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PSY 695: Internship in a Mental Health Setting Course Description: Internship consists of both a field clinical experience and weekly group supervision meeting with a faculty supervisor. For licensure in Mental Health Counseling, students must acquire a total of 1,000 hours of clinical experience in a mental health setting from practicum and internship combined. At least 280 hours during practicum and internship are spent in direct client contact. The remaining hours may be used for supervision, in-service education and training (with advance approval from the instructor), documentation, staff meetings, preparing for group supervision assignments, and related case management and administrative responsibilities. A minimum of one hour per week of individual supervision by a licensed mental health professional onsite is also required as is class attendance. Eligibility for this course requires having satisfactorily completed all other course work in the Master of Arts in Counseling program and approval of the Counseling faculty to enter this portion of the degree program.

Course Objectives: Expected Student Learning Outcomes

for this Course The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes:

SLO

Learning activities that facilitate development of knowledge, skills, and/or practices of this content:

SLO Assessment Point By Rubric or Test Score

2.F.1.e. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion.

Contributions to group supervision discussions; My Theory of Counseling Paper evaluation

2.F.1.g. professional counseling credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues

Credentialing discussions in group supervision; Spring licensure seminar.

Attendance at seminar and participation in group discussions

2.F.1.h. current labor market information relevant to opportunities for practice within the counseling profession

Employment discussions in group supervision; Panel of alumni discussing career opportunities and employment searches; Exposure to counselor roles and position opening at field sites.

Attendance at alumni panel presentation and contributions to group discussion.

Spring 2016 January 19 – May 2

Section 1: Mondays, 8:30 to 11:00 am Section 2: Thursdays, 4:00 to 6:30 pm

Professor: Office:

Office Phone: Office Email: Office Hours:

Alicia M. Homrich, Ph.D., LPY, LMFT Cornell Social Sciences 237 (407) 646-2307 ahomrich@rollins.edu Thursdays 2:00 pm – 5:00 pm and by appointment

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2.F.1.k. strategies for personal and professional self-evaluation and implications for practice

S Interpersonal Process Recall exercise with peers; Reviewing taped recordings of sessions; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.1.l. self-care strategies appropriate to the counselor role

Self-care discussions in group supervision; Reading assignments.

Contributions to group supervision discussions; Ability to manage stressful times during internship

2.F.1.m. the role of counseling supervision in the profession

Discussion about utilizing supervision in orientation, group, and individual supervision meetings. Reading assignments.

Contributions to group supervision discussions; Appropriate participation in supervision

2.F.2.d. the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others

S Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments

My Theory of Counseling Paper evaluation

2.F.2.e. the effects of power and privilege for counselors and clients S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments

My Theory of Counseling Paper evaluation

2.F.2.g. the impact of spiritual beliefs on clients’ and counselors’ worldviews S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments

My Theory of Counseling Paper evaluation

2.F.2.h. strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination

S Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments

My Theory of Counseling Paper evaluation

2.F.5.a. theories and models of counseling

Case presentations in group supervision; discussions in group and individual supervision.

Contributions to group supervision discussions; My Theory of Counseling Paper evaluation; Responses to Case Self-Evaluation; CCS Score

2.F.5.g. essential interviewing, counseling, and case conceptualization skills S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.5.h. developmentally relevant counseling treatment or intervention plans S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.5.i. development of measurable outcomes for clients

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Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.5.j. evidence-based counseling strategies and techniques for prevention and intervention S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.5.k. strategies to promote client understanding of and access to a variety of community-based resources S

Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

2.F.5.n. processes for aiding students in developing a personal model of counseling

S Theory paper discussion in group supervision; Reading assignments and inventory; Case Self-Reflection and Evaluation Assignment; process of

My Theory of Counseling Paper evaluation

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receiving feedback and rewriting the My Theory of Counseling Paper; assigned reading

2.F.7.b. methods of effectively preparing for and conducting initial assessment meetings

