1 Counseling Psychology Program CNP 4751 Counseling M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET Introduction to Master s Internship 2. Field Supervisor Memorandum 3. Agreement 4. Goals/Contract 5. Evaluation of Student s Internship Performance 6. Monthly Internship Log 7. Internship Hours Quarterly Summary 8. Site Evaluation
2 UNIVERSITY OF DENVER Counseling M.A. Internship and School Counselor Internship 2 CNP 4751 and CNP 4762 INTRODUCTION The Master s Internship for the Counseling program in the Morgridge College of Education, University of Denver (DU), is a fieldwork experience that provides a supervised transition from an academic setting to the professional field of counseling. The internship is generally undertaken during the second year of the master s program (typically Fall, Winter, and Spring quarters), and is coordinated by a professor from the Counseling Psychology program working with selected on-site supervisors (practitioners from approved field settings students in the School Counselor concentration must be supervised by a licensed school counselor). Components of the internship include: 1) supervised experience in the field setting; and 2) additional individual and group consultation sessions with a Counseling Psychology faculty member (the DU internship instructor). The Counseling Psychology internship requires a minimum approximately 20 hours per week for Master s students. They must complete at least 600 hours of on-site work (generally 200 hours per quarter, over 3 quarters). This includes a minimum of 300 direct client contact hours (i.e., the intern is providing counseling to one or more clients. This could be group, family, individual, couples, etc). Of these, a minimum of 75 hours must be spent doing individual counseling. Individual counseling is defined as the student providing counseling to one client (co-therapy is not included in this 75 hours). In the interest of professional standards as well as practical considerations, students are required to pursue internship experiences in settings other than their normal place of employment, except in unusual circumstances and with the permission of the faculty. Internship experiences in normal places of employment may produce a conflict of obligations for the employer. Further, students must pursue internship placements that are different from their first-year practicum placements. Experiences in other settings will provide the student with a broader exposure to the counseling field, which is important in a training program. In those cases where students wish to continue their training at the same site where they completed their practicum, major change in tasks and training must occur. For example, the training experience could change from an outpatient setting with adults to an inpatient setting with adolescents the same agency. Exceptions to these rules will be granted only on the recommendation of the advisor and with the approval of the Counseling Psychology faculty. The student must show that he/she will obtain new and relevant training and appropriate supervision if he/she remains at the site where practicum was completed. ELIGIBILITY In the Master s program, the student is eligible for internship upon (a) successful completion of the master s practicum (i.e., completing the course with a B or above) and (b) approval of the chosen internship site by the internship instructor or the Coordinator of the Master s Internships.
3 Counseling M.A. Internship and School Counseling Internship 2 CNP 4751, CNP 4762 FIELD SUPERVISOR MEMORANDUM TO: FROM: SUBJECT: Counseling Internship Field Supervisor The Counseling Psychology Faculty at the University of Denver Supervision of Counseling Internship Students from the University of Denver Thank you for agreeing to supervise one of our Counseling students for his/her internship. Your main requirement as a Field Supervisor is to meet with the internship student for at least one hour per week for a face-to-face supervisory conference, and to evaluate the student s performance at your site. Your comments may be based on observing the student s counseling sessions, listening to tapes, or reading session notes. It is expected that you will be responsible for screening clients and matching them with the supervisee s ability level. Students are encouraged to work with a diverse group of clients. Activities considered appropriate for the internship experience are direct services such as: individual, marital, family, and group counseling, consultation with parents and teachers, career counseling, and assessment opportunities commensurate with the student s skills. Students are required to accumulate 600 hours on site over the course of 3 quarters. Of the required hours, students must have at least 75 hours of individual client contact. Students are also required to audiotape at least two of their sessions per quarter for review purposes at DU. In addition, each student will be asked to present some of his/her counseling case material to the internship class on campus. Client names will not be used so that confidentiality is observed. If any of these requirements cannot be met at your site, please contact the internship supervisor at DU as soon as possible. The student must be able to meet these requirements in order to complete the internship course. Students in the School Counseling Concentration must be supervised by a licensed school counselor. We highly value the time and effort you will give to the supervision of this student. In exchange, we expect the internship student will give you service of good quality. It is the policy of our department at this time that supervisors will not be compensated by either the student or the University for supervision time. Enclosed is your copy of the student s internship evaluation form to be completed independently by you. The student is responsible for evaluating him/herself on a duplicate form and arranging a joint feedback session. Both forms must be returned by the student to the internship supervisor by the end of the quarter. Please contact the Internship instructor with any questions or concerns.
