Counseling Programs Site Supervisor Manual

Transcription

1 The University of North Carolina at Pembroke School of Education Department of Educational Leadership and Counseling Counseling Programs Site Supervisor Manual Clinical Mental Health Counseling Program Professional School Counseling Program

2 TABLE OF CONTENTS HISTORY OF THE COUNSELING PROGRAMS AT UNCP... 5 MISSION OF THE COUNSELING PROGRAMS... 6 FIELD PLACEMENT AND TESTING COORDINATOR... 6 FIELD PLACEMENT INSTRUCTORS... 7 Clinical Mental Health Counseling... 7 Professional School Counseling... 8 FIELD PLACEMENT POLICIES & PROCEDURES Field Experience Placement Protocol for All Counseling Students Field Placement Request Procedure: Field Placement Experiences Direct vs. Indirect Hours Recording Counseling Sessions Supervisor Qualifications and Requirements Liability Insurance Professional Disclosure Statement Ethical and Legal Conduct RESOURCES FOR THE SITE SUPERVISOR APPENDIX A Practicum/Internship Checklists APPENDIX B Field Placement Pre-selection Data Sheet APPENDIX C New Field Placement Application APPENDIX D Site Supervisor Information Card APPENDIX E Field Placement Contract APPENDIX F Student Progress Review APPENDIX G Consent to Video-Record Client Contract APPENDIX H Practicum /Internship Contact Hours Weekly Log APPENDIX I Practicum/Internship Contact Hours Log Summary APPENDIX J Site Supervision Log APPENDIX K Case Presentation Outline for Clinical Mental Health Counseling Students Appendix L: Case Presentation Outline Form for Professional School Counseling Students

3 APPENDIX M Goals and Schedule for Practicum/Internship APPENDIX N Site Supervisor Evaluation of the Student Appendix O: University Supervisor Contact Log APPENDIX P Student Evaluation of Site APPENDIX Q Student Evaluation of the Supervisor APPENDIX R Mid/Final Self-Evaluation

4 School of Education 1 University Dr. P.O. Box 1510 Pembroke, NC October 30, 2014 Dear Site Supervisor, As Field Placement and Testing Coordinator and Directors for the Counseling Programs at UNC Pembroke, let us extend our appreciation for your willingness to be a part of our student s growth and development as professional counselors. On behalf of faculty and staff of the Department of School Administration and Counseling, the School of Education, and UNC Pembroke, we say Thank You! Field Placements are often a stressful and anxiety-producing time in counseling students lives. However, practicum and internship offer many rewarding opportunities for personal and professional growth. The field placement experience provides a capstone experience, allowing students to obtain supervised practice of counseling knowledge and application of skills and techniques. As site supervisor, you will play an intricate role in this process. You will serve as the primary contact for the student, conduct weekly clinical supervision sessions, evaluate student progress, and oversee the student s activities. This handbook is meant to serve as a roadmap for you, the site supervisor. It provides information about your supervisee s program of study and field placement experience requirements. Clinical supervision resources are also provided. Consult this manual, the Field Placement and Testing Coordinator, and the practicum or internship instructor often to ensure your supervisee is meeting the expectations and requirements of the field placement experience. The Counseling Programs at UNC Pembroke are committed to excellence in counselor education and preparation. We appreciate your willingness to facilitate the growth and development of the students in these programs. If we can be of any assistance, please do not hesitate to contact us. Cordially, Nicole Adamson, Ph.D., LPCA, LSC, NCC Field Placement & Testing Coordinator and Jeffrey Warren, PhD., LPCS, NCC, NCSC, ACS Professional School Counseling Program Director Ki Chae, PhD, NCC Clinical Mental Health Counseling Program Director 4

5 Department of Educational Leadership and Counseling HISTORY OF THE COUNSELING PROGRAMS AT UNCP The Counseling Programs at UNCP have been training and preparing counselors to work in the schools and communities of Southeastern North Carolina since the mid-1990s. The Counseling Programs began as two degree programs: a Master of Arts in School Counseling and a Master of Arts degree in Service Agency Counseling. These programs were among the first of what was then Pembroke State University s graduate degree program offerings. Students began enrolling in the programs in the fall of Originally, both programs were located within the College of Arts & Sciences in the Psychology Department. Over time, the programs were relocated to the School of Education. During the years from , both counseling program taught their own distinct sets of core counseling courses. In 2008, the Service Agency Counseling program moved from the Psychology Department to the School of Education and was housed in the same department as the Professional School Counseling Program that had previously been relocated to the School of Education. At that time, the faculty in both programs began to plan for programs that shared a cohesive counselor education identity, a common core of class, and a common mission for preparing counselors. During the academic year, the curriculum in both programs was revised to share core courses in counselor preparation across both programs. Additionally, both programs added practicum courses, in addition to the existing field placement internship course. In 2009 the Service Agency Counseling Program was phased out and replaced with a 60-credit hour Mental Health Counseling Program that required more coursework specifically in mental health counseling issues, required counseling-only electives, and added an additional semester of internship for a total of 700 hours of field placement experience. These major changes were accompanied by many additional smaller changes in policies, procedures, and admissions standards. During the fall of 2010, the counseling programs were significantly revised once again. These revisions included: increasing the required number of credit hours for Professional School Counseling from 48 to 60 credit hours, establishing a regular faculty meeting inclusive of faculty in both counseling programs, revising admissions standards, completing program evaluation measures distinct from those already conducted by the School of Graduate Studies, and revising curricula. The Mental Health Counseling Program was renamed the Clinical Mental Health Counseling Program and an additional course was added to the required curriculum. Today, The University of North Carolina at Pembroke maintains two graduate counseling programs: Clinical Mental Health Counseling and Professional School Counseling. The two programs share a common core of counselor education classes and other curricula components described within this report. The programs have a singular mission and shared vision for the preparation of counseling professionals. Both programs are accredited by the Accreditation of Counseling and Related Educational Programs (CACREP). 5

6 MISSION OF THE COUNSELING PROGRAMS The mission of the Graduate Counseling Programs at the University of North Carolina at Pembroke is to train diverse professional counselors committed to improving the mental health and human development of individuals served in schools and communities. Through research, service, and teaching, the faculty members collaborate with students to prepare counseling practitioners who have strong counselor identities, effective clinical and leadership skills, and cultural competence. The counseling programs engage in continual program evaluation and revision to maintain alignment with the counseling profession s national standards. FIELD PLACEMENT AND TESTING COORDINATOR The Field Placement and Testing Coordinator (FPTC) for the Counseling Programs at UNC- Pembroke is responsible for coordinating all practicum and internship experiences for Clinical Mental Health Counseling students and Professional School Counseling students. The FPTC works with the University School Programs office to place Professional School Counseling interns in regional public schools. The FPTC coordinates final approval of field placements with faculty. The FPTC schedules, organizes, and conducts pre-practicum meetings for eligible students each semester. The FPTC is responsible for updating and revising field placements forms, field placement manuals, field placement syllabi, and supervision training materials as needed. The FPTC is also the person to whom inquiries regarding practicum and internship are referred throughout the year. The FPTC works with the Counseling Programs faculty to design and implement professional development and service opportunities for regional site supervisors each semester. The FPTC is also the liaison for testing and credentialing related to counselor licensure. The FPTC coordinates the comprehensive exam (CPCE) and National Counselor Exam (NCE), each offered once per semester. The SOE Licensure Office manages the Praxis for Professional School Counseling students. Finally, the FPTC collects, maintains, analyzes and prepares reports of data related to supervision, field placements, licensure, and testing. Field Placement and Testing Coordinator: Dr. Nicole Stargell 6

