IUSB COUNSELING AND HUMAN SERVICES

Transcription

1 IUSB COUNSELING AND HUMAN SERVICES COMMUNITY COUNSELING INTERNSHIP MANUAL Edition Jeremy L. Linton, PhD Department Chair & Community Counseling Clinical Coordinator Counseling & Human Services Program School of Education Indiana University South Bend South Bend, IN 46634

2 PREFACE This manual has been prepared to facilitate the community counseling internship within the graduate program in Counseling and Human Services (CHS) at Indiana University South Bend. The manual has been designed to provide the counseling student, the university faculty member and the school or agency supervisor a more complete understanding of the role each individual has in this program. Furthermore, it serves to outline minimum requirements for student counselors in the program regardless of the nature of their placement or who their university or field supervisor may be. This manual is constantly under revision. Your continued interest in offering suggestions for changes will greatly improve the usefulness of this guide in the future. Please communicate your reactions to its content so that your internship experiences can be meaningful to the counseling students and beneficial to the community agencies.. Forward your suggestions and comments to the Director of the Counseling and Human Services Program Indiana University South Bend 1700 Mishawaka Avenue South Bend, IN Phone: Best wishes for a most successful clinical experience! Jannette Alexander, Ed.D. Associate Professor Counseling & Human Services Jill Bryant, PhD Assistant Professor Counseling and Human Services Mary Flaim, Ed.D. Visiting Clinical Assistant Professor Counseling & Human Services James Hurst, Ph.D. Assistant Clinical Professor Counseling & Human Services Yvonne Larrier, PhD Assistant Professor Counseling & Human Services Jeremy Linton, Ph.D. Department Chair, Assistant Professor, & Clinical Coordinator Counseling & Human Services 2

3 TABLE OF CONTENTS Preface 2 Community Counseling Program Philosophy 4 Internship Requirements 5 Tasks that meet direct service hour requirements 9 CACREP Standards 10 Internship Information 12 Responsibilities of the Clinical Coordinator 13 Responsibilities of the Field Coordinator 14 Steps for Securing and Internship Site 15 Responsibilities of the Community Counseling Intern 16 Responsibilities of the University Supervisor 17 On-Site Supervision for Community Counseling Interns 18 Responsibilities of the On-Site Supervisor 19 Functions of an On-Site Supervisor 20 Characteristics of an Effective Supervisor 21 Techniques in Supervision 22 Guidelines for Group Supervision 23 Evaluation of the Practice of Community Counseling 24 Important Steps for the Intern Supervisor 25 Ethical Considerations 26 Practicum/Internship Site Registration Form 27 Community Counseling Internship Contract Format 28 Agency Agreement 29 Student Intern Evaluation 31 University Supervisor Evaluation of Student Intern 36 Documentation Form 39 Example of Client Release Form 41 Student Evaluation of On-Site Setting 42 Student Evaluation of On-Site Supervisor 43 Community Counseling Internship Log 44 Weekly report of Internship Activities 45 Intern Self-Evaluation 46 ACA Code of Ethics 48 3

4 Indiana University South Bend Community Counseling Program Philosophy Philosophy: The Community Counseling program specialization emphasizes a developmental, preventive, and community-based approach to understanding and generating solutions to the natural stress of basic problems of living whether in occupational, relationship, or community living in a way that enhances and empowers those with whom counselors may work. The Community Counseling program specialization builds upon the counseling core courses by providing specialized skills that prepare students to work in the community providing developmental, preventive, remedial, and consultative community-based interventions. The Community Counseling Program specialization prepares graduates who: 1. Establish a professional identity as a Community counselor; 2. Have specialized knowledge in assisting persons who present with the problems related to occupation, relationships, individual stress and coping, and other issues of community living; 3. Have general knowledge of clinical, developmental, and systemic theories of human behavior, human development, and human relating; 4. Have specialized knowledge in current, research-based prevention, intervention and consultation protocols; 5. Have a systemic approach to accomplishing behavior change through interpersonal and group processes; 6. Demonstrate effective skills in group and individual counseling; 7. Have sufficient knowledge and skills to work within community-based counseling and mental health agency delivery systems, treatment processes, and referral procedures to be effective in entry level positions in the field of counseling and mental health; 8. Have a foundation in the current counseling outcome and process research such that they can read, evaluate, and critique the research literature and integrate research into the practice of professional community counseling; 9. Have an understanding and respect for the influences of culture/ethnicity, gender, race, religion, sexual orientation, and socioeconomic class, and have experience in working with a broad array of clientele representing such diversity; 10. Provide competent professional service and leadership within the mental health field upon graduation. 4

