Graduate Studies College of Liberal Arts and Sciences M.S. in Counseling. Supervised Internship in Counseling Student Handbook

Transcription

1 Internship Student Handbook 1 Graduate Studies College of Liberal Arts and Sciences M.S. in Counseling Supervised Internship in Counseling Student Handbook Clinical Mental Health School Counseling Department of Education & Counseling Last Edited: April, 2015

2 Internship Student Handbook 2 Table of Contents Topic Page Course Description 3 Course Objectives 3-4 a. General Course Objectives b. Specific Learning Objectives (1-11) Steps for Securing an Internship Site (1-8) 4-5 Course Requirements Hours 2. Supervision 3. Case Presentations 4. Counseling Portfolio 5. Reflective Engagement 6. Other Assignments Required by Internship Faculty Supervisor 7. Field Site Supervisor Evaluation 8. Professional Performance Review Course Format a. Student Activity Timeline b. Description of Activities 1. Organizational Meeting 2. Field Placement Site Selection 3. Site Qualifications 4. Site Supervisor Qualifications 5. Site Approval 6. Introductory Letter to Site Supervisors 7. Group Supervision of Counseling 8. Site Visits by Faculty Supervisor 9. Internship I Site Supervisor Evaluation Form (#11) 10. Internship I Faculty Supervisor Assessment session 11. Internship II Final Letter to Site Supervisors 12. Internship II Site Supervisor Evaluation Form (#11) 13. Student Evaluation of Field Placement Experience (#12) 14. Internship II Final Faculty Supervisor Assessment Session Role Descriptions 1. Student 2. Faculty Internship Supervisors 3. Field Placement Site Supervisors Grading 9 Professional Liability 9 Video recording in Clinical Training: Questions and Answers 10 Record Keeping 12 Form Samples List 12 Form Samples

3 Internship Student Handbook 3 Course Description The counseling internship course is designed to give advanced students in counseling the opportunity to put the skills and knowledge they have developed throughout their counseling program into practice and continue to translate their academic understanding into actual counseling practice through direct client contact and agency involvement. Students complete a pre-determined number of hours of individual and group counseling in a field setting under supervision of the counseling faculty and qualified field placement Site Supervisors. Course Objectives General Course Objectives The major goal of the counseling Internship course is to provide students the opportunity to apply their theoretical knowledge and practical skills to specific client cases within a professional counseling setting. Weekly group supervision/ instruction, individual supervisory meetings and various assigned activities are designed to give internship supervisors and faculty the opportunity to assess the student's counseling performance in relation to client goals and the professional development of the counselor-intraining. A fundamental premise of the course is that professional counselor education is best accomplished through both an intellectual and personal development approach. This approach contends that the counselor-client relationship is an endeavor in which the growth and development of the client depends very much upon the concurrent professionally oriented growth and development of the counselor-in-training. Thus, students participation and willingness to give feedback and openness to receive feedback during group supervision sessions is central to the achievement of the course goals (Class Participation Evaluation Form). Specific Learning Objectives 1. Demonstration of competence in a field assignment, including the application of a variety of counseling, psychological and educational theories and strategies appropriate to specific client situations (600 hours total including at least 240 hours of direct service, including groups). [III.G.1; IIICMH.A.5; IIISC.C.1.] 2. Demonstration of ones ability to engage effectively in a variety of professional activities relevant to effective counseling practice including record keeping, supervision, information and referral, in-service training, and staff meetings in addition to direct client/ student service. [III.G.4.] 3. Demonstration of counseling competence in a closely supervised field setting, including the application of counseling theories and strategies appropriate to specific client/ student situations. [III.G.4.]

4 Internship Student Handbook 4 4. Demonstration of the willingness and capacity to examine one s own personal and professional development in relation to work with clients/ students and colleagues. [III.CMHD.9; III.SC.D.5.] 5. Gain experience in the use of current professional resources in use by counselors (e.g. assessments instruments, technologies, professional literature, etc.). [II.F; III.G.4.] 6. Demonstration of competence in organizational development, evaluation, consultation, and team-building skills as appropriate to the Internship setting. 7. Establishment and maintenance of a positive working relationship with both faculty and field site supervisors, as well as satisfactory performance in the areas of confidentiality, punctuality and attendance. [III.CMH.A.3;III.CMH.B.1; III.SC.A.3; III.SC.B.1] 8. Demonstrate the ability to recognize and respond to the importance of contextual and cultural factors in working with clients/ students of diverse backgrounds or referent groups (CACREP A.5, C.1). 9. Demonstrate active and effective participation in individual and group supervision that includes written and/or oral presentation and discussion of active practice on video or audiotape. [III.G.5] 10. Demonstration of applied knowledge of ethical, legal and professional guidelines (ACA/ ASCA) regarding confidentiality, the counselor-client relationship, professional relationships and responsibilities, testing and research. [II.G.1.J; III.CMH.B.1; III.SC.B.1] 11. Demonstrate the ability to identify and articulate key aspects of their clinical orientation as it matches with evidence-based practices within the field. [II.G.8.E] Steps for Securing an Internship Site 1. Identify one or several locations to complete your internship (to obtain a site that is far in distance from VU, obtain permission first from program coordinator). Tips on identifying sites: a. Seek several possible locations and obtain contact information of the counselors, or b. Obtain a list of sites from the main office, SAC 302, or from your faculty advisor, or c. Consult with 2 nd year counseling students currently completing their internships d. If above actions are not successful, consult with the current field placement coordinator (Jennifer Carangi, at , or jennifer.carangi@villanova.edu;) 2. Sites that are considered available or appropriate for you to contact are those that meet the requirements set forward in this handbook. 3. After obtaining site contact information, contact a site, indicate your status as a master-level Villanova counseling student, and formally inquire as to their interest and availability for taking an internship student. Move to the next site if this one is not available. You will need to call multiple sites, and multiple times. This is standard. 4. If the supervisor and site meet the requirements, ask what they require from you to formalize the process. Utilize and complete the necessary paperwork found in the appendix of this document according to the deadlines.

