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FRANCISCAN UNIVERSITY OF STEUBENVILLE
CLINICAL MENTAL HEALTH COUNSELING
PROGRAM
SITE SUPERVISOR’S HANDBOOK
FOR ORIENTATION AND TRAINING
2014-2015
Franciscan University of Steubenville
Clinical Mental Health Counseling Program
St. Joseph Center
Steubenville, OH 43952
2 INTRODUCTION TO THE PROGRAM
The Master of Arts in Clinical Mental Health Counseling at Franciscan University aims to develop professionals who respect and integrate human and Christian values. The program combines the learning of therapeutic techniques with a Christian understanding of the human person.
The Master’s in Clinical Mental Health Counseling is a full-time, two-year program with the majority of classes offered during the day. However, part-time enrollment is available for individuals continuing in a professional career or assuming other responsibilities while completing the program. A total of 54 credits is necessary to complete the Master’s degree (Starting in 2015, the degree requirements will move to 60 credit hours). A thesis is not required. Additional coursework is available in the Master’s Plus Program for those needing 60 semester credits for licensure requirements (LPC/LPCC) in selected states, including Ohio.
MISSION STATEMENT
The underlying philosophical approach in the CMH Counseling Program is consistent with Franciscan University of Steubenville’s mission to promote free intellectual inquiry conducive to the development of professionals who respect and integrate human and Christian values. The program aims to:
• provide a strong background of experiential training in clinical mental health counseling skills required of entry-level practitioners
• advance students’ comprehension of counseling theories, models, and treatment methods
• develop research and testing skills needed by mental health counselors • foster multicultural competence
• develop ethical decision-making skills
• promote an understanding of the physical, intellectual, social, emotional, and spiritual aspects of human development and behavior needed to competently facilitate human growth.
Graduates from this program will receive the academic and experiential foundations that will enable them to specialize in a variety of counselor roles, such as community mental health counselors, pastoral counselors, drug and alcohol counselors, college counselors, and relationship counselors. (Some of these specialties would require additional post-graduate training or coursework not available through this program.) The program has the goal of providing educational foundations that enable its
graduates to enter professionally satisfying careers, serve others to the best of their abilities, and develop a capacity for intellectual, professional, and personal growth. OBJECTIVES
The objectives of the Graduate Counseling Program are to help suitable and committed individuals to develop the following:
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1. An understanding of human nature based on a Christian philosophical perspective, thus reflecting a holistic, developmental, relational and valuing perspective on the Person, as well as a respect for self-determination and human limitation.
2. Professional Identity as a Clinical Mental Health Counselor, including a
comprehension of Counselor roles in mental health, professional ethics and legal issues, self-care, models of treatment and supervision, and relationship to the profession, as well as understanding the impact of crisis, trauma, and substance abuse on mental health. 3. Understanding of and ability to apply: educational, advocacy, consultative, preventive and interventive strategies to fostering mental health and wellness at individual, family and larger-system levels as appropriate.
4. Integration of diversity awareness into response to client needs at individual, family and larger-system levels.
5. Understanding of and ability to apply appropriate, culturally–informed individual and systemic assessment strategies to all relevant dimensions of the initial evaluation process, case conceptualization, treatment planning, and re-evaluation, including risk assessment and assessment for co-occurring disorders.
6. Understanding of and ability to apply relevant research findings and strategies to program-evaluation as well as selection, evaluation and enhancement of treatment strategies.
7. Understanding of and ability to apply current diagnostic principles, informed by comprehension of the impact of multicultural variables, co-occurring disorders, and crisis/trauma on the diagnostic process.
And to offer:
8. A program of studies that covers the common core curriculum outlined by CACREP and that prepares students for licensure in Ohio and most states.
9. A concentration in Christian counseling for students desiring to learn more about applying professional skills in a Christian counseling setting.
These objectives are fulfilled by program activities, and especially through coursework and clinical experiences and supervision.
Requirements for Site Supervisors
CACREP makes the following requirements of site supervisors:
1. A minimum of a master’s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses.
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2. A minimum of two years of pertinent professional experience in the program area in which the student is enrolled.
3. Knowledge of the program’s expectations, requirements, and evaluation procedures for students.
4. Relevant training in counseling supervision.
All students must be supervised in their practicum and internship experiences by a clinical supervisor who meets requirements established by CACREP standards. In addition, students who are seeking Ohio licensure and completing training a site in Ohio must ensure that their site supervisor meets the requirements established by the Ohio CSWMFT Board. When determining sites, students are responsible for gathering information about the supervisor’s credentials.
State of Ohio Requirements for Site Supervisors:
Students who intend to be licensed in Ohio and who complete a practicum and/or
internship in Ohio must do so at a site that has a supervisor who is a licensed professional counselor with the Ohio Supervisory Credential.
5 MEET THE FACULTY
Milo Milburn, Ph.D., LPCC-S
Dr. Milburn, an Associate Professor in the Clinical Mental Health Counseling Program, received his Ph.D. from Duquesne University in 1992 in Clinical Psychology (M.A. Counseling, Franciscan University, 1998; M.A., Psychology, Marshall University, 1978). Currently, he teaches the following courses: Theories & Techniques of Counseling I, Christian Counseling Approaches, Internship II and Advanced Topics: Cognitive-Behavior Therapy. His research interests include forgiving, trauma treatment, cognitive-behavioral therapy and training, and hypnosis in CBT.
Christin Jungers, Ph.D., LPCC-S, NCC
Dr. Jungers, an Associate Professor and Chair of the department, received her Ph. D. from Duquesne University in 2007 in Counselor Education and Supervision (M.S. Ed., Duquesne University, 2000; B.A., Duquesne University, 1998). Currently, she teaches the following courses: Social and Cultural Foundations, Pastoral Counseling, Human Growth and Development, Career Counseling, Theories and Techniques II, Practicum, Internship I, and Counseling Supervision and Consultation. Her research interests include counseling with older adults, multicultural issues in counseling, and pastoral approaches to therapy.