4 THIS AGREEMENT, by and between Counseling M.A. Internship and School Counseling Internship 2 CNP 4751 and CNP ) Counseling Psychology Program Morgridge College of Education University of Denver Denver, CO ) School or Agency Name Field Supervisor Name Address AGREEMENT Phone 3) Student Name Address Phone Is for the purpose of providing Master s Internship experience for the above named student for: Course Number: CNP 4751 or CNP 4762 Credits 4 Quarter It is mutually agreed that the above-named school or agency will proved the following services and supervision for the above-named student: 1. An orientation to the school or agency and specific student duties. 2. Individual supervision with Field Supervisor for a minimum of one hour per week.
5 In addition it is agreed that: 3. Supervision of the student will be done in accordance with the guidelines established by the school or agency for all regular personnel. 4. The supervisor will actively work with the University of Denver staff in eliminating problems that might arise during placement. 5. The supervisor will submit an evaluation on each student at the end of each quarter and share the evaluation with the student. This evaluation will also be shared with the DU Instructor of the Internship class. 6. The supervisor will be responsible for determining that assigned cases are within the ability of the student. 7. The student will be allowed to audiotape or videotape clients for review by the DU Instructor. It is mutually agree that the student will: 1. Arrange for their own transportation. 2. Be at the agreed upon location at the following days and times (minimum hours/week): 3. Be assigned the following specific duties and responsibilities: 4. Be accountable directly to the agency or school supervisor. 5. Follow the policies/regulations of the agency or school. Maintain client confidentiality. 6. Attend weekly seminars to discuss common problems and experiences. Dates of seminars will be arranged. 7. Keep a log of the time spent in the internship (dates, hours) and the duties performed. 8. Write an self-evaluation of his/her experience at the field site to be submitted to the faculty instructor at the end of the quarter. It is mutually agreed that the University of Denver Counseling Psychology faculty will provide the following: 1. Advise the student as to the requirements (seminars, reports, evaluations) involved in the internship course. 2. Provide coordinating seminars to discuss common problems and experiences and assist the student in report writing. 3. Maintain periodic contact with the field supervisor and the student to discuss the student s progress. 4. Give the student feedback regarding the faculty s consultation and maintain appropriate records for registration and grading 5. Provide consultation for audiotaped samples of counseling interviews. 6. Actively work with the agency in eliminating problems which arise during placements. 7. Observe confidentiality of information.
6 It is the expectation of all three parties involved that the above-stated conditions be met. Should they not be met, it is imperative that all three parties discuss why these expectations have not been met at the earliest possible date. The following signatures verify agreement with the above-stated conditions: Student Date Field Supervisor Date University of Denver Instructor Date
7 UNIVERSITY OF DENVER Counseling M.A. Internship and School Counseling Internship 2 CNP 4751, CNP 4762 GOALS/CONTRACT Name Quarter Year 1. List below your learning goals for this quarter at your internship site. Be specific about what counseling skills you want to work on and be realistic about what is achievable. 2. List counseling issues which are of concern to you and /or that you would like to discuss in the internship group during the quarter.