Case discussions in group supervision; counseling experiences with clients; Reading assignments

Contributions to group supervision discussions; Responses to Case Self-Evaluation; CCS Score

2.F.7.d. procedures for identifying trauma and abuse and for reporting abuse

Case discussions in group supervision; counseling experiences with clients; Reading assignments; Master Therapist presentation

Contributions to group supervision discussions; Debriefing discussion in Master Therapist workshop presentation

5.C.2.g. impact of biological and neurological mechanisms on mental health

Case discussions in group supervision; counseling experiences with clients; Reading assignments; Master Therapist presentation; Assigned reading

Contributions to group supervision discussions; Debriefing discussion in Master Therapist workshop presentation

5.C.2.j. cultural factors relevant to clinical mental health counseling

Case discussions in group supervision; counseling experiences with clients; Reading assignments; Master Therapist presentations

Contributions to group supervision discussions; Case tape analysis, CCS score; Debriefing discussion in Master Therapist workshop presentation

5.C.2.k. professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling

Credentialing discussions in group supervision; Spring licensure seminar.

Contributions to group supervision discussions; Participation in Spring licensure seminar

5.C.2.l. legal and ethical considerations specific to clinical mental health counseling

Case discussions in group supervision; counseling experiences with clients; Reading assignments

Contributions to group supervision discussions; Responses to Case Self-Evaluation and other case situations; CCS Score

5.C.2.m. record keeping, third party reimbursement, and other practice and management issues in clinical mental health counseling

Participation in and experience with documentation procedures and practice management issues at clinical site and Cornell Counseling Clinic

Performance evaluation from site supervisor; Documentation pattern throughout internship

5.C.3.a. intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management

Participation in and experience with interview and assessment procedures and treatment planning development and implementation practices at clinical site and Cornell Counseling Clinic; Reading assignments

Performance evaluation from site supervisor; Responses to Case Self-Evaluation; CCS Score

5.C.3.b. techniques and interventions for prevention and treatment of a broad range of mental health issues

Delivery of mental health counseling services at clinical site and Cornell Counseling Clinic; Reading assignments

Clinical performance; Performance evaluation from site supervisor; Responses to Case Self-Evaluation; CCS Score

5.C.3.c. strategies for interfacing with the legal system regarding court referred clients

Participation in and experience with court referred clients and accompanying policies and procedures at clinical site; assigned reading

Contributions to group supervision discussions;

5.C.3.d. strategies for interfacing with integrated behavioral health care professionals S

Case discussions in group supervision; counseling experiences with clients and site-based treatment teams; Reading assignments; Case Self-Reflection and Self-Evaluation Assignment

Responses to Case Self-Evaluation; CCS Score

5.C.3.e. strategies to advocate for clients and mental health counseling

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Case discussions in group supervision; counseling experiences with clients; My Theory of Counseling paper discussion; Case Self-Reflection and Self-Evaluation Assignment; Reading assignments

My Theory of Counseling Paper evaluation

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Required Reading: Required readings for the Master Therapist Series, as submitted by the presenters, will be posted on the course

BlackBoard website. Please read these materials prior to attending the Master Therapist Series workshop.

Required Web Resources: 2014 ACA Code of Ethics http://www.counseling.org/knowledge-center/ethics

2012 AAMFT Code of Ethics http://www.aamft.org/imis15/Content/Legal_Ethics/Code_of_Ethics.aspx

Florida Department of Children and Families. Mandated reporting information for abuse of children and vulnerable adults. Retrieved from: http://www.myflfamilies.com/service-programs/abuse-hotline/howtoreport

NOTE: Students are expected to conduct additional background reading related to their specific site populations, particular client problems, and client MEDICATIONS.

Recommended Reading: Wheeler, A. M., & Bertram, B. (2015). The Counselor and the Law: A Guide to Legal and Ethical Practice, 7th Ed.