Don Kissinger, Ph.D., LPCC-S
Dr. Kissinger, an Assistant Professor in the Counseling Program, received his Ph.D. from Kent State University in 2009 in Counselor Education (M.A., Franciscan University of Steubenville, 1992; B.S., Franciscan University of Steubenville, 1989). Currently he teaches the following courses: Counseling Research and Evaluation, Professional, Ethical, and Legal Issues in Counseling, Group Dynamics and Counseling, Practicum in Counseling, Internship in Counseling I and II, and Advanced Assessment. His research interests include counseling with sexual offenders, counseling with trauma victims, family counseling, emotional deprivation and healing, and men’s issues. Dr. Kissinger has held various counseling positions and he has worked in private practice for the past ten years.
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Franciscan University of Steubenville
Clinical Mental Health Counseling Program
Steubenville, Ohio 43952
PRACTICUM STATEMENT OF UNDERSTANDING
Student Name____________________________ Semester/Year_______________ (Please Print)This agreement made this _____________day of_____________20________betweeen
(Name of Placement Site, referred here after to as “the Site”) Address
___________________________________________________Zip Code_____________ Phone Number____________________________________
and Franciscan University, Steubenville, OH (here after referred to as the “University”) The Clinical Mental Health Counseling Department at the University offers an entry level counselor education program leading to a Master of Arts in CMH Counseling. An
essential aspect of this degree program is an experiential practicum semester and two semesters of internship, acquired in counseling or related mental health agencies.
I. PRACTICUM GUIDELINES
Practicum is understood to involve a minimum of 100 clock hour of service at a Counseling or related Agency or Program site. including 40 hours of direct service in individual an/or group counseling. Practicum interns will receive small group and individual supervision by University faculty supervisors, in addition to supervision provided by practicum site supervisors. Practicum interns are expected to obtain audio or video tape recordings of counseling sessions unless prohibited by the practicum site.
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II. RESPONSIBILITIES OF FRANCISCAN UNIVERSITY OF STEUBENVILLE 1. Qualified University faculty in the CMH Counseling Program
are responsible for planning, developing, implementing
and evaluating the practicum course requirements for graduate trainees.
2. Qualified University faculty will provide group and individual supervision of practicum students and act as liaisons
between the CMH Counseling Program and the on-site supervisors at the Placement Agency or Program.
3. University faculty will plan practicum experiences as needed in collaboration with the Agency or Program Coordinator of practicum placement and the appointed on-site
supervisors of the graduate trainees.
4. Faculty and graduate trainees are obligated to the policies, procedures and rules of the Placement Agency or program.
5. Faculty and graduate trainees share in professional responsibility, accountability and confidentiality of information regarding services to clients.
6. Faculty, graduate trainees and Agency or Program staff personnel will share in evaluating the trainee’s experiences in the program.
7. The University faculty and graduate trainees understand that the Placement Agency or Program shall have complete control over its clients.
8. University faculty and graduate trainees understand that the client’s welfare is primary and that the Placement Agency or Program has the right to request that a graduate trainee be withdrawn from the counseling facility if his or her work performance or conduct are having detrimental effects on any of Agency’s or Program’s clients or personnel. All facts relative to the reason for such a request will be presented to Franciscan University of Steubenville CMH Counseling Department Chair or the student’s faculty supervisor. It is agreed that Franciscan University of Steubenville will remove the graduate trainee from the Placement Agency or Program. It is also understood that the Placement Agency or Program would make every effort to rectify unsatisfactory graduate trainee work performances short of requiring a trainee’s
withdrawal and that the Placement agency or Program would assist in providing adequate information to the trainee and
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9. Faculty and graduate trainees will be protected by liability
insurance for the duration of the practicum experience. Trainees are required to carry the group liability insurance arranged for with assistance of the University. Personal, private liability insurance is optional for the trainee.
III. RESPONSIBILITIES OF PRACTICUM AGENCY OR PROGRAM 1. The Agency/Program accepts CMHC Program’s students for counseling practicum placements which will be cooperatively arranged and scheduled a reasonable
time in advance. The Placement Agency or Program will clarify its policies on audio and videotaping of sessions.
2. Areas for conducting counseling sessions and for doing paper work
will be available for graduate trainees. Provisions will be made to ensure that students have the ability to meet course requirements for practicum, especially regarding direct service hours with clients (40 hours over the course of a semester).
3. The Site supervisor of the graduate trainee at the Agency/Program will provide ongoing verbal performance feedback to the trainee, as well as a written evaluation upon completion of the practicum. The University will provide to the site supervisor a
standard evaluation form for the final evaluation.
4. The Agency/Program has a right to request the University to withdraw any student from its facility when conduct or work with patients or personnel is not, in the opinion of the Administration of said Agency/Program, in accordance with acceptable standards of performance.
IV. STUDENT RESPONSIBILITIES
1. Obtain transportation to and from the site.
2. Schedule and attend weekly supervision sessions with onsite supervisor and attend weekly supervision sessions with faculty supervisors.
3. Adhere to the ethical guidelines of the ACA Code of Ethics.
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The term of this agreement shall be from _______________ (day/month/year) to ____________, unless terminated by either party, giving notice to the other.
___________________________________________________________________________ Date Administrator, Agency/Program
___________________________________________________________________________ Date Chair, CMH Counseling Department
_____________________ ___________________________________________ Date Practicum Student
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Franciscan University of Steubenville
Practicum in Mental Health Counseling
CSL 624 Course Syllabus - 3 Credits
**Note: This is a common syllabus for all CSL 624 practicum supervision sections. Individual practicum supervisors may have additional requirements.
COURSE DESCRIPTION
The Practicum in Mental Health Counseling is intended to be a closely supervised introductory counseling experience in a counseling, mental health or human service agency/program. Practicum is designed to begin or further the development of students as professional counselors through opportunities to apply professional counseling knowledge and skills in service to actual clients. A faculty supervisor will provide weekly group supervision (1.5 hours) and individual or triadic supervision (1 hour). In addition, the Placement Agency/Program supervisor will provide 1 hour of individual or triadic supervision for every 20 hours on site (approximately ½ hour per week or 1 hour every two weeks).
A list of competencies which practicum students are expected to develop is presented below as an ideal for a practicum experience. It is understood that not all agencies or programs will offer experiences in all of the competencies described, depending on the overall scope and focus of the agency or program or on the particular placement within the agency or program. It is also understood that the exact nature of a practicum student’s experiences may vary according to the student’s pre-practicum level of experience, training and interests.