7 FIELD PLACEMENT INSTRUCTORS Field placement instructors provide instruction and group supervision during class time to students enrolled in field placement courses (Practicum and Internship). During class, instructors support the growth and development of practicum and internship students by focusing on selfawareness, clinical skills, and the counseling process. The field placement instructors for the Counseling Programs are listed below. Clinical Mental Health Counseling Ki Chae, PhD, NCC is an Assistant Professor in the Department of Educational Leadership and Counseling. He completed his doctoral work in Counselor Education and Supervision with a cognate in family counseling at the College of William and Mary in Williamsburg, VA. His research and clinical interests focuses on assessment, clinical supervision, multicultural issues in counseling, psychological issues of immigrants and their families, and global perspective in counselor education. He is a member of the American Counseling Association and the Association for Counselor Education and Supervision. Dr. Chae resides in Fayetteville, NC with his wife and two daughters and a son. Contact information: [email protected] Office: Angela McDonald, Ph.D., LPC, NCC is an Assistant Professor in the Department of School Administration and Counseling and the Program Director for the Clinical Mental Health Counseling Program. She is also the cofaculty advisor for Phi Sigma, the counseling honor society on campus, and the campus CACREP liaison. She is an active member of the American Counseling Association and the Association for Counselor Education and Supervision. Dr. McDonald completed her doctoral work in Counselor Education with a cognate in family counseling at the College of William & Mary in Williamsburg, VA. Prior to joining the faculty at UNC-Pembroke, she counseled college students and taught as an adjunct instructor at East Carolina University. Her research, scholarship, and clinical interests focus on familyfocused mental health counseling interventions, and gender and sexuality issues in counseling. She has served as a counselor in a women s health clinic, at a substance abuse community agency, in a family counseling clinic, on a college campus, and in a private practice. Dr. McDonald lives in Laurinburg, NC with her husband, three daughters, and three dogs. Contact information: [email protected] Office:

8 Nicole A. Stargell, Ph.D., LPC, LPSC, NCC is an Assistant Professor in the Department of Educational Leadership and Counseling. She serves as the Testing and Field Placement Coordinator for the counseling programs and is an Associate Editor for the American Counseling Association Practice Brief Advisory Council. Nicole earned her doctoral degree from the University of North Carolina at Greensboro and her master s degree from Youngstown State University in Ohio. Nicole enjoys delivering conference presentations and has published 18 peer-reviewed journal articles and book chapters. Her specialty is counseling children and adolescents, and she also works with grief and loss issues. Contact information: [email protected] Office: Professional School Counseling Glen Walter, Ph.D. is a full professor in the Professional School Counseling Program. He earned his Ph.D. from the University of Florida. His research and teaching interests emphasize his passion for working with children and adolescents. In addition to his being an educator, therapist, author and Emmy award winning television host and producer, he is also a proud grandfather. Dr. Walter currently lives full time in Charlotte, NC and part time in Wagram, NC. Contact information: [email protected] Office: Jeffrey M. Warren Ph.D., LPCS, NCC, NCSC, ACS is an Assistant Professor in the School Administration and Counseling Department and Program Director of the Professional School Counseling Program. He is also co-faculty advisor for Phi Sigma, the counseling honor society on campus. Dr. Warren completed his doctoral work in Counselor Education with a cognate in Education at North Carolina State University in Raleigh, North Carolina. He has worked as a professional counselor in many settings including school, agency, community, and private practice. Prior to becoming a faculty member at UNC Pembroke, Dr. Warren was a Teaching Assistant Professor at North Carolina State University. His research and scholarship focuses on Rational Emotive Behavior Therapy, school counselor consultation, integrating technology and counseling, clinical supervision, and teacher beliefs. He has presented at state, national, and international counseling conferences. He currently serves on the Executive Council and is President of the North Carolina Counseling Association. Dr. Warren resides in Wake Forest, NC with his wife and two children. Contact information: [email protected] Office:

9 Shenika J. Jones, Ph.D., LPCA is an Assistant Professor in the Educational Leadership and Counseling Department. She earned her Ph.D. from the University of North Carolina at Charlotte. Her research and teaching interests are multicultural competency, social justice advocacy, counseling children and adolescents, and play therapy. She is a licensed school counselor with P-12 certification in North and South Carolina. In addition, Dr. Jones is a licensed professional counselor associate. Most of her clinical experience has been in public and private school settings. Dr. Jones has presented at the state, regional, and national level. Most notably, she was nominated to facilitate a learning institute in San Francisco at the American Counseling Association's annual conference on the topic of Cyber-bullying in Schools. Dr. Jones resides in her hometown of Dillon, SC with her grandmother and her son, Evan. Contact information: [email protected] Office:

10 FIELD PLACEMENT POLICIES & PROCEDURES The culminating experiences of the Counseling Programs are the supervised field placement courses: practicum and internship. The benefits of supervised field experiences for counselor development are numerous. The supervisor and supervisee work together to develop competence in specific fields of professional counseling. The supervision relationship builds connectedness between professionals in the field. Supervision also provides one resource for counselors to use when coping with stressors associated with professional counseling, either as graduate students or as seasoned professionals. Supervision is a defined as: a distinctive, structured approach in which an often more experienced professional counselor responds to a counselor trainee or supervisee s needs with attention to the supervisee s differing developmental and competency levels (Russell-Chapin & Ivey, 2004). Bernard and Goodyear (2009) also described supervision as: evaluative and hierarchical extending over time having the simultaneous purposes of enhancing the professional functioning of the more junior person(s); monitoring the quality of the professional services offered to the clients that she, he, or they see; and serving as a gatekeeper for those who are to enter the particular profession. Regardless of the definition used to describe supervision, you, the site supervisor, play an integral role in supporting counselor trainees as they grow, develop, and become competent professional counselors. Resources to assist you in the supervision process are provided in Appendix R of this Handbook. Field Experience Placement Protocol for All Counseling Students Students are required to find and secure their own practicum placement sites prior to the start of the practicum semester. All students must complete and submit a Field Placement Application, provide liability insurance, and submit an unofficial transcript. The Field Placement Application deadline is approximately 2 weeks prior to pre-registration for the following semester. Students can enroll in practicum once placement approval has been granted. All field experience hours accumulated during any given semester must be completed at one site only. Students should not begin their field experience prior to the first field placement class (practicum or internship). 10