Alexandria, VA: American Counseling Association. ISBN: 978-1-55620-315-2. $46.95

Course Reference Documents: American Counseling Association. (2012). ALGBTIC Competencies for Counseling with Lesbian, Gay, Bisexual, Queer,

Questioning, Intersex and Ally Individuals. Alexandria, VA: Author. http://www.counseling.org/knowledge-center/competencies

American Counseling Association. (2015). Multicultural and Social Justice Competencies. VA: Author. http://www.counseling.org/knowledge-center/competencies

American Counseling Association. (2015). Competencies for Counseling the Multiracial Population. VA: Author. http://www.counseling.org/knowledge-center/competencies

American Counseling Association. (2009). Competencies for Addressing Spiritual and Religious Issues in Counseling. VA: Author. http://www.counseling.org/knowledge-center/competencies

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

American Psychological Association. (2009). Publication manual of the American Psychological Association (6th Ed.). Washington, DC: Author. ISBN-10: 1433805618 (required text from CPY 510)

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, D.C.: Author.

Numerous documents are posted on BlackBoard as resources for this course. Please peruse the titles that are relevant to your site, clientele, and your future specialization areas.

Course Structure: Weekly class will be conducted in a group supervision context devoted to student descriptions of their internship site experiences, presentation of anonymous case information for discussion and analysis, various practical and theoretical perspectives on mental health counseling, and discussion of personal-professional issues that may have current influence on performance in Internship. Interns are expected to bring to the group discussions problematic situations that they are experiencing in their internship process for peer consultations. Interns are also expected to attend to and participate in case consultation discussions for their own professional and personal development as well as that of their peer colleagues. Participation and feedback from all group members is expected and critical for successful learning of every course member.

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Required Assignments and Learning Experiences: The course will consist of the following major activities:

1. Counseling and related direct and indirect client services at the clinical internship field site placement. 2. Counseling of client(s) at the Cornell Counseling Clinic (CCC) as requested or assigned by professor. 3. Punctual attendance for all obligations of the internship course, including site requirements, supervision,

and weekly course/peer group supervision meetings. 4. Weekly individual supervision for a minimum of one continuous hour with an appropriately credentialed

supervisor at the internship field site. 5. Periodic individual supervision/consultation with the course instructor as scheduled by intern or

professor/supervisor. 6. Documentation as required by the internship site, the CCC, and the PSY695 course must be submitted in a

timely manner (typically within one week of completion of an activity unless otherwise designated). 7. Submission of at least two video or audio recordings of counseling sessions with accompanying self-

evaluation and self-reflection documents as defined in the syllabus. 8. Presentation of a counseling case for peer group consultation. 9. Interpersonal Process Recall (IPR) with a peer intern will take place once during the semester to develop

consultation skills with peer colleagues See PSY 680 syllabus (and Provost, 1998) for details. 10. Attendance at all Master Therapist Series workshops and successful completion of learning assessment

activity at the end of each meeting. 11. Review of the My Theory of Counseling paper for and by two peer colleagues accompanied by detailed

feedback for theory improvement. 12. Final edition of the My Theory of Counseling paper incorporating peer and professor's feedback describing

current assumptions and perspectives on counseling methods and outcomes. Weekly individual supervision with a licensed site supervisor in mandatory and must be scheduled for one continuous hour each week with a licensed mental health professional at the off-campus site. If this meeting is not occurring, please notify the professor immediately. It is not acceptable to overlook this requirement.

Weekly individual supervision appointments with the faculty supervisor are not required during PSY 695; however, interns are welcome to schedule an appointment with the professor at any time you believe it is needed to discuss an issue of concern. Please do not hesitate to contact the professor to schedule a meeting.

Required Professional Membership and Liability Insurance Coverage: Enrollment in PSY 680 and PSY 695 is contingent upon maintaining membership in the American Counseling Association and having professional liability insurance. Documentation is required and must be submitted before direct contact with clients will be permitted. No exceptions will be permitted.