5 Internship Student Handbook 5 5. Clearances: school counselors need all clearances. CMHC students can delay applying for clearances until they commit to a particular agency and they are told by that agency what clearances are needed. See Form # 3 Clearance Information. 6. Make sure you have both (the student and the Site Supervisor) interviewed one another and that you are a good match, preferably in a face-to-face interview you should seek a site that will challenge you to apply a myriad of new skills and gain new knowledge of new populations. Look for a supervisor who is experienced, passionate about the profession of counseling and excited to supervise you actively. 7. A site is not considered Approved until you have received a signed (by your particular internship Faculty Supervisor) copy of the Field Placement Authorization Form. If you are unsure whether the site meets the specifications contact your Internship Faculty Supervisor. 8. Students should not attend the first Internship Course Meeting of the semester without having received prior approval of their site. 9. Acquisition of internship hours ends at the close of the Internship II semester. Course Requirements Students will be evaluated according to the following 8 requirements: 1. Hours: Students participating in the Internship Course will be required to devote a total of 600 hours (minimum) over two semesters to internship activities, in accordance with the Internship Student Agreement (see Form Samples in Appendix). A minimum 240 of these hours must be direct service to clients/students, including experience leading groups/classroom guidance. Minimum hours using 14 week semesters Activity Per Week Per Semester (14 wks) Total (Intern. I & II) Direct service including groups Internship-related activity Individual Supervision on site Group Supervision (V.U.) Individual Supervision (V.U.) 1 2 Total Note: Hours may be acquired from the beginning of Internship I until the end of the Internship II semester. Students are not permitted to engage in acquiring internship hours prior to the beginning of Internship I unless those hours are required training hours designated by the field site. 2. Supervision: 1. Field Site: a. Individual Supervision: Students shall receive one hour of uninterrupted individual 2. University: supervision per week with their designated field placement Site Supervisor. a. Individual Supervision: Each student will meet individually with the designated Villanova Internship supervisor during the semester. 1. 1hr a semester/ 2sem.= 2 hrs

6 Internship Student Handbook 6 b. Group Supervision: Students shall participate in two hours of group supervision per week 3. Case Presentations: with the Villanova Internship Supervisor during the Internship semesters. 1. 2hrs. wk/14 wks/ 2sem.= 56hrs Case presentations shall be defined as formal presentations for Individual and Group Supervision of client/ student cases being worked with by students at their field placements. All students will complete formal professional presentations. The professor of the course will outline the particular requirements for this assignment in the course syllabus. 4. Counseling Portfolio Depending upon the Faculty Supervisor, students may be required to produce a portfolio summarizing their experiences during the internship. The professor of the course will provide a detailed outline of the particular requirements for this assignment in his/her syllabus. 5. Reflective Engagement Students in an experiential course should take every opportunity to prepare intrapersonal reflections on the process as research has made clear this is a critical element of counselor development. Particular course requirements for reflective assignments will be explicit in your individual course syllabi. 6. Other Assignments Required by Internship Faculty Supervisor: These will be determined and explicitly described within the student s individual syllabus. 7. Field Site Supervisor Evaluation A satisfactory performance evaluation must be acquired from the field Site Supervisor according to the criteria listed in the Field Site Supervisor Evaluation form. A copy of this form will be shared with each field Site Supervisor early in the semester, and each field Site Supervisor is requested to return the form to the Faculty Supervisor at midterm and during the final week of classes of each semester of the internship. Students are required to complete this evaluation on themselves AND have their Site Supervisor complete the evaluation; then, using the designated supervision time, review both evaluations WITH the Site Supervisor. 8. Professional Performance Review This review will be completed by the Faculty Supervisor based on the items outlined in the Professional Performance Review Policy. Course Format Student Activity Timeline Specific Activity When Completed A. Application and Site Search: - Application for CHR Internship (# 1) submitted March preceding internship - Application approved; begin placement search March preceding internship B. Site Search: Site Selection completed--schools Site Selection completed CMH Spring preceding internship Spring/Summer preceding internship