PROGRAM Goals
To help suitable and committed individuals to develop the following:
1. An understanding of human nature based on a Christian philosophical perspective, thus reflecting a holistic, developmental, relational and valuing perspective on the Person, as well as a respect for self-determination and human limitation
2. Professional Identity as a Clinical Mental Health Counselor, including a comprehension of Counselor roles in Mental Health, professional ethics and legal issues, self-care, models of treatment and
supervision, and relationship to the profession, as well as understanding the impact of crisis, trauma, and substance abuse on Mental Health
3. Understanding of and ability to apply: educational, advocacy, consultative, preventive and interventive strategies to fostering Mental Health & Wellness at individual, family and larger-system levels as appropriate
4. Integration of diversity awareness into response to client needs at individual, family and larger-system levels
5. Understanding of and ability to apply appropriate, culturally –informed individual and systemic assessment strategies to all relevant dimensions of the initial evaluation process, case conceptualization, treatment planning, and re-evaluation, including risk assessment and assessment for co-occurring disorders
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well as selection, evaluation and enhancement of treatment strategies
7. Understanding of and ability to apply current diagnostic principles, informed by comprehension of the impact of multicultural variables, co-occurring disorders, and crisis/trauma on the diagnostic process
And to offer:
8. A program of studies that covers the common core curriculum outlined by CACREP and that prepares students for licensure in Ohio and most states.
9. A concentration in Christian counseling for students desiring to learn more about applying professional skills in a Christian counseling setting.
COURSE OBJECTIVES
At the completion of this course, students will be expected to meet the following objectives:
Course Goal Measure CACREP
(Core & MH) & Program Skillfully conduct
interviews and intakes (including):
-Listening skills -Observation skills -Rapport building skills -Psychosocial history-taking skills (for presenting problem, family and trauma history, work history, and medical history)
- Mental Status assessment skills -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations Core: G.5.c, MH: A.6, A.9, C.2, C.4, D.6, H.2, H.3 Program: 2, 3, 5, 7
Skillfully conduct treatment (including):
-Applying clinical awareness skills (the ability to accurately identify relevant client issues, problems, concerns)
-Applying basic skills
(listening, observing, rapport, Interpretation, education, advocacy) in treatment -Understand importance of risk-prevention and assessing for crisis, trauma, and
-Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations Core: G.5.c, G.5.d, G.5.g, MH.A5, C.6, C.7, C.8 D.1, D.3, D.8, J.1, H.4, H.1 Program 2, 3
13 substance abuse
-Skill in addressing Co-Occurring Disorders (e.g. abuse/addiction) __ - Appreciation of systemic
influences (family, community, etc.) on symptoms and solutions Skillfully document professional activities (including):
-progress notes -utilization of existing documentation & resources
-Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations MH.C.7, D.7 Program 2
Provide appropriate case management (including): -Knowing the goals, purposes and procedures of one’s site -Knowing and applying the commonly used referral sources and procedures for one’s site
-Skill in helping clients connect with relevant resources outside site -Understanding Emergency Management
-Understands the range of mental health service delivery
-Agency Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations Core: G.1.b, G.1.c MH.A.10, C.5, D.4, D.7, F.1, B.2 Program 1,2 Agency Administration Skills:
-Knowing the administrative and operative structure of the agency, including the line- staff assignments, funding source and operational policies -Agency Paper -Site Evaluation -Self-evaluations MH.A.8 Program: 2
14 Behave in keeping with a
professional counseling identity (including):
-Skill in adhering to national and local ethical and legal standards for the profession -Knowing and adhering to agency professional
standards/quality assurance policies, including policies on client-counselor relationship, record keeping, referral, consultation and peer review processes
-Punctuality and completing tasks in timely manner -Following site policies and procedures
-Openness to supervision -Understanding importance of relationships between
counselors and other
professionals/interdisciplinary treatment teams -Agency Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations Core: G.1.b, G.1.j MH.A2, A.3, B.1, C.9, D.9 Program 2, 3 Respond appropriately to a culturally diverse client population (including): -Awareness and respect for client’s cultural differences -Orientation to learning more about clients’ cultures as needed
-Exercise effective interpersonal skills:
-Sensitivity to needs of others -Ability to establish
relationships with clients and staff -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations Core: G.2.a, MH. D.5, D.2 F.3, F.2 Program 1,2,3, 4
15 PRACTICUM EXPECTATIONS
1. Hours of Service: Practicum students are expected to perform a minimum of 100 clockhours of service (approximately one day per week arranged according to the mutual needs and convenience of the student and the placement agency/program). These service hours should include a minimum of 40 hours of direct service to clients, in individual and group counseling, as well as time spent in indirect service such as, case management activities (paperwork, phone calls, case staffing), supervision, and other placement-related service and professional development activities.
2. Supervision: Practicum students will participate in weekly group supervision sessions of approximately one and one half hours andweekly individual or triadic supervisionlasting one hour. Supervision times are to be arranged according to the mutual availability of the faculty supervisor and the practicum students. Students also will arrange for onsite supervision with their clinical supervisor (1/2 hour/week)
3. Audiotaping and Videotaping: Practicum students are expected to audiotape and videotape a total of at least three (3) sessions with clients for the purpose of supervision with the faculty supervisor. At least one (1) session is to be videotaped. Recordings of client sessions are subject to the policies, rules and regulations of the placement
agency/program.
4. Record Keeping for Practicum: Practicum students are expected to complete weekly log sheets of direct and indirect service. Log templates are found in the handbook and online. Logs must be completed in a professional manner and turned in on a bi-weekly basis. Failure to turn in logs will result in an incomplete or failure for the course. Practicum students are expected to complete any paperwork required by the placement agency/program including any termination reports.
5: Agency Report: Students will complete an agency report that includes a description of the agency in the following areas:
a. History
b. Formal organizational structure (and informal if appropriate) c. Philosophy or mission statement
d. Primary client population(s) served e. Funding source(s)
f. Professional standards for comparable entry level counseling positions, including a sample job description listing the specific joy responsibilities and the requirements for education, prior experience and professional licensure or certification for the practicum student’s position.