Time2Track Documentation of Clinical Activities: Students are required to enroll in Time2Track to maintain all clinical hours documentation. http://time2track.com The cost is $37 per year minus the discount code. You pay directly on the website for your subscription. Please review the homepage video and content to understand how to use Time2Track. A Rollins Guide Sheet will also be provided.

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Course Policies and Expectations of Graduate Students Enrollment in this course is contingent upon having professional liability insurance.

Documentation is required and must be submitted before direct contact with clients will be permitted. This is the “fine print” for which you are fully responsible for knowing and following. Please read this section of the syllabus carefully!

Academic and Professional Integrity By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Academic Honesty and Professional Conduct – The Philosophy of the Rollins Academic Honor Code: Integrity and honor are central to the Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

Membership in the student body of Rollins College carries with it an obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in public aspects of student life. The Rollins College Academic Honor Code is consistent, in philosophy, with the Code of Ethics of the American Counseling Association as well as other expectations of the profession. Therefore, as a student of Rollins College, graduate students are expected to show their commitment to these virtues by abstaining from any lying, cheating, or plagiarism in their academic endeavors and by behaving responsibly, respectfully and honorably in their social life and in relationships with others.

Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations. The following pledge is a binding commitment by the students of Rollins College: The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others. This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the all work, including papers, quizzes, exams, etc., the following handwritten abbreviated pledge followed by their signature:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

All material submitted electronically should also contain the pledge followed by the student’s name; submission implies signing the pledge.

Respect for Individual Differences – The Graduate Studies in Counseling program faculty endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of differences and strive to understand how other peoples’ perspectives, behaviors, and worldviews are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

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Self-Disclosure – Although it is likely that you will be asked to disclose thoughts and feelings that are personal in nature in supervision with your peer colleagues, your site supervisor, and/or professor, please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, I consider confidential any information that you disclose within your journals and papers or privately in conversations with me. However if needed, I may consult with other faculty or site supervisors in relations to ethics and program standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Professionalism and Classroom Civility – Graduate students are expected to observe a level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section. Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

Professional Association Membership – All students are required to maintain membership in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Incomplete Policy – Students that are unable to complete course requirements within the time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Attendance and Participation Policies – Graduate students are training to be professional helpers responsible for the welfare of counseling clients. Attendance and participation in all internship activities, including class meetings and supervision sessions, is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

A student who misses two or more classes or scheduled meetings for any reason will be subject to action by the professor, which includes, but is not limited to:

Ø Recommendation to withdraw from the class. Ø Requiring additional assignments(s) to complete the class. Ø Any other action deemed appropriate by the professor in consultation with the full faculty.

Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments, lectures,

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announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance.

Assignments turned in later than the established due-dates are subject to a 5% point reduction for every day beyond the stated date due.

Tardiness: Arriving late to or departing early from a working group on the part of one person disrupts the flow of learning for the professor and other students. Please be prepared to begin and/or resume class at the agreed upon times. Class meetings will start on time and time agreements for class breaks are expected to be honored. Chronic tardiness or inattentiveness will also impact your final grade. If you are going to be late, absent, need to leave class early, etc. it is your responsibility to let the professor know in advance. Students who are chronically late to scheduled meetings, classes, supervision, counseling sessions, etc. will face remediation by the full faculty.

Participation: Class participation in this course is very important as part of the learning process for all students, individually and as a group. You will be evaluated on the quality of your contributions and insights. Quality comments possess one or more of the following characteristics:

• Offers a different and unique, but relevant, perspective; • Contributes to moving the discussion and analysis of the topic forward; • Builds on the comments and contributions of other peer colleagues; • Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and

reflective thinking.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance. In addition, students engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.) will lose participation points. The number of points will be at the discretion of the professor.