5 INTERNSHIP REQUIREMENTS COURSE DESCRIPTION This course provides counseling experience in a school or agency setting. Under direction and supervision students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. This course will provide a safe forum where students can discuss issues, concerns, and learning outcomes. COURSE OBJECTIVES As this course represents one of your first experiences in working with clients, there are several important objectives relative to your professional development. After taking this course, students should be able to: 1) Knowledge of the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in community counseling settings CACREP Standards: Standard III H; Community Counseling A5 2) Understand the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings CACREP Standards: Standard II K 1; Community Counseling B1 3) Demonstrate and understanding of ethical and legal considerations specifically related to the practice of community counseling (e.g., the ACA Code of Ethics) and engage in appropriate ethical behavior in clinical situations. CACREP Standards: Standard II K 5 g; Community Counseling A4 4) Understand and demonstrate basic and advanced helping skills with a variety of clients with diverse presenting problems. CACREP Standards: Standard II K 5; Community Counseling A4 5) Understanding of how to apply appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling. This Includes the use of crisis intervention, and brief, intermediate, and long-term approaches to counseling that demonstrate a collaborative endeavor between counselor and client. CACREP Standards: Community Counseling C7 6) General principles of assessment and an understanding of symptoms to look for when conducting a thorough biopsychosocial assessment in all counseling settings CACREP Standards: Community Counseling C4, C5 7) Knowledge of the principles of diagnosis and the use of current diagnostic tools, 5

6 including the current edition of the Diagnostic and Statistical Manual CACREP Standards: Community Counseling C5 8) Evaluate effectiveness of intervention(s) provided. CACREP Standards: Community Counseling Standard B3 9) Prepare and maintain records required by the agency where placed. CACREP Standards: Community Counseling Standards A4, B2 10) Learn to use individual and group supervision effectively. CACREP Standards: Standards III H 3, 4, 5, 6 11) Complete CACREP requirements for internship experience including client contact time, on site hours, and supervision hours and fulfill additional requirements as specified in the practicum/internship manual. CACREP Standards: Standard III; Community Counseling Standard D COURSE REQUIREMENTS In order to meet CACREP and LMHC requirements, the following is required of each intern: 1) Interns will accumulate 300 clock hours of internship experience at the internship site during each semester (for a total of 600 hours for the internship year). Course Objectives Met: 11 2) A minimum of 120 hours will be spent each semester in direct service to clients. Course Objectives Met: 11 3) A minimum of one hour per week will be spent in individual supervision with the field or university supervisor. Course Objectives Met: 10, 11 4) One hour individual supervision meetings with the instructor may be required at the request of either the student or university supervisor. Course Objectives Met: 10, 11 5) A minimum of 1.5 hours will be spent in group supervision per week with the university supervisor Course Objectives Met: 10, 11 6

7 6) The intern will be available for at least one site visit by the university supervisor. It is recommended that the site supervisor also be available. Course Objectives Met: 10, 11 7) Mid semester review The intern will obtain from the site supervisor a mid semester review of their performance. This review will be completed on a form created by the university supervisor. The intern is responsible for arranging a meeting with the site supervisor for the purposes of getting feedback on the review. Both the site supervisor and intern will sign review forms indicating a face-to-face meeting. Course Objectives Met: 11 8) Interns will participate in a variety of professional activities other than direct service, and use a variety of professional resources such as assessment instruments, computers, print and non-print media, professional literature, and research. The intern will pay special attention to diversity issues in all of these activities and will identify resources for working with diverse client populations. Course Objectives Met: 1, 2, 3, 6, 7, 9 9) Each semester interns will produce, review, and present in class at least 10 audio/video tapes of individual or group counseling sessions. These tapes will be reviewed in class. Do not hand in tapes to the instructor for review outside of class unless you schedule an individual supervision appointment. The purpose of these reviews will be to facilitate discussion, evaluation, and improvement of the intern s individual, couple/family, and group counseling skills. Course Objectives Met: 1, 3, 4, 5, 6, 8 10) Agency Agreement. Each intern is required to submit an agency agreement between the intern and the agency where the internship is to be conducted. Please refer to the contract form found in the practicum manual. YOU ARE NOT TO SEE ANY CLIENTS AT YOUR AGENCY UNTIL THIS AGREEMENT IS COMPLETED. ANY HOURS ACCRUED PRIOR TO THE COMPLETION OF THIS AGREEMENT WILL NOT COUNT TOWARDS YOUR SEMESTER TOTALS. Course Objectives Met: 9, 11 11) Internship Contract. Each intern is required to submit an internship contract signed by the university instructor, intern, and field supervisor. Please refer to the contract form found in the practicum manual. During the second internship semester this contract should contain more detail and goals for deeper skills training. YOU ARE NOT TO SEE ANY CLIENTS AT YOUR AGENCY UNTIL THIS CONTRACT IS COMPLETED. ANY HOURS ACCRUED PRIOR TO THE COMPLETION OF THIS CONTRACT WILL NOT COUNT TOWARDS YOUR SEMESTER TOTALS. You should also specify in your contract how you will manage your case load during university semester breaks. This is between you and your site supervisor. Course Objectives Met: 9, 11 7