7 Internship Student Handbook 7 Internship forms #1 through #5 must be completed and submitted to your Internship Faculty Supervisor Professor by June 1 (School) and August 1(CMH). If you do not have a site 2 weeks prior to the start of your class, you will not be allowed to begin the internship experience. C. Internship Supervisory Activities: Villanova Supervisor Letter to Field Supervisors Group Supervision with Case Presentations Site Visit or discussion with Villanova Supervisor D. Evaluation Process: Mid-term Evaluation by Site Supervisors Mid-term Villanova Supervisor Evaluation & Meeting Final Letter to Site Supervisors Completed Final Evaluation from Site Supervisors Student Evaluation of Field Experience Final Villanova Supervisor Student Evaluation & Meeting Within first two weeks of Internship Weekly Midpoint of 1 st semester Final weeks of 1 st semester Final weeks of 1 st semester Final 3 weeks of internship Final 3 weeks of internship Final 2 weeks of internship Final 2 weeks of internship Description of Activities 1. Orientation to Internship: Conducted by the Practicum Instructors during the February/ March preceding a student s fall internship for the purpose of informing students of the course requirements and fielding questions. If they haven t already, students will complete the Application for Internship form at to solidify their intention to participate. 2. Field Placement Site Selection: Each student assumes the responsibility for locating and securing his or her own field placement site. Most counties require school counseling interns to register their desires by April 1 st and therefore school counselors will begin this process early. Instructor assistance with site selection will be provided as needed in addition to the previously utilized sites held with Jen Carangi. 3. Site Qualifications: Field placement sites for the Internship characteristically consist of public and private schools, community service agencies, hospitals, public schools, or institutions of higher learning which offer guidance, mental health, or preventive counseling services in both individual and group settings. Final determination as to the suitability of all field placement sites rests with the Faculty Supervisor. 4. Site Supervisor Qualifications: Field placement Site Supervisors must have at least a master s degree and at least two years of experience in counseling or counseling-related activity. They also need to have relevant certifications or licensure in their field. Final determination as to the suitability of the site supervisor rests with the Faculty Supervisor. 5. Site Approval: Internship students must have prior approval from the Faculty Supervisor before committing to a field placement site. Requests for site approval will be considered upon receipt of the following completed/signed documents: (1) Registration Form (2) Signed Site Supervisor Agreement (3) Signed Student Agreement (4) Site Supervisor Training & Experience Form (5) Field Placement Authorization Form

8 Internship Student Handbook 8 Faculty Supervisor approval of field placement sites will be indicated on the Field Placement Description/Authorization Form. Sites shall not be considered approved until this process is complete. To facilitate this process, these forms should be sent directly to the Faculty Supervisor who is instructing your Internship I course. 6. Introductory Letter to Site Supervisors: During the first two weeks of Internship I, the Faculty Supervisor will send the Site supervisors an introductory letter, which will outline the purpose, goals, and schedule of the course as well as a copy of the Internship Manual. In addition, the supervisor will receive a copy of the Evaluation of Student Performance form that he or she will be asked to complete at the end of the semester. 7. Group Supervision of Counseling: All students enrolled in the Internship course will meet each week for group supervision of counseling as outlined in the Calendar of Activities. Group supervision will typically consist of at least two case presentations done in accordance with the procedure outlined in the respective subsection of the Case Presentations section of this manual. The specific schedule for supervision and number of case presentations will be determined by the Faculty Internship Supervisor. 8. Site Visits by Faculty Supervisor: The Faculty Supervisor will visit with each site in order to gather a firsthand perspective for the student s experience, to offer support to the Site Supervisor, and gain feedback regarding progress and problems to date. These visits will be scheduled directly between the Faculty Supervisor, and students will not be expected to attend these meetings unless their Site Supervisor requests their presence. 9. Internship I Site Supervisor Evaluation: Students are required to complete this evaluation on themselves AND have their Site Supervisor complete the evaluation; then, using the designated supervision time, review both evaluations WITH the Site Supervisor. The student will bring these forms to his/her meeting (#10) with the Faculty Supervisor. 10. Internship I Faculty Supervisor Assessment Session: Students will meet individually with the Faculty Supervisor for the purpose of performance appraisal and supervision. The meeting will address student progress toward fulfillment of course requirements as well as student progress in professional performance and counseling skill development. 11. Internship II Final Letter to Site Supervisors: Near the end of the Internship course, the Faculty Supervisor will send a letter to all Site Supervisors, thanking them for their participation and their completion and submission of the Evaluation of Student Performance form, and soliciting their general feedback regarding the Internship experience. 12. Receipt of Internship II Site Supervisor Evaluation Form: This is to be completed in the same manner as the Internship I Site Supervisor Evaluation (# 9 above). 13. Student Evaluation of Field Placement Experience: In preparation for their final supervision session with the Faculty Supervisor, students are to complete the Student Evaluation of Field Placement Experience form. This completed form should be brought to the final supervision session, where the effectiveness of the field placement will be discussed. 14. Internship II Faculty Supervisor Assessment Session: During the last two weeks of the Internship II semester, students will meet individually with the Faculty Supervisor for the purpose of performance appraisal and evaluation of the field placement site. Specific requirements for this session will be arranged by your Faculty Supervisor.