Documentation – As mentioned previously, timely documentation is a requirement of internship and will be monitored. If an intern fails to stay current on clinical documentation or required course documentation, the course instructor and/or site supervisor will take remediatory action. Accurately completed documentation submitted in a timely manner is a reflection of the level of professionalism of a mental health counselor, a performance expectation that is taken very seriously.

Internship Activity Logs must be updated and submitted weekly by Sunday evening. The site supervisor must sign the logs at least once per month and these should be submitted in hard copy to the professor.

Technology Policies

E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

BlackBoard – This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.

Laptop Computers – Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises. Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

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Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes correctly formatted title page, abstract, headers, heading levels, citations for source and quoted material, and reference pages. Points will be deducted from the total grade if APA style format is not followed. Students should assume that these formatting components are expected for each and every written paper assignment unless stated otherwise in the syllabus.

Additional Policies Use of Student Work: Copies of student work in this course, including copies of any submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Students with Disabilities -- Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs, or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2764) 1000 Holt Ave., Winter Park, FL, 37289 or call the Director of Disability Services, Grace Moskola at 407-975-6463, gmoskola@rollins.edu. (8/22/2015)

Sex and Gender Discrimination -- Rollins College and Title IX makes it clear that violence and harassment based on sex and gender is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources by contacting Oriana Jiménez, Title IX Coordinator, (Box 2776) 1000 Holt Ave., Winter Park, FL, 37289 or call 407-691-1773 or ojimenez@rollins.edu.

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class.

The best way to contact this instructor is via her Rollins email address. If communication is urgent please email, text, and leave a voicemail message. Thank you.

Course And Instructor Evaluation – At the end of each semester, students are asked to evaluate the course and instructor. These evaluations are extremely valuable in the teaching and learning process on our campus. Student evaluations help assess student perceptions of classroom learning and often lead to improved teaching. Your feedback is important and Rollins students are encouraged to be honest, fair, and reflective in the evaluation process.

The online evaluative survey is anonymous. Students are never identified as the respondent. Instead, each student’s comments are assigned a random number. You will be asked to rate your course and instructor on a numerical scale and through narrative comments.

The online Course and Instructor Evaluation (CIE) process opens at 8:00 a.m. on the first scheduled date. It remains open for a period of 14 days (2 weeks) until 12:00 a.m. (midnight) on the final scheduled date. The evaluation period ends prior to the start of final examinations and faculty cannot access completed evaluations until 10 days after the end of final exams.

Students will receive one email at the start of the CIE period, one after the 15th day, and a final reminder the day before the CIE period ends. Students who complete evaluations for all classes will be able to view grades ten-days before students who do not complete an evaluation form.

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Evaluation Criteria for PSY 695 Practicum and Internship are based in a “Credit” or “No Credit” grading system. Students will receive a passing grade only if all of the following requirements are above acceptable standards as determined by the faculty and the site supervisor. A CR is equal to an earned grade of “B” or 84%. Attendance at each class, individual supervision, orientation and Master Therapist Series meeting is considered a professional obligation and expected. If for some reason you cannot attend the aforementioned, you are expected to notify the instructor, when possible, prior to the experience. Students are responsible for all assignments, lectures, announcements, and class discussions even when not present. Failure to follow this procedure or missing class will result in the lowering of final total points for the courses will be lowered 4 points for each class or supervision absence after one. Chronic tardiness will also result in the lowering of final points. Course experiences will start on time and time agreements for class breaks will be honored. Absences cannot be “made up” due to the experiential nature of the course. Not all assigned readings will be reviewed in class; students are responsible for asking questions about material they do not understand.

Penalty for late work: Students will forfeit points for each day an assignment or paperwork is turned in beyond the announced deadline and time.

A student receiving No Credit will not continue on to internship/graduation. S/he may be required to participate in a remediation plan, take a leave of absence from the program, retake the course, or may be dismissed from the program. Student progress will be evaluated on a regular basis according to the following criteria above and program standards.

