión en grabación. Yo tengo el derecho a revisar mi grabación con mi consejero estudiante durante una sesión de consejería. Mi consejero estudiante recibe supervisión tanto en esta locación como por el profesorado en la Universidad de Texas en Brownsville (UTRGV). El contenido de esta grabación se mantendrá confidencial entre el profesorado de supervisión en UTRGV. Esta grabación será destruida, una vez finalizado el proceso de supervisión de la sesión. Este consentimiento expira 180 días después de la fecha de mi firma en la parte de abajo. Puedo revocar este consentimiento en cualquier momento antes de la fecha de vencimiento mediante la presentación a mi consejero estudiante de una solicitud para retirar mi permiso. La copia original de esta forma de consentimiento se mantendrá en mis registros con esta agencia. Esta grabación será usada solamente como una herramienta para ayudar a mi consejero estudiante en atender a mi familia. Si tengo dudas o preguntas, puedo contactar al departamento de Consejería y Orientación en UTRGV al 956-882-7880. FIRMAS Firma del cliente ________________________________ Fecha_______________ Si es un menor, Firma del padre/tutor ___________________________ Fecha_______________ Firma del consejero estudiante______________________ Fecha_______________ Firma del supervisor del sitio ______________________ Fecha______________

58

SITE VISITATION FORM

Supervisee’s Name: _____________________ Date:__________________________________ Course: _______________________________ Semester:_______________________________ Location: ___________________________________________________________________________________ Comments of Site Supervisor:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Comments of University Supervisor: __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Comments of Supervisee: __________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

___________________________ _______________________________ SIGNATURE OF SITE SUPERVISOR SIGNATURE OF UNIVERSITY SUPERVISOR

59

COUNSELING SKILLS SCALE (CSS) University Name______________________ Student Name______________________ Review by Audio____Video____Transcript____ Faculty Name______________________ Reviewed after Skills ____Practicum____School Intern.____Community Intern____Stud. Affairs Intern_____ This survey assesses the quality of student performance of counseling skills. It divides twenty-two specific “microskills” into six groupings (in caps following roman numerals). Please first rate the student’s microskills as –2, -1, 0, +1, or +2 according to the scale below. Then summarize each grouping of skills by adding and averaging its individual microskills scores. Place that average in the blank following the grouping heading. NOTE: If a skill is not performed but does not seem necessary, then assign it an “NN” and average only those skills performed into mean grouping scores. If a skill is not performed but should have been, then give it a score of –2 or –1 and average it with the rest of the skills performed under that super-heading.

+2 Highly developed: helpful, well-timed, and consistently well-performed +1 Well developed: helpful and well-timed when performed, but not consistently smooth 0 Developing skills: somewhat helpful but too many missed opportunities -1 Continue practice: not helpful or well-timed, or no skill existent when it should be -2 Major adjustment needed: not at all helpful or well-timed

NN Not performed, but not necessary; (an)other skill(s) within this“grouping”used to effectively meet this grouping’s goals

I. SHOWS INTEREST AND APPRECIATION Group Score _______

1. Body Language and Appearance – Maintains open, relaxed, confident posture with appropriate eye contact. Leans forward when talking, leans back when client talks on target. Uses head nods and body gestures to encourage client talk. Maintains professional dress. -2 -1 0 +1 +2 2. Minimal Encouragers -- Repeats key words and phrases. Uses prompts (uh huh, okay, right, yes) to let client know s/he is heard. Uses silence helpfully. -2 -1 0 +1 +2

3. Vocal Tone – Uses vocal tone that matches the sense of the session and session goals. Vocal tone communicates caring and connection with the client. -2 -1 0 +1 +2

4. Evoking and Punctuating Client Strengths -- Includes questions and reflections related to assets and competencies; positively reframes client experiences. -2 -1 0 +1 +2 NN

II. ENCOURAGES EXPLORATION Group Score _______

5. Questioning -- Asks open-ended questions that encourage the client to continue talking and to provide information. Uses when needed and when theoretically consistent. Uses closed questions judiciously. Does not overuse questions. -2 -1 0 +1 +2 NN 6. Requesting Concrete and Specific Examples -- Asks for concrete and specific instances when clients provide vague generalities. ("Give me an example of how you might feel or behave when facing __________.") -2 -1 0 +1 +2 NN

60

+2 Highly developed: helpful, well-timed, and consistently well-performed +1 Well developed: helpful and well-timed when performed, but not consistently smooth 0 Developing skills: somewhat helpful but too many missed opportunities -1 Continue practice: not helpful or well-timed, or no skill existent when it should be -2 Major adjustment needed: not at all helpful or well-timed

NN Not performed, but not necessary; (an)other skill(s) within this“grouping”used to effectively meet this grouping’s goals 7. Paraphrasing (reflection of content) -- Engages in brief, accurate, and clear rephrasing of what the client has expressed. -2 -1 0 +1 +2 NN 8. Summarizing -- Makes statements at key moments in the session that capture the overall sense of what the client has been expressing. -2 -1 0 +1 +2 NN