8 12) Evaluations. Students are required to evaluate their university and field supervisors, and their internship site. Course Objectives Met: 9, 11 13) Weekly Case Summaries. Each week you will produce a case summary for each of your clients. You will hand these in. Your summary should be a minimum of 1 paragraph. Course Objectives Met: 1, 3, 4, 5, 6, 7, 8 14) Weekly Logs. Each week you will hand in a log (see attached) documenting your hours for the week. You should document both direct and indirect service hours. You should keep a running total of your hours. At the end of each log report your hours for the week, and total hours for the semester. Your field supervisor should initial this log before you hand it in. Bring 2 copies - your instructor will initial the copy that you keep. Course Objectives Met: 1, 3, 4, 5, 6, 7, 8 15) Complete Counseling and Human Services Documentation form at the end of the semester (see handbook) 16) Attendance. Attendance is a requirement of the course. After one absence your grade will be lowered by one full letter grade for each successive absence. Course Objectives Met: 11 17) Liability Insurance. Each intern is expected to have professional liability coverage for their practicum. This can be purchased through the American Counseling Association and other professional organizations. You should hand in a copy of your liability insurance policy cover sheet. You will not be permitted to see clients until you provide proof of liability insurance. Course Objectives Met: 11 FIELD EXPERIENCE NOTE: You may be required to provide a criminal history check to school districts before participating in field placements and/or student teaching. School districts may deny a field placement or student teaching assignment based on a misdemeanor or felony conviction. The application process for a teaching license in Indiana requires a current criminal history check. Convicted felons may not hold a teaching license in Indiana. COMMITMENT TO PROFESSIONALISM All students in the School of Education are expected to maintain the highest professional and ethical standards. It is your responsibility to familiarize yourself with our Code of Ethics at 8

9 COMMITMENT TO DIVERSITY The School of Education at IUSB is committed to preparing preservice teachers, school leaders, and school counselors to support learning for all students. Each class and learning experience helps candidates develop the knowledge, dispositions, and performances needed to meet the needs of students in today's diverse classrooms. One example from this class is.. COMMITMENT TO TECHNOLOGY The School of Education at IUSB is committed to preparing preservice teachers, school leaders, and school counselors who have the knowledge, dispositions, and performances needed to effectively use technology to help all students learn. Candidates are expected to incorporate technology throughout their course work and clinical experiences. TASKS THAT MEET DIRECT SERVICE HOURS REQUIREMENT DURING INTERNSHIP 1. Individual, group, couple, and family counseling sessions 2. Consultation with other professionals about YOUR client. This does NOT include supervision meetings 3. Staffing and team meetings ONLY for the amount of time that the intern s client is being discussed 4. Psychoeducational workshops facilitated or co-facilitated by the intern 5. Career fairs 6. Testing procedures which require the intern to be present and administer/co-administer a standardized test 7. Program planning and implementation 8. Community education 9. Classroom presentations 10. Parent or family consultations (including parent-teacher conferences) 9

10 CACREP Standards for Community Counseling Programs A. Foundations of Community Counseling 1. historical, philosophical, societal, cultural, economic, and political dimensions of and current trends in the community human service/mental health movement; 2. roles, functions, preparation standards, credentialing, licensure and professional identity of community counselors; 3. policies, laws, legislation, recognition, reimbursement, right-to-practice, and other issues relevant to community counseling; 4. ethical and legal considerations specifically related to the practice of community counseling (e.g., the ACA Code of Ethics); and 5. the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, and physical and mental status, and equity issues in community counseling. B. Contextual Dimensions of Community Counseling 1. the roles of community counselors in various practice settings and the relationships between counselors and other professionals in these settings; 2. organizational, fiscal, and legal dimensions of the institutions and settings in which community counselors practice; 3. strategies for community needs assessment to design, implement, and evaluate community counseling interventions, programs, and systems; and 4. general principles of community intervention, consultation, education, and outreach; and characteristics of human services programs and networks (public, private, and volunteer) in local communities. C. Knowledge and Skill Requirements for Community Counselors 1. typical characteristics of individuals and communities served by a variety of institutions and agencies that offer community counseling services; 2. models, methods, and principles of program development and service delivery for a clientele based on assumptions of human and organizational development, including prevention, implementation of support groups, peer facilitation training, parent education, career/occupational information and counseling, and encouragement of self-help; 3. effective strategies for promoting client understanding of and access to 10

11 community resources; 4. principles and models of biopsychosocial assessment, case conceptualization, theories of human development and concepts of normalcy and psychopathology leading to diagnoses and appropriate counseling plans; 5. knowledge of the principles of diagnosis and the use of current diagnostic tools, including the current edition of the Diagnostic and Statistical Manual; 6. effective strategies for client advocacy in public policy and other matters of equity and accessibility; and 7. application of appropriate individual, couple, family, group, and systems modalities for initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches. D. Clinical Instruction For the Community Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a community setting, under the clinical supervision of a site supervisor as defined by Section III, Standard C.1 2. The requirement includes a minimum of 240 direct service clock hours. 11