11 The site should offer: direct and indirect client contact (including group counseling) permission for the student to audiotape/videotape client contact appropriate supervision for the student (see Appendix R). Some sites may require additional prerequisites specific to the setting (background check, drug screening, health certificate, TB test, etc.). It is the student s responsibility to fulfill these requirements in a timely manner so that fulfillment of these responsibilities does not interfere with the student s ability to complete the required hours for the course. In addition to following the above procedures, Professional School Counseling students will work with the UNCP School of Education Office of University-School Programs in securing permission for placements within local public schools as needed. Field Placement Request Procedure: 1. Students should begin exploring potential sites during the semester prior to the semester in which they plan to register for practicum. Students are encouraged to use the enclosed Field Placement Pre-selection Data Sheet when interviewing sites. A prepracticum meeting will be held for all upcoming practicum students during the semester prior to enrollment. Pre-practicum meetings take place each Fall and Spring semester and are facilitated by the Field Placement and Testing Coordinator. Policies and procedures related to the field placements will be reviewed at this time. The Field Placement and Testing Coordinator (FPTC) will notify students about the pre-practicum meeting time and location. 2. Students complete the Field Placement Request Application, Proposed Site Supervisor Form, and Memorandum of Agreement. These forms along with proof of professional liability insurance and an unofficial transcript should be submitted to the FPTC by the date specified at the pre-practicum meeting. All application materials must be received and approved during the semester prior to enrollment in CNS 6100 Counseling Practicum (i.e. a student attempting to enroll in Fall CNS 6100 Counseling Practicum should attend a pre-practicum meeting and submit application materials to the FPTC during the Spring semester before the Fall course.) 3. The FPTC will verify eligibility for enrollment in practicum, verify liability insurance is valid and current and includes minimum coverage, and conduct a review of the completed field placement application to ensure placement is appropriate and the proposed site supervisor meets the minimum requirements. As necessary, the FPTC will conduct phone/face-to-face interviews with proposed site supervisors. 4. Once the application and supporting documents (liability, unofficial transcript) are processed, the FPTC will the student indicating the status of the application (i.e., approved/denied). 11

12 5. If placement is approved, the student should utilize Braveweb to explore available sections of Practicum. Forward the placement approval to the instructor of the appropriate course section. In the , indicate you are requesting permission to enroll in practicum and provide your Banner ID. The instructor will grant permission and student can enroll in the course. If placement is denied, the student will be required to seek alternative placement/site supervisor. The deadline for reapplying for field placement will be determined by FPTC. Field Placement Experiences Counseling Practicum (Clinical Mental Health/School Counseling) CNS 6100 Counseling Practicum (3 hours): The practicum is an introductory field placement course. The practicum experience allows for enhanced skill development and exposure to professional and ethical practices in a supervised counseling setting. Students work with the Field Placement and Testing Coordinator to obtain field placements one semester in advance of enrollment. Students must complete a total of 100 clock hours at the approved field placement site. In addition to the field placement requirements, students are required to attend class for group supervision and attempt the comprehensive exam. Prerequisite: Completion of core counseling courses, minimum of grade point average of 3.0, and an approved field placement application. Corequisites: CNS 5060 Crisis Intervention and CNS 5900 Issues in Addictions for Counselors. Counseling Internship (Clinical Mental Health/School Counseling) The clinical mental health counseling internship is a field placement course. This field placement is required to take place in a setting appropriate to the students' graduate counseling program of study. All placements must have approval from the program faculty the semester before enrollment. The internship experience provides opportunity for in-depth application of counseling skills and techniques. Students will demonstrate their ability to apply theory to practice. Students receive field-based supervision at their sites and university-based group supervision during class time. Site supervisors must provide supervision to students at a rate of one hour per week throughout the duration of the placement. Students must complete a total of 300 clock hours at the field placement site during each semester of enrollment in this course. Sixty percent of the 300 clock hours must be in direct client contact each semester that the course is completed. The course is completed twice for a total of 6 credit hours and 600 clock hours. Direct vs. Indirect Hours Site supervisors and students enrolled in field placement courses often inquire about direct verses 12

13 indirect contact. The information provided below for your specific field of professional counseling, should help you determine what constitutes direct and indirect hours of experience. These definitions of direct and indirect contact align with the guidelines set forth by the North Carolina Board for Licensed Professional Counselors (21 NCAC & North Carolina General Statutes Article 24, a.3.a-b). Professional School Counseling Direct hours are hours the supervisee spends in a counseling relationship providing counseling to clients. This includes individual and small group counseling and classroom guidance. At least sixty percent (60/practicum or 180/internship) of total hours accumulated by students during each field placement semester should be in direct contact with client. Indirect hours are hours spent in counseling related activities. This includes program planning (organizing a career day, developing a bully prevention program, etc.), developing classroom guidance or small group curricula, consultation with teachers or parents, participation in meetings (SST, 504, IEP) and making referrals to community agencies. At least forty percent (40/practicum or 120/internship) of total hours accumulated by students during each field placement semester should be indirect in nature. Below is a list of activities that students should not count as either direct or indirect hours; they are considered inappropriate activities performed by school counselors based on the ASCA National Model (2012): Checking-in students in the morning Registering students Walking students to class Hall duty Lunch duty Disciplining students and any other activity that is in no way linked to school counseling programming These guidelines promote consistency across the program and foster the professional development of your supervisee. Students will likely participate in some inappropriate activities; however, they should not be counted as direct or indirect. Students are encouraged to communicate this information to their site supervisors, especially if they find themselves frequently engaging in inappropriate activities. Please attempt to provide your supervisee with worthwhile and enriching experiences that are either direct or indirect in nature. 13

14 Clinical Mental Health Counseling Direct hours are hours spent in counseling relationships providing counseling to clients. This includes individual, family, and group counseling. In-take interviews, mental health assessments, and co-counseling are also considered direct contact. At least sixty percent (60/practicum or 180/internship) of total hours accumulated by students during each field placement semester should be in direct contact with client. Indirect hours are hours spent in counseling related activities. This includes participating in clinical supervision, observing counseling sessions, writing progress notes, consulting with other mental health professionals, coordinating treatment, researching strategies and techniques, attending team meetings and professional development trainings, and making referrals to other community agencies and organizations. At least forty percent (40/practicum or 120/internship) of total hours accumulated by students during each field placement semester should be indirect in nature. Activities that are considered neither direct nor indirect contact include: Answering phone calls Completing clerical tasks Providing skill building activities to clients This overview of direct and indirect hours encourages consistency across the program and enhances the professional development of your supervisee. Students may participate in some inappropriate activities, although they should not be counted as direct or indirect contact. Additionally, students should engage in co-counseling with a licensed clinician for any counseling session that will be billed for third party reimbursement. Students are encouraged to communicate this information to their site supervisors, especially if they find themselves frequently engaging in inappropriate activities. Please attempt to provide your supervisee with worthwhile and enriching experiences that are either direct or indirect in nature. Recording Counseling Sessions Approved sites give permission for students to video-record direct client contact. In addition to site permission, students must secure written consent from every client, or parent/guardian (if client is under the age of 18) prior to video-recording any contact. Students must obtain consent using the Client Consent to Video-Record Form (see Appendix G), and any additional sitespecific paperwork that may be required. Students should express to clients when seeking permission to video-record that the purpose of the recording is to evaluate the student counselor and improve upon counseling skills, not to evaluate the clients or the issues discussed by the clients. The video-recordings will be shared in individual and group supervision at the site and in the field placement class. Additionally, students must take great care when transporting the recordings either physically or electronically. The material contained in the recordings is considered confidential. Students are expected to maintain the highest level of ethical and 14

15 professional behavior during the practicum experience. Violating the confidentiality of a client is considered an ethical breach of conduct and grounds for dismissal from the practicum course. Practicum students must submit at least 5 recordings of counseling sessions to their instructor and present at least 1 case presentation to the practicum class. Internship students must submit at least 5 recordings of counseling sessions to their instructor and present at least 2 case presentations to the internship class. As the site supervisor, it is important to help facilitate the video-recording process. Help your supervisee by identifying potential clients or students to participate in a video-recorded session. In schools, it may be helpful to send home 8 to 10 consent forms early on in the field experience. It is likely that only a small percent of consent forms will be returned, signed by child s parent or guardian. Supervisor Qualifications and Requirements Students are required to receive individual clinical supervision at their site. Students are not required to participate in group supervision at their site, although it is strongly recommended, if available. In addition to participating in group supervision, if available at the site, each student s site supervisor must agree to provide at least one hour of individual clinical supervision per week. A qualified site supervisor will have at least two years of post-licensure counseling experience and have an unrestricted professional counseling license in good standing: such as LPC, LPCS, or a professional school counseling license. The Clinical Mental Health Counseling Program prefers that students be supervised by Licensed Professional Counselors (LPC), but may approve other clinical credentials when an LPC or LPC-S is not available and all other criteria for a site are met. Professional School Counseling students completing a field placement course in a school may only receive supervision from a licensed professional school counselor. Site supervisors must be on-site and are permitted to provide supervision to a maximum of two supervisees during any given semester. A site supervisor may be off-site only in instances in which the supervisee is employed as a school counselor and is the only counselor on site. The Field Placement and Testing Coordinator must verify circumstances and approve any such arrangement. Site supervisors are required to provide midterm and final evaluations of the supervisee s professional performance at the site. These evaluations are considered part of the formal evaluation of student progress in the field placement course and their respective program of study. The university instructor will also discuss student progress with the site supervisor throughout the semester on a biweekly basis via ; either party may request additional in person or telephone communication as needed. Site supervisors may supervise no more than two students, unless granted permission by the Field Placement and Testing Coordinator. Liability Insurance Liability insurance serves to financially cover your supervisee in the event a civil suit or licensure board matter arises during the field placement experiences. Without proper liability 15

16 and risk management help, addressing legal and/or ethical matters can become costly and financially devastating. Students are required to secure professional liability insurance before beginning practicum. Liability insurance must be renewed annually and extend through the last day of the internship experience. Proof of professional liability insurance is a required component of the field placement application. Placement will not be approved and students will not be allowed to enroll in the field placement course without documentation of professional liability insurance. Liability insurance is available through many professional organizations such as the: American Counseling Association, American Mental Health Counselors Association, and Healthcare Providers Service Organization (HPSO). Students wishing to purchase professional liability insurance through an organization other than those listed above must receive approval from the Field Placement and Testing Coordinator. The minimum coverage required for any insurance policy maintained by a student across field placements is $1,000,000 per occurrence/$3,000,000 aggregate. Liability coverage by an employer or site does not negate the professional liability policy requirement outlined here within. Maintaining liability insurance as students and professional counselors is common place in the field. Site supervisors are strongly encouraged to maintain professional liability as well. Professional Disclosure Statement All students are required to develop Professional Disclosure Statements during the practicum class. At a minimum, the Professional Disclosure Statement should include information about services provided, counselor credentials and relevant experience, fees, billing information, confidentiality, supervision arrangements, how records will be handled, and informed consent. Additional information about Professional Disclosure Statements is available on the North Carolina Board of Licensed Professional Counselors website. Please share your professional disclosure statements with your supervisees. Ethical and Legal Conduct The Counseling Programs strives to foster and facilitate ethical behavior of students engaged in field placement experiences. Students are familiar with various codes of ethics, including those of the American Counseling Association and the American School Counselor Association. Students are also encouraged to use ethical decision-making models when faced with ethical dilemmas. Site supervisors should demonstrate and model ethical and legal behavior and practice at all times. It is important for your supervisee to be aware of common ethical dilemmas and legal pitfalls common in your area of practice. Please share previous ethical dilemmas and/or legal pitfalls you have faced and explain how you reached a resolution. Encourage your supervisees to utilize various resources (i.e., supervisor, peers, and decision making models) when navigating ethical dilemmas and legal pitfalls. 16

17 RESOURCES FOR THE SITE SUPERVISOR Codes of Ethics American Counseling Association Code of Ethics Ethics Standards for School Counselors (ASCA) Approved Clinical Supervisor Code of Ethics Clinical Supervision Best Practices Podcasts A Brief Summary of Supervision Models The Role of Clinical Supervision (Slideshow) Models and Techniques of Clinical Supervision (Slideshow) Evidence-Based Clinical Supervision (Part 1 of 2) Evidence-Based Clinical Supervision (Part 2 of 2) Best Practices in Clinical Supervision Legal Traps to Avoid in your Practice Evidence-Based Clinical Supervision (Part 1 of 2) Dr. Cal Stoltenberg This is the first of a two part podcast by Dr. Cal Stoltenberg about the art /science of clinical supervision. In this episode, Dr. Stoltenberg addresses the difference between supervision and clinical work with clients. He cautions against becoming too focused on distinct competencies, and recognizes the need to implement quality training. In addition, Stoltenberg notes that there are different models of supervision, and that individual characteristics and culture must be factored into the clinical supervision relationship. Evidence-Based Clinical Supervision (Part 2 of 2) Dr. Cal Stoltenberg This is the second of two episodes in which Dr. Stoltenberg talks about the art of clinical supervision. In Part 2, Dr. Stoltenberg tackles the question, "How do we evaluate what's occurring in supervision and how is it affecting work with clients?" Stoltenberg suggests that supervision should be concerned with tracking what clinicians are implementing with clients, 17

18 how are they implementing it, and how effectively it is working. SUPERVISION TRAINING RESOURCES FOR CLINICAL SUPERVISORS All site supervisors are required to provide evidence of formal training in counseling supervision. The Counseling Programs at UNCP offer a variety of training opportunities for site supervisors. Courses Workshops Clinical Supervision for the Helping Profession Dr. Jeffrey M. Warren This on-line, summer course is designed to meet the needs of Master s level helping professionals providing or planning to provide clinical supervision. Counseling students will also benefit from this course by gaining an understanding of clinical supervision and the supervisory role. The content of the course aligns with the requirements of the Licensed Professional Counselor Supervisor set forth by the North Carolina Board for Licensed Professional Counselors (G.S , Rule.0302,.0801). This course offers an introduction to clinical supervision. Supervision models and theory, ethical and legal considerations, the supervisory relationship, and multicultural concerns are addressed. Individual, triadic, and group super-vision interventions are also explored. For more information about this course including availability, please contact Dr. Jeffrey Warren at [email protected] Southeast Region of North Carolina Drive-In Workshop for Area Counselors This drive-in workshop, available free of charge for all area professional counselors (school, agency, private practice), is offered every spring. At least one session during this workshop will focus on clinical supervision. Supervisors providing clinical supervision to UNC-P counseling students are strongly encouraged to attend this workshop and session. In-service Trainings The faculty field placement instructors are available upon request to provide in-service training about counselor supervision, free of charge, within public school and mental health agency settings. Requests should be made to the Field Placement and Testing Coordinator. Online Training Module A counselor supervision training module is available on the Counseling Programs blog. This training module is specifically designed to meet the needs of field placements site supervisors of students completing UNCP s Counseling Practicum and/or Internship courses. 18

