Counseling Program Student Handbook

Transcription

1 new mexico highlands university Counseling Program Student Handbook Professional Counseling School Counseling Rehabilitation Counseling The Professional Counseling emphasis follows the recommendations of the Council for Accreditation of Counseling and Related Education Programs (CACREP) and has been approved by the New Mexico Counseling and Therapy Practice Board. The School Counseling emphasis has been approved by the New Mexico Public Education Department. The Rehabilitation Counseling emphasis is accredited by the Council on Rehabilitation Education (CORE). The Rehabilitation Counseling emphasis has been approved by the New Mexico Public Education Department. School of Education New Mexico Highlands University P.O. Box 9000 Las Vegas, NM counseling Updated: Updated: May, 2011

2 School of Education Professional, School, & Rehabilitation COUNSELING DEPARTMENT STUDENT HANDBOOK Master of Arts in Education We hope this Handbook will be of assistance to you, providing policies and answers to questions which you may have throughout your graduate work in the counseling field. Please feel free to contact us if you have any questions or concerns. Las Vegas: Phone Website: Office Telephone Dr. George Leone TEC Building-128 (505) Chair Dr. Douglas Main TEC Building-130 (505) Rehabilitation Counseling Dr. Geri Glover TEC Building-127 (505) School Counseling Dr. Lori Rudolph Rio Rancho Campus (505) Program Coordinator - Rio Rancho Dr. Kathryn Dziekan Rio Rancho Campus (505) kdziekan@nmhu.edu Patricia Martinez Burr Rio Rancho Campus (505) pmburr@nmhu.edu This Handbook is meant to supplement policies and procedures already established at New Mexico Highlands University. Guidelines and policies in this handbook change due to changes at the national, state, school, and/or departmental level. You are required to keep current with changes as they affect your status and program. Effective 30 April August of 73

3 TABLE of CONTENTS WELCOME...6 CONFIRMATION OF HANDBOOK...7 EDUCATION DEPARTMENT S CONCEPTUAL FRAMEWORK...8 NMHU COUNSELING PROGRAM...8 Master of Arts Degree...8 Mission of the Counseling Department...8 Mission of the Education Department...8 Counseling Education Program Philosophy...8 Self-Awareness...9 Counseling Disposition Inventory...9 Admission...10 PROGRAMS OF STUDY, LICENSURE, CERTIFICATION...10 Core Courses...10 Additional Core Courses...11 Emphasis Objectives...11 Emphasis Competencies...11 Emphasis Area Courses...12 Emphasis Objectives...13 Emphasis Competencies...13 Emphasis Area Courses...14 Rehabilitation Counseling Emphasis...14 Emphasis Objectives...14 Emphasis Competencies...15 Emphasis Area Courses...17 Vocational Evaluation...17 PROGRAM PROCEDURES...17 Recruitment of Students...17 The Student s Advisor...17 REVIEW OF PROGRESS...17 GPA and Passing Grades...17 Probation and Remediation...18 Review of Counseling...18 Effective 30 April August of 73

4 Exit Criteria for Counseling and Guidance...18 Professional Paper Requirements...18 Practicum...19 Internship...20 PRACTICUM AND COUNSELING INTERNSHIPS...20 Goals & Learning Objectives...20 Internship Requirements...21 Liability Insurance...22 Expectations of Counseling Program...22 Expectations of Site...22 Expectations of the Student...23 On-Site Supervisor Qualifications...23 Selection of Internship Site...24 Evaluation of Student...25 Course Grading Policy...25 Course Attendance Policy...25 Documentation Requirements for Practicum and Internships...26 RECOMMENDED SEQUENCE OF COURSES...28 PROFESSIONAL COUNSELING EMPHASIS...28 SCHOOL COUNSELING EMPHASIS...30 REHABILITATION COUNSELING EMPHASIS...32 FORMS...34 Checklist for Graduate Admission/Progress in Counseling...36 Framework & Program of Study...38 Professional Counseling Emphasis...38 School Counseling Emphasis...40 Vocational Rehabilitation Counseling Emphasis...42 Course Substitution/Addition/Deletion Form...44 Graduate Transfer of Credit...45 Internship Documentation...49 Internship Log...49 Internship Agreement...50 Internship Activities...52 Proof of Liability Insurance...53 APPENDICES...54 Standards...55 Mental Health Core Curriculum Requirements...55 Licensure for School Counselors, Pre K Licensure in Rehabilitation Counseling, Grades Pre K Post-Masters Procedures for Licensure...63 Effective 30 April August of 73