12 INTERNSHIP INFORMATION Jeremy Linton, PhD is the current Clinical Coordinator. Feel free to contact him for any information you might need about practicum or internship issues. ( ) The Clinical Coordinator is a core faculty member with knowledge of the CHS Program and the community. This individual is responsible for the coordination of all clinical experience each counselor education program school and community. This individual answers inquiries regarding clinical experiences. This individual has clearly defined responsibilities as clinical coordinator. The Practicum/Internship Field Coordinator is a faculty member who assists students in securing appropriate field placements for practicum, advanced practicum and internship activities. Contact the field coordinator in the beginning of the semester PRIOR to the semester that you will be doing your practicum, to receive guidance in pre-practicum activities. You are competing with social work and counseling students in the area for placement sites. It is wise to begin your practicum site search 4-5 months in advance of your placement semester. To delay may seriously impair your ability to secure and acceptable site. If you have a site in mind that does not appear on the site list that you will be given, please contact the field coordinator to secure the appropriate approval for your site. The current Field Coordinator is Jeremy Linton, or jmlinton@iusb.edu. Jeremy Linton is the School Counseling Coordinator. His number is Jeremy Linton is the Community Counseling Coordinator. His number is All faculty teaching practicum courses must turn in the Documentation of Hours Form a summary form of hours completed for each student to the permanent file in Student Advising - Greenlawn Hall. The field coordinator must verify that On-site supervisors have appropriate licenses degrees and experience. If a student arranges a practicum site with his/her university supervisor s approval, the instructor must verify the appropriate credentials. Internship teachers and the field coordinator must encourage student experiences in diverse settings. Internship teachers must remind students to give On-site supervisors all forms. Internship teachers can utilize and encourage their students to utilize the equipment in the IUSB Counseling Center. Audio and video equipment can also be borrowed from the office of Instructional Media, At the end of the semester, students are required to evaluate their site (see form in manual), their onsite supervisor (see form in manual) and their university Supervisor via the IUSB computerized course evaluation system. 12

13 RESPONSIBILITIES OF CLINICAL COORDINATOR *This person is a core faculty member with knowledge of the CHS program and the community. This individual is responsible for the coordination of all clinical experiences in each counselor education program school and community. This individual answers inquiries regarding clinical experiences. This individual has clearly defined responsibilities as Clinical Coordinator. 1. Ensure that all students are fully aware of practicum requirements. 2. Monitor G501 activities to verify that practicum requirements are covered in the course. 3. Monitor G501 activities to verify that students are introduced to possible practicum sites and have made appropriate and timely contacts with the practicum/internship coordinator. 4. Conduct other pre-practicum activities as needed and required by the practicum/internship coordinator. 5. Ensure that practicum course sections do not exceed five (5) students and monitor enrollment so that the appropriate number of course sections are offered. 6. Remind faculty to enter the summary sheet on student hours acquired to the permanent file of students. 7. Remind faculty and practicum/internship coordinator to verify the credentials of field supervisors. 8. Remind faculty to facilitate students working in as diverse a field placement as possible. 9. Arrange, as needed, orientation/training activities for field supervisors. 10. Assist practicum/internship coordinator, faculty, students and On-site supervisors, at their request with problems arising from practicum activities. PLEASE NOTE: *It is the student s responsibility to acquire a field site for internship and work closely with the practicum/internship coordinator in securing an acceptable placement. It is also still the student s responsibility to provide the field supervisor with the CHS requirements of the internship experience. Students must also secure a signed university/site contract from field supervisors before beginning any of the practicum activities. 13

14 RESPONSIBILITIES OF THE FIELD COORDINATOR The Field Coordinator assists students, faculty and on-site supervisors with performance of various tasks related to Practicum, Advanced Practicum and Internship placements. Specifically: 1. The Field Coordinator provides preliminary guidance (including forms) to all students who are planning to take a field experience course, in the semester prior to the required field placement. 2. The FC provides site lists to students and reviews alternative sites proposed by students for their placements approving placements that meet CACREP standards. 3. The FC assures that all field supervisors have the necessary credentials and experience to provide professional supervision to the students in their placements. 4. The FC provides documentation to the faculty that all pre-field placement activities have been completed by the student. This includes getting the agency/university agreement signed, securing malpractice insurance and completing a rough draft of the individual contract by the first night of the field experience class. 5. The FC works with on-site supervisors and clarifies field placement activities when necessary. 6. The FC (with faculty and students) continues to develop additional placement opportunities for students in the CHS program. 7. The FC assists faculty throughout the semester with any problems that may come up in regard to the field placement. All faculty teaching practicum/internship courses must turn in a summary form of hours completed for each student to the permanent file in Greenlawn Hall. Practicum/Internship teachers must verify that On-site supervisors have appropriate licenses, degrees and experience. Practicum/Internship teachers must encourage student experiences in diverse settings. Practicum/Internship teachers must remind students to give On-site supervisors all forms. Practicum/Internship teachers can utilize and encourage their students to utilize the equipment in the IUSB Counseling Center. Audio and video equipment can also be borrowed from the office of Instructional Media, Students are required to evaluate Practicum/Internship University Supervisor. 14