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Existing agency documents can be included as appendices for any of these areas.
6: Evaluations: At mid-semester and at the end of the semester, practicum students will receive feedback regarding their performance and progress in their service at the
placement agency/program from the placement supervisor(s) and the faculty supervisor. Students also are required to complete a self evaluation at the end of the semester. Placement site supervisors will complete a final evaluation of the student’s performance at the end of the semester.
COURSE EVALUATION
It is understood that practicum students enter practicum with a wide variety of experience and of counseling skill levels. Grades will be assigned by one’s assigned faculty
supervisor based on the quality of the student’s actual service to clients, work
performance, and overall development throughout the course. Professionalism will be considered in evaluation (e.g., completion of paperwork on a timely and responsible manner, not missing days at the site, etc.). Failure to complete any required paperwork for the faculty supervisor and/or the placement agency/program could result in a lower and/or incomplete final grade.
Graduate student counselors are expected to develop a number of professional competencies and attitudes over the course of their graduate training. A common evaluation form will be completed by faculty and placement supervisors. Individual faculty supervisors may use additional evaluation techniques, i.e. quizzes, exams, etc. A – Completion of all practicum hours and course requirements (audio/video tapes, supervision sessions, agency paper) and clinical judgment of on-site and program supervisors
B – Completion of all practicum hours, partial completion of course requirements, and clinical judgment of on-site and program supervisors
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Franciscan University of Steubenville
Clinical Mental Health Counseling Program
Steubenville, Ohio 43952
INTERNSHIP STATEMENT OF UNDERSTANDING
Student Name____________________________ Semester/Year_______________ (Please Print)This agreement made this _____________day of_____________20________betweeen
(Name of Placement Site, referred here after to as “the Site”) Address
___________________________________________________Zip Code_____________ Phone Number____________________________________
and Franciscan University, Steubenville, OH (here after referred to as the “University”) The Clinical Mental Health Counseling Department at the University offers an entry level counselor education program leading to a Master of Arts in CMH Counseling. An
essential aspect of this degree program is an experiential practicum semester and two semesters of internship, acquired in counseling or related mental health agencies.
I. INTERNSHIP GUIDELINES
Each semester of Internship is understood to involve a minimum of 300 clock hours of service at a Counseling or related Agency of Program site, including 120 hours of direct service in individual and/or group counseling. Graduate interns are expected to receive at least one hour of direct, face-to-face supervision by the
internship site supervisor for every 20 hour spent at the internship site, as well as a small group and individual supervision by University faculty supervisors.
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II. RESPONSIBILITIES OF FRANCISCAN UNIVERSITY OF STEUBENVILLE 2. Qualified University faculty in the CMH Counseling Program
are responsible for planning, developing, implementing
and evaluating the internship course requirements for graduate interns.
2. Qualified University faculty will provide group and individual supervision of practicum students and act as liaisons
between the CMH Counseling Program and the on-site supervisors at the Placement Agency or Program.
3. University faculty will plan internship experiences as needed in collaboration with the Agency or Program Coordinator of practicum placement and the appointed on-site
supervisors of the graduate trainees.
4. Faculty and graduate trainees are obligated to the policies, procedures and rules of the Placement Agency or program.
5. Faculty and graduate trainees share in professional responsibility, accountability and confidentiality of information regarding services to clients.
6. Faculty, graduate trainees and Agency or Program staff personnel will share in evaluating the intern’s experiences in the program.
7. The University faculty and graduate trainees understand that the Placement Agency or Program shall have complete control over its clients.
8. University faculty and graduate trainees understand that the client’s welfare is primary and that the Placement Agency or Program has the right to request that a graduate trainee be withdrawn from the counseling facility if his or her work performance or conduct are having detrimental effects on any of Agency’s or Program’s clients or personnel. All facts relative to the reason for such a request will be presented to Franciscan University of Steubenville CMH Counseling Department Chair or the student’s faculty supervisor. It is agreed that Franciscan University of Steubenville will remove the graduate trainee from the Placement Agency or Program. It is also understood that the Placement Agency or Program would make every effort to rectify unsatisfactory graduate trainee work performances short of requiring a trainee’s
withdrawal and that the Placement agency or Program would assist in providing adequate information to the trainee and
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9. Faculty and graduate trainees will be protected by liability
insurance for the duration of the practicum experience. Trainees are required to carry the group liability insurance arranged for with assistance of the University. Personal, private liability insurance is optional for the intern.
III. RESPONSIBILITIES OF INTERNSHIP AGENCY OR PROGRAM 1. The Agency/Program accepts CMH Counseling Program’s students for counseling internship placements which will be
cooperatively arranged and scheduled a reasonable
time in advance. The Placement Agency or Program will clarify its policies on audio and videotaping of sessions.
2. Areas for conducting counseling sessions and for doing paper work
will be available for graduate trainees. Provisions will be made to ensure that students have the ability to meet course requirements for internship, especially regarding direct service hours with clients (120 hours over the course of a semester).
3. The Site supervisor of the graduate trainee at the Agency/Program will provide ongoing verbal performance feedback to the trainee, as well as a written evaluation upon completion of the practicum. The University will provide to the site supervisor a
standard evaluation form for the final evaluation.
4. The Agency/Program has a right to request the University to withdraw any student from its facility when conduct or work with patients or personnel is not, in the opinion of the Administration of said Agency/Program, in accordance with acceptable standards of performance.
IV. STUDENT RESPONSIBILITIES 1. Obtain transportation to and from the site.
2. Schedule and attend weekly supervision sessions with onsite supervisor and attend weekly supervision sessions with faculty supervisors.
3. Adhere to the ethical guidelines of the ACA Code of Ethics.
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The term of this agreement shall be from _______________ (day/month/year) to ____________, unless terminated by either party, giving notice to the other.
___________________________________________________________________________ Date Administrator, Agency/Program
___________________________________________________________________________ Date Chair, Clinical Mental Health Counseling Department
_____________________ ___________________________________________ Date Internship Student
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FRANCISCAN UNIVERSITY OF STEUBENVILLE
CLINICAL MENTAL HEALTH COUNSELING PROGRAM
CSL 625: Internship in Mental Health Counseling I – 3 Credits CSL 626: Internship in Mental Health Counseling II -3 CreditsCourse Syllabus
**Note: This is a common syllabus for all CSL 625 & 626 Internship sections. Individual Internship supervisors may have additional requirements.
