Table of Contents Page # Overview of the Manual 3 Introduction to the Department of Counseling 4 Introduction to the Clinical Mental Health Counseling Program 4 Core Program of Study 5 Department Mission Statement and Program Student Learning Outcomes 6 Organization of Practicum and Internship 7 Course Student Learning Outcomes 8 Student Professional Liability Coverage 11 Finding and Getting Approval for Placement Location 12 Counseling Ethics 14 Student Performance 14 Ethics in Supervision 15 Guidelines for Trainees 16 Guidelines for Site Supervisors 17 Guidelines for Faculty Supervisors 18 Forms of Forms and Timeline for Submission Sample Rubrics [NOTE: Hyperlinks (underlined and in color) throughout this document will direct you to other pages in the document or to outside URLs by clicking on them.]
empirically supported counseling competence professionals’ work; formal and informal case presentations observation; formal case presentation rubric 2. Be able to assist clients in movement toward achievement of counseling goals Direct work with clients; providing case management services 3a-h; 7a-g; A5-6; A9; C1-9; D1-9; G1-4; H1-4; L1-3 Fieldwork evaluations; supervisor observation; supervision contract goals √ √ √ √ 3. Discuss a clinical rationale for work with clients Participation in individual, triadic, and/or supervision and video review) 3a-h; 4a-g; 8e; A2; A5; B1-2; C1-9; H1-4; I3; K1-5; L1-3 Formal case presentation rubric; fieldwork evaluations √ √ √ 4. Contribute constructively to the supervisory process Participation in individual, triadic, and/or group supervision and video review) 1b-j; D1-9 Fieldwork evaluations; Clinical Supervision rubric √ √ √ √ 5. Know and adhere to the and ethical standards of the jurisdiction of practice Direct work with clients; participation in individual, triadic, and/or group supervision 1j; 8f; A2; B1 Fieldwork evaluations; Clinical Supervision Rubric; Formal Case Presentation Rubric √ √ COU 792 Internship I in Clinical Mental Health Counseling: Course Student Learning Outcomes Upon completing this course, students will: Student Learning Opportunities CACREP Standards Assessment Method Corresponding MH Program SLOs I II III IV 1. Demonstrate culturally appropriate and empirically supported counseling Direct work with clients; observation of experienced professionals’ work; formal and informal case 2a-f; 3a-h; 8e; B1-2; E1-6; I3; K1-5; L1-3 Fieldwork evaluations; supervisor observation; Formal Case Presentation √ √ √ √ report report
competence presentations Rubric; supervision contract goals 2. Formulate a clinical rationale, including diagnoses, within an appropriate theoretical framework Participation in individual, triadic, and/or group supervision and video review) 3a-h; 4a-g; 8e; A2; A5; B1-2; C1-9; H1-4; I3; K1-5; L1-3 Formal case presentation rubric; fieldwork evaluations √ √ √ 3. Develop appropriate counseling goals and assist clients in movement toward achieving them Direct work with clients; providing case management services; Developing treatment plans 3a-h; 4a-g; 5a-g; A2; A5; B1-2; D1-9; H1-4; I3; J1-3; K1-5; L1-3 Fieldwork evaluations; supervisor observation √ √ √ √ 4. Collaborate constructively to the supervisory process Participation in individual, triadic, and/or group supervision and video review) 1b-j; D1-9 Fieldwork evaluations; Clinical Supervision rubric √ √ √ √ 5. Understand and adhere to the legal and ethical standards of the jurisdiction of practice, and apply appropriate ethical decision making model Direct work with clients; participation in individual, triadic, and/or group supervision 1j; 8f; A2; B1 Fieldwork evaluations; Clinical Supervision Rubric; Formal Case Presentation Rubric √ √ COU 794 Internship II in Clinical Mental Health Counseling: Course Student Learning Outcomes Upon completing this course, students will: Student Learning Opportunities CACREP Standards Assessment Method Corresponding MH Program SLOs I II III IV 1. Demonstrate culturally appropriate and empirically supported counseling Direct work with clients; formal and informal case presentations; writing clinical paperwork 2a-f; 3a-h; 8e; B1-2; E1-6; I3; K1-5; L1-3 Fieldwork evaluations; supervisor observation; Formal Case Presentation √ √ √ √ report
competence, including termination with clients Rubric 2. Articulate and apply a personalized approach to counseling based on established counseling theory(ies), empirically supported interventions, supervision, and client interaction Direct work with clients; individual/triadic and group supervision; formal case presentations A5, C5, D1, D2, E1, G1, H1 Supervisor observation; Formal Case Presentation Rubric; Clinical Supervision Rubric √ √ √ √ 3. Formulate a clinical rationale, including diagnoses, using a sophisticated structure (e.g., identification of and patterns, and connecting client patterns with knowledge of human growth and development, as well as psychological disorders) Formal and informal case presentations; supervision meetings; clinical paperwork 3a-h; 7a-g; A5-6; A9; C1-9; D1-9; G1-4; H1-4; L1-3 Formal case presentation rubric; Fieldwork evaluations √ √ √ 4. Develop appropriate counseling goals and assist clients in movement toward achieving them by effectively applying complex counseling skills and techniques, including prevention plans, referrals, and psychoeducation. Direct work with clients; developing treatment plans; individual/triadic and group supervision meetings; consultation with other professionals 3a-h; 4a-g; A2; A5; B1-2; C1-9; D1-9; I3; J1-3; L1-3 Fieldwork evaluations; supervisor observation; Formal Case Presentation Rubric √ √ √ √ 5. Apply immediacy skills in counseling (e.g., use of transference & Direct work with clients D1-9 Supervisor observation; Formal Case Presentation Rubric √ √ √