19 Textbooks The New Handbook of Counseling Supervision (2 nd ed.) Dr. L. DiAnne Borders & Dr. Lori L. Brown The second edition of this ground-breaking book continues the mission of its predecessor: to provide a "best principles" and "best practices" overview of the counseling supervision process, one that is firmly rooted in the recent explosion of empirical research in this field. Sponsored by the Association for Counselor Education and Supervision (ACES), the presentation is targeted primarily at master's-level practitioners who want "how-to" applications of the research literature (with examples) rather than a comprehensive review of the supervision literature. Like the first edition, this revised book is also a useful supplement for more academic texts used for doctoral-level instruction in counseling supervision. Key changes in this new edition include greater attention to multicultural and diversity issues and new chapters on group supervision and on technology. Also new are discussion questions and vignettes meant to enhance application of key concepts in each chapter as well as more sample materials and forms for practice. Fundamentals of Clinical Supervision (4 th ed.) Dr. Janine M. Bernard & Dr. Rodney K. Goodyear Comprehensive, interdisciplinary, and authoritative, Fundamentals of Clinical Supervision continues to be the most widely used and respected supervision text in the field. Recognizing the overlap of the mental health disciplines and of supervision modalities, the authors have integrated psychology, counseling, marriage and family therapy, and social work to fully cover the central themes that dominate the study and practice of clinical supervision. With a focus on developing the supervision relationship, the text contains all content areas required for certification as an Approved Clinical Supervisor, offering a complete review (and informed appraisals) of all leading models, interventions, and research. A valuable resource for practitioners and students alike, the revised fourth edition of Fundamentals of Clinical Supervision includes a new emphasis on global contributions to the field and diversity as well as new material on technological advances, spirituality, impaired supervisees and boundary violations. 19

20 APPENDIX A Practicum/Internship Checklists Pre-Practicum Requirements 1. Attend Pre-Practicum/Field Placement Meeting (semester prior to beginning Field Placement) 2. Contact sites (i.e., schools/agencies) of interest and inquire about placement. 3. Verify site supervisor qualifications and interest in providing clinical supervision. 4. Submit Required Forms to FPTC by designated deadline New Field Placement Application (Appendix C) Site Supervisor Information Card (Appendix D) Field Placement Contract (Appendix E) Student Progress Review (Appendix F) Copy of liability insurance Unofficial transcript 5. Receive from FPTC indicating placement status. A. Approved (proceed to next step) B. Denied (return to Step 2) 6. Receive from practicum instructor indicating permission to enroll. 7. Register for practicum via Braveweb after automatic override has been processed. **Professional School Counseling Students may be required to complete additional paperwork prior to school system approval. Students will be contacted by University-School Programs, if applicable. Site Change Requirements (between Practicum and Internship I or between Int I and Int II) 1. Submit Required Forms to FPTC by designated deadline New Field Placement Application (Appendix C) Site Supervisor Information Card (Appendix D) Field Placement Contract (Appendix E) 20

21 Practicum Requirements Submit the Required Forms to your University Supervisor throughout the Semester: Beginning 1. Goals and Schedule for Practicum/Internship (Appendix M) 2. Professional Disclosure Statement Middle 3. Site Supervisor Midterm Evaluation of the Student (Appendix N) 4. Mid/Final Self-Evaluation (Appendix R) End 5. Practicum/Internship Contact Hours Weekly Log (Appendix H; weekly signatures required) 6. Practicum/Internship Contact Hours Log Summary (Appendix I) 7. Site Supervisor Log (Appendix J) 8. Site Supervisor Final Evaluation of the Student (Appendix N) 9. Student Evaluation of Site (Appendix P) 10. Student Evaluation of the Supervisor (Appendix Q) 11. Mid/Final Self-Evaluation (Appendix R) Internship Requirements (I & II) Submit the Required Forms to your University Supervisor throughout the Semester: Beginning 1. Goals and Schedule for Practicum/Internship (Appendix M) 2. Proof of Liability Insurance Middle 3. Site Supervisor Midterm Evaluation of the Student (Appendix N) 4. Mid/Final Self-Evaluation (Appendix R) End 5. Practicum/Internship Contact Hours Weekly Log (Appendix H; weekly signatures required) 6. Practicum/Internship Contact Hours Log Summary (Appendix I) 7. Site Supervisor Log (Appendix J) 8. Site Supervisor Final Evaluation of the Student (Appendix N) 9. Student Evaluation of Site (Appendix P) 10. Student Evaluation of the Supervisor (Appendix Q) 11. Mid/Final Self-Evaluation (Appendix R) 21

22 APPENDIX B Field Placement Pre-selection Data Sheet (The Counseling Programs faculty suggests students use the questions on this sheet to assist in locating field placements.) Name of site: Contact information: Type of site and client population served: Supervision (group, individual, and credentials): Will the site allow video-recording? Does the site have equipment available for video-recording? What are the types of direct service provided that students could deliver (individual counseling, group counseling, couples counseling, inpatient therapy, outpatient therapy, substance abuse counseling, career counseling, counseling with children, family counseling, classroom guidance)? What are the types of administrative and indirect services provided that students could experience (testing, report writing, record keeping, treatment planning, consultation, referral, staff meetings, treatment-team meetings)? Will training, health screenings (such as TB testing), or background checks be required prior to placement at this site? Is it possible to complete non-clinical training, screenings, or background checks prior to the start of the field placement? Are professional training or research opportunities available? Has the site had practicum and/or interns previously? How does the site handle crisis situations and what is the expectation of students roles in crises? 22

23 APPENDIX C New Field Placement Application (This application should be completed before Practicum and any time a student changes sites) I. Applicant Information Name: Phone: Mailing Address: Street/P.O. Box City State Zip UNCP Address: Banner ID Track: CMHC PSC B. Will you have, at the beginning of next semester: 1. Any incomplete grades? yes no 2. Successfully completed all core courses? yes no Note: If no for # 2, you are not eligible to apply for practicum II. Site Information A. I request that my: Practicum Internship I Internship II placement begins: fall spring year 23

24 C. I request this site: Agency/School Name: Mailing Address: Street/P.O. Box City State Zip Phone: 2. The individual I request to serve as my Site Supervisor is: Name and Credentials : Agency/Organization and Position: Phone: address: Please attach the Site Supervisor Information Card 3. If you are also employed at this site, have you been approved by your employer to perform your field placement obligations in addition to your employment duties? yes no If yes, what arrangements have been made? Signature of Site Supervisor Date 24

25 III. Informed Consent I understand that throughout the field placement experience, I must maintain a professional liability insurance policy (e.g., ACA Professional Liability -student rate). I understand that I will be charged a tuition fee for group insurance through the University. This policy covers physical accidents but does not cover any losses due to my negligence. I understand that all requests concerning field placements must be made in writing. I understand that a request for a field placement, either at a specific site or county, is subject to review and final approval from the counseling program faculty. I understand that I may be requested to complete an interview with the site prior to approval. I understand that if I refuse a potential placement that there is no guarantee that an alternate site can be found for the requested semester. I understand that once a field placement has been finalized, it is considered binding. I understand that I may be required to complete additional requirements particular to my site. I understand that I may be required to have a medical check-up at my expense prior to beginning my field placement. I hereby attest that I have read and understood the American Counseling Association ethical standards and will practice my counseling in accordance with these standards. Any breach of these ethics or any unethical behavior on my part will result in my removal from practicum/internship and a failing grade, and documentation of such behavior will become part of my permanent record. I agree to adhere to administrative policies, rules, standards, and practices of the practicum/internship site. I understand that my responsibilities include keeping my practicum/internship supervisors informed regarding my practicum/internship experiences. I understand that I will not be issued a passing grade in practicum/internship unless I demonstrate the specified minimal level of counseling skill, knowledge, and competence and complete course requirements as required. Signature of Applicant Date 25