I. DESCRIPTION
An Internship is understood to involve a minimum of 600 clock hours of service at a counseling or related Agency or Program site, including 240 hours of direct service in individual and group counseling. Internships are expected to involve half-time work over two semesters. The CSL 625 Internship I and CSL 626 Internship II courses are designed to include 300 clock hours each at a counseling or related agency.
(Internship I must include at least 300 clock hours, and the combined clock hours for Internships I & II must be at least 600, with a combined total of 240 hours of direct service to clients.) Graduate Student Interns are expected to receive at least one hour per week of direct, face-to-face supervision by the internship site supervisor, as well as small group and individual supervision by University faculty supervisors. Interns are expected to obtain audio or videotape recordings of counseling sessions for supervision purposes unless prohibited by the placement site.
II. PROGRAM Goals
To help suitable and committed individuals to develop the following:
1. An understanding of human nature based on a Christian philosophical perspective, thus reflecting a holistic, developmental, relational and valuing perspective on the Person, as well as a respect for self-determination and human limitation
2. Professional Identity as a Clinical Mental Health Counselor, including a comprehension of Counselor roles in Mental Health, professional ethics and legal issues, self-care, models of treatment and
supervision, and relationship to the profession, as well as understanding the impact of crisis, trauma, and substance abuse on Mental Health
3. Understanding of and ability to apply: educational, advocacy, consultative, preventive and interventive strategies to fostering Mental Health & Wellness at individual, family and larger-system levels as appropriate
4. Integration of diversity awareness into response to client needs at individual, family and larger-system levels
5. Understanding of and ability to apply appropriate, culturally –informed individual and systemic assessment strategies to all relevant dimensions of the initial evaluation process, case conceptualization, treatment planning, and re-evaluation, including risk assessment and assessment for co-occurring disorders
6. Understanding of and ability to apply relevant research findings and strategies to program-evaluation as well as selection, evaluation and enhancement of treatment strategies
7. Understanding of and ability to apply current diagnostic principles, informed by comprehension of the impact of multicultural variables, co-occurring disorders, and crisis/trauma on the diagnostic process
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And to offer:
8. A program of studies that covers the common core curriculum outlined by CACREP and that prepares students for licensure in Ohio and most states.
9. A concentration in Christian counseling for students desiring to learn more about applying professional skills in a Christian counseling setting.
III. INTERNSHIP I & II OBJECTIVES AND COMPETENCIES
The overall objective of internship is to provide a structured, supervised program of learning with a planned sequence of experiences in those professional services generally provided by an entry-level professional counselor in the Placement Agency or Program. A list of competencies which interns are expected to develop is presented below as an ideal for an internship experience. It is understood that not all agencies or programs will offer experiences in all of the competencies described, depending on the overall scope and focus of the agency or program or on the particular placement within the agency or program. It is also understood that the exact nature of an intern’s experiences may vary according to the intern’s pre-internship level of experience, training and interests. EXPECTED COMPETENCIES (INTERNSHIP I & II)
At the completion of the course, students will be able to…
Course Goal Measure CACREP
(Core & MH) & Program Skillfully conduct
interviews and intakes (including):
-Listening skills -Observation skills -Rapport building skills -Psychosocial history-taking skills
-Mental Status assessment skills
-Risk-Assessment Skills -Crisis/Trauma Assessment skills
-Diagnostic Impression Skills -Skill assessing Co-Occurring Disorders -Skills selecting/using assessment strategies -Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations G.5.c, MH A.6, A.9, C.2, C.4, C.7, D.1, D.6., D.7, G.2, H.1, H.2, H.3, H.4, K.1, K.2, K.3, K.5, L.1, L.2, L.3 Program:1,2,3, 5,7
24 Skillfully conduct treatment
(including):
-Treatment planning and goal setting skills
-Applying clinical awareness skills (the ability to accurately identify relevant client issues, problems, concerns)
-Applying basic skills
(listening, observing, rapport, Interpretation, education, advocacy) in treatment -Skill in selecting and
applying definable, evidence-based treatment modality or modalities in counseling -Skill in planning and implementing
termination/transfer of treatment
-Putting Theory into practice (including application of specific techniques or interventions) -Skill in risk-prevention -Skill in addressing Crisis/Trauma
- Skill in addressing Co-Occurring Disorders (e.g., of Abuse/Addiction)
- Appreciation of systemic influences (family,
community, etc.) on symptoms and solutions
-Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations G.5.c, G.5.d, G.5.g, MH.A5, C.6, C.7, C.8 D.1, D.3, D.8, G.1, I.1, I.3, J.1 Program 1,2,3, 6 Skillfully document professional activities (including): -progress notes -intakes -treatment plans -treatment summaries -case studies -utilization of existing documentation & resources
-Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations MH.C.7, D.7 Program 1,2,3
25 Provide appropriate case
management (including): -Knowing the goals, purposes and procedures of one’s site -Knowing the commonly used referral sources and procedures for one’s site -Skill in helping client’s connect with relevant resources outside site -Client advocacy skills -Understanding Emergency Management -Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations MH.A.10, C.5, D.4, F.1, F.2 Program 1,2,3 Agency Administration Skills:
-Knowing the administrative and operative structure of the agency, including the line- staff assignments, funding source and operational policies
-Site Evaluation -Self-evaluations
MH.A.8, B.2
Behave in keeping with a professional counseling identity (including):
-Skill in adhering to national and local ethical and legal standards for the profession -Knowing and adhering to agency professional
standards/quality assurance policies, including policies on client-counselor relationship, record keeping, referral, consultation and peer review processes
-Punctuality and completing tasks in timely manner -Following site policies and procedures -Openness to supervision -Ability to work -Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations G.1.b, G.1.j MH.A2, A.3, B.1, C.9, D.9 Program 1,2,3
26 independently
-Understanding importance of relationships between
counselors and other
professionals/interdisciplinary treatment teams
Respond appropriately to a culturally diverse client population (including): -Awareness and respect for client’s cultural differences -Orientation to learning more about clients’ cultures as needed
-Application of multicultural skills to case
conceptualization, diagnosis and assessment measures, interventions and prevention work.