Individual Supervision Rubric Score Sheet Name __________________________________________ _ Date ______________ Performance Element SLOs Exceptional (3 pts) Admirable (2 pts) Approaching (1 pt) Unsatisfactory (0) Score Preparedness For Supervision Course: 4 Program: 1, 4 Consistently comes prepared to each session with needed materials, questions organized, and any research complete Articulates goal(s) for each supervision session Always arrives on time for supervision meetings Arrives at sessions having completed assigned readings Comes totally prepared to 75% of sessions, or is consistently prepared with more than 50%, but not all materials Articulates goals most of the time, though occasionally goals are unclear Arrives on time for at 75% of supervision meetings Usually completes assigned readings prior to meeting, and always makes up missed readings totally prepared 50-75% of the time, or is consistently prepared less than 50% of the necessary materials Articulates clear goals less than half of the time, or consistently articulates goals that are relatively vague and general Only arrives on time for 50-75% of the meetings Sometimes completes assigned readings to meeting, but always reads the material at some point Does not come to supervision prepared Does not bring goals to supervision, or goals are too vague or general to be useful Arrives late more than half the time Does not complete assigned readings Participation in Supervision Course: 4 Consistently initiates interactive dialogue with supervisor and peers Listens carefully and always asks for Participates in interactive dialogue, but usually does not initiate it. Attends to dialogue between supervisor and peers, but actively participates infrequently Mostly silent and does not appear engaged in dialogue Attention clearly not present; rarely
Program: 3 clarification when does not understand Consistently demonstrates effective critical thinking skills in posing questions and comments Eagerly solicits and attends to contributions of others, both in terms of own and other’s work Demonstrates willingness to stretch “comfort zone” in new learning (e.g., participating in role plays, trying new techniques) Listens most of the time, though at times appears to be distracted or inattentive; usually asks for clarification Demonstrates critical thinking skills most of the time, though sometimes thinking is faulty Solicits and attends to contributions about own work, or about other’s work, but not both Willing to stretch “comfort zone” in new learning most of the time, though is usually not the to volunteer Attention is divided, or mind seems elsewhere most of the time; sometimes asks for clarification Inconsistently demonstrates critical thinking skills, or critical thinking skills are often ineffective Accepts, but does not solicit contributions from others both in of own and other’s work Occasionally willing to stretch “comfort zone”, but generally intolerant of discomfort in learning acknowledges need for clarification Demonstrates no effective critical thinking skills Routinely does not solicit, attend to, or accept contributions from others Totally intolerant of discomfort in new situations and learning Ethical Behavior Course: 4,5 Program: 4 Adheres to ACA ethical standards, including related to the supervisory relationship Recognizes, articulates, and uses an effective ethical decision-making model *[see footnote] Recognizes and articulates a good ethical model, but is not confident in executing it *[see footnote] Is familiar with an ethical model, but does not clearly or consistently execute it *[see footnote] Does not now of or employ an ethical decision-making model