8 Trainee Name: COUNSELING PSYCHOLOGY University of Denver Evaluation of Student Performance Date of Evaluation: Supervision Dates: From to Supervisor Name: Trainee Level: Masters Doctoral Trainee Prior Clinical Experience (direct client hours prior to this placement) Practicum Site Name Type of Site (e.g., CMHC, Hospital, UCC, VA, etc) How many PhD students have you supervised? How many MA students have you supervised? Which of the following activities have you performed as a supervisor? Observed student directly Listened to tapes or videos of sessions Read session notes Discussed cases with student What percentage of overall Practicum/Internship hours did the student spend in direct and indirect client activities? % Direct (counseling) % Indirect (e.g., case conference, staff meetings, consultation, admin) Which of the following activities has the student performed? Individual therapy
9 Group therapy Couple and Family therapy Career Counseling Assessment Other This feedback form is consistent with the training model for our counseling psychology programs as it uses a developmental, competency-based model. The areas of competency listed below have been discussed in literature and are considered the critical areas of knowledge, awareness, and skills for the practice of psychology. Trainees should be provided feedback based on their level of professional development, not relative to peers. Expectations of trainees vary depending on their training level. Please use the following scale to rate your supervisee on the items below: +7 Strongly Above Expectations: The trainee has shown strong evidence of the knowledge, awareness, and/or skill. Performance is highly consistent. +6 Above Expectations: The trainee has shown some evidence of the knowledge, awareness, and/or skill. Performance is mostly consistent. +5 Slightly Above Expectations: The trainee has shown some evidence of the knowledge, awareness, and/or skill. Performance is fairly consistent +4 Meets Expectations: The trainee has shown some evidence of the knowledge, awareness, and/or skill. Performance is inconsistent. +3 Slightly Below Expectations: This is an emerging knowledge, awareness, and/or skill for trainee. The trainee s knowledge, awareness, and/or skill are not very evident in their performance or discussions. Extra attention and focus should be provided in supervision. +2 Below Expectations: Trainee lacks understanding and demonstrates minimal to no evidence of the knowledge, awareness, and/or skill. Extra attention and focus should be provided in supervision. Remedial work may be required. +1 Extremely Below Expectations: Trainee demonstrates problematic or harmful behavior requiring immediate attention. Immediate attention and remedial work will be required. N/A Not applicable for this training experience or not assessed by this supervisor. I. Assessment / Diagnosis / Case Conceptualization Rating 1. Effectively gathers information about the nature and severity of clients presenting concerns. 2. Formulates meaningful case conceptualizations and hypotheses concerning client behavior and dynamics. 3. Develops treatment goals that are appropriate. 4. Knowledgeable about and open to various theoretical approaches and their application to diverse clients. 5. Knowledgeable about when to seek further information to conceptualize the client.
10 6. Demonstrates competence using diagnostic criteria (DSM-IV-TR) including differential diagnoses. 7. Incorporates cultural considerations into assessment, diagnosis, treatment planning, and case conceptualizations. II. Intervention 1. Uses basic interviewing skills effectively, including initiating & terminating the interview appropriately. 2. Ability to form a working alliance with clients. 3. Tolerates difficult emotions and explores clients feelings. 4. Deals with ruptures effectively and negotiates differences with clients. 5. Knowledgeable about different interventions, demonstrates flexibility and knowledge about when to change interventions, and selects interventions based on client needs. 6. Adapts and tailors interventions and mainstream treatment methods to be culturally relevant and congruent to clients. 7. Refers clients to appropriate resources when appropriate (e.g., psychiatry, group, community therapists, agencies). 8. Considers empirically supported treatments or evidence-based treatments. 9. Prepares clients for termination of treatment appropriately and sensitively. 10. Understands and maintains appropriate professional boundaries with clients. GROUP: 11. Demonstrates awareness and knowledge of group development and process Rating 12. Formulates specific, demonstrable and realistic treatment goals and discusses with the group 13. Takes appropriate therapeutic actions III. Psychological Testing 1. Administers and scores psychological tests appropriately, in a standard way, and capably. 2. Combines test data, referral information, observations and client statements into clear, theoretically verifiable statements about the client. Separates facts based on material at hand from speculations based on theory. Indicates basis for inferences. 3. Demonstrates ability to develop appropriate recommendations and to relate recommendations to assessment findings and conclusions. 4. Discusses evaluation results with client in language client can understand. Makes clear to client the status of assessment, statements, whether fact or hypothesis. Spells out for client how assessment is to be used in facilitating treatment. 5. Reports clients behaviors accurately (including client posture, expression, and verbalizations) Rating 6. Backs up inferences about client characteristics (e.g., defensiveness, anxiety,