Due to the strong focus on clinical competence in this course, students will need to consistently demonstrate the skills necessary to advance in the clinical course. Students will obtain feedback about their progress through a combination of formative and summative evaluations containing both quantitative and qualitative sources. Please, talk to the professor throughout the semester with any concerns or for additional supervision.

All course requirements, including compulsory clinical contact and total field experience hours, must be completed by the published semester deadlines. This is especially important in PSY 695 to meet graduation documentation deadlines. Interns are expected to provide continuity of service to their clients over semester and spring breaks as approved by their site and faculty supervisor. No internship activity will be conducted between the last class of the spring semester and the beginning of the fall semester, nor will any assignments be accepted during this period for students who do not meet the required deadlines for completing PSY 695.

PSY 680 and 695 Grading Rubric

Activity Points

Professional and ethical behavior as defined by the most current editions of the Graduate Studies in Counseling Student Handbook, the Rollins College Graduate Catalog, and the American Counseling Association’s Code of Ethics. This includes being on time to all commitments, responding to all requests of supervisors, appropriate interpersonal, & professional conduct, etc.

10 (Minimum 8 = 80%)

Completion of counseling tape #1 along with required documentation and demonstration of clinical competence as assessed by faculty supervisor using the CCS and syllabus assignment description. This score will be converted from the Case Presentation Rubric.

20

(Minimum 17 =85%) Completion of counseling tape #2 along with required documentation and demonstration of clinical competence as assessed by faculty supervisor using the CCS and syllabus assignment description. This score will be converted from the Case Presentation Rubric.

20

(Minimum 17 = 85%) In-class case presentation with accompanying documentation and syllabus assignment description.

10 (Minimum 8 = 80%)

Active participation in weekly class group supervision meetings, the Master Therapist Series, IPR, and all required internship site commitments.

05 (Minimum 4 =80%)

Acceptable Final Intern Evaluations as reported by both Faculty and Site Supervisors 20 (Minimum 17 = 85%)

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***Note: Students must receive a satisfactory (minimum) score for each activity category as well as minimum total points of 84 in order to receive credit for the course.

Final Grades will be based on a point accumulation basis. Your Final Grade can only be rounded up greater than or equal to .5. Hence an 83.5 will earn a grade of “CR” and an 83.4% will earn a grade of “NC“.

CR = 84 – 100% of total points NC = 0 – 83 % of total points

Acceptable completion of the My Theory of Counseling paper. 15 (Minimum 13 =86.6%)

Total points 100 (Minimum 84 = 84%)

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Course Calendar # Date Topic Area Reading/Assignments Due JANUARY

1 1/21

Course overview and planning. Plan clinical hours for fulfilling requirements (Both Sections Meet at 4:00pm in CSS 229)

DUE: Proof of ACA Membership and Professional Liability Coverage DUE: MTS required reading DUE: Site Supervisor all Internship Log

All Interns

1/23 Master Therapist: Thelma Duffey, Ph.D. Topic: Creativity in Counseling: Interventions for Grief & Loss

Bush Science Center Room 176 8:30 am to 5:00 pm

2 1/25&28 Debrief Master Therapist presentation; discuss clinical applications

DUE: 2nd Edition of My Theory of Counseling paper due to assigned colleague peers for review via e-mail.

FEBRUARY

3 2/01&04 Case Consultation Presentation: Marie/Deandhra DUE: Site Supervisor all Internship Log

4 2/08&11 2/09 6:00: Amber Minton MAC’14 will discuss her post-graduation job search. All are invited.

DUE: Counseling Case Self-Evaluation and taped recording #1

5 2/15&18 Case Consultation Presentation: Lauren/Jill DUE: Return reviewed Theory papers to peer colleagues with feedback.

6 2/22&25 Case Consultation Presentation: Stephanie/Alexis DUE: IPR Reflection Report #1 via BB MARCH

2/29&03 NO CLASS: Spring Break

7 3/07&10

Provide feedback to peer colleagues. Be prepared to meet with the individuals whose papers you reviewed to give and receive feedback for writing final edition.