15 STEPS FOR SECURING AN INTERNSHIP SITE In order to secure an appropriate internship site the student intern is responsible for the following: 1. Begin your search early securing an internship site is more difficult than it sounds. It is recommended that you begin your search early in the Spring semester prior to your internship year. You should consult with the clinical coordinator regularly during this time. By the end of the Spring semester you should have an agency agreement completed with your chosen site, an initial contract, and a start date for your internship experience. Many agencies require on-site training of the intern prior to commencement of clinical work. You should check with your agency about this requirement and arrange dates for your training as early as possible. A list of possible practicum and internship placements is available on the CHS website. 2. Make sure your site can accommodate your needs your site must agree to provide you with opportunities to complete all of your internship requirements. Most importantly, you should make sure that: a. Your site can provide you with enough client contact hours to complete your requirements b. You will receive regular weekly supervision with your on-site supervisor c. Your on-site supervisor is licensed as a LMHS, LCSW, LMFT, or Licensed Psychologist. If you are completing an internship in another state, you should assure that your supervisor has the appropriate license in that state. Students will not be allowed to complete an internship experience without a licensed supervisor present on site. d. You have permission from your site to tape record counseling sessions. Students will not be allowed to complete an internship experience at sites that do not permit taping e. You will be able to complete all course requirements specified in this handbook AND your course syllabus. 3. Complete necessary paperwork - By the end of the Spring semester prior to your internship you should have an agency agreement completed with your chosen site, an initial contract, and a start date for your internship experience. All forms are attached. Many agencies require on-site training of the intern prior to commencement of clinical work. You should check with your agency about this requirement and arrange dates for your training as early as possible. * This class requires permission to enroll from the clinical coordinator. You must have a completed Practicum/Internship Site Registration Form in order to register for the class. All other paperwork must be completed and signed by the clinical coordinator prior to enrollment. 4. Interns will not be permitted to accrue internship hours prior to the start of the semester and/or prior to having all necessary paperwork completed. 15

16 RESPONSIBILITIES OF COMMUNITY COUNSELING INTERN THE INTERN IS EXPECTED TO: 1. Attend training sessions required by the internship site administration. 2. Follow guidelines, policies and procedures established by the administration of the internship site. 3. Maintain any records required by the agency. 4. Attend appropriate staff meetings, workshops and in-service sessions as recommended by the agency staff. 5. Utilize a variety of counseling skills with both individuals and small group sessions. 6. Become knowledgeable in the referral processes used within and outside of the agency. 7. Participate in the evaluation of the intern s performance with agency and university supervisors. 8. Learn about other facets of the agencies overall operation as is appropriate. 9. Identify, understand and practice The American Counseling Association Ethical Standards for Mental Health Counseling. 10. Comply with all expectations of their contract with the university and field counselors. 11. Attend weekly supervision sessions with the university and agency supervisors and actively participate. 12. Complete requirements of coursework. 16

17 RESPONSIBILITIES OF THE UNIVERSITY SUPERVISOR THE UNIVERSITY SUPERVISOR WILL: 1. Provide instruction that follows stated course requirements. 2. In addition to class meetings, meet on an as needed basis with the intern to review progress; be available for additional consultation as needed; discuss various issues in theory and practice as they arise. 3. Provide opportunities for the intern to integrate practicum or advanced practicum experiences with theory and research. 4. Maintain contact with on-site supervisor as appropriate to determine progress of the intern. 5. Share in the evaluation of the intern's professional growth. 17

18 ON-SITE SUPERVISION FOR COMMUNITY COUNSELING INTERNS On-Site Supervision Defined On-Site Supervision is an interaction process in which a supervisor has been assigned or designated to assist in and direct the practice of supervisees. There are five basic propositions that serve as the foundation of effective supervision (D & S Associates Consultants for a Better Tomorrow, 1998). They are: 1. Structure 2. Regular 3. Consistent 4. Case Oriented 5. Evaluation 1. STRUCTURE - There should be a formal structure for the supervision that is made clear to the supervisee. Structure refers to the formats for conducting supervision - e.g. using individual student cases, group situations, or a combination of methods. 2. REGULAR - Supervision must be conducted on a regular basis, and IUSB asks that students meet with their on-site supervisors for one hour each week. It is easy to push aside a regular meeting time, but it is important for the students to prepare each week to share their concerns, successes, questions, etc. 3. CONSISTENT - The supervisor must be consistent in the style of supervision so the student knows what to expect each week. This promotes both personal and professional growth for both the students and supervisors. 4. CASE ORIENTED - Effective supervision is case oriented. 5. EVALUATION - The supervisor should also be evaluated, as well as the student. It is the responsibility of the supervisor to solicit formal and informal feedback about the supervision that the intern is receiving. This requires the development of a supervisory plan which has clear outcome measures which can be used to measure success. 18