11 attitudes, etc) with specific behavioral observations. 7. Selects appropriate assessment procedures based on referral information, initial contact, and continuing interaction with client. 8. Reports are written in non-technical language and with absence of jargon. Reports address questions raised by referrer--implications of assessment results are spelled out. IV. Crisis intervention 1. Assesses crisis situations appropriately. 2. Intervenes during crisis situations appropriately. 3. Conducts suicidal and homicidality assessments thoroughly, effectively and appropriately. Elicits relevant information. 4. Assesses for potential child and elder abuse/neglect and domestic violence thoroughly, effectively, and appropriately. Elicits relevant information. 5. Seeks appropriate consultation or supervision when encountering crisis situations. 6. Follows-up with client needs related to the crisis and provides case management when appropriate. 7. Demonstrates ability to remain calm during a crisis situation. Rating V. Consultation and Outreach Rating 1. When seeking consult, trainee maintains rapport with colleagues and is aware of other disciplines contributions. 2. Knowledgeable about when to consult with other professionals or supervisors. 3. Knowledgeable about didactic learning strategies that take into consideration developmental and individual differences during outreach programs. 4. Demonstrates comfort in presenting to audiences and engages audience when presenting. 5. Demonstrates clear and effective communication skills in both consultation and outreach. VI. Personal Characteristics 1. Monitors and accurately assesses own strengths and weaknesses (i.e., self-awareness). 2. Empathizes with thoughts, feelings, and needs of others (i.e., empathy). 3. Demonstrates ability to identify personal distress and uses resources that support healthy functioning when experiencing personal distress (i.e., self-care). 4. Demonstrates awareness of one s own feelings toward clients and understands client s impact on self. 5. Understands impact of self on others including colleagues and clients. 6. Demonstrates consistent attendance of meetings and seminars and if there are absences, takes the initiative to plan ahead and/or to follow-up after the absence(s) to be caught up. 7. Demonstrates professionalism in the workplace (e.g., dress, work ethic, timeliness) Rating
12 VII. Relationships and Interpersonal Issues (Colleagues, Agency) 1. Works collaboratively with peers and colleagues. 2. Provides constructive feedback and support to peers. 3. Receives feedback non-defensively from peers. 4. Respects support staff roles and persons. 5. Willing to acknowledge and correct interpersonal conflict with colleagues if applicable. Rating VIII. Use of Supervision 1. Open and non-defensive to supervisory evaluation and feedback. 2. Self-reflects and self-evaluates regarding clinical work with clients. 3. Willing to voice own opinion and does not inappropriately defer to supervisor. Demonstrates good judgment as to when supervisory input is necessary. 4. Communicates self to the supervisor when appropriate (i.e., transparency) 5. Willing to take risks and acknowledge troublesome areas and make mistakes. 6. Applies what is discussed in supervision to interactions with clients. Rating X. Management and Administration Rating 1. Follows agency s policies and operating procedures. 2. Documents crisis assessments appropriately. 3. Maintains organized and timely notes and client records. Notes are completed within the week and prior to any significant leave; documents are up-to-date. XI. Diversity Individual and Cultural Differences 1. Knowledge of one s own beliefs, values, attitudes, assumptions in the context of diversity. 2. Recognizes own biases and stereotypes, personal limitations, and areas for future growth and takes action to reduce such biases. 3. Open to exploring one s feelings and reactions to power and diversity issues. 4. Knowledge about the nature and impact of diversity in different clinical situations. 5. Facilitates discourse and acts as an ally when oppression or poor treatment is imposed on stigmatized and underserved groups. 6. Infuses culture and diversity into all aspects of professional work. 7. Demonstrates respect for and values differing worldviews in all domains of professional practice and professional interactions. Rating
13 XII. Ethical and Legal Standards 1. Knowledgeable about ethical principles, legal mandates, and standards of professional conduct. 2. Recognizes and analyzes ethical dilemmas and legal issues using ethical decision-making skills across the range of professional activities in the clinical setting. 3. Seeks appropriate information and consultation when faced with ethical issues and dilemmas. 4. Behaves ethically across all aspects of professional work. Rating Summary of student s strengths and outstanding professional skills (these are skills which are above the level to be expected of a student at this level of development) Summary of student s skills that need improvement. Please make brief suggestions for working on these skills. (These are skills which are not far below the level expected of a student with comparable training and experience, but which most immediately stand in the way of professional growth.) Summary of deficient areas which need immediate correction. Please make brief suggestions for working on these skills. (These are skills considerably below the level to be expected of a student with comparable training and experience.) Summary of populations or types of clients the student would benefit from working with in the future.