DUE: 3rd Edition of My Theory of Counseling paper due (via email to AMH) DUE: Site Supervisor all Internship Log

8 3/14&17 Case Consultation Presentation: Angela/Erin DUE: Counseling Case Self-Evaluation and taped recording #2

9 3/21&24 Case Consultation Presentation: Nikki/Kim DUE: IPR Reflection Report #2 via BB

10 3/28&31 Case Consultation Presentation: Rebecca/Ashley APRIL

11 4/04&07 Case Consultation Presentation: Helen DUE: Site Supervisor all Internship Log All

Interns 4/07 Preparing to Launch: Steps Toward Licensure 6:30 to 8:30 pm; Location: CSS 232

12 4/11&14 Discussing Client Termination

13 4/18&21 My Theory of Counseling Paper Discussion Bring Theory paper for discussion

14 4/25&28 Course Wrap up and Celebration DUE: All final documentation!

5/06 Graduation Party

5/07 GRADUATION! *This schedule is tentative and changes may occur when deemed necessary by the professor.

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My Theory of Counseling Paper The purpose of this assignment is two fold: To learn about other interns’ perspectives on counseling theory and how they approach counseling, and, to learn how to critically read and provide feedback to a colleague. Part of professional activity includes peer review. This is a process is intended to be constructive and supportive to your classmates’ success in formulating their personal theory of counseling. Peer review occurs before presentations are accepted for national conferences and prior to publication of contributions to the profession. The process of peer review and feedback must be taken seriously and objectively with the goal of enhancing the quality of work developed among those in the profession of counseling. Guidelines for providing peer feedback can be found on the last page of the Theory of Counseling-Student Outline on BlackBoard. Paper Formatting – The My Theory of Counseling paper must be formatted according to the style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference page.

Counseling Case Self-Reflection and Self-Evaluation Video/Audio Recording Guidelines All interns are required to turn in two audio or video recordings of counseling sessions per semester for review by the faculty supervisor on the dates assigned in the syllabus. Each tape must be accompanied by the following documents (forms or outlines are on BlackBoard under “Course Documents”:

• Counseling Case Summary (typed) • Counseling Session Self-Reflection • Counselor Competencies Scale (CCS-R) Intern Self Evaluation – please complete this form self-assessing your

skills, behaviors and dispositions in regard to the tape and in functioning in your internship role in general. • Audio or videotape of a full session- tape must be audible and counselor and client should be visible. If counselor

and client(s) cannot be heard and clearly understood, the tape will be unacceptable for this assignment. See the Rubric for Grading Counseling Case (also on BlackBoard) for specific guidelines and expectations and to use as a checklist for this assignment.

Before taping, interns must obtain informed consent from the client and/or parent or guardian before recording confidential audio or visual material. Please collaborate with your site supervisor to obtain the necessary permission to record at your site and appropriate informed consent from the client(s) according to the site’s policies. Plan ahead early in the semester to avoid missing assignment deadlines. If a sample informed consent is needed, please download the samples posted on BlackBoard. Please obtain the site’s permission before using this or any constructed form with clients.

• Recordings must be audible. If the counselor and client(s) cannot be heard and clearly understood, the recording will be considered unacceptable for this assignment. Make sure you properly test the equipment and audibility before recording.

• The recordings will be returned to the intern after they are reviewed and should be erased or destroyed immediately.

A note about recording: Interns are encouraged to record as many counseling sessions as possible and to review their recorded sessions for an expanded learning experience. Consider selecting tapes of counseling sessions for the two review assignments and for the in-class Case Consultation for which you would like feedback about skills and/or direction on the case.

In-Class Case Consultation Presentation and Individual Peer Consultation Interns will present one case to their class peers for consultation on the assigned date. Consider presenting a counseling session for which you need the most feedback on your skills and/or direction for the case.