9 Internship Student Handbook 9 Role Descriptions 1. Student: The major expectations for students participating in the Counseling Internship course are to participate fully and to take seriously the pursuit and achievement of the learning goals set forth in the Specific Learning Objectives section of this manual. 2. Faculty Internship Supervisors: The Faculty Supervisor retains the ultimate responsibility for assessing the quality of academic work of the student trainee, assigning grades and credits to students and for other decisions that affect the academic progress of students. Responsibilities include the following: 1. Approval of course syllabus 2. Approval of field placement sites/supervisors 3. Ongoing information to field placement Site Supervisors 4. Oversight of the delivery of Internship course activities 5. Observation of each student s counseling activities through Audio/ Video 6. Provision of group and individual supervision 7. Monitoring student effort and progress toward fulfillment of course objectives 8. Completion of site visits for student supervisees 9. Collection and maintenance of student supervisees paperwork 3. Field Placement Site Supervisor: The Field Site will hold ultimate responsibility for client and student welfare. Field placement Site Supervisor responsibilities and expectations are defined in the Site Supervisor Agreement provided in the Form Samples section of this handbook. Grading A student s grade for each semester of the Internship will be awarded according to their Faculty Supervisor s syllabus. Professional Liability Students who are enrolled in the Counseling Practicum course are entitled to Villanova University s medical malpractice liability coverage. The limits of that coverage are $1,000,000 per claim. There is added security in having individual liability coverage in addition to this group coverage, and CACREP requires that each student enrolled in practicum or internship purchase individual professional liability insurance; students will need to show proof of this to their instructors. There are good, affordable policies available for students who desire additional coverage. ACA offers free liability insurance to student members, which includes: 1 million per claim; 3 million aggregate; free attorney help line for consultation. [III M]

10 Internship Student Handbook 10 Video recording in Clinical Training: Questions and Answers Villanova University Clinical Mental Health Practicum and Internship students are asked to video record their counseling sessions with clients for supervisory use. This document is intended to answer common questions of supervisors and trainees when utilizing video recording in clinical training. Who will see video recordings of client sessions? We suggest that on site supervisors and supervisees review some portion of a video recorded counseling session each week in supervision to enhance supervisory effectiveness. In the supervisee s/student s class, each student periodically presents his or her clinical work in formal case presentations throughout the semester. During these presentations, students are required to present a portion of a video recorded session for supervisory feedback from classmates and the Professor. How are video recordings stored? The videos should be kept locked in secure location at the site (behind 2 locks) and be de-identified in some way so as to further protect the identity of the client. With improved technology, clinicians can record directly to digital video on a computer and have the data password protected and encrypted. Must trainees video recorded their client sessions? We highly encourage the use of video over audio recordings since audio recordings cannot capture the nonverbal communication of counselor or client. However, audio recordings may be used in place of video recordings if absolutely necessary. If the supervisor and/or training facility would like the trainee to audio rather than video record sessions, then the supervisor must put this in writing in a letter to the Practicum/ Internship Instructor. How often must trainee s video record? Trainees must video (or audio if necessary) all 1:1 counseling sessions in which they are the counselor. The exceptions to this are: when video or audio recording is clinically counter indicated; such as, clients with a history of abuse and/or paranoid ideation, or when the client does not give consent to record. If the supervisor and/or training facility will not allow the trainee to record every session, then the trainee may record a minimum of 4 counseling sessions for use in class presentations. However, the supervisor must put this in writing in a letter to the Practicum/ Internship Instructor. What happens to the video recordings? After the video recording has been viewed in supervision it should be deleted. Why Use Video recording in Supervision? Research shows that video recording in clinical training and supervision has steadily increased since its first conception in the 1960s. Social and cognitive psychology research on memory suggests that clinical supervision that solely depends on second-hand reporting of session events may be limited. This is because second-hand reporting and audio recordings of session material are often not able to adequately shed light on the nonverbal behavior exhibited by the client and counselor and the trainee s memory of session events is often biased. Video recording allows a supervisor to view the session material as it happened during the session so as to provide more effective supervision and counseling training (see Haggerty & Hilsenroth, 2011). Consistent with this, research suggests that structured training that utilizes video recording yields superior supervisory and client outcomes (Diener et al., 2007; FERNA NDEZ- LIRIA et al., 2010; Hilsenroth et al., 2006; Town et al., 2012). Moreover, traditional counseling supervision often generates a great deal of uncertainty for the supervisor, and viewing the trainee s sessions on video help the supervisor to feel more confident with his or her assessment of the client (Grotjahn, 1955). How Do Supervisors use Video recording in Supervision? One common technique is the stop-frame technique wherein supervisor and supervisee stop the recording at specific moments to collaboratively explore, on a microscopic level, what is transpiring in that moment of the session, to examine the counselor s intentions of an intervention, and the effect of the