-Exercise effective interpersonal skills:
-Sensitivity to needs of others -Ability to establish
relationships with clients and staff -Integration Paper -Site Evaluation -Evaluation through faculty supervision (group/individual, tapes, presentations, etc.) -Self-evaluations G.2.a, MH.D.2, D.5, E.1-3, F.3, K.4 Program 1,2,3, 4
INTERNSHIP I & II EXPECTATIONS/ ASSIGNMENTS
1. Hours of Service: In each section (Internship I and Internship II), internship students are expected to perform a minimum of 300 clockhours of service (approximately three days per week arranged according to the mutual needs and convenience of the student and the placement agency/program). These service hours should include a minimum of 120 hours of direct service to clients, in individual and group counseling, as well as time spent in indirect service such as, case management activities (paperwork, phone calls, case staffing), supervision, and other placement-related service and professional development activities. (Due to circumstances, numbers may vary somewhat, but Internship I must include at least 300 clock hours and most of the corresponding direct service hours, and the totals for Internships I & II must meet or exceed 600 clock and 240 direct service hours.)
2. Supervision: Internship students will participate in weekly group supervision sessions of approximately one and one half hours andweekly individual or triadic
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supervisionlasting one hour with university faculty. Supervision times are to be arranged according to the mutual availability of the faculty supervisor and students. Students will arrange for 1 hour of weekly onsite supervision.
3. Audiotaping and Videotaping: Internship students are expected to audiotape and videotape a total of at least three (3) sessions with clients for the purpose of supervision with the faculty supervisor. At least one (1) session is to be videotaped. Recordings of client sessions are subject to the policies, rules and regulations of the placement
agency/program.
4. Record Keeping: Internship students are expected to complete weekly log sheets of direct and indirect service. Log templates are found in the handbook and online. Logs must be completed in a professional manner and turned in on a bi-weekly basis. Failure to turn in logs will result in an incomplete or failure for the course.Internship students are expected to complete any paperwork required by the placement agency/program
including any termination reports.
5. Evaluations: At mid-semester and at the end of the semester, practicum students will receive feedback regarding their performance and progress in their service at the
placement agency/program from the placement supervisor(s) and the faculty supervisor. Students also are required to complete a self-evaluation at the end of the semester. Placement site supervisors will complete a final evaluation of the student’s performance at the end of the semester.
6. Case Conceptualization Presentation and Paper (Internship I): Students are to present a case from their internship practice that outlines: presenting problem, psychiatric history, medical history, family history, educational/occupational history, mental status, case conceptualization, diagnostic impressions, treatment plan and goals, and sample of progress note. (See directions for Case Conceptualization Paper under “Part II” of directions for Integrative Paper-below.)
7. Integrative Theory and Case Presentation Paper- Due last day of this class, by beginning of class, via email (Internship II)
Students will write a double-spaced, typewritten paper presenting their integrated
approach to counseling. The paper is to be written in two parts. In Part I, students are to cover their philosophical, theoretical and practical view of:
(a) Human health and dysfunction—this section is to make a statement about how you understand the “nature of human nature.” While you may include theological perspectives, you are required to describe this in philosophical terms (fundamental assumptions about human nature that can be derived from reasoning from the natural evidence—you need not invent this, but don’t put it in unless you subscribe to it). You also are required to discuss health and dysfunction in terms of whatever
theoretical model or synthesis of models you find meaningful—again, do not state it unless you buy it. Any additional practical insights you have into health and
dysfunction belong in this section as well. One would expect this section to express a somewhat holistic, developmental and valuing approach to the human person, and to
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express your perspective on human self-determination and limitation. (See Program Goal 1.) Also, be sure to address the relationships of crisis, trauma, and addiction to human health and dysfunction, as well as the roles of culture and difference. (See Program Goals 2 & 4.)
(b) The role of the counselor—in this section, please describe essentials of the assessment, diagnostic, educational, advocacy, consultative, preventive and interventive roles fostering Mental Health & Wellness at individual, family and larger-system levels, as appropriate. (See Program Goals 2, 3, 4, 5 & 7.)
(c) The goals and methods of therapeutic change—this section is to be informed by one’s conceptual model of intervention: for each client, what are the aims of Mental Health Counseling? What are the means? (This relates back to “the role of the counselor” somewhat.) How may research and understanding of evidence-based treatments help in this area? (See Program Goals 2, 3, & 6.)
(d) The process of therapeutic change—How would you describe the essential movements from seeking counseling help through successful completion of
counseling? (See Program Goal 2—also a succinct yet substantive description here likely will reflect comprehension of a workable anthropology—see Program Goal 1 and “Human health and dysfunction” above.)
In Part II, students are to present an illustrative case from their internship practice. A counseling case presentation is to be written, including a description of the case from intake through termination (including a prognostic statement). Use the following headings:
Background and Presenting Problem
Psychiatric History
Medical History
Family History
Educational & Occupational History
Mental Status
Case Conceptualization (All of Part II to this point relates to Program Goal 5. Application of a model or models in the case conceptualization also relates to Program Goal 2.)
Diagnostic Impression (See Program Goal 7.)
Treatment Plan and Goals (See Program Goal 5.)
Treatment Narrative (See Program Goals 1, 2, 3, 4, 5, 6, 7.)
Students are to illustrate through the narration of the counseling process the manner in which they embodied their counseling orientation. Appropriate
referencing (APA style) is expected, and professional confidentiality standards for writing about the case must be followed.
The most important advice about the paper is this: Begin working on it
immediately! It will be more difficult to articulate than you might imagine. It cannot wait until later in the semester, and there will be no extensions except for serious and exceptional reasons.