5 Post-Masters Procedures for Licensure...63 Community Counselors...63 School Counselors...63 Tips From Your Fellow Students...64 Planning Your Degree...64 Field Experience...64 Organizations...65 Internship Advice...65 WEB Links...66 Frequently Asked Questions...68 INDEX...73 Effective 30 April August of 73

6 WELCOME! Dear Counseling Student, Welcome to the New Mexico Highlands University Counseling Program. You have entered during an exciting time for the profession. Counselors across the country are involved in growth and development. In the upcoming years, you will be an important part in the lives of others and in the advancement of the counseling profession. We are here to make certain that you will receive the required training to prepare you in your future job as a professional counselor, school counselor or a rehabilitation counselor. This handbook will provide you with critical information to make the matriculation process most effective and efficient. Included at the end of the handbook are samples of many of the required forms (e.g., program plan) that you will need to complete as you progress. Also included are various Website links that we hope you will find valuable. Stay in frequent communication with your advisor throughout your program to ensure that you are making the best decisions concerning your academic and professional career. We recommend advising at least once per semester. Again, welcome to the Counseling program at NMHU. Sincerely, George Leone Ph.D., LPCC Chair, Counseling Department (Las Vegas Campus) Effective 30 April August of 73

7 CONFIRMATION OF HANDBOOK A signed copy of the following will be maintained in the student s file. I have received and agree to read and follow this handbook while a student in the NMHU Counseling Program. Student Name Date Advisor Name Date Effective 30 April August of 73

8 SCHOOL OF EDUCATION S CONCEPTUAL FRAMEWORK The NMHU School of Education believes in democratic access to an education, both theoretical and authentic, that allows the reflective learner to continue to develop cultural schemas and diverse cognitive processing skills to construct a knowledge base, practice skills and develop professional dispositions in authentic settings needed to excel in education, leadership, counseling or other self-determined endeavors. NMHU COUNSELING DEPARTMENT Master of Arts Degree New Mexico Highlands University offers a Master of Arts (MA) degree program with an emphasis in Professional Counseling, School Counseling or Rehabilitation Counseling. Students interested in working toward a graduate degree in counseling are encouraged to contact the Counseling Program, the NMHU Admissions Office, and the NMHU Graduate Office to receive the necessary forms and information concerning the application procedure. The licensed professional counseling emphasis area is designed to meet requirements set by the New Mexico Counseling and Therapy Practice Board for licensure as a licensed mental health counselor (LMHC).The school counseling emphasis area is designed to meet requirements for licensure in school counseling set by the State of New Mexico Public Education Department. The rehabilitation counseling emphasis is designed to meet requirements set by the National Commission on Rehabilitation Counselor Certification for certified rehabilitation counselors. The rehabilitation counseling emphasis also meets requirements for Licensed Rehabilitation Counselor in the schools set by the State of New Mexico Public Education Department. Mission of the Counseling Department The mission is the NMHU Counselor Education Program is to train entry-level counselors who are prepared for positions in community service agencies as mental health counselors, in school systems as school counselors, or in rehabilitation settings as rehabilitation counselors. Throughout their program of training, the emphasis is on the growth and development of each student to promote a positive self-concept and to maximize potential in all domains. The program is student-centered and outcomebased, seeking to train individuals who are skilled in working with diverse populations and who are ethical, competent, reflective practitioners. Proactive, knowledgeable, professional counselors are crucial to the growth of the profession. Counseling Department Philosophy The Counseling Department supports and promotes the following statements: 1. The professional counselor is a vital component in the mental health delivery system and the school system. 2. Effective professional counselors are client-centered and outcome-based. Effective 30 April August of 73