14 Trainee: Supervisor: Date: Date: Trainee s Response:
15 UNIVERSITY OF DENVER Counseling M.A. Internship and School Counseling Internship 2 CNP 4751, CNP 4762 MONTHLY INTERNSHIP LOG Name: Quarter: Fall Winter Spring Summer Year Month Site: Supervisor: Phone: Dates: Direct Client Contact Hours Individual Counseling Group Counseling Other: Couples Counseling Family Counseling Testing Consultation w/ Clients Workshop/Presentation by Student Other: (Specify)- Week 1 Week 2 Week 3 Week 4 (Week 5) Subtotal: Individual Group Couples Family Testing Consult. Workshop Other (A) MA Internship Class Subtotal Supervision Individual Group Staff Meeting/Training (B) Other: (Specify)- Subtotal (C) Administrative/Case Management Progress Notes Test Scoring/Interpretation Case Report Writing Audio/videotape Review Program Planning DU Transcript Consultations Observation Research (reading, etc.) Other (Specify)- Subtotal (D) A + B + C + D = Total Hours This Month Previous Hours: Total Cumulative Hours:
16 UNIVERSITY OF DENVER Counseling M.A. Internship and School Counseling Internship 2 CNP 4751, CNP 4762 INTERNSHIP HOURS QUARTERLY SUMMARY Student s Name Quarter: Fall Winter Spring Summer Year: Supervisor: Phone: Internship Site: Address: Direct Client Contact Hours Hours From Previous Quarters Current Hours Cumulative Hours Individual Counseling Group Counseling Vocational/Career Counseling All Other Direct Client Hours Subtotal Class Hours Subtotal Supervision and Consultation Hours Subtotal Administration/Case Management Hours Subtotal Total Hours:
17 UNIVERSITY OF DENVER Counseling M.A. Internship and School Counseling Internship 2 CNP 4751, CNP 4762 Completed at the end of Internship (Spring) SITE EVALUATION Student Name: Date: Site: Address: Supervisor: Phone: Student level: M.A. Ph.D Academic quarter: Fall Winter Spring Summer Year: DU Internship Course Title and Number: Check all the counseling opportunities that are available at this site: o Individual Counseling o Men o Women o Adolescents o Children o Special Populations (specify): o Career Counseling o Marriage and Family Counseling o Group Counseling (specify populations): o Consulting (specify with whom): o Assessment o Other (specify): Types of clients served: What kind of supervision is provided? o Individual Supervision Hours/Week: o Group Supervision Hours/Week: Number of Students in Group:
18 What are the on-site responsibilities of the student (e.g. biofeedback with inpatient pain patients, short term groups with alcoholics, etc.)? What is the theoretical orientation of the supervision (i.e. quality and style)? Are there unique demands of this site that have not already been discussed? (full-year commitment, requires at least 15 hours weekly, etc.) Do you have any comments about this site you feel would be helpful to an interested student? Is there an opportunity for a paid practicum or internship? No Yes How much? Would you recommend this site? No Yes Yes--under the following conditions (e.g. must have prior experience with alcoholism, request a specific supervisor, family counseling is the main type of service)
Counseling Psychology Program CNP 4751 Counseling Psychology M.A. Internship CNP 4762 School Counseling Internship 2 M.A. INTERNSHIP PACKET 2014-2015 1. Introduction to Master s Internship 2. Field Supervisor
Counseling Psychology Program MA Degree FIRST YEAR PRACTICUM/INTERNSHIP I STUDENT PACKET 2012-2013 1. Introduction to Practicum/Internship I 2. Role of Practicum/Internship I Instructors and On-Site Supervisors
Counseling Psychology Program MA Degree FIRST YEAR PRACTICUM (CNP 4750) / INTERNSHIP I (CNP 4761) STUDENT PACKET 2014-2015 1. Introduction to Practicum/Internship I 2. Role of Practicum/Internship I Instructors
Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
2008 Community and College Student Development 2009 PRACTICUM HANDBOOK The College of Education & Human Development UNIVERSITY OF MINNESOTA Department of Educational Psychology Counseling and Student Personnel
Clinical Student Competency Tracking Form v20051207 Howard University Clinical Psychology Program This form is largely based on CCTC ADPTC Draft Version March 2004. Students and their research/academic
SUPERVISOR S EVALUATION OF INTERN PERFORMANCE UNIVERSITY OF KENTUCKY INTERNSHIP CONSORTIUM PROGRAM Intern Period of Evaluation Supervisor Date Internship Site Briefly note activities you supervised (e.g.,
University of Wisconsin-Stout Masters of Science In Clinical Mental Health Counseling COUN 794: internship Handbook Table of Contents 1 Internship Overview...3 Course Pre-requisites...3 Course Objectives...4
Counseling Psychology Program MA Degree FIRST YEAR FIELDWORK PACKET (CNP 4743) Counselor Development: What Can You Expect? The process of entering a graduate program is often a very difficult and trying
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING PROFESSIONAL COUNSELING PROGRAM SCHOOL COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April,
Site Supervisor/Faculty Internship Evaluation Student Name: Site Supervisor/Faculty Name: Semester/Year: Instructions: Use the following scale to rate the students according to their expected skill level
Clinical Mental Health Counseling University of North Georgia Practicum & Internship Handbook If you need this document in another format, please call Shanta Ghimire at 706-867-2791 or email firstname.lastname@example.org.