26 APPENDIX D Site Supervisor Information Card Thank you for your interest in serving as a site supervisor for the Counseling Program at the University of North Carolina at Pembroke (UNCP). The field placement experience provides a capstone experience for the student by allowing the student to obtain supervised practice of knowledge and skills application. As site supervisor you will play an intricate role in this process. You will serve as the primary contact for the student, conduct weekly case supervision sessions, evaluate student progress, and oversee the student s activities. The University Instructor will converse with and the student to approve the field placement contract, observe the student s work, and discuss the student's progress and evaluation. The student will be responsible for arranging supervisory meetings, completing the terms of the Field Placement Contract, and alerting supervisors of any difficulties experienced during field placement experience. Site Supervisor Qualifying Questions Note: Specific site supervisor qualifications are mandated by the UNCP counseling program faculty in accordance with professional counseling program accreditation standards. Name, credentials, and years of post-licensure (LPC, NCC, etc.): Agency/Organization: Position: Phone: address: 1. Do you have a current, valid license as a Licensed Professional Counselor and/or Licensed School or Counselor in North Carolina? Yes No 2. Provide license #(s) and year(s) initially obtained: 3. Do you hold any current, valid credentials (e.g., NCC)? If so, which ones? 4. How many years of post-licensure experience as a counselor do you have? 26

27 5. Please list education, training, and experience, if any, that you have in providing supervision to counselors-in- training. If you do not have prior training in counselor supervision, are you willing to complete UNCP s online training module prior to the start of the semester? Yes No 6. Indicate any areas that you believe the student will be able to receive supervision or an opportunity to engage in activities during the internship (check all that apply): Counseling individuals Counseling groups Counseling couples/families Substance abuse Career counseling Professional development 7. Do you believe that the student will be able to engage in the required number of direct and indirect contact hours during the semester? 8. Do you believe that the student will be able to video-record client sessions and have the recordings viewed by the University supervisor and field placement class (with client consent) on the campus of UNCP? 9. Are you willing to provide the student with one hour of face-to-face supervision per week? Will you also be available for daily consultation if needed? 10. Are you willing to provide the student with case supervision that may include a combination of cocounseling, live observation, case consultation, and review of videotapes? I,, am willing and able to serve as site supervisor for the University of North Carolina at Pembroke Counseling Programs. Signature Date 27

28 APPENDIX E Field Placement Contract (This contract is to be completed by site supervisor, site administrator, and student. If placement is approved, the Field Placement and Testing Coordinator will sign and provide a copy to the site supervisor.) Memorandum of Agreement between THE UNIVERSITY OF NORTH CAROLINA AT PEMBROKE COUNSELING PROGRAMS And Field Placement Site The University of North Carolina at Pembroke, acting through its Graduate Counseling Program, ("UNCP"), designates the above agency or school as an approved setting for field instruction in the University's program of graduate education for counseling by the signing of this agreement. Also, by the signing of this agreement, both UNCP and the Agency commit themselves cooperatively to provide field instruction for students enrolled in UNCP's Counseling Program (the "Program") as described below. This agreement becomes effective on, and remains in force for a period of one year, and renews itself annually on August 15 of each calendar year unless either UNCP or the Agency provides written notice of intent not to renew the agreement prior to the renewal date for that year. Minor adjustments may be agreed upon by letter agreement if signed by representatives of each party who are duly authorized to make such agreements, and such letter agreements should be then attached to each copy of this document. UNCP agrees to: 1. Provide guidelines to students defining student educational objectives and field learning experiences. 2. Take final responsibility for the administration of the field instruction program, including decisions that affect the progress of the student, such as grades, credits, and field instruction hours at the site. 3. Respect the site s judgment as to the final acceptance of the individual student for placement. 4. Provide the site with pertinent written information concerning final decisions regarding placement. 28

29 5. Provide a designated member of the UNCP faculty to serve as the University Instructor to the site in matters pertaining to field instruction. The University Instructor will: a. Make biweekly contact with the site to review student progress and consult with the site supervisor on learning patterns or problems; b. Be available to the site supervisor for consultation when requested; and c. Share with the site supervisor knowledge of the educational program and pertinent information about the student to the extent allowed by applicable privacy laws, including the Family Educational Rights and Privacy Act. The Site agrees to: 1. Accept the standard of the University that students be treated without discrimination based upon race, creed, color, ethnic origin, age, sex, religion, veteran status, or disability. 2. Accept the guiding principle that any agency for field instruction should provide educationally sound field placements for Mental Health Counseling students. 3. Provide the Program Director (or other position designated in writing by UNCP) with a current description of the placement (the function and purpose of the agency), including the learning opportunities anticipated. 4. Provide students with opportunities to participate in the overall program and activities as appropriate to educational needs, educational preparation and practice competency. 5. Accept and help to implement the objective of the Program that field instruction should provide opportunities to reinforce learning from all areas of the curriculum. 6. Provide qualified field instruction for students by the nomination of, subject to the approval of the Program, those persons who will serve as site supervisors. 7. Ensure that each site supervisor has adequate time within his/her work schedule to: a. Meet the educational needs of the student, including: orientation to the site and its services; development of learning opportunities that include depth and variety; preparation for at least weekly one hour supervision sessions with each student; 29

30 b. Communicate with the University Instructor at biweekly to discuss learning opportunities and student performance; c. Prepare evaluations as required by the Program; and d. Be available to the student on an as-needed basis. 8. Provide opportunities for planned student contact with site staff members, in addition to the site supervisor(s), through whom appropriate learning opportunities can be provided. 9. Permit use of its facilities, as indicated, by students of the Program during the period of placement, including: a. Sufficient space for students in an area sufficiently private for carrying on his/her independent work and activity; b. Convenient access to a telephone; c. Permission to videotape counseling sessions with client consent; d. Office supplies needed to perform responsibilities; e. The site's usual clerical service for those records and reports which the student is expected to produce the agency, and f. Access to client and agency records appropriate to the student's learning experience. The Student agrees to: 1. Maintain professional and ethical conduct consistent with the ACA Code of Ethics. 2. Keep a weekly log of professional activities completed for the fulfillment of the direct and indirect hours requirement. 3. Make and adhere to a consistent schedule with the site, including remaining engaged at the site for the duration of the semester and meeting with the site supervisor for supervision one hour each week. 4. Attend all scheduled UNCP class sessions for practicum and/or internship. 30

31 5. Complete records and assignments as required by the site supervisor and the university supervisor. 6. Dress appropriately for the site. 7. Maintain a current liability policy specific to counseling students. 8. Notify the on-site supervisor and the university supervisor of any anticipated absences or schedule changes. **This agreement will remain in force for three semesters of field placement: one semester of practicum and two semesters of internship. However, this contract is void during times in which students are not enrolled in a field placement course through UNCP. These times include the period between semesters or if a student takes a semester off. Students are not allowed to provide counseling under the supervision of the site supervisor unless enrolled in a field placement course during the academic calendar. This contract can be terminated by UNCP, the placement site, or the student. Student signature: Site Supervisor: Site Administrator: University Supervisor: Date: Date: Date: Date: 31