19 RESPONSIBILITIES OF ON-SITE SUPERVISOR THE ON-SITE SUPERVISOR IS EXPECTED TO: 1. Provide the internship student with ample experiences in counseling services appropriate to the school and the IUSB Counseling and Human Services Program. 2. Provide training and supervision needed for interns to carry out the policies and procedures of the agency serving as a site for the field experience; and to meet with the intern at least once a week for supervision. 3. Provide adequate facilities for the intern to carry out counseling responsibilities, including: a) Individual counseling b) Small group counseling (6 8 participants) c) Staff meetings d) Other relevant agency functions 4. Share in the evaluation of the intern s professional growth. 19

20 FUNCTIONS OF AN ON-SITE SUPERVISOR What Do Community Counseling Supervisors Do? 1. Leadership - facilitating the professional growth of an intern by having the intern do the work, organizational, and required tasks of a community counselor. 2. Motivation - the process that propels an intern to perform the roles of a counselor that satisfy highly individual needs for respect, achievement, and a sense of personal worth among the clients. 3. Performance Feedback - relaying performance measurements back to the intern which are defined in the criterion outlined in the supervisory plan. 4. Problem-solving - problem solving is the process of lessening or eliminating the gap between expectations and what exist in reality. 5. Decision-making - decision making is required if more than one course of action for problem solving is available. Decisions have to be made constantly within the site and counselors are required to make decisions based upon the Ethical Guidelines and Standards of Practice for Mental Health Counselors. 6. Performance Appraisal - the process of establishing the extent to which the supervisee meets the objectives outlined in the intern s contract. 7. Scheduling - the process of assigning tasks to the intern. 8. Time Management - the process of fitting the program requirements into a manageable schedule for both supervisor and intern. 9. Planning - the process of picturing in advance how a supervisory objective will be obtained in order to minimize problems and assist the intern in reaching goals and objectives. 10. Field Supervision - Training, educating and mentoring with effective methods and interventions. 20

21 CHARACTERISTICS OF AN EFFECTIVE SUPERVISOR Supervisors Must: Enjoy teaching others Have patience when others cannot understand Be able to give indirect suggestions/guidance Be able to plan effectively Have a positive attitude when expected to answer questions and explain actions Be able to discuss issues in a constructive way Be able to tolerate others making mistakes Be able to give and receive criticism Enjoy decision making Be able to work with others in a team approach Be able to manage paperwork effectively Supervision Involves: Assuming more responsibility for managing the work of others Assuming the increased responsibilities that are inherent in the supervision of others Being responsible for decision making about another person s abilities, skills, practice A greater commitment to the education of future counseling practitioners 21

22 TECHNIQUES IN SUPERVISION Case Information: The supervisor can assist the intern in a general way to think about present and future situations by asking some of the following questions. 1. What do you like about the client and/or group? 2. What was the major focus of the session(s)? 3. What worries you about the client and/or group? 4. Theoretically, what was the basis of what you have presented about the client and/or group? 5. On what basis did you decide to use the techniques you did in the session with the client and/or group? 6. In selecting the technique, what needed to come before and what should occur after the technique? 7. What were you experiencing during the situation with the client and/or group? 8. What did you do after meeting with the client and/or group? 9. What do you plan to do next with the client and/or group? 10. What did you learn about yourself and counseling during the session(s) with the client and/or group? NOTE: Counselors are required to report any incidents of child abuse, neglect, or even suspicion be it possible emotional, physical or sexual or any combination of child abuse. It is the role of the Counselor Intern and On-Site Supervisor to consult together to make the determination as to the need of the report. It is important for the Intern to know the procedures for reporting child abuse in your agency. 22

23 Guidelines for Group Supervision 1. Always remember that feedback is intended to help the receiver improve his or her counseling skills. 2. Communicate respectfully. 3. Use I messages. (ex. I thought about how you might improve your presentation delivery when you ). Own your thoughts, beliefs, and ideas and remember that they might not be shared by others. 4. Respect individual differences in interpersonal and counseling style. 5. Be open and honest with feedback; we cannot learn from each other if we are not honest. 6. When providing feedback always do so in a thoughtful manner and use explicit examples to back up what you are saying. 7. Remember that each of us needs to hear about our strengths and areas for improvement. 23