9 3. The growth and development of each person requires an ongoing daily interaction which promotes positive self-concept and mental health. 4. The highest level of ethics is required in order to experience the most effective counseling. 5. Team participation and cooperation are necessary to promote positive client outcomes. 6. Proactive, knowledgeable professional counselors are needed if counseling is to thrive and expand. 7. The personal and professional growth of each counselor directly affects all of us. Self-Awareness The counselor s self development is a vital ingredient in the helping relationship, and counselor trainees within the program understand the necessity for learning about themselves and their relationship with others. As such, the program emphasizes a personal and professional growth orientation. Students are expected to experience both professional and personal growth. To facilitate such growth, courses include self-awareness and self-exploration exercises which are used to enhance self-knowledge and awareness. Counseling Disposition Inventory Carl Rogers (1961) stated that the person of the counselor has a greater impact on the therapeutic process than the skills and techniques used. Cavanagh (1982) supported Rogers supposition indicating that the personality of the counselor is more important than skills and knowledge. In the counseling process, the person of the counselor is the instrument through which the services are provided. While different counselors may use the same techniques, the delivery of these techniques will not be the same because the instruments being used to deliver the services are not the same (Pierce, 2010, p. 48). 1 Students in the NMHU Counseling Program will be evaluated on the following dispositions several times throughout their programs to insure understanding and progress toward their future roles as counselors. 1. Empathy (the counselor senses accurately the feelings and personal meaning that the client is experiencing and communicates this acceptant understanding to the clients). 2. Genuineness (client is willing to be authentic, open, honest within the helping relationship). 1 ). Pierce, L. M. (2010). An Exploration of the Relationships among Wellness, Spirituality, and Personal Dispositions of Practicing Professional Counselors. PhD diss., University of Tennessee, graddiss/738 Effective 30 April August of 73

10 3. Acceptance (being able to regard clients unconditionally, despite differences in cultural heritage, values, or belief systems). 4. Open-Mindedness (freedom from fixed preconceptions and an attitude of open receptive that which the client is expressing). 5. Cognitive Complexity (ability to view an individual within both an individualistic and systemic framework). 6. Psychological Adjustment (willingness to self-reflect and promote one s psychological well-being). 7. Competence (monitoring one s effectiveness, knows when to consult with others, keeps current on newest trends in the field). 8. Sensitive to issues of diversity (competent in counseling diverse clients). Admission See NMHU Graduate Catalog. Counseling students can be admitted during Fall, Spring and Summer semesters. PROGRAMS OF STUDY, LICENSURE, CERTIFICATION On the following pages you will find copies of the programs of study for the Professional Counseling, the School Counseling and the Rehabilitation Counseling Emphasis areas. Students who complete the Professional Counseling Emphasis are eligible to apply for licensure with the New Mexico Counseling and Therapy Practice Board. Students who complete the School Counseling Emphasis are eligible to apply for licensure as a School Counselor with the New Mexico Department of Education. Students who complete the Rehabilitation counseling emphasis area are eligible to apply for licensure as a Rehabilitation Counselor with the New Mexico Department of Education. Those who complete our accredited program are eligible to sit for the National Certification Examination in Rehabilitation Counseling. The CRC credential has been adopted by 15 states for persons working as Rehabilitation Counselors, in Workers Compensation and/or private sector rehabilitation settings. The CRCC certification standards have been incorporated into the Federal Regulations for Intermediate Health Care Facilities. Combining coursework from two or more emphases is allowed for those who wish to do so as long as all requirements are met for each of the emphases. Core Courses COUN 601 Professional Orientation (pre-requisite for all courses) COUN 603 Theory and Practice of Career Development COUN 605 Pre-Practicum in Counseling Skills (Pre-requisites 601,606) COUN 606 Theory and Principles of Individual Counseling (Pre-requisite for all courses) COUN 607 Techniques of Group Counseling (pre-requisites 601,606) COUN 608 Appraisal of Individual, Group, and Family Effective 30 April August of 73