32 APPENDIX F Student Progress Review Student Date Complete the Self-Rating column on this form then request that an instructor for a course that you are currently enrolled in complete the Faculty rating column. Submit the completed form to with the New Field Placement Application. The Field Placement and Testing Coordinator will maintain a copy of your progress reviews in your Field Placement folder. At the end of your final internship semester, all Progress Reviews will be kept on record in your student folder with your academic advisor. (Adapted from documents created by Southwest Texas State University Counseling Program and James Madison University.) ACADEMIC DEVELOPMENT Class Attendance Displays dedication by attending all classes unless prohibited by illness and other extenuating circumstances. Punctuality Demonstrates responsibility by arriving on time and prepared for class, appointments, sessions and other meetings. Active Participation Actively engages in all aspects of learning experiences, including class discussions, experiential learning exercises, practice sessions, and collaborative groups. Displays curiosity and passion for gaining knowledge. Promptness Completes and submits all class assignments by the due date. Self Rating Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Faculty Rating Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Comments: 32

33 PERSONAL DEVELOPMENT Ethical Behavior Adheres to Code of Ethics of the American Counseling Association and UNCP s Honor Code. Professional Behavior Relates to peers, faculty, staff, clients, and others in an appropriate professional manner. Awareness of Limitations Demonstrates awareness of personal and professional limitations as these relate to service provision. Self-Awareness Explores and addresses any personal issues that may impair counseling performance. Self-Control Appropriately controls anger and other impulses in relationships with peers, faculty, staff, clients, and others. Avoidance of Imposing Values Takes appropriate precautions to avoid imposing one s personal beliefs and values on others. Use of Feedback Invites, receives, integrates and uses feedback from peers, faculty, and supervisors. Respect for Diversity Demonstrates respect for cultural and individual differences in professional interactions. Self Rating Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Faculty Rating Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Progressing Well Needs Attention Comments: Student Signature Faculty Member Signature 33

34 APPENDIX G Consent to Video-Record Client Contract (To be completed by clients and counseling student) UNIVERSITY OF NORTH CAROLINA at PEMBROKE School of Education Counseling Programs Post Office Box 1510 Pembroke, NC The field experience component of the Master s Degree Programs in Counseling at UNC Pembroke includes field placement courses. The field placement experience is a period of supervised practice in which graduate students observe and practice individual and group counseling, as well as other counseling-related activities. Students are supervised by site staff and also attend instructional sessions on the campus of UNC Pembroke. Counselors and Counselor-Trainees have found the use of video-recordings to be an effective teaching and learning tool. Recordings are used to improve the services you receive, and to facilitate the skill development and training of the student counselor. The recordings are reviewed by agency and university staff and will be viewed by other counselors in-training. Video-recording requires your permission and consent. These recordings and the content therein, are held in the highest confidence. Exceptions/Limitations to this confidentiality include the following situations that are also included in traditional counseling services informed consent: You direct me, in writing, to discuss your case with someone else. You are deemed to be a threat to yourself or someone else. A court order directs me to disclose your information. In the abuse of a child or elderly person on indicated. Any other use of these recordings requires your express written consent. Recordings are destroyed after supervision according to University policy. By signing this form, you are giving permission to have the sessions involving you or your child and the counselor-in-training video-recorded. Video-recording is completely voluntary. If you decide that you do not want to be video-recorded, you will not be penalized and you will continue to receive services. 34

35 If you have any questions or concerns please feel free contact to the UNCP Field Placement and Testing Coordinator, Dr. Nicole Adamson, at or I, (client name), understand the above conditions and agree to be video-recorded by (Counselor-in-Training). Client and/or Guardian if under 18 Date Counselor-in-Training Date 35

36 APPENDIX H Practicum /Internship Contact Hours Weekly Log Please refer to the Counseling Programs website for an electronic copy of the Practicum/Internship Contact Hours Weekly Log form: Students are expected to have this log signed weekly by their site supervisors and university supervisor. Always keep a copy for your own records. 36

37 APPENDIX I Practicum/Internship Contact Hours Log Summary Submit to the university instructor at the end of the semester. In addition to this Log Summary, weekly logs must be maintained and submitted to the Field Placement Instructor at each class group supervision session. A template for weekly logs is available on the UNCP Counseling Programs webpage. All weekly logs and the Log Summary will remain on file in the student s advising record. I, (student name), attest that I performed a total of related duties during the course of example: Internship I, Fall 2012). hours of direct client contact and hours of indirect counseling- (indicate course, term and year, for Of these indirect hours were spent in individual supervision, and were spent in group supervision. Student signature Date I, (site supervisor name), attest to the best of my ability that the above statement is true. Site supervisor signature Date 37

38 APPENDIX J Site Supervision Log This log should be maintained by the Site Supervisor and submitted to the Field Placement Course Instructor along with the Site Supervisor s Final Evaluation of the Student at the end of the semester. Date Length Supervision Notes & Comments 38

39 APPENDIX K Case Presentation Outline for Clinical Mental Health Counseling Students Use this outline to create a case presentation outline for each case that you present to your internship class. Provide typed copies of the completed outline to the supervision group and instructor prior to showing your videotape during your scheduled presentation. Student s Name: Date: I. FOUNDATIONS a. Provide an introduction to this client. What is the client s presenting concern and how has the client attempted to address the concern? b. What are the client s strengths? c. What ethical and legal standards are most relevant to your work with this client? d. Do you have questions about ethical and legal standards with regard to this client? II. COUNSELING, PREVENTION, AND INTERVENTION; DIVERSITY & ADVOCACY; ASSESSMENT a. Discuss your diagnostic impressions of this client. Identify your impressions using the DSM and a multi-axial diagnosis where applicable. b. What is the focus of intervention with this client? c. What assessments have been used with this client? d. Does this client have symptoms that necessitate screening for suicide, danger to others, abuse, or addiction? If so, what strategies are you using? e. How have you been culturally responsive to the unique needs of this client? What multicultural counseling competencies need to be applied to this particular client? How have you modified your work to meet the needs of this client? f. Is the client receiving services from other community resources? Does the client need to be referred to other community resources? Do you have questions about appropriate community resources? g. Do you have questions about record-keeping related to this client? III. COUNSELOR-IN-TRAINING SELF-AWARENESS a. Thoughts and feelings about this client b. Thoughts and feelings about your work with this client c. Positive counseling behaviors and skills that you have exhibited d. Areas for improvement in your counseling behaviors and skills 39

40 Appendix L: Case Presentation Outline Form for Professional School Counseling Students Use this outline to create a case presentation outline for each case that you present to your internship class. Provide typed copies of the completed outline to the supervision group and instructor prior to showing your recorded session during your scheduled presentation. Student s Name: Date: I. FOUNDATIONS a. Provide an introduction to this student. What is the student s presenting concern and how has the student/school/parent attempted to address the concern? b. What are the student s strengths? c. Describe the school counseling services this student has participated in. d. What ethical and legal standards are most relevant to your work with this client? e. Do you have questions about ethical and legal standards with regard to this client? II. COUNSELING, PREVENTION, AND INTERVENTION; DIVERSITY & ADVOCACY; ASSESSMENT; COLLABORATION & CONSULTATION a. Conceptualize the student s presenting concern using a specific theory. b. What strategies for helping the student identify strengths and cope with environmental and developmental problems have been used? c. What assessments (formal or informal) have been used with this student? d. Does this student have symptoms that necessitate screening for suicide, danger to others, abuse, or addiction? If so, what strategies are you using? e. How have you been culturally responsive to the unique needs of this student? What multicultural counseling competencies need to be applied to this particular student? How have you modified your work to meet the needs of this student? f. Explain the strategies and methods used when working with parents, families, and teachers to address the student concerns? g. Is the client receiving services from other community resources? Does the client need to be referred to other community resources? Do you have questions about appropriate community resources? III. COUNSELOR-IN-TRAINING SELF-AWARENESS a. Thoughts and feelings about this client b. Thoughts and feelings about your work with this client c. Positive counseling behaviors and skills that you have exhibited d. Areas for improvement in your counseling behaviors and skills 40