29 COURSE EVALUATION
Grades will be assigned by one’s assigned faculty supervisor based on the quality of the student’s actual service to clients, work performance, and overall development
throughout the course. Professionalism will be considered in evaluation (e.g., completion of paperwork on a timely and responsible manner, not missing days at the site, etc.). Failure to complete any required paperwork for the faculty supervisor and/or the placement agency/program could result in a lower and/or incomplete final grade. Graduate student counselors are expected to develop a number of professional competencies and attitudes over the course of their graduate training. A common evaluation form will be completed by placement supervisors. Individual faculty supervisors may use additional evaluation techniques, i.e. quizzes, exams, etc. Grading of Internship in MH Counseling I:
1.Agency supervisor's evaluation and completion of required hours = 50% of grade— The expectation to receive “A” credit on this is averaging a rating of at least “3.” It is also expected that few, if any, ratings fall below “3.”
2. Evaluation by Faculty Supervisor, based on group and individual supervision,
interview recordings, and timeliness of paperwork =20% Individual Faculty Supervisors may add other measures such as quizzes or exams in this section.
3. Case Conceptualization Paper = 30%
Below a B is grounds for repeating the Internship experience. 4. Case Conceptualization Paper Grading Criteria:
Background and Presenting Problem—PG5 – 8 pts.
Psychiatric History—PG 5 – 8 pts.
Medical History—PG 5 – 8 pts.
Family History—PG 5 – 8 pts.
Educational & Occupational History—PG 5 – 6 pts.
Mental Status-PG 5 – 12 pts.
Case Conceptualization—PGs 2 & 5 – 14 pts.
Diagnostic Impression—PG 7 – 12 pts.
Treatment Plan and Goals—PG 5 – 12 pts.
Treatment Narrative—PGs 1-7 – 12 pts.
Grading of Internship in MH Counseling II:
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The expectation to receive “A” credit on this is averaging a rating of at least “4.” It is also expected that few, if any, ratings fall below “4.”
2. Evaluation by Faculty Supervisor, based on group and individual supervision,
interview recordings, and timeliness of paperwork =20% Individual Faculty Supervisors may add other measures such as quizzes or exams in this section.
3. Integrative Paper = 30%
Integrative Paper- Grading Criteria Aspects of paper and maximum points:
Pages numbered- 1 pt.
APA style citations used in text- 1 pt.
APA style reference page- 1 pt.
Citations made where appropriate 1 pt.
Proper headings observed (distinguishing parts 1 and 2, using the designated subheadings in parts 1 & 2)- 2 pts.
Overall writing quality (clear expression, adequate elaboration without unnecessary wordiness, coherence or “flow” of writing) - 5 pts.
Adequate attention to and articulation of philosophical perspective, particularly as related to the nature of the human person—including discussion of value-basis, holism vs. reductionism, self-determination, limitation, and developmental aspects—PG1 – 6 pts.
Adequate attention to and articulation of theoretical perspectives—PG2 – 6 pts.
Adequate attention to and articulation of practical perspectives—PGs 1 & 2 – 6 pts.
Addresses human health and dysfunction satisfactorily, including impact of culture/difference, crisis/trauma, and addictions—PGs 1, 2, & 4 – 7 pts.
Addresses the role of the counselor satisfactorily—PGs 2, 3, 4, 5 & 7 – 7 pts.
Addresses the goals and methods of counseling satisfactorily—PGs 2.3.& 6 – 7 pts.
Addresses the process of counseling satisfactorily—PGs 1 & 2 – 7 pts.
Part II- Case Study-
Background and Presenting Problem—PG5 – 3.pts.
Psychiatric History—PG 5 – 3pts.
Medical History—PG 5 – 3 pts.
Family History—PG 5 – 3 pts.
Educational & Occupational History—PG 5 – 3 pts.
Mental Status-PG 5 – 5 pts.
Case Conceptualization—PGs 2 & 5 – 7 pts.
Diagnostic Impression—PG 7 – 5 pts.
Treatment Plan and Goals—PG 5 – 5 pts.
31 Information for Students with Disabilities
Students with disabilities are entitled to reasonable accommodations. Those students who believe they are in need of reasonable accommodations are asked to contact Student Academic Support Services (SASS) at 740-284-5358 and are required to provide SASS with documentation of the disability. Students should notify the faculty member at the beginning of the term if any reasonable accommodations are needed.
Diversity Statement
The Graduate Counseling Program is committed to supporting an atmosphere where diversity is welcomed; in line with the mission of the University, the dignity and unique experiences of each individual are recognized and appreciated. No student shall be discriminated against on the basis of racial, cultural, and ethnic background.
Additionally, attention to the issues of diversity is paid across the program’s curriculum. Students who require special assistance are recommended to contact Student and
Academic Support Services (SASS) at 740-284-5358 prior to the beginning of classes in order to be evaluated for accommodations. Students also are asked to meet with their individual professors within the first week of class to discuss accommodations. Academic Integrity
The University has strict policies surrounding academic honesty and academic integrity. Academic Honesty: “Honesty is a fundamental necessity for the Christian student. All
students who attend Franciscan University agree to pursue their studies, indeed all of life, with integrity. The University expects each student to adhere rigorously to Christian moral standards in the academic life, pursuing academic excellence with justice and honesty. Academic dishonesty, in all its forms, is antithetical to authentic Christian scholarship.”
Cheating/Plagiarism: “A student who cheats on any test or plagiarizes a paper shall fail the course and have a memorandum of this action placed in his or her file. If a student repeats this action, dismissal will result, with the action so noted in the student’s permanent record.”
Additional descriptions of plagiarism can be found on the University’s library website: http://www2.franciscan.edu/jp2/Copyright%20information.htm
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33
Franciscan University of Steubenville Steubenville, Ohio
Clinical Mental Health Counseling Program
Site Supervisor’s Evaluation of Practicum and Internship Students: CSL 624, 625, or 626
Trainee Name_____________________________ Semester____________ Year_______ Trainee Position_____________________
Course # (please circle one): Practicum 624 Internship I 625 Internship II 626
Summary of Responsibilities (Attach job description if appropriate)__________________ ________________________________________________________________________ ________________________________________________________________________ Dates of Service_____________________ Total Number of Placement Hours__________ Name of Agency____________________ Address_______________________________ _______________________________ Agency Supervisor_______________________ Title_____________________________ Professional Degree_____________ License___________ No._____________________ University Supervisor _____________________ License__________ No.____________ Rating of Trainee’s Performance:
Rating Scale:
1---below expected level for practicum (first site experience) student 2---expected level for practicum student
3---expected level for Intern I 4---expected level for Intern II 5---above expectation for Intern II NA---not applicable/cannot assess
In the attached evaluation form, (P) refers to practicum, and (I) refers to internship. Each area of competence has been identified as appropriate to practicum-level (P) development or internship-level development (I). Please evaluate practicum trainees according to the above rating scale in areas identified with a (P). You also evaluate practicum trainees in areas identified with an (I) if you have observed their work in those areas, as well. Please evaluate internship trainees according to the above scale in all areas – both (P) and (I).