11 COUN 611 Multicultural Counseling COUN 634 Practicum in Counseling (Pre-requisites 601,605,606,607, (615 if in Prof or School Emphasis) COUN 698 Internship in Counseling (6 credits) (Pre-requisites 601,605,606,607, (615 if in Prof or School Emphasis), 634 Additional Core Courses GNEd 605 Statistics for Education GNEd 610 Educational Research Interpretation PROFESSIONAL COUNSELING EMPHASIS Objectives The Professional Counseling emphasis is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive counseling programs. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse society. 2. Students will implement their knowledge base of the needs of a diverse society and of comprehensive counseling theory and practice into the professional counseling program pre-practicum, practicum, and internship experiences. 3. Student will demonstrate knowledge in all dimensions and components of counseling program management, including, but not limited to: program organization and evaluation, individual, family, and small group counseling, outreach, crisis intervention, consultation, evaluation, and research. 4. Students will demonstrate the ability to develop counseling techniques, and process skills. 5. Students will participate in personal and professional growth activities during their Graduate Program. Competencies 1. Students will understand the basic principles of human growth, development and learning, and how these principles facilitate the counseling process. 2. Students will demonstrate a clear and concise understanding of the various counseling theories, techniques, and procedures. 3. Students will demonstrate skills basic to the specific modes of counseling. Effective 30 April August of 73

12 4. Students will establish and maintain constructive facilitative and ongoing relationships with clients through the use of the differentiated interpersonal skills. 5. Students will effectively communicate relevant information to clients. 6. Students will evaluate data gathered from counseling sessions in such a way that integration of this information into the client s lifestyle is possible. 7. Students will understand the dynamics of individual behavior in the counseling relationship and recognize, if necessary, the need for changes in feelings, attitudes, cognitions, and/or behavior. 8. Students will understand the dynamics of group behavior, and design and implement appropriate interventions, if necessary, for desired changes in feelings, cognition, attitudes, and behavior. 9. Students will understand the process of family systems and will design and implement systemic interventions appropriate to the uniqueness of each family. 10. Students will make a commitment of primary responsibility to clients when necessary while providing adequate communication with others in the client s environment, without violating the confidentiality of the counseling relationship. 11. Students will develop an internally consistent personal approach to counseling. 12. Students will recognize personal and professional limitations and make proper referrals that will enhance the nature of the counseling relationship. Courses COUN 610 Assessment and Treatment Planning in Counseling (Pre-requisite for Professional Counseling Internship) COUN 612 Mental Health Ethics: Law and Practice COUN 615 Family Counseling COUN 619 Management of the Community Counseling Program (Pre-requisite for Professional Counseling Internship) COUN 625 Counseling the Individual Across the Lifespan (Pre-requisite for Professional Counseling Internship) [Electives -- 9 credits chosen in consultation with advisor.] SCHOOL COUNSELING EMPHASIS Effective 30 April August of 73