24 EVALUATION OF THE PRACTICE OF COMMUNITY COUNSELING Evaluation of Learning: Evaluation in this context is used to define the relationship between the university supervisor, the on-site supervisor and the intern, evaluating the intern s practice to enhance learning and effectiveness in practice. It is important to recognize the need for evaluation may cause defensiveness of either the supervisor, intern, or both. The best ways to avoid defensiveness in supervision is to: 1. Openly admit that defensiveness may occur without much provocation. 2. Agree to discuss any points of defensiveness and explore ways of eliminating it. 3. Remove at the onset any potential methods that could lead to defensiveness - e.g. comparisons among interns. Appreciating the Practice of Community Counseling: It is important to remember that our community has clients with very complex and difficult problems and that strategies may not bring about intended results. The lack of results may not coincide with the lack of skills or interventions. If there is a lack of knowledge, skills or abilities to contribute toward the resolution of a problem(s), it is important for the supervisor to address these issues immediately. To handle shortcomings without identification, training, and professional input, is to promote and condone incompetence and expose clients and families to undue risks. Remember the supervisor is evaluating the behaviors, skills, and performance of the intern and not the intern as a person. Evaluation being long before the final weeks of supervision, but is an ongoing process throughout the school semester/year. DeChello, P. (1998). Critical issues in clinical supervision. Middlefield, CT: D & S Associates, Consultants For A Better Tomorrow LLC. 24

25 IMPORTANT STEPS FOR THE INTERN SUPERVISOR 1. As the intern may likely have limited experience applying theory, concepts and techniques, the supervisor should do an assessment of the intern s knowledge, experience, and abilities. 2. Emphasis should be on evaluating the intern s practice as well as the evaluation of the supervision process. Therefore, the supervisor will need to periodically observe the intern performing the significant roles of a counselor, including, but not limited to: Individual counseling Small group counseling Faculty consultations Parent consultations/meetings 3. The supervisor will need to develop an educational plan based on the expectations of the university, agency, and intern. These expectations need to be clearly defined and promoted through the regular meetings and supervision discussions. When particular areas of concern are identified, a step-by-step means of addressing the areas needs to be developed, discussed and implemented. Notification to the university supervisor should occur at this time by the field supervisor. 4. The supervisor should refrain from criticizing the intern s educational program or experience. 5. The supervisor should avoid comparing the supervisee s performance to that of other interns or other staff. 6. The supervisor should monitor the workload of the intern. 7. The supervisor should take advantage of all opportunities to share knowledge and skills with the intern. 8. The supervisor should strive to be a model of a competent and informed professional counselor. 25

26 ETHICAL CONSIDERATIONS Code of Ethics for Supervision In supervision, the following ethics should be standard from most if not all professions reframed for specific reference to Community Counseling: 1. Interns have a right to a confidential environment in which they can explore with their supervisors personal and ethical concerns that arise while working in the agency setting. 2. Supervisors have an obligation to ensure client welfare by monitoring the ethical practices of those they supervise. 3. It is critical that supervisors openly discuss ethical dilemmas with the university supervisor and colleagues before violations occur, offering specific guidelines where appropriate. 4. The limits of confidentiality in a supervisor relationship should be framed overtly early in the relationship. A supervisor must provide a forum for the exploration of professional ethical dilemmas with the intern. 5. If an ethical problem arises, the supervisor must immediately seek to resolve it, weighing the best interests of all concerned. If a situation involving a possible breach of ethics is resolved ethically, and if to the best of the supervisor s knowledge no damage has been done, it is probably not necessary to go further with the concern. 26

27 Practicum/Internship Site Registration Form Directions: This form must be completed and submitted to the Practicum/Internship Coordinator before your practicum or internship begins. Approval of your placement site by the P/I Coordinator is required for you to begin your field placement class. In addition, the P/I Coordinator will a) document your acquisition of malpractice insurance (dates covered should include both semesters for internships), b) receive your copy of the signed agency/university agreement, and c) review/approve your first draft of your personal contract. The Coordinator will also supervise and document the time you spend in setting up your clinical site and any preliminary orientation activities. This time will count toward your total practicum/internship hours. The Coordinator will give your university instructor a copy of the completed form before the first night of class. Section I - Personal Information: Name: Phone (one best please) Address: (Check one) Practicum Advanced Practicum Internship Semester/year (check one) Community Counseling School Counseling Section II - Site Information: Name of Agency/School: Address: If agency, description of Services: What will you be doing? Site supervisor: Degree Credential Phone: (Note: Your site supervisor must provide a minimum of one hour of individual supervision per week.) Approved Not Approved Concerns: Section III Documentation (completed by Coordinator) 1. Proof of malpractice insurance (a copy is attached) 2. University and site agreement completed (a copy is attached) 3. Preliminary/rough draft contract completed 4. Time spent in preliminary/orientation activities: (This number should be added to your first weekly activity report in other section.) *5. Tapes and/or hours to be made-up from previous semester(s) 27