11 Internship Student Handbook 11 intervention on the client in the moment. Binder (1999; see also Hilsenroth et al., 2006) outlines strategies for using video recorded sessions for supervision. The basis for his strategies utilizes anchored instruction (Binder, 1993), that is, what is learned is linked in meaningful ways to specific situations, that the knowledge is gained through the supervisee s active involvement in a manner that encourages memorization and comprehension, and that the knowledge is acquired in a context that is as similar as can be to the conditions of actual practice. Binder uses supervisees recorded sessions to examine in detail specific clinician client interactions as examples of larger themes and therapeutic processes. He also explains that the use of the video recorded material should be prepared by arranging specific training tasks during supervision such as looking for particular technique and process patterns. Binder advocates for supervisors to spend time focusing on the supervisee s experiences, thought processes and behaviors while watching the video. When providing feedback to the supervisee, he suggests the supervisor be particular about noting what specifically the supervisee did that was desirable rather than making global non-specific positive comments (Henry et al., 1993). This allows the supervisee to understand what he or she did right and why. In a cognitive behavioral sense, the supervisor is shaping adaptive therapeutic technique in the supervisee (see Haggerty & Hilsenroth, 2011). How are ethical concerns regarding video recording addressed? Confidentiality and ethical issues are prominent when video recording counseling sessions. In fact, one of the reasons why video is not used more often may be due to concerns for the client s confidentiality. Confidentiality is always of the utmost concern for clinicians. Without it being safeguarded, the client may feel exploited and insecure (Haggerty & Hilsenroth, 2011). Is Informed Consent Needed? When video recordings are going to be used it is imperative that the clinician get written informed consent from the client. The consent should state what purposes the video will be used for, who will be viewing the recording (i.e. supervisor and/or supervision group) and how the recording will be secured and kept confidential. Villanova students are given a sample form to use but agencies may use their own forms that meet these aforementioned requirements. When video recording is not mandated and is optional in the agency, it should be made clear that it is the client s choice to be video recorded and if the client does not wish to be recorded then he or she may be assigned to a licensed clinician on staff. Clients who agree to be video recorded should be made aware that if they were to become uneasy with being video recorded at any point in their treatment it will be discontinued by the clinician. Clients should also be made aware that if they request past recordings to be destroyed the recordings will be destroyed or deleted. How do I address videotaping with clients? Videotaping should be discussed, and if consent is given, start, in the first session of counseling. We do not find that waiting to video record helps either the novice counselor or the client. Clinicians need to be cognizant of the power differential that exists and what being video recorded may mean to clients (Aveline, 1992), and thus explore the meaning of this with clients. The use of video can be explored as part of the treatment process as any other responsible exploration of the frame and therapeutic process during the course of treatment. Rather than avoid an issue we should strive to use such issues to better explore and understand the therapeutic relationship and process (Haggerty & Hilsenroth, 2011). The clinician should explain that video is used for training purposes and the clinician is supervised by a licensed supervisor. How recordings transported to Villanova University for supervisory feedback? When transporting recordings to Villanova for supervisory purposes only, students are instructed to carry video recordings behind two locks at all times and delete them immediately after use. Recordings should be kept on site at all other times. Supervisor Initial Supervisee Initial

12 Internship Student Handbook 12 Record Keeping Students participating in the Internship course will be required to maintain selected written records related to their counseling activities, including (but not limited to) case progress notes, A/V recording authorization, and exchange/release of information authorization. Form Samples List Following is a copy of all forms that students participating in the Internship course will need. They can be used and duplicated as necessary. Other example documents are included for reference. TITLE PAGE 1. Clearance Requirement Information Application for Supervised Internship Experience Site Supervisor Agreement Student Agreement Site Supervisor Training and Experience Field Placement Authorization Form Weekly Activity Record Consent for Audio-Visual Recording Class Participation Evaluation Form Evaluation of Student Performance Student Evaluation of Field Site 27-28

13 Internship Student Handbook 13 Graduate Program in Counseling Supervised Internship Clearance Requirement Information Below are the links for the four clearances needed for school counselors to complete all required field experiences. Clinical mental health students should check with their agency to see which clearances are needed. Please apply SOON i as the process can take up to a month to be completed. Your clearances are good for the length of time you are at Villanova and do NOT have to be redone yearly. Once you get all four clearances back, please make a copy of each and give the copies to Jennifer Carangi, Field Placement Coordinator, in 302 SAC. If you have any questions, don t hesitate to contact Jennifer at jennifer.carangi@villanova.edu. Thank you. Act 34 PA State Police Background check: Act 151 Child Abuse Clearance: Act 114 FBI fingerprinting: TB Test can be done at the Villanova Health Center or through your family doctor. i School counselors begin earlier than agency counselors due to the earlier deadlines established by various school districts. All school placements MUST be secured by April 1, which means starting the search by January at the latest. School counselors MUST have all legal and health clearances in place at the start of the search as they must be submitted with the school placement requests. Agency placements may continue into the summer and clearances are not necessarily required; it depends on the client population and agency requirements.