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
The Mental Health Center Mental Health Counselor Practicum Training Brochure 1 Updated 02/05/13 Mission Statement The Mental Health Center's (MHC's) mission of service, training, and advocacy focuses on
"One of America s Great Metropolitan Research Universities" DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY AND RESEARCH The College of Education The University of Memphis Memphis, TN 38152 (901) 678-2841
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING SCHOOL COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula
THE GEORGE WASHINGTON UNIVERSITY GRADUATE SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT SCHOOL COUNSELING PROGRAM The Alexandria Center COUNSELING PRACTICUM and INTERNSHIP STUDENT and SCHOOL SITE SUPERVISOR
INTERNSHIP MANUAL, P. 1 Counseling Internship Manual Guidelines and Contract for the COAD 6991, 6992: Counseling Internship Department of Higher, Adult and Counselor Education College of Education East
PRACTICUM-INTERNSHIP HANDBOOK Ph.D. in Educational Psychology School Psychology Specialization Strand Fall 2011 This handbook, including materials drawn from the Doctoral Student Handbook, provides information
ST. THOMAS UNIVERSITY MS PROGRAMS IN COUNSELING MENTAL HEALTH COUNSELING FIELD EXPERIENCE POLICY MANUAL Definition The field experience internships (CPS 790, CPS 791 and CPS 795) are required course in
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING MENTAL HEALTH COUNSELING CONCENTRATION PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000 by Paula Danzinger,
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience/internship in the School Psychology program. Be sure to read it over carefully as you are
College of Psychology and Humanistic Studies (PHS) Curriculum Learning Goals and PsyD Program Learning Goals, Objectives and Competencies (GOCs) College of PHS Learning Goals PsyD Program Learning Goals
D.Min. in Pastoral Care and Counseling Guidelines and Strategies for Completing the Program Revised 1/11 Index Section I Curriculum 3 Constructing a Course of Study 3 Areas of Study 3 Core D.Min. Seminars
DIVISION OF ARTS AND SCIENCES MASTER OF ARTS IN COUNSELING PROGRAM Master of Arts in Counseling (MAC) Clinical Training Manual Effective: September 25, 2014 CONTENTS Clinical Training sequence... 4 Overview...
Practicum and Internship Manual COUN 505 and COUN 588 Master of Science Program in Rehabilitation Counseling The mission of the Rehabilitation Counselor Education Program is to recruit and train individuals
2014-15 Spring 2015 Master of Arts in counseling degree programs Handbook And Certificates of Graduate Study School of Psychology & Counseling 1000 Regent University Drive Virginia Beach, VA 23464 regent.edu/acad/schcou
M.A. Counseling Psychology 2015 2016 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
UNIVERSITY COUNSELING SERVICES SOUTHERN CONNECTICUT STATE UNIVERSITY EN 219-B NEW HAVEN, CT 06515 Dear Applicant: Thank you for your interest in our graduate internship program. The University Counseling
Department of Human Services Manual for Field Supervisors Updated Spring 2015 Table of Contents What Field Supervisors Need to Know about Supervising Students... 3 Contact information for the Field Coordinator:...