41 APPENDIX M Goals and Schedule for Practicum/Internship Goals Please list three goals, specific to your development as a counselor, which you plan to work toward during your practicum/internship experience Schedule Please provide a tentative schedule for satisfying the course hour requirement 100 (practicum) or 300 (internship). Remember that 60% of the hours should be in direct counseling contact with clients/students. This schedule should serve as a guide as the student works toward completing the internship requirements in the upcoming semester. Changes to this tentative schedule should be discussed in advance with the site supervisor and internship course instructor. Day Activities Total Mon Tue Wed Thu Fri Sat Sun 15 weeks (length of semester) X (Total) = Hours for Semester Total: Student Signature: Site Supervisor Signature: 41

42 APPENDIX N Site Supervisor Evaluation of the Student The site supervisor should complete an online evaluation of the practicum/internship student at the midterm point and at the conclusion of each semester. The site supervisor should discuss the evaluation with the student. A printout of the online evaluation should be submitted to the university supervisor by the student. 42

43 Appendix O: University Supervisor Contact Log University Supervisor Student Semester and Year Date E= With Whom Notes P=phone call V=voic IP=in person Document one site visit and biweekly contact with site supervisor 43

44 APPENDIX P Student Evaluation of Site Name of student counselor: Directions: The student completes this form at the end of the practicum and/or internship. This should be turned in to the university instructor and may be viewed by future counseling students. Site: Site supervisor: Dates of placement: Contact Information: Rate the following questions about your site and experiences with the following scale: A. Very satisfactory B. Moderately satisfactory C. Moderately unsatisfactory D. Very unsatisfactory 1. Amount of on-site supervision 2. Quality and usefulness of on-site supervision 3. Usefulness and helpfulness of faculty liaison 4. Relevance of experience to career goals 5. Exposure to and communication of school/agency goals 6. Exposure to and communication of school/agency procedures 7. Exposure to professional roles and functions within the school/agency 8. Exposure to information about community resources 44

45 9. Rate all applicable experiences that you had at you site: Report writing Intake interviewing Administration/interpretation of tests Staff presentation/case conferences Individual counseling Group counseling Family/couple counseling Psychoeducational activities Consultation Career counseling Other: 10. Overall evaluation of site Comments: Include any suggestions for improvements in the experiences you have rated moderately (C) or very unsatisfactory (D). 45

46 APPENDIX Q Student Evaluation of the Supervisor Directions: The student counselor is to evaluate the supervision received. Circle the number that best represents how you, the student counselor, feel about the supervision received. Student name: Name of supervisor: Semester and Year: Assessment Items: Poor Adequate Good 1 Gives time and energy in processing observations, counseling recordings, and case conferences. 2 Accepts and respects me as a person Recognizes and encourages further development of my strengths and capabilities. 4 Gives me useful feedback when I do something well Provides me the freedom to develop flexible and effective counseling styles 6 Pays appropriate amount of attention to both my clients and me Encourages and listens to my ideas and suggestions for developing my counseling skills. 8 Provides suggestions for developing my counseling skills Helps me understand the implications and dynamics of the counseling approaches I use. 10 Allows me to discuss problems I encounter in my practicum setting. 11 Encourages me to use new and different techniques when appropriate. 12 Is spontaneous and flexible in the supervisory sessions Helps me define and achieve specific concrete goals for myself during the practicum experience. 14 Gives me useful feedback when I do something wrong

47 15 Focuses on both verbal and nonverbal behavior in me and in my clients. 16 Helps me define and maintain ethical behavior in counseling and case management. 17 Applies his/her criteria fairly in evaluating my counseling performance. 18 Encourages me to engage in professional behavior Maintains confidentiality in material discussed in supervisory sessions. 20 Deals with both content and effect when supervising Focuses on the implications, consequences, and contingencies of specific behaviors in counseling and supervision. 22 Helps me organize relevant case data in planning goals and strategies with my client. 23 Helps me to formulate a theoretically sound rationale of human behavior. 24 Explains his/her criteria for evaluation clearly and in behavioral terms. 25 Offers resource information when I request or need it Helps me develop increased skill in critiquing and gaining insight from my counseling recordings. 27 Allows and encourages me to evaluate myself ADDITIONAL COMMENTS AND/OR SUGGESTIONS: Date & Signature of practicum student/intern: Date & Signature of supervisor: My signature indicates that I have read the above report and have discussed the content with my supervisee. It does not necessarily indicate that I agree with the report in part or in whole. This form is adapted from Practicum & Internship: Textbook and Resource Guide for Counseling and Psychotherapy, Fourth Edition by John C. Boylan and Judith Scott (2009). New York: Routledge. 47

48 APPENDIX R Mid/Final Self-Evaluation This form is to be completed by the student and submitted to the university instructor midway through each semester of a field placement course and again at the conclusion of each semester of a field placement course. The student should also discuss the self-evaluation with the site supervisor. This form may be altered by course instructors. Purposes 1. To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and procedural skills. 2. To provide the trainee with a basis for identifying areas of emphasis within supervision. Directions Circle a number next to each item to indicate your perceived level of competence. Write N/A beside any items that you have not yet had the opportunity to practice. Basic Helping Skills Poor Average Good 1. Ability to demonstrate active attending behavior Ability to listen to and understand nonverbal behavior Ability to listen to what client says verbally, noticing a mix of experiences, behaviors, and feelings 4. Ability to understand accurately the client s point of view Ability to identify themes in client s story Ability to identify inconsistencies between client s story and reality 7. Ability to respond with accurate empathy Ability to ask open-ended questions Ability to help clients clarify and focus Ability to balance empathic response, clarification, and probing 11. Ability to assess accurately severity of client s problems Ability to establish a collaborative working relationship with client 13. Ability to assess and activate client s strengths and resources in problem solving 14. Ability to identify and challenge unhealthy or distorted thinking or behaving 15. Ability to use advanced empathy to deepen client s understanding of problems and solutions 48

49 16. Ability to explore the counselor-client relationship Ability to share constructively some of own experiences, behaviors, and feelings with client 18. Ability to summarize Ability to share information appropriately Ability to understand and facilitate decision making Ability to help clients set goals and move toward action in problem solving 22. Ability to recognize and manage client reluctance and resistance 23. Ability to help client s explore consequences of the goals they set 24. Ability to help clients sustain actions in direction of goals Ability to help clients review and revise or recommit to goals based on new experiences Procedural Skills 26. Ability to open the session smoothly Ability to collaborate with client to identify important concerns for the session 28. Ability to establish continuity from session to session Knowledge of policy and procedures of educational or agency setting regarding harm to self and others, substance abuse, and child abuse 30. Ability to keep appropriate records related to counseling process 31. Ability to end the session smoothly Comments: Student signature Date Site Supervisor signature Date This form is adapted from Practicum & Internship: Textbook and Resource Guide for Counseling and Psychotherapy, Fourth Edition by John C. Boylan and Judith Scott (2009). New York: Routledge. 49