Case Formulation Course: 2,3,5 Program: 2,4 Identification of the nature of a client’s problem goes well beyond the initial referral to include review of client records, consultation with others familiar with case, and independent analysis. Incorporates knowledge about the multidimensional environmental influences on the client, including social and institutional barriers, into case formulation Formulates culturally appropriate and empirically supported treatment plans that clearly address treatment goals Demonstrates a link between intervention strategies utilized/planned and selected theoretical perspective. Recognizes transference and countertransference, discusses its related implications, and can Consideration of the nature of the problem and some investigation of alternate sources of information beyond the referral are present. Incomplete incorporation of multiple dimensions of the environment. Formulates culturally appropriate and empirically supported treatment plans, but misses one or two treatment goals Generally provides some relationship between interventions selected and theoretical perspective, but the relationship is not always fully or clearly articulated Often can articulate an understanding of the implications of transference and countertransference Some consideration of the nature of the problem beyond the information included in the referral Only minimal &/or superficial consideration of multiple aspects of the environment. Formulates treatment plans, but misses key elements (e.g., not empirically supported, not culturally appropriate, misses several treatment goals) Inconsistent &/or superficial connection between theoretical perspective selected and interventions utilized. Sometimes can the general implications of transference and countertransference, but rarely recognizes its occurrence Identification of problem routinely consists merely of accepting statements from referral without critical evaluation. No incorporation of environmental considerations Cannot formulate a clear treatment plan Unclear or nonexistent theoretical orientation guiding the counseling. Little recognition of the occurrence of transference/ countertransference, or its implications to counseling
regarding personal perspectives and professional development considerations Paperwork Course: 2,4,5 Program: 2,3,4 Consistently submits all paperwork on time Consistently completes all paperwork accurately Paperwork is concise, neat, readable, and conforms to required format Clinical impressions are written appropriate professional terminology Employs appropriate terms for ethnic and cultural groups Submits paperwork on time at least 75% of the time Paperwork is usually accurate, with a few minor, non-content related errors Paperwork is somewhat too long or short, and is sometimes not clear or does not strictly conform to format Clinical impressions are written clearly, but with only moderate use of clinically appropriate Mostly uses appropriate terms to describe ethnic and cultural groups Submits paperwork on time 50-75% of the time Paperwork is basically accurate, with frequent non-content related errors, or with 1-2 errors in content material Paperwork is generally too long or short, is often not clear, or deviates from format Clinical impressions are somewhat unclear and is little use of appropriate clinical terminology Uses some appropriate & inappropriate terms to describe ethnic and cultural groups Routinely submits paper work late Paperwork has frequent or multiple errors Paperwork is not readable or deviates totally from the required format. Clinical impressions are unclear and there is no use of clinically appropriate terms Uses inappropriate terms for ethnic and cultural groups
Dispositions Course: 1,2,4 Program: 2,3 Demonstrates an appreciation for Articulates an on-going recognition of and appreciation for clients’ assets and strengths Demonstrates an appreciation that even small changes in clients can be important for mental health Applies knowledge and skills in a manner that values the relationship with clients above the performance of techniques Models an appreciation for continued professional development (e.g., by frequently engaging in extracurricular activities—reading, training, attending conferences—and then adapting the information to practice) Demonstrates moderate amount of appreciation for Occasionally articulates recognition of and appreciation for clients’ assets and strengths Mostly appreciates that even small changes in clients can be important, but sometimes loses sight of this. Mostly values the relationship with clients above the performance of techniques, but occasionally allows own performance anxiety to interfere in applying knowledge and skills in supervision Mostly models an appreciation for continued professional development by engaging in some Demonstrates ambivalence toward self-evaluation Infrequently articulates recognition of and appreciation for clients’ assets and strengths Demonstrates ambivalence toward or occasional frustration with small change in clients or for change that requires some time Frequently allows own need to perform techniques to overshadow relationship with clients, but corrects this when it is called to attention Somewhat models an appreciation for continued professional development by occasionally engaging in extracurricular activities Demonstrates no regard for Does not articulate recognition of or appreciation for clients’ asset and strengths Demonstrates no appreciation for small changes in clients Consistently applies knowledge and skills in a way that values the performance of techniques over the relationship with the client; or does not change with correction Does not engage in any extracurricular activities that support continued professional development