14 Internship Student Handbook 14 Villanova University- Graduate Program in Counseling Supervised Internship Application for Supervised Internship in Counseling (Form #1) Name: Today s Date: Villanova ID# address: Local Address: Home Telephone: Work Telephone: I wish to begin Internship during the Fall, 20 semester: Program: Clinical Mental Health School Counseling List grades in the following required courses you have completed: Cell Phone General *Lab in Counseling Skills *Laboratory in Group Dynamics *Counseling Theory & Practice Research & Evaluation *Ethics & Prof. Orientation Human Growth and Development Lab in Counseling Diverse Population Lifestyle and Career Dev. Assessment and Appraisal School *Practicum in School *School Counseling Orientation Consultation Processes Therapeutic Strategies Adolescent Counseling Interventions Special Ed. For Counselors & Teachers Clinical Mental Health *Practicum in Clinical Mental Health Couns. *Clinical Mental Health Counseling Orientation Community Resources and Crisis Intervention Psychopathology Prevention Family Counseling Substance Abuse Courses with * are required prior to field experiences. Current GPA: Total number of credit hours completed by beginning of Internship I: List required courses to be taken prior to Internship I and when you plan to take them: List courses that you plan to take during the internship: Please list your 3 preferences for a placement site below: (FIT on one page) School/Agency Prospective Supervisor Telephone

15 Internship Student Handbook 15 Villanova University- Graduate Program in Counseling Supervised Internship Form # 2 Field Site Supervisor Agreement (03/14) As the Site Supervisor for, I agree: 1. That I possess the necessary qualifications to supervise the named intern in his or her identified areas of responsibility within my organization (minimum: masters degree and at least 2 years post masters experience in counseling or counseling-related activity, have been with the site for at least one year, and hold appropriate certifications/ licenses for this work. For school counseling internships, a certified school counselor.). 2. That I will provide at least one hour per week of direct, individual supervision to the above named counseling intern, in forms including but not limited to: case discussion and feedback; critique of and advisement on counseling skills, counseling philosophy and technique, intervention design and implementation, problem resolution and work attitudes. 3. That the site will be able to provide the intern with the required internship hours (600 total; 240 of which will be direct client/student contact). 4. That I will provide a supportive, learning-oriented environment, which affords the counseling intern opportunities for professional counseling activity and experience in giving and receiving feedback related to that professional activity. 5. That I will introduce and orient the counseling intern to this professional setting, making sure that he/she understands its organization, role expectations and policies & procedure (including record keeping requirements for counseling activity). 6. That I will be reasonably available to assist the counseling intern outside of the weekly supervision hour (if needed) in the performance of his/her assigned responsibilities and I understand that a trainee shall not be allowed to work after normal hours without the on-site presence of a professional staff member. 7. That I will encourage the counseling intern to participate in those professional activities that will maximize his/her learning as well as his/her effectiveness in this professional setting. 8. That I will help facilitate the video recording of the intern s counseling activity during the experience for use during group supervision conducted by the Faculty Supervisor. a. Please provide your initials here designating that you agree: 9. That I will complete the brief Villanova Counseling Site Supervisor Training Module online (This will be shared with you by the instructor.). 10. That I will meet at this setting with the counseling intern s Faculty Supervisor once during the internship to discuss the nature of the Internship placement and student s progress in the placement. 11. That I will complete one mid-term and one final Internship Student Evaluation each semester to assess the student s skill level and progress on learning goals. Supervisor Name/Title: Date: Signature