III. DEEPENS THE SESSION Group Score _______

9. Reflecting Feeling -- States succinctly the feeling and the content of the problem faced by the client ("You feel ______ when ______.") -2 -1 0 +1 +2 NN

10. Using Immediacy -- Recognizes here-and-now feelings, expressed verbally or nonverbally, of the client or the counselor. Can be related to the counselor-client relationship. ("As we talk about _____ problem, I sense you are feeling _____ about me. In turn, I'm feeling _____ about how you are viewing the problem right now.") -2 -1 0 +1 +2 NN 11. Observing Themes and Patterns -- Identifies more overarching patterns of acting, thinking, or behaving in problem situations (“In ______ situations, you regularly do _____ [or think______ or feel _____."]) -2 -1 0 +1 +2 NN 12. Challenging/Pointing out Discrepancies -- Expresses observations of discrepancies. ("You expect yourself to do_____ when facing the problem of _____, but you do ______ instead. When this happens you feel _____ about yourself.") -2 -1 0 +1 +2 NN 13. Reflecting Meaning and Values – Reflects the unexpressed meaning or belief/value system that is behind the words the client is saying. (“You feel strongly about making choices based on _______ belief.”) -2 -1 0 +1 +2 NN

IV. ENCOURAGES CHANGE Group Score _______ 14. Determining Goals and Desired Outcomes – Collaboratively determines outcomes toward which the counseling process will aim. Helps -2 -1 0 +1 +2 NN client set goals.

61

+2 Highly developed: helpful, well-timed, and consistently well-performed +1 Well developed: helpful and well-timed when performed, but not consistently smooth 0 Developing skills: somewhat helpful but too many missed opportunities -1 Continue practice: not helpful or well-timed, or no skill existent when it should be -2 Major adjustment needed: not at all helpful or well-timed

NN Not performed, but not necessary; (an)other skill(s) within this“grouping”used to effectively meet this grouping’s goals

15. Using Strategies for Creating Change – Uses theoretically-consistent and intentional intervention strategies to help client move forward toward treatment goals [such as setting up reinforcement systems, using guided imagery, asking the miracle question, directives, self-disclosure, interpretation, advice, opinion, information instruction]. -2 -1 0 +1 +2 NN 16. Considering Alternatives and their Consequences -- Helps the client review possible solutions and the value of each over the long term. (“One option would be ________, and that would mean________. Another option would be….”) -2 -1 0 +1 +2 NN 17. Planning Action and Anticipating Possible Obstacles -- Reaches agreement about actions to take between sessions, who is responsible for them, and when they will be done. Helps client to list what obstacles might interfere and decide how to handle them. (“So, you will do __________by ______ date. What could prevent you from accomplishing your plan?”) -2 -1 0 +1 +2 NN

V. DEVELOPS THERAPEUTIC RELATIONSHIP Score _______

18. Consistently engages in caring manner with client, particularly by demonstrating such core conditions as genuineness and authenticity, warmth and acceptance, respect and positive regard, and empathy. -2 -1 0 +1 +2

VI. MANAGES THE SESSION Score _______ 19. Opens session smoothly and warmly greets client. Begins work on counseling issues in a timely way. Structures session, directing client naturally through opening, exploration, deeper understanding, creating change, and closing; focuses client on essence of issues at a level deep enough to promote positive movement. Smoothly and warmly ends the session, in a timely way, planning for future sessions or for termination. -2 -1 0 +1 +2

TOTAL CSS SCORE (add grouping averages): _______________ Instructor/Supervisor Comments: @Karen Eriksen. Permission to copy after participating in rater training and contingent on sending results back to Karen Eriksen.

62

Counseling Session Rating Scale

This rating scale is based on factors demonstrated to be important in establishing a therapeutic alliance with clients. Therapeutic alliance has been demonstrated to be perhaps the most important contributor to positive outcomes in counseling apart from factors outside of counseling. Practicum students are expected to progress toward “good” or “very good” ratings in each of the skill areas shown.

-2 -1 0 1 2

Poor: Skill absent or performance has potential for harm

Unsatisfactory: Some evidence of beginning skill, but insufficient

Adequate: Evidence of beginning skill but inconsistent

Good: Skill generally well performed

Very Good: Skill consistently well performed

Opening/greeting -2 -1 0 1 2

Eye contact

-2

-1

0

1

2

Attentive body language

-2

-1

0

1

2

Vocal style

-2

-1

0

1

2

Use of questions

-2

-1

0

1

2

Minimal encouragers

-2

-1

0

1

2

Strategic/appropriate silence

-2

-1

0

1

2

Restatement/paraphrase

-2

-1

0

1

2

Reflection of feeling

-2

-1

0

1

2

Being “present” with the client

-2

-1

0

1

2

Appropriate and collaborative goal setting

-2

-1

0

1

2

Immediacy

-2

-1

0

1

2

Awareness and attention to meaning

-2

-1

0

1

2 Comments: