The Counselor Education Program

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1 1 Instructor: Office: 209E Telephone: T The Counselor Education Program COUN 770: Clinical Supervision Training and Ethics Summer Class Day: Online Class Hours: Online Meeting Room: Online Office Hours: By appointment I. COURSE DESCRIPTION his seminar course provides learners the opportunity to 1) study clinical supervision models and techniques, 2) explore dynamics of supervision, 3) acquire pragmatic approaches to provide supervision in practice settings, 4) understand ethics and standards related to supervision endeavors. Learners, with and without prior experience or course work in this area, may find the approaches discussed useful in a variety of supervision settings and with diverse clients. This course is however, considered a basic level course in supervision training, as there is no field experience component. II. RATIONALE Learning and Leading through Reflective Practice is the shared vision of the USD School of Education for all of its programs. The underlying intent of the vision requires that students be exposed to learning experiences that will enhance their ability to engage in life-long learning and leadership roles anchored in reflective practice. The purpose of this course is to provide basic supervision knowledge wherein the student can hone and implement the knowledge in the future when they provide supervision. The course work provides an opportunity for graduate students to use reflective decision-making in assessing, designing, delivering, and evaluating effective, professional counseling and related services. The Division of Counseling and Psychology in Education at The University of South Dakota is committed to preparing capable reflective leaders who will contribute to the future strength of professional counseling. III. TEXTBOOKS AND TECHNOLOGY Required Texts Campbell, J.M. (2006). Essentials of Clinical Supervision. Hoboken, New Jersey: John Wiley & Sons, Inc. ISBN: **Additional reading will provided through D2L Recommended Resources D2L will have a variety of required documents to be used in the supervision process. Associate for Counselor Educators and Supervisors (2010) Bernard, J.M. & Goodyear, R.K. (2009). Fundamentals of clinical supervision (4 th ed). Boston: Allyn & Bacon. ISBN: Falvey, J. (2002). Managing Clinical Supervision: Ethical Practice and Legal Risk Management. Pacific Grove, CA: Brooks/Cole ISBN

2 2 Web Sites (by organization/topic) American Counseling Association: NBCC: CACREP: Grammar & Writing: South Dakota Counseling Association: Online Technical Standards For information about USD's technical, academic and student support services, as well as how to take advantages of these services, please refer to the CE Online Student Orientation at This document also contains important information pertaining to minimum technology requirements, registration information, as well as other university services and policies. If you require technical assistance with Desire2Learn, please submit a request online to the ITS Help Desk, or contact them at or IV. COURSE OBJECTIVES/OUTCOMES, STANDARDS, AND ASSESSMENT Objectives/Outcomes Standards Assessment 1.) Compare and contrast counseling supervision models, practices and processes, as well as describe developmental stages and structural formats related to the supervision process 2.) Analyze and apply ethical and legal issues related to counselor supervision. 3.) Investigate multicultural and pluralistic trends related to counselor supervision, and in particular the counselor s role with improve self-awareness and promoting social justice. CACREP G.1.e DOE 24:16:07:01 (2) SoE #1 CACREP G.1.j.; CMH B1 DOE 24:16:07:01 (1-8) SoE # 1-12 CACREP G.2.a; G.2.e DOE 24:16:07:01 (1-8) SoE# ) Investigate research related to counselor supervision CACREP G.8.a, G.8.f DOE 24:16:07:01 (7 & 8) SoE #9, 10, & 12 Reading Discussion Board Motto Creation Project What to do Quiz Reading Ethics Quiz What to do Quiz Discussion Board Reading Discussion Board What to do Quiz Supervision Structure Packet Reading Supervision Video 1 Quiz Supervision Structure Packet Course Topics The following course topics will be addressed: Supervision theories Structuring supervision practice Ethical and legal issues in counselor supervision Dynamics to consider in supervision experience Methods of Assessment & Criteria for Grade 1. Discussion Topics. There are many issues that arise in supervision. These discussion topics will give the student a chance to plan out their response before it happens. There are 10 discussion topics. Each topic posting is worth 2 points (20 points total). The points awarded are as follows: 1 point for substantive response to a discussion topic. 1 point for substantive response to at minimum one other posting within group. These discussions will be divided into groups to make responding easier for students. Even though students will be grouped, they will be able to review other group postings if they wish.