16 Internship Student Handbook 16 Villanova University- Graduate Program in Counseling- Supervised Internship Form # 3 Student Agreement (03/14) 1. As a Counseling Intern in a professional setting, I hereby attest that I have read and understand the American Counseling Association Code of Ethics, and will practice my counseling in accordance with these standards. Further, I will assume the responsibility for promoting my growth toward becoming a professional counselor by agreeing to initiate and/or participate in the Internship Objectives. 2. I understand that I am expected to be punctual, maintain good professional work habits, and conduct my client/ student and colleague relationships in accordance with ethical principles and the rules of the Field Site in which I am placed. 3. I understand that the Field Site can be my place of employment only if 1) the Field Supervisor is not my current supervisor, and 2) my responsibilities are qualitatively different from those that are already included in my current position. I also understand that the termination of my internship/ supervisory experience will occur at the end of Villanova University s spring semester. 4. I will complete a minimum of 600 hours of Internship activity in accordance with the following: a. Provide direct counseling (as defined by ACA) service to clients (240 hours at minimum) b. Conduct on-site, internship-related activity c. Receive weekly individual supervision from Site Supervisor d. Receive weekly group supervision from Faculty Supervisor e. Attend individual meetings (2) with Faculty Supervisor 5. I will provide direct counseling service to clients/ students that are assigned to me. The counseling format may include individual, family, marital, vocational, group, and/or assessment. I will document these services in accordance with school/agency policy and in compliance with any standards set forth by the Faculty Supervisor, such as video tapes, in-depth case study, a daily log, group program, etc. 6. I will become familiar with the system within which I am placed, including organizational structure, technology, funding sources, client referral/screening/intake processes, treatment philosophy, administrative procedures, services offered and service follow-up procedures. 7. I will become familiar with other key organizations and individuals, which support the mission of my Internship setting (e.g., intake sources, referral sources, volunteer groups, licensing agencies), and I will utilize all resources available (e.g., reading materials, in-service training programs, observations of other staff members with clients, participation in simulated (role-play) counseling sessions, learning about tests that the organization uses, etc.) to maximize my understanding of and effectiveness in the professional setting in which I am placed. 8. I will strive to develop positive working relationships with staff members and other persons/agencies affiliated with my Internship setting, and will seek their assistance when necessary. I will, whenever possible, attend and participate in staff functions, such as staff meetings, case review sessions, in-service training, etc. 9. During the semester of my Internship, I will be prepared to present videotaped sessions of my counseling activity to the supervision group and/or the Faculty Supervisor in accordance with the established case presentation format. Student Name: Date: Student Signature:

17 Internship Student Handbook 17 Villanova University- Graduate Program in Counseling Supervised Internship Form # 4 Site Supervisor Training and Experience We would like to keep on file a record of the training and experience of each field placement Site Supervisor. Students, please ask your Site Supervisor to complete this form. Name (First, last) Job Title Name of institution or agency Address of institution or agency (include zip) Work telephone number FAX address Education: College Degree/Year Title of Program Professional Experience: Position Organization Dates Current Licenses/Certifications: Type State Date Describe any training (e.g., courses/workshops you have received in clinical supervision: Name of Villanova student(s) to be supervised:

18 Internship Student Handbook 18 Graduate Program in Counseling Supervised Internship Form # 5 Field Placement Authorization Form (03/14) Reminder: Faculty Supervisor approval of field placement sites will be indicated on the Field Placement Description/Authorization Form. Sites shall not be considered approved until this process is complete. To facilitate this process, these forms should be sent directly to the Faculty Supervisor who is instructing your Internship I course. DEADLINES: Complete and submit forms #1 through 5 by the following dates: If you do not have a site 2 weeks prior to the start of your class, you will not be allowed to begin the internship experience. JUNE 1 st School Counselors AUGUST 1 ST Clinical MH Counselors TO: The professor of your fall intern course TO: The professor of your fall intern course Student: Date: Field Placement Name and Location: Name: Location address: Description of Field Placement (Include: organization purpose or mission, services provided, clients served, anticipated duties as an intern): Field Placement Authorization Form #1 Application for Supervised Internship Form Form #2 Field Placement Authorization Form (this one) Form #3 Signed Site Supervisor Agreement Form #4 Signed Student Agreement Form #5 Completed Site Supervisor Training & Experience form Pg Student & Supervisor Signed Video Recording in Clinical Training Special agreements/contracts as required by the field placement site I hereby authorize the use of above named organization as An Internship placement site for the abovenamed student. This authorization is contingent upon the site s continued ability to meet the terms set forth in the Site Supervisor Agreement. Villanova Faculty Supervisor Date

19 Internship Student Handbook 19 Villanova University- Graduate Program in Counseling Supervised Internship Form #6 Weekly Activity Record Counseling Intern: Week of: to General Activity Summary # hours of individual counseling: # hours of group counseling: # hours of family/couples counseling: Activity # hours of clinical preparation/record-keeping: # hours spent in case-related contact with staff/ professional agencies/individuals: # hours of site-related administrative activity: (school: lesson planning, behavior management programming, 504, IEP, etc.) # hours spent in placement-related workshops, trainings, seminars: # hours of individual supervision on site: # hours of group supervision on site (including case staffing): Total Number of hours at the field placement for the week: Hours Total (COMBINED) Number of hours at the field placement to date (Include all weeks): Supervisor Initials: Supervisor Comments (if needed):