Clinical Practicum Handbook Revised August 9, 2012 University of the Rockies 555 E. Pikes Peak Avenue, Suite #108 Colorado Springs, Colorado 80903-3612 719.442.0505 Toll Free: 877.442.0505 www.rockies.edu
Counseling Scale (CCS) Contributing Authors (2008) CCS 1 The Counseling Scale (CCS) assesses counseling students skills development and professional competencies. Additionally, the CCS provides counseling
Instructions: BSW LEARNING PLAN Western Illinois University The student and the field instructor discuss and enter agency activities (under the activity heading) the student will complete during the semester
CALIFORNIA STATE UNIVERSITY FULLERTON Site Supervisor Final Evaluation of MFT/LPCC Trainee Student Name: CWID: Evaluation Period: Fall 20 Spring 20 Summer 20 Class: 530 584 590 59 Agency Name: City: Clinical
DUE PROCESS PROCEDURES Grievances by Interns These guidelines are intended to provide the psychology intern with a means to resolve perceived conflicts. Interns who pursue grievances in good faith will
GRADUATE PROGRAM IN REHABILITATION COUNSELING Practicum Manual Masters of Science (M.S.) in Rehabilitation Counseling Program (RCP) Langston University Revised: 03/2015 Dr. Corey L. Moore Department Chair
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY COLLEGE OF EDUCATION AND ALLIED STUDIES ASSESSMENT PLAN MARRIAGE AND FAMILY THERAPY PROGRAM (M.S. Degree in Counseling, Option in Marriage and Family Therapy) The program
Student Bi-Annual Review Professional Counseling Programs Updated Fall 2011 Professional Counseling Programs Student Bi-Annual Review Process Students are required to complete a bi-annual review as a component
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
II. STANDARDS FOR THE SCHOOL SERVICE PERSONNEL CERTIFICATE Standards for the School Counselor [23.110] STANDARD 1 - Academic Development Domain The competent school counselor understands the learning process
Practicum Handbook for School Counseling (COUN 583) (Updated 9/29/14) PRACTICUM OVERVIEW Practicum is a planned field-based clinical experience in which the student learns to develop basic counseling skills
Form 6.1: Self-Assessment of Counseling Performance Skills Purposes: To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and
PreK 12 Practicum and Internship School Counseling Overview Counseling and Development Program Mission Statement The Counseling and Development program is committed to prepare counselors who promote the
Clinical Psychology Practicum Competencies Rating Scale (CΨPRS) End Placement (CΨPRS-EP) Trainee s Institution of Study (CAPITALS): Name of trainee (CAPITALS): Trainee s email: Name of Primary Supervisor
GUIDELINES FOR WRITING THE REPORT OF INTERNSHIP ACTIVITIES Revised February 2013 Master of Science in Counseling Psychology Frostburg State University Frostburg, Maryland 21532-1099 http://www.frostburg.edu/dept/psyc/graduate/intern.htm
WILLIAM PATERSON UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF SPECIAL EDUCATION AND COUNSELING MENTAL HEALTH COUNSELING CONCENTRATION SITE SUPERVISOR PRACTICUM/INTERNSHIP HANDBOOK Prepared April, 2000
Boise State University Social Work Program SAMPLE BSW Learning Agreement Student: Semester: Faculty Field Liaison: Agency: Agency Field Instructor: Agency Task Supervisor: (if applicable) Year: NOTE: This
McGill School/Applied Child Psychology Program Standards for Non-Accredited (CPA or APA) Pre- Doctoral Internship Sites Organization of the Internship 1. The selection of candidates for an internship program
Counselor Education Program Portland State University ~Internship Site Application Packet~ To host interns in the following specialties: Community Counseling Couples, Marriage and Family Vocational Rehabilitation
School Counseling Internship Manual 1 Internship Manual Master s Degree in School Counseling Professional Counseling Program Revised August, 2012 School Counseling Internship Manual 2 GRADUATE INTERNSHIP
Counseling and Psychological Services Training Program Updated 10/2014 Training, Mission & Model The mission of Counseling and Psychological Services (CAPS) at Gallaudet University is to train mental health
University of Wisconsin-Stout Masters of Science In Clinical Mental Health Counseling COUN 793: Practicum Handbook 1 Table of Contents Practicum Overview...3 Course Pre-requisites...3 Course Objectives...4