13 Objectives The School Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement outstanding and comprehensive school counseling programs. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of a diverse and multi-cultural society. 2. Students will implement their knowledge-base of the needs of a diverse society and of comprehensive educational theory and practice into the school counseling programs practicum and internship experiences. 3. Students will demonstrate knowledge in all dimensions and components of a school counseling program including, but not limited to: program organization and evaluation, competence-based classroom group guidance systems, small group counseling and enrichment programs, individual counseling, parent and staff development, consultation, assessment, and research. 4. Students will demonstrate the ability to develop a comprehensive, developmental counseling program designed on a solid base of research, counseling and educational theory, counseling techniques and process skills. 5. Students will participate in personal and professional growth opportunities during their Graduate Program. Competencies 1. Students will be able to provide individual and group counseling to meet remedial, preventative, and developmental needs. 2. Students will be able to assist students with educational and career decisionmaking through individual and group guidance. 3. Students will be able to provide consultation to teachers with special emphasis on helping students with developmental needs, behavioral assessments, and classroom management. 4. Students will be able to consult with parents regarding their child s academic and social adjustment. 5. Students will be able to contribute to and develop curriculum. Effective 30 April August of 73

14 6. Students will be able to administer and interpret assessment instruments to assist students in understanding their interests, aptitudes, and abilities for the purpose of rendering educational, social, and career decisions. 7. Students will be able to assist students in achieving successful educational and career placement based on interest, aptitudes, abilities, and achievements. 8. Students will be able to coordinate referrals to school psychologists, nurses, social workers, and other community providers. 9. Students will be able to coordinate needs assessment of students, teachers, and parents to determine the scope and delivery of the guidance program. 10. Student will be able to develop and evaluate school guidance and counseling plans based on student needs that include goals, objectives, resources, and time lines. 11. Students will be aware of the ethical standards for the school counseling profession. 12. Students will be aware of cultural differences and values of all ethnic groups and be able to adapt their work in relation to the multi-cultural and diverse populations with which they work. 13. Students will be aware of global issues and perspectives and ways they pertain to counseling. Courses COUN 602 Counseling Children and Adolescents (pre-requisite for School Counseling Internship) COUN 615 Family Counseling COUN 620 Organization and Administration of School Counseling Program (pre-requisite for School Counseling Internship) [Elective 3 credits chosen in consultation with advisor] REHABILITATION COUNSELING EMPHASIS Objectives The Rehabilitation Counseling Program is designed to prepare students to be effective, proactive professionals who can develop, organize, and implement rehabilitation plans Effective 30 April August of 73

15 for persons with disabilities. The primary program objectives are: 1. Students will demonstrate knowledge in all aspects of the counseling and human development needs of persons with disabilities in a diverse and multicultural society. 2. Students will implement their knowledge of rehabilitation counseling with persons with disabilities in their practicum and internship experiences. 3. Students will demonstrate knowledge in all dimensions and components of the rehabilitation counseling profession to include: foundations of rehabilitation counseling, counseling services, case management, vocational and career development, assessment, job development and placement, and research. 4. Students will participate in personal and professional growth opportunities during their Graduate Program. Foundations of Rehabilitation Counseling: Competencies 1. Students will be aware of the history and philosophy of rehabilitation and the legislation affecting individuals with disabilities. 2. Students will understand the organizational structure of the vocational rehabilitation system, including public, private and not-for-profit service delivery systems. 3. Students will be aware of the laws and adhere to the ethical standards governing the practice of rehabilitation counseling. 4. Student will be aware of societal issues, trends, and developments as they relate to rehabilitation. Counseling Services: 1. Students will understand the principles of human behavior, personality and human growth and development. 2. Students will understand the various counseling theories, techniques and procedures as they are applied to individuals, groups, families and the community. 3. Students will demonstrate skills basic to specific modes of counseling. Effective 30 April August of 73