34 I. Interviewing and Intake Skills Listening skills _____ (P)
Observation skills _____ (P) Rapport building skills _____ (P) Psychosocial history-taking skills
Presenting problems _____ (P) Family history _____ (P) Work history _____ (P) Medical history _____ (P) Mental status assessment skills _____ (P)
Awareness and appropriate use of assessment strategies _____ (I) Risk-Assessment skills _____ (P)
Crisis/Trauma Assessment skills _____ (I)
Skill in assessing Co-Occurring Disorders (e.g. abuse/addiction) _____ (I) Diagnostic Impression Skills _____ (P)
II. Treatment Skills
Treatment planning and goal setting skills _____ (I)
Clinical Awareness (the ability to accurately identify relevant client issues, problems, concerns)_____ (P)
Applying basic skills (listening, observation, rapport building, interpretation, education, advocacy) in treatment _____ (P)
Skill applying definable treatment modality or modalities in Individual Counseling _____ (I)
Group Counseling _____ (I)
Marriage/Family Counseling _____ (I)
Appreciation of systemic influences (family, community, etc.) on symptoms and solutions ______ (I)
Skill in planning and implementing termination/transfer of treatment _____ (I) Putting Theory into practice (including application of specific techniques/ interventions) _____ (I)
Risk-Prevention skills _____ (I)
Skill in addressing Crisis/Trauma _____ (I)
Skill in addressing Co-Occurring Disorders (e.g. abuse/addiction) _____ (I)
III. Documentation Skills Skill in writing:
Progress notes _____ (P) Intakes _____ (I)
Treatment Plans _____ (I) Treatment summaries _____ (I)
35 Case studies _____ (I)
Skill in utilizing existing documentation (e.g. records, psychological or psychiatric consultations, site library resources)_____ (P)
IV. Case Management Skills
Knowing the goals, purposes and procedures of one’s site _____ (P)
Knowing the commonly used referral sources and procedures for one’s site _____ (P) Skill in helping client’s connect with relevant resources outside site _____ (I)
Client Advocacy skills ______ (I)
Understands emergency management procedures_______ (P) Understands range of mental health service delivery
(e.g., inpatient, outpatient, etc.) ____ (P) V. Agency Administration Skills
Knowing the administrative and operative structure of the agency, including the line- staff assignments, funding source and operational policies ______ (P)
VI. Professional Identity Skills
Skill in adhering to national and local ethical and legal standards for the profession _____ (P) Knowing and adhering to the agency’s professional standards and quality assurance
policies, including policies on client-counselor relationship, record keeping, referral, consultation and peer review processes ____ (P)
Punctuality, completing tasks in timely manner _____ (P) Following site policies and procedures _____ (P)
Openness to supervision _____ (P) Ability to work independently _____ (I)
Understanding of roles/functions of mental health counselors in this practice setting, including how it may differ from other settings _____ (P)
Understanding importance of relationships between counselors and other professionals/interdisciplinary treatment teams _____ (P)
VII. Cultural Diversity Skills
Awareness and respect for client’s cultural differences _____ (P)
Orientation to learning more about client’s cultures as needed _____ (P)
Application of multicultural competencies to case conceptualization, diagnosis and assessment measures, interventions and prevention work with individuals, couples, and/or groups ____ (I) Sensitivity to needs of others _____ (P)
Ability to establish relationships with: Clients _____ (P)
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Please provide a qualitative assessment of the strengths and areas of growth for the counselor trainee:
Strengths:
Areas of Growth:
What do you recommend to aid the trainee’s further development?
The staff and students of the Clinical Mental Health Counseling Program of Franciscan University of Steubenville greatly appreciated your contribution in the training of future counselors.
Agency Supervisor___________________________________________ Date______________ Counselor Trainee____________________________________________ Date______________
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Franciscan University of Steubenville Clinical Mental Health Counseling Program
FIELD PLACEMENT AND SITE SUPERVISOR INFORMATION FORM
PRACTICUM____ INTERNSHIP I ____ INTERNSHIP II____SEMESTER/YEAR__ Start Date of Clinical Experience ________ End Date of Clinical Experience_____ Student Name: ______________________________________________________ Student Contact Information: Home/Cell Phone_______________ Work Phone_______ Email Address: ___________________________________________________________ Name of Site: ____________________________________________________________ Address of Site: __________________________________________________________ Site Supervisor Name: _____________________________________________________
TO BE COMPLETED BY SITE SUPERVISOR IF INFORMATION NOT ON FILE (please print)
Site Supervisor Title and Degree: ____________________________________________ Number of years working in a Clinical Capacity_________________________________ Type of professional license_________________________________________________
(For Supervisors in Ohio) Do you have the State of Ohio Supervisory Credential? Yes__ No__
Site Supervisor Contact Information: Work Phone_____________ Cell Phone_____ Email Address: _____________________________ Fax Number: __________________ Is this your first Franciscan University student? ________________________________ Site supervisor
Signature_________________________________________________________
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FACULTY AND STAFF ROSTER
FACULTY Milo Milburn, Ph.D., LPCC Associate Professor St. Joseph Center mmilburn@franciscan.edu 740-284-7220 Christin Jungers, Ph.D., LPCC
Associate Professor – Department Chair St. Joseph Center cjungers@franciscan.edu 740-284-5794 Donald Kissinger, Ph.D., LPCC Assistant Professor St. Joseph Center dmkissinger@franciscan.edu 740-284-7220 ADMINISTRATIVE ASSISTANT Suzanne Runkle 740-284-7220 srunkle@franciscan.edu