20 Internship Student Handbook 20 Villanova University- Graduate Program in Counseling Supervised Internship Form #7 (Example) Consent for Audio-Visual Recording 01/11 EXAMPLE Note: A copy must be signed by each person participating in the counseling session to be recorded. The parent or legal guardian must sign a copy for each participating minor. I, the undersigned, authorize the video/audio recording of my group/individual counseling sessions with the following counselor-in-training:. I understand that the recorded sessions will be used only for the purpose of counselor training, and that they will be viewed only by the above-named student counselor, the Practicum/ Internship faculty and the student counselors enrolled in the Practicum/ Internship Supervision Group. I have been informed that the viewing focus will be on the counselor him or her-self, in an effort to evaluate his or her skills as a professional. I understand that my full name will not appear on the tape or any other materials; I further understand that the recorded sessions will be protected during travel and erased/destroyed upon the student counselor s completion of the Practicum/Internship course. Client Name Client Signature Parent/Legal Guardian Signature for Minor Client Date Date Counselor Signature Date

21 Internship Student Handbook 21 Villanova University- Graduate Program in Counseling Form #10 Class Participation Evaluation Form (01/11) Student: Total (5-15): Date: Listening Preparation Quality of contributions Impact on class Frequency of participation Strong (3) Needs Development (2) Unsatisfactory (1) Actively and respectfully Sometimes displays lack Projects lack of interest listens to peers and of interest in comments of or disrespect for others instructor others Arrives fully prepared with all assignments completed, notes on reading, observations, and questions Comments are relevant and reflect understanding of: assigned readings; previous remarks of other students; and insights about material Comments frequently help move conversation forward Actively participates at appropriate times Arrives unprepared or with only superficial preparation Comments sometimes irrelevant, show lack of preparation, or indicate lack of attention to previous remarks of other students Comments sometimes advance conversation, but sometimes do little to move it forward Sometimes participates but at other times is tuned out Exhibits little evidence of having read or thought about assigned material Comments reflect little understanding of either the discussion or previous remarks in class. Comments do not advance the conversation or are actively harmful to it Seldom participates and is generally not engaged John Immerwahr, Copyright License: i. Class participation deserving of an A grade will be strong in most categories; Participation that is strong in some categories but needs development in others will receive a B; a grade of C reflects a need for development in most categories; D work is typically unsatisfactory in several categories; and F work, unsatisfactory in nearly all.

22 Internship Student Handbook 22 Performance Evaluation of Clinical Mental Health Student by Field Site Supervisor Form #11a Evaluation of Student Performance Students are required to complete a self-evaluation (using this form) AND have their Site Supervisor complete the evaluation; then, using the designated supervision time, review both evaluations WITH the Site Supervisor. Note to Site Supervisor: Please give the student at least one 2 or below and VERY FEW 5 s. Please feel free to contact the Faculty Supervisor with questions or problems regarding this task. Thank you for your assistance. Student: Site: 1 = Far below expectations needs much improvement, a concern 2 = Below expectations needs some improvement, a concern 3 = Acceptable meets standards at average level for interns (the majority of trainees will fall here) 4 = Above expectations performs above expectations for interns 5 = Far above/exceeds expectations performs well beyond average for interns NA= Not applicable or not enough information to form a judgment I. Ethical Awareness & Conduct: Adherence to legal standards Adherence to professional ethical standards Consults with appropriate personnel about ethical issues Is punctual at Internship site Interacts appropriately and professionally with staff at site Applies relevant record keeping standards as appropriate to the site II. Professional Knowledge, Receptivity, and Skills: A. Knowledge, Skills: Knowledge of client population Knowledge of role of counselor Knowledge of site and community client resources Applies effective strategies to promote client understanding of and access to a variety of community resources. Shows the skills needed in working with diverse populations in all aspects of counseling Demonstrates skill in conducting basic mental health practices (intake, MSE, biopsychosocial, psychological assessment, etc.) for treatment planning and caseload management. Demonstrates skill in screening for addiction, aggression, and danger to self and/or others, as well as co-occurring mental disorders. Uses the principles and practices of diagnosis, treatment, referral, and prevention of mental and emotional disorders to initiate, maintain, and terminate counseling. Diagnostic skills Appropriately makes referrals Demonstrates skills in terminating counseling with clients Demonstrates appropriate use of culturally responsive (individual, couple, family, or group) modalities for initiating, maintaining, and terminating

23 Internship Student Handbook 23 counseling. Understands the established diagnostic criteria for mental and emotional disorders, and describes treatment modalities and placement criteria within the continuum of care. B. Relational/Counseling Skills Comprehends complex problems and solutions Able to build rapport with all clients Demonstrates empathy visibly Accurately reflects session content Accurately and comfortably reflects feelings Tailors skills & interventions culturally to fit client Maintains appropriate boundaries with clients and staff C. Personal Characteristics: Demonstrates a willingness to learn Displays a sense of self confidence Exhibits emotional stability Demonstrates adaptability Recognizes personal limitations III. Interactions and Consultations with Coworkers/Other Professionals/Families, Etc.: Consults with appropriate persons Provides valuable information to client/client s family: Effectively, clearly conveys information Presents self professionally IV. Response to Supervision: Actively seeks critical feedback Receives critical feedback well Changes behaviors following feedback Demonstrates the ability to recognize his or her own limitations as a clinical mental health counselor and to seek supervision when appropriate.