16 4. Student will demonstrate an understanding to diversity and issues of ethnicity, culture, gender and disability. 5. Students will be aware of social, environmental and attitudinal barriers to individuals with disabilities. 6. Students will demonstrate knowledge of the delivery of counseling services to a variety of disability populations in diverse settings. Case Management: 1. Students will understand the case management process, to include case finding, service coordination, referral to and utilization of other disciplines, and client advocacy. 2. Students will understand how to plan for the provision of independent living services and vocational rehabilitation services. 3. Students will know how to identify and use community resources and services in rehabilitation planning. 4. Students will understand how computer applications and technology can be utilized for caseload management, functional assessment and job matching. Vocational and Career Development: 1. Students will understand the vocational aspects of disabilities, including theories and approaches to career development and exploration. 2. Students will be familiar with labor market trends, sources of occupational information and understand the importance of meaningful employment. Assessment 1. Students will demonstrate knowledge of the medical aspects of disability, loss of function due to disability, and interaction resources such as assistive technology. 2. Students will understand the psychosocial aspects of disability and their impact on the family, the individual and the implications for personal, social and cultural adjustment. 3. Students will demonstrate an understanding of testing and evaluation to include available resources, interpretation strategies and vocational evaluation procedures. Job Development and Placement: Effective 30 April August of 73

17 1. Students will demonstrate an understanding of the job development and placement process, employer contact procedures and supported employment. 2. Students will be familiar with job analysis, job restructuring and work-site modification. Courses COUN 642 Case Management/Job Placement COUN 640 Rehabilitation Foundations SPED 673 Medical Aspects of Disability SPED 674 Psycho-Cultural/Psychosocial Aspects of Disability Vocational Evaluation Specialization (Optional) COUN 646 Foundations of Vocational Evaluation COUN 648 Advanced Vocational Evaluation PROGRAM PROCEDURES Recruitment of Students It is the policy of the Counseling Program at NMHU to actively recruit students from a variety of backgrounds, experiences, and cultural influences. The NMHU Counseling Program values diversity and plans to engage in activities and strategies that will broaden its student population and faculty resources and student experiences to include persons representative of ethnic/racial minorities, various religions, different sexual orientations, both genders, persons with disabilities, various age groups, persons who speak languages other than English, and people from a variety of socio-economic backgrounds. The Student s Advisor The faculty advisor serves as a mentor as well as an adviser and should be consulted about registering for classes, about career plans and opportunities, about possible practicum and internship experiences that would be consistent with the student's goals, about courses that might enhance the graduate training program, and about matters relating to transfer of credits from other universities or colleges. Students are assigned one of the faculty as an advisor upon being admitted to the program. The student s advisor will assist him/her with developing a program plan. Any deviation or substituting from the required program must be approved by the advisor. Students should consult advisors each semester in order to plan courses in the appropriate sequence. GPA and Passing Grades REVIEW OF PROGRESS Effective 30 April August of 73

18 All students must maintain an overall 3.0 GPA or higher. All practicum and internships must be passed to enroll in subsequent practicum or internship. Probation and Remediation In the event a student is placed on probation, a remediation plan will be developed by the student and the advisor with the approval of the counseling faculty. This plan will be in writing and will be signed by both the student and the advisor. A copy of the plan will be provided to the student and a copy will be placed in the student's file. Review of Counseling The counseling student will be assessed by the faculty after completing Counseling Practicum in Professional/School and Rehabilitation Counseling. (If concern is raised, this process can begin at any level.) The purpose of this review is to inform the student of her/his potential for development as a counselor as specified both by New Mexico Highlands University and the American Counseling Association (ACA), the American School Counselor Association (ASCA), or the Council on Rehabilitation Education (CORE). 1. After the student has fulfilled the required courses, and the Student Review Form has been completed, the Counseling Department Chair will review the form with the faculty supervisor and recommend one of the following: a) The student may be asked to repeat a portion of the Counseling Practicum or do an additional Counseling Practicum. b) When there are believed to be deficiencies, the student and the advisor will develop a plan of action specifying what the student must do to obtain additional skills and knowledge to proceed in the area of emphasis. c) The student may be advised to transfer to a different area of emphasis within the master s program. Exit Criteria for Counseling and Guidance 1. Students work with their advisor (or another assigned faculty) to write the professional paper. The final professional paper must be reviewed and approved by all counseling faculty of the student s identified home campus (i.e. Las Vegas or Rio Rancho) in order for the student to successfully pass this criteria. 2. Students will take the Counselor Preparation Comprehensive Exam (CPCE) on a specified day, to be arranged each semester. Usually exams are given in the months of October and March. 3. Early in the semester, prior to graduation, students must complete a Degree Check with the Graduate Office. Professional Paper Requirements Required text: American Psychological Association. (2010). Publication manual of the American Psychological Association (6 th ed.). Washington, DC: Author. Effective 30 April August of 73