28 COMMUNITY COUNSELING INTERNSHIP CONTRACT FORMAT DIRECTIONS: Using these guidelines, prepare three copies of a typewritten personal contract describing the objectives and activities to which you are committing yourself during the internship. Submit a rough draft to your University Supervisor for review before making your final draft. A separate contract should be developed for each of your internship sites if you have more than one. Name Course/Semester (e.g.; Practicum,Fall 2000) 1. GOALS AND OBJECTIVES: A. State your overall goal for the Internship. B. Provide specific objectives that you hope to accomplish (e.g., learning to use silence effectively, learning to administer and interpret a given test). 2. INTERNSHIP: Name of Agency: Address: Telephone: Contact Person: Degree and License of and years of experience of on-site supervisor: 2* On-site supervisor is invited to attend the CHS Annual Conference free of charge in appreciation of supervision services. supervisor initials acknowledging invitation 2** On-site supervisor has received from student the following forms: (Please initial each form.) On-site supervisor evaluation form: Responsibilities of onsite supervisor: On-site evaluation form: 3. Describe your specific duties and responsibilities and the projected time involved each week in these activities (estimate preparation and contact time). 4. Specify how supervision will be handled. 5. Include additional plans (workshops you plan to attend, extra reading that you plan to do, and other possible experiences related to the Internship. 6. State how you plan to evaluate progress toward accomplishment of your objectives. Student's signature Date On-site supervisor's signature Date University supervisor's signature Date (THIS IS JUST A SUGGESTED FORMAT, NOT THE CONTRACT ITSELF) 28

29 AGREEMENT BETWEEN INDIANA UNIVERSITY SOUTH BEND S COUNSELING & HUMAN SERVICES PROGRAM AND (Name of Agency/School) The school/agency named above and the Counseling & Human Services program of Indiana University South Bend enter into the following agreement: Scope of the Agreement. This agreement shall set out the responsibilities and rights of the School/Agency, of the University, and of a Counseling & Human Services student enrolled at the University, such student to be assigned as a Practicum Student in the School/Agency. For ease of reference the following words shall have the following meanings: Practicum Student shall mean a University student enrolled at the University and assigned by it for a practicum assignment in the School/Agency as part of the requirements for a degree in Counseling and Human Services. On-site Supervisor shall mean a counselor or equivalent in the School/Agency to whom the Practicum Student is assigned and who directs the work or the activity of the student while he/she is in the School/Agency. University Supervisor shall mean the University person who is in charge of the course of study or specific experience for which the University Student is assigned to the School/Agency. The University Agrees: 1. To be responsible for the educational program of students assigned to the School/Agency and for the selection of students in accord with agreed to schedules and work assignments. 2. To be responsible for the proper conduct of students and instructors during the period of their clinical experience at the School/Agency as governed by the rules and regulations of the School/Agency. 3. To make a University Supervisor available for contact, agency visits and consultation with the School/Agency and/or student, as described in the Counseling and Human Services Manual. The School/Agency Agrees: 1. To provide, in so far as possible, clinical instruction and facilities in the area of counseling & human services practice during the clinical experience. 2. To provide the students with direct supervision of a full-time professional onsite supervisor. The supervisor should have an M.S., have three (3) years work experience and have appropriate licenses. 29

30 3. To provide supervision and direction following the criteria and standards as set forth in the Practicum/Internship Manual, including written evaluation as required by IUSB. 4. To provide field placement for at least the minimum required hours per week and per semester as described in the Practicum/Internship Manual. TERMS: This Agreement may be modified by mutual agreement of both parties. Either party may terminate this Agreement at any time upon mutual consent of both parties, as long as the termination does not interrupt a given semester or quarter. INDIANA UNIVERSITY SOUTH BEND SCHOOL/AGENCY Onsite supervisor and credentials By: Date: By: Date: 30

31 Community Counseling Student Intern Evaluation Indiana University South Bend Counseling & Human Services Program STUDENT INTERN: Provide the following information: Student Intern Name: Field Supervisor Name: Agency : Date of Evaluation: (check one) Midterm Final FIELD SUPERVISOR: Respond to the items listed below to evaluate your student intern. Use the descriptors below as a guide for your evaluation Not Applicable The student intern has not had a chance to perform this skill, task, or role Unacceptable: Lacks the ability to perform this skill, task, or role Shows no understanding of the concepts that underlie this skill, task, or role. Is not prepared to perform this skill, task, or role in the agency setting Beginning: Demonstrates limited ability to perform this skill, task, or role, although not on a consistent basis Shows minimal understanding of the concepts needed to perform this skill, task, or role. Is rarely prepared to perform this skill, task, or role. Emerging: Demonstrates some ability to perform this skill, task, or role Shows some understanding of the concepts needed to perform this skill, task, or role Is occasionally prepared to perform this skill, task, or role Proficient Demonstrates the ability to perform this skill, task, or role. Shows an understanding of the concepts needed to perform this skill, task, or role. Is usually prepared to perform this skill, task, or role. Advanced Demonstrates the ability to consistently perform this skill, tasks, or role at a higher than expected level. Shows a strong understanding of the concepts needed to perform this skill, task, or role. Is consistently prepared to perform this skill, task, or role in the agency setting. 31