3 3 Group make-up will come on a first come bases. Meaning that the group size will be capped, so when the group has reached the cap size students will need to go to another group to post. Discussion boards will be an interesting and lively mixture of personal and professional dialogue that we carry out throughout the course. Students will need to post their thoughts about the questions in the proper discussion board. Posted thoughts will have due dates, so students must review the syllabus and D2L calendar to be informed about the dates. In response to the questions consider ethical responsibilities, literature support, personal experiences, etc. Note syllabus for due dates. Instructor will provide grading and responses to discussion boards hours after the due date for discussion boards. Please note: Students are expected to follow ACA (2014) Code of Ethics and maintain appropriate confidentiality. Students agree to maintain confidentiality of information that fellow classmates choose to disclose in class and during class-related interactions. Students are also expected to abide by the terms in which confidentiality has to be breached due to Federal, State, and University laws and regulations (e.g., homocidality, suicidality, child/elderly abuse, academic concerns, etc.). 2. Ethics and Guidelines in Supervision Quiz. 20 total points. Ethics are vital to the success of supervision. This quiz provides a basic assessment of a student s understanding of those ethics. Multiple choice and true/false questions. The quiz has time constraints. Once the quiz has started, the student will have 45 minutes to submit the quiz. The student may use the text, ACA Code of Ethics, and ACES Ethical Guidelines for Supervisors to help with their responses. The student may take this quiz at any time during the course. It must be completed by the last day of the course. 3. What to do and What not to do Quiz. 5 points. Multiple choice quiz based on a dialogue between a supervisee and supervisor. Students will be given a supervisee statement and supervisor responses to choose. One supervisor statement will be the most effective response. Students will have 20 minutes to complete this quiz. The student may take this quiz at any time during the course. It must be completed by the last day of the course. 4. Supervision Video #1 Quiz. 5 total points. This quiz provides a general review of supervision. The quiz will assess the student s learning from the video. Multiple choice questions. The quiz has time constraints. Once the quiz has started, the student will have 15 minutes to submit the quiz. The student may use notes taken during the review of video #1. The student may take this quiz at any time during the course. It must be completed by the last day of the course. 5. Supervision Video #2 Motto Creation Project. 5 total points. Having a vision or motto in which a supervisor lives by is important. It keeps the supervisor focused on their mission. The points awarded are for completion (5) or no completion (0). Students will review Supervision Video #2. After watching the video, students will create a one slide powerpoint or other creative document featuring a motto for supervisors to remember. The video will provide students will considerable ideas about how supervisors should operate. Take this information and create a one sentence motto and place that motto into a slide. The slide/picture will then be posted for other students to see and comment on. Note example provided in D2L. Note syllabus for due date. 6. Supervision Structure Packet. 45 total points. Using the text, course outlines, and examples of such materials in D2L, students will create their own packet of supervision materials. Students will create the following documents as pdf files (this is done by creating a document using Word and then saving the document as a pdf file) and save them in one zip folder. Students can create and organize the three documents in the ways that they wish. However, each document must address the items noted in the grading rubric. Students have flexibility in how they wish to present information in the forms, but there are elements that

4 4 must be embedded in the form. Students are encouraged to add information beyond that of the examples. The files to create are listed below: a. Supervision contract (15 points) b. Supervision case presentation that the supervisee will give to supervisor when presenting a case (15 points) c. Supervision record document. This document will be completed by the supervisor noting what was discussed in supervision and action taken by supervisee. (15 points) This assignment must be completed by the end of the course. Grading Scale Grades are determined based upon the following scale. 100 points total for the course. A = % points B = % points C = % points F = 74% & below 74 and below Writing Grading Rubric Standard 95 to 100% Professional Excellence Thoroughness Attention is paid to all aspects of the assignment. Thoughtfulness Professional Level Quality Assignment shows a high degree of thoughtfulness about the topic evidenced by novel thinking. Implications and multiple perspectives are considered. Work marked by excellence in detail. Assignments are well organized, understandable clearly presented, concise, and grammatically correct. The writer or speaker exhibits a distinctive professional voice. APA guidelines are followed accurately 85 to 94% Professional Quality Attention is paid to almost every aspect of the required assignment. Only minor oversights evident. Assignment shows solid evidence of thoughtfulness about the topic. Implications and/or multiple perspectives are considered at about same effort as other work. Assignments are well organized, understandable and clearly presented, concise, and grammatically correct. APA guidelines are mostly followed with slight errors. 75 to 84% Unsatisfactory Attention is paid to some aspects of the required assignment. A few major oversights evident. Assignment shows a modest degree of thoughtfulness about the topic evidenced by concreteness. Below average effort compared to other work. Assignment is marginally organized, reasonably understandable, presented adequately, fairly concise, and mostly grammatically correct. Multiple errors regarding APA guidelines. 74% & below Unacceptable Little attention paid to the required assignment. Many major oversights evident. Assignment shows sparse evidence of thoughtfulness about the topic. Little evidence of critical thinking about implications and/or multiple perspectives. Assignment is inadequately organized, not easily understood, hard to follow, either too wordy or spare, and grammatically incorrect. Limited or no emphasis placed on following APA guidelines. Understand that it will take the instructor approximately one week to complete grading of assignments and provide written feedback turned into the dropbox feature in D2L. Quizzes in D2L will provide immediate grading and feedback on incorrect answers. A grading rubric is provided below for the supervision packet assignment. All grading will be available through the D2L link Grades

5 5 V. INSTRUCTIONAL METHODS AND ACTIVITIES 1.) Online large group discussion (D2L postings) 2.) Individual projects: quizzes, written assignments (D2L submission) VI. CLASS POLICIES AND TENTATIVE CALENDAR Attendance Since this is an online course there are no class attendance requirements. However, there are several online discussion board requirements, that if missed will impact final grade. The instructor does monitor student activity online, subsequently, the instructor reserves the right to reduce the final grade if there is lack of activity. Informed Participation Participants will be prepared to actively participate in discussion boards and communicate with the instructor if there are questions about the material. Participation assumes that the learner has read the material before posting comments in D2L. Course Requirements Participants will satisfactorily complete all course requirements. My policy is that assignments will be turned in by the date listed in the syllabus. The following guidelines also apply: 1.) Late Assignments. Late work will not be accepted. 2.) Make-up tests and work. Under special circumstance and with prior approval from the instructor, make-up tests and work is possible. When considering such requests, the instructor may require appropriate documentation, e.g., a physician s note. All make-up tests and work will be completed within one week of approval. Make-up work, when approved, may be subject to a grade reduction. 3.) Writing Assignments. Written assignments will follow the general guidelines for written English and will comply with APA style when appropriate. If problems with writing or communication style interfere with effective communication of your ideas, you will rewrite or redo the paper or presentation to receive credit for the assignment. Assignments must comply with general guidelines for written English and will follow APA guidelines when appropriate. If problems with grammar or style interfere with effective communication of your ideas, you rewrite the paper to receive credit for the assignment. If you hold yourself to professional standards, you will receive credit for assignments without the necessity for rewrites. You may find the following writing resources useful: Book: The Elements of Style, by Strunk and White. (Available in USD bookstore) Web Page: Guide to Grammar and Writing, at The Writing Center: Tutoring and coursework available through the English Department located in Dakota Hall and/or ID Weeks library. Academic Honesty As stated in the Student Code of Conduct (USD Online Student Handbook Available on line at Guide.pdf, the integrity of the University community is contingent upon fulfillment of a trust that the members of the student body will engage in reasonable behaviors to promote and protect the educational environment. The current handbook defines academic dishonesty in this way: 1. Cheating, which is defined as, but not limited to the following: a. use or giving of any unauthorized assistance in taking quizzes, tests, or examination; b. use of sources beyond those authorized by the instructor in writing papers, preparing reports, solving problems, or carrying out other assignments; or c. acquisition, without permission, of tests or other academic material belonging to a member of the institutional faculty or staff. 2. Plagiarism, which is defined as, but is not limited to, the following: a. the use, by paraphrase or direct quotation, of the published or unpublished work of another person

6 6 without full and clear acknowledgment consistent with accepted practices of the discipline; b. the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Therefore, no credit can be given for a dishonest assignment. At the discretion of the instructor, a student caught engaging in any form of academic dishonesty may be: 1.) Given a zero for that assignment. 2.) Allowed to rewrite and resubmit the assignment for credit. 3.) Assigned a reduced grade for the course. 4.) Dropped from the course. 5.) Failed in the course. Furthermore, violation of the University Academic Honesty Policy could result in the University taking disciplinary action including expulsion from school. Faculty and Student Responsibilities The following statement regarding Freedom in learning is required by the Board of Regents: Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the dean of the college that offers the class to initiate a review of the evaluation. In addition, The University of South Dakota s Counselor Education Program is charged with the task of preparing professional counselors and service professionals in a variety of settings and to assume positions of leadership in the field. To meet these responsibilities, faculty must evaluate students based on their academic, professional, and personal qualities. The University of South Dakota s Counselor Education Program seeks to promote a learning community where students can develop professionally. We do this by providing an environment in which students rights and responsibilities are respected and by respecting the dignity and worth of each student. A student s progress in the program may, however, be interrupted for failing to comply with academic standards or if a student s interpersonal or emotional status interferes with education/training-related requirements for self or others. For example, to ensure proper clinical training and client care, a counselorin-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and personal skills, professional attitudes, and professional character. These factors are evaluated based on one s academic performance and one s ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings appropriately. Special Needs and Student with Disabilities Any student who feels s/he may need academic accommodations or access accommodations based on the impact of a documented disability should contact and register with Disability Services during the first week of class. Disability Services is the official office to assist students through the process of disability verification and coordination of appropriate and reasonable accommodations. Students currently registered with Disability Services must obtain a new accommodation memo each semester. Contact Information: Disability Services Ernetta L. Fox, Director Room 119 Service Center (605) Web Site:

7 7 TENTATIVE CALENDAR DATE TOPIC ASSIGNMENTS Module 1 (Approximately Week 1) Module 2 (Approximately Week 2) Module 3 (Approximately Week 3) Module 4 (Approximately Week 4) COURSE OVERVIEW LEARNING TO THINK LIKE A SUPERVISOR GETTING TO KNOW EACH OTHER ETHICS MODELS OF SUPERVISION FORMATS FOR SUPERVISION METHODS AND TECHNIQUES PREPARING FOR SUPERVISION BEGINNING STAGE OF SUPERVISION INTERMEDIATE STAGE OF SUPERVISION ADVANCED STAGE OF SUPERVISION Syllabus and D2L review Review Videos and other links for performance Read Chapters 1 1. What to do when there is conflict 2. What to do when supervisee is overly dependent Read: ACA Ethical Code and ACES Ethical Guidelines Read: Chapters 2 and 3 1. What to do when supervisee is not taking risks 2. What to do when supervisee is anxious Read: Chapters 4 and 5 1. What to do when supervisee is not prepared 2. What to do when supervisee wants to grad coffee Read: Chapters 6 and 7 Post: Motto from Supervision Video #2 1. What to do when supervisee seeks praise 2. What to do when supervisor is attracted to supervisee Read: Chapters 8 and 9 1. What to do when supervisee asks questions 2. What to do when supervisor is feeling insecure FINAL DAY OF THE COURSE **Note D2L for exact due dates related to weekly activity. Remaining assignments must be completed by the final day of the course. (quizzes and structural packet)

8 8 Supervision Structural Packet Grading Rubric Graded Item Grading Scale Comments 1. Supervision contract/agreement A. Goal settings discussed 3=Moderate success ( C B. Method of supervision outlined C. Supervisee expectation statement 2. Supervision case presentation form A. Client description noted. Enough detail to trigger memory, but limited enough to protect confidentiality. Significant History and presenting issues B. Crisis addressed (indication on document that client(s) are at risk or doing well) C. Diagnostic Consultation and treatment decision space 3=Moderate success ( C 3=Moderate success ( C 3=Moderate success ( C 3=Moderate success ( C 3=Moderate success ( C 3. Supervision record document A. Supervisee information 3=Moderate success ( C

9 9 B. Concerns presented 3=Moderate success ( C TOTAL C. Cases reviewed and directives shared 3=Moderate success ( C

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