19 Note: You will be required to include primary and secondary sources. This includes scholarly journals. Recommended Outline I. Theory A. Introduction 1. Background and History B. Key Concepts 1. View of Human Nature 2. The Healthy Personality 3. Origin or Cause of Conflict C. The Therapeutic Process 1. Goals 2. Therapeutic Techniques 3. Stages of Therapy D. Summary and Evaluation 1. Contributions of Approach 2. Limitations and Criticisms 3. Multicultural Considerations II. Problem A. Behavioral Definition 1. Behavioral Symptoms and Characteristics 2. Causes and Risk Factors 3. Effect on the Person s Life B. Diagnostic Criteria from DSM-IV-TR (if applicable) III. Theoretical Application to Problem A. Conceptualization of the Problem in Terms of the Theory B. Understanding the Client According to the Theory C. Counseling Process and Interventions of the Therapy Based on the Theory D. Relationship Between Counselor and Client as Described by the Theory IV. Personal Reaction A. Overall Usefulness of the Theory B. Congruence with Personal Philosophy and Understanding of Human Nature PRACTICUM AND COUNSELING INTERNSHIPS Practicum students must complete 100 clock hours during the semester. This averages about 7 hours per week each week of the semester. Of those 7 hours, 2-3 hours per week must be direct client contact. One hour of supervision is required per Effective 30 April August of 73

20 week. Students on the Las Vegas campus are generally required to complete most of these hours at the Las Vegas Counseling Training Center. If attendance at an on-site Counseling Training Center is not available, or does not provide sufficient hours, the student will need to find an off-campus practicum site. In the practicum class, students are expected to have a minimum of 40 hours of direct client contact. The faculty person who conducts the practicum class can assign any other work he/she deems appropriate. Internship students must complete 300 clock hours of onsite work each semester. Internships typically run two semesters and the total number of hours on-site is 600. During the semester, 300 hours breaks down to roughly 20 hours per week on-site. Of that time, 40% (or 120 hours) must be in direct client contact, or approximately 8 hours of client contact per week. One hour of supervision is required per week. The time spent in the internship seminar will count toward the total hours. Each student must have an internship setting that is appropriate for his/her emphasis. In the case of dual emphases, the student will do one semester of internship at a site appropriate for each emphasis. For example, a student doing a dual emphasis in Professional Counseling and in School Counseling will do one semester in a community mental health center and one semester in a school setting. All internship students will come together for one classroom meeting every other week for the internship seminar. Students will meet with the faculty supervisor responsible for their respective emphasis. Goals & Learning Objectives The internship is designed to provide the student with an opportunity to practice and expand his or her counseling and/or guidance skills in a setting other than the university environment. The on-site supervisor will closely monitor student activities, provide effective and appropriate feedback, work co-operatively with the university supervisor, and encourage student participation in a variety of on-site activities. Students may also use on-site facilities at the university for group supervision sessions and continued expansion and evaluation of counseling skills through use of counseling labs, video and audio equipment, and supervision. During the internship, students will be expected to demonstrate a commitment to implementing and expanding the following skills: Establishing and maintaining client caseload Demonstration and application of appropriate counseling and/or guidance skills Development of specialized skills relevant to the requirements of the host site Establishing and maintaining effective working relationships with staff, supervisors and colleagues Demonstration of willingness to meet professional obligations Demonstration of enthusiasm and commitment to the counseling profession Demonstration of willingness to learn and sensitivity to feedback Effective 30 April August of 73