Ph.D. PRACTICUM AND INTERNSHIP HANDBOOK DOCTORAL PROGRAM IN COUNSELING OLD DOMINION UNIVERSITY Effective January 2014 TABLE OF CONTENTS I. Doctoral Practicum Goals, Objectives, and Requirements II. Practicum
The University of Texas at El Paso REHC 5990 Internship Manual Master of Rehabilitation Counseling Department of Rehabilitation Sciences College of Health Sciences El Paso, TX 79901 Revised June 1, 2010
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,
I. INTRODUCTION his manual includes pertinent information regarding requirements for practicum/field experience in the School Counseling program. Be sure to read it over carefully as you are responsible
Virginia State University Professional Educational Programs Unit (College of Education, projected October 2012) Department of School and Community Counseling Supervisor Handbook for School Counseling Practicum/Internships
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Addiction Counseling Competencies Forms Addiction Counseling Competencies Supervisors and counselor educators have expressed a desire for a tool to assess counselor competence in the Addiction Counseling
Graduate Studies in Counseling Agreement of Best Practices for Supervision: Site Supervisor, Faculty Supervisor, and Student Responsibilities COUN 6913 INTERNSHIP II Term of Agreement: to Month/Day/Year
CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.
Career Service Authority Licensed Therapist Masters Level Page 1 of 5 GENERAL STATEMENT OF CLASS DUTIES Provides intensive professional therapeutic work including assessment, counseling, evaluation, referral,
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
SPSY 580 School Psychology Practicum, 1 Course Name COURSE SYLLABUS COVER SHEET Lewis & Clark College Graduate School of Education and Counseling Practicum in School Psychology Course Number SPSY 580 Term
College of Education, Health, & Human Services Counseling and Human Development Services Program SCHOOL COUNSELING PRACTICUM AND INTERNSHIP MANUAL CHDS WEBSITE: http://www.kent.edu/ehhs/chds Clinical Experience
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2015 Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
Graduate Student HANDBOOK Rehabilitation Counseling Program 2014-2015 Dear Rehabilitation Counseling Students, On behalf of the Rehabilitation Counseling faculty, staff, and second year students, I would
Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree
CLINICAL MANUAL The Educational Specialist Degree in Marriage and Family Therapy The College of New Jersey INTRODUCTION This manual is designed to address students questions about the Practicum and Internship
EVALUATION OF MSW STUDENT FIELD WORK School of Social Work University of Pittsburgh FOUNDATION FIELD PLACEMENT Date of Evaluation: 4/24/10 Term: Spring Year: 2010 Student's Name: FOUNDATION STUDENT Term
Proposal to Modify the MA in School Counseling Department of Counseling Prepared and Submitted by Department of Counseling DATE: November, 2013 SEHS COI Approved: December 3, 2013 1. List proposed program
Applied Psychology s AP 6001 PRACTICUM SEMINAR I 1 CREDIT AP 6002 PRACTICUM SEMINAR II 3 CREDITS Prerequisites: AP 6001: Successful completion of core courses. Approval of practicum site by program coordinator.
202 HUMAN DEVELOPMENT AND LEARNING. (3) Theories and concepts of human development, learning, and motivation are presented and applied to interpreting and explaining human behavior and interaction in relation
Mid and Assessment Report Doctorate in Clinical Neuropsychology This assessment report is to be completed by the placement supervisor and is designed to provide formal feedback on student s progress at
FLORIDA ATLANTIC UNIVERSITY College of Education Department of Counselor Education SCHOOL COUNSELING PRACTICUM AND INTERNSHIP APPLICATION GUIDE Greg Brigman, Ph.D. Elizabeth Villares, Ph.D. 1 No portion
FREQUENTLY ASKED QUESTIONS (FAQ) ABOUT PRACTICUM AND INTERNSHIP These questions are intended to assist students in understanding the expectations and opportunities offered in their internship experiences.
Counseling Internship Manual 1 Montclair State University Counselor Education Program Counseling PRACTICUM and INTERNSHIP Manual 2015 2016 Updated August 2015 Counseling Internship Manual 2 TABLE OF CONTENTS