• All interns will present a case to their peer supervision group during the semester in order to obtain feedback about case conceptualization and ideas for treatment approaches and interventions.

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• Interns should treat this as a professional case presentation conducted according to ethical and professional guidelines.

• The information in the case summary must be kept confidential at all times.

• All data presented (verbally or in writing) should be framed in a manner that will protect the privacy of the clients. Do not include any information that would identify the client (last names, unusual first names, address, specifics about employment, etc.).

• Copies of the Case Summary must be provided for each colleague and the faculty supervisor and should be collected and destroyed by the presenting student at the conclusion of the consultation.

Case Consultation Format

• Counseling Case Summary handout (5 minutes to read) - Distribute a typed copy of the Case Summary to each consultation participant. Participants are to read the case summary and make note of questions they wish to ask. (At the conclusion of the case presentation, collect all copies and destroy the rest.)

• Media presentation of client (5-10 minutes) - Play a segment of video or audio recording from the client session that is illustrative of the case-related issues. The cued location on the recording and the appropriate equipment should be set up in advance and ready to operate before class begins. Make sure the audio can be heard by the entire group.

• Question and answer period (5-10 minutes) - Peer consultants ask specific questions about the case to clarify their understanding of the client and/or the case. The case presenter answers the questions of all participants before moving on to the discussion period.

• Case discussion/consultation (30 minutes) - Case presenter and consultants engage in a discussion of the case with special consideration given to the questions stated in the beginning of the case summary. One of the purposes of the case presentation discussion is to provide consultation that will assist the presenter in further conceptualizing and successfully treating the case being presented, especially with regard to his or her theoretical orientation.

Interpersonal Process Recall (IPR) In addition to in-class case consultation, each intern will pair up with a peer colleague to develop consultation skills (Provost, 1998) using the IPR format twice during the semester. The purpose of the IPR experience is to deepen internal awareness of personal in-session reactions. Each student will conduct an IPR using a mid-point counseling session as the focus of the assignment (not an intake or a termination session). Students will each take turns being a consultee and a consultant. Please record the IPRs in the weekly log by noting the IPR partner by name and recording personal reactions/learnings from both roles as consultee and consultant.

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Final Semester Questionnaire Directions: Please type answers to each of the following questions (include the question). Print out and bring your responses the first class meeting. Be prepared to discuss during the first or second class meeting with your peer supervision group. Having completed your practicum and begun your internship, this is a valuable time to reassess your clinical progress and desired outcomes for where you would like to be in the next four months! 1.) Please identify five clinical skills and/or personal attributes that you posses that you have

discovered are helpful to your clients and give you confidence as a counselor. Explain your choices.

2.) How do you convey to the client that she or he is being heard, understood, and that he or

she matters to you? 3.) Describe what a helpful counseling session “looks like” to you. 4.) In this final semester of your counseling program, what personal-professional goals do you

have for yourself as you get ready to launch as a counselor? 5.) By the end of the semester, what do you hope to have accomplished with regard to your

counseling abilities? What do you want to accomplish or master by May 1, 2015? 6.) What do you hope to obtain from your peer supervision group experiences this semester?

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Intern Information Please copy this form to a separate file, complete all sections, and submit via email attachment to ahomrich@rollins.edu and Kaitlyn Christiansen KCHRISTIANSEN@Rollins.edu no later than the first class meeting. Thank you.

Name: Semester/Year: Spring 2015 Home Address:

Work Phone: Best times to call: Site Phone: Best times to call: Cell Phone: Best times to call:

Email Addresses:

Clinical site: Complete site address:

Site supervisor, title, and license: Site supervisor’s phone number(s):

Site Supervisor’s email address: Please indicate your typical schedule for site and work schedule in the event you may need to be contacted:

Monday Tuesday Wednesday Thursday Friday

Morning

Afternoon

Evening

Times you would be available to see a CCC client: