Rehabilitation Counseling Practicum

Transcription

1 REHAB 238 Draft, may be revised. Rehabilitation Practicum Fall 2013 California State University, Fresno Course Information: REHAB 238 Rehab (33862) (33863) Units = 4 Time Mon/Wed 9:00AM-11:50 AM Instructor Name: William J. Volkoff MS MFT LEP Office Number: Not assigned william_volkoff@csufresno.edu I answer or acknowledge receipt of your usually within hrs. except on weekends or scheduled university holidays. When I send an I will use your official Fresno State account as this is the account used for official university correspondence and Blackboard communications. You should regularly access your Fresno State account for any correspondence. Location: ATR: 1100 W. Shaw #122 To access the course handouts, i.e. syllabus, reading material, go to: Due to instructor learning curve on the Blackboard, necessary reading material will be available here. Telephone: , leave a message and your call will be returned. It is a private business line and may be used for now. I prefer . Office Hours: By appointment. I will schedule time to meet with you based on schedule needs. 1

2 Catalog Description Laboratory rehabilitation counseling experiences with clients who are disabled, supervised individual counseling sessions, analysis of the effects of disability on personal and vocational development, methods of facilitating vocational rehabilitation, observations, critiques, report writing. Students must carry professional liability insurance. The Program description in the Graduate Catalog also notes that you must earn a B or better in this class. Further Description: In this class students apply counseling skills in a clinical setting. Students will gain clinical rehabilitation counseling experiences with clients/consumers who have various disabilities and issues. Initially basic empathy and listening skills will be practiced and developed through in-class group feedback and evaluation. This will be followed with hands on clinical experience with individual consumers/clients. Ethical issues and practices will be demonstrated and used throughout the course. Crisis/trauma intervention will be used as needed. Sessions will be supervised, observed/taped for process evaluation of skills. Students will write case reports for all client/consumer contact. Prerequisites The prerequisites for this class include COUN 200; REHAB 201, 204A or B, 205, 237. Required Textbooks and Materials Miller, W. R. & Rollnick, S. (2013). Motivational interviewing: Helping people change. (3rd Ed.) N.Y: Guilford Press. Code of Ethics Commission on Rehabilitation Counselor Certification. (2010). Code of professional ethics for rehabilitation counselors. Retrieved from the Commission on Rehabilitation Counselor Certification website: 10.php Course Organization All reading materials, handouts, and information sheets will also be posted to a temporary website, (until further notice). Please note the following additional points: "Counselor education students are evaluated throughout their time in the program. Any faculty member may present concerns regarding a student s academic progress, dispositional characteristics, emotional stability, and professional fit to the Clinical Review Committee at any 2

3 time during the student s tenure in the program. Please see the program handbook for additional information regarding the Clinical Review process." Also: "Students pay an additional fee upon enrolling in this course which provides them with some liability insurance coverage through the university; however I cannot guarantee coverage under this policy as students are not identified as the holders of the policy. Therefore, I highly recommend that students acquire additional professional liability insurance. Liability insurance is a benefit of your membership in the American Association and the American Association of Marriage and Family Therapists. " Major Assignments The course requirements will include a reflection paper, evaluation and progress of counseling skills, case documentation, participation and discussion, midterm and final exam. 1. Reflection Papers (20%): The 1 st reflection paper will be completed during the 1 st week of classes and will identify: your fears, a personal evaluation of your present skills andyour goals to accomplish in this class. The 2 nd reflection paper is due one week prior to your midterm. This paper should specify specific skills you have learned, an estimate of your confidence level and evaluation of current skills, overall. You will also rate the importance to you of learning the information and your confidence level. The 3 rd reflection paper will be due near the end of the semester and will be a reflection of what you have learned in the practicum. This paper should also identify your confidence and reflect on your initial fears and evaluate your skills as a result of the practicum experience. Each paper should be approximately 2-3 pages in length. 2. Your performance will be monitored and evaluated throughout the semester, using a form similar to the Practicum Student Evaluation Form (attached). A revised evaluation form which you will receive later will also contain specific items including specific motivational interviewing (MI) techniques. The Carkhuff Scale has been widely used to rate and teach counseling skills. On your final evaluation you will be expected to perform at a minimum of 3 on each of the items on the Student Evaluation Form to earn an A. A final average of will be a B, and a C. 3. Case Documentation (20%): You will be provide you with an intake inventory/history SOAP note template and a guide for progress notes. Written work will be assessed based on case conceptualization and identified treatment plan or treatment goals. (25%). 4. Participation & Discussion (20%): Weekly, text reading assignment should be read by the date indicated. Peer group discussions may include discussion of specific counseling techniques or other requirements/tools, prior to practice sessions or prior to meeting with clients. Peer to peer observations-feedback are also evaluated. 3

4 5. Text reading assignments and practice sessions may vary week to week, to review prescribed counseling techniques. This should help increase student skill and confidence levels.. 6. Midterm (20%) and Final Semester Evaluations (20%). Instructor will provide evaluations of students performance during middle and final points in the semester. Students are required to perform at a (i.e., adequate/good) on the evaluation items by mid-semester, for a B. A score of 3-4 (i.e., very good/a strength of the student) will be required by the final semester evaluation of items for an A. One week prior to the evaluations being completed, students are required to submit to the instructor a typed overview of their perceived counseling progress thus far. No specific page amount is required. Areas that ought to be addressed include perception of rapport building and maintenance with clients, ability to structure and facilitate a counseling session, ability to use various counseling techniques (e.g., open-ended questions, reframing, reflection, etc.), overall professionalism, ability to interact with diverse populations, strengths, and areas for further development. See item # 1 above, reflection papers. Evaluation Criteria: The evaluation criteria for the above assignment include observed skills demonstrated by the student during the practicum with clients and in the classroom. All evaluations are primarily based on students performance during seminar; i.e., largely with use of counseling skills with clients, but will include peer-observation-feedback, participation in peer learning discussions. Study Expectations. It is usually expected that students will spend approximately 2 hours of study time outside of class for every one hour in class. Since this is a 4-unit class, you should expect to devote an average of 8 hours outside of class each week to accomplish the requirements. Some students may need more outside study time and some less. For free tutoring on campus, contact the Learning Center ( in the Collection Level (basement level) of the Henry Madden Library. You can reach them by phone at Participation Standards This is a participatory class as you will be clients from the community and receive feedback from your peers and the instructor. Your participation is noted on the Student Evaluation Form which is attached, Participation in group supervision. You will be expected to share feedback with your peers both written and orally. You will also be expected to receive feedback and provide feedback using skills from the peer group learning model, by saying thank you to the person giving you feedback rather than defending. The formula we will use is to give two statements about what the student counselor did or said that you thought was particularly effective and one statement recommending future change. A format similar to group the peer learning model. 4

5 Since you are counseling consumers from the community it is very important that you attend classes. It is important to arrive on time (for feedback and counseling assignments) and you will be expected to stay the entire time unless you have contacted me. Attendance will impact your grade in the following way: -1 absence will lower your grade by 5 points; 2 absences will lower your grade by 10 points; 3 absences will lower your grade by 15 points. If you have -4 absences you will not be able to receive credit for the course. If you are absent from class, it is your responsibility to check on announcements made while you were absent. Grading 3 Reflection Papers, 1 st week; mid-semester and final semester 15 pts Case Documentation Participation, Discussion Mid-Term (20 pts) Final Evaluation (20 pts) 20 pts 20 pts 20 pts 25 pts Total Points %-100% = A 3 to 4 80%-89% = B %-79% = C 2.4 to 2.0 Course Goals and Primary Learning Outcomes Course Goals: The course goals are based on the Mission Statement of the Rehabilitation Program: To serve people with disabilities by doing an outstanding job of training warm, empathic, trustworthy and competent Qualified Rehabilitation Professionals who will make a real difference in the lives of persons with disabilities and transform the practice of rehabilitation counseling in California and beyond. 5

6 Primary Learning Outcomes Upon successful completion of this course, students will be able to: 1) Demonstrate active listening and empathy skills; 2) Demonstrate the ability to initiate counseling through an informed consent process; 3) Demonstrate the ability to establish rapport with peers and clients; 4) Conceptualize cultural, functional, social, psychological, medical, vocational, and otherrelated areas of clients environmental context; 5) Identify and illustrate effective case recording and related documentation practices; 6) Apply the Rehabilitation Code of Ethics (2010) to guide counseling interactions and monitor daily professional conduct; 7) Research and apply evidence-based findings to help guide counseling activities; 8) Demonstrate professional courtesy towards clients, peers, instructor, and agency personnel as a way of establishing and maintaining positive work relationships; 9) Effectively terminate counseling sessions and follow-through with all subsequent termination procedures in an ethical manner; 10) Articulate an understanding of how one s attitudes, values, cultural knowledge, and skills influence interactions with individuals from diverse populations; 11) Describe components that comprise one s personal philosophy of counseling; and 12) Critically reflect on strengths and areas for future personal and professional growth. Subject to Change Statement This syllabus and schedule are subject to change in the event of extenuating circumstances. If you are absent from class, it is your responsibility to check on announcements made while you were absent. Course Policies & Safety Issues Class discussions will be based on the assigned readings. Your personal opinions and beliefs about the topic will invariably differ. Students will be encouraged to learn how to value these differing opinions. 6

7 CELL PHONE/LAPTOP ETIQUETTE: As helpful as cell phones and laptops are, they can also be very disruptive to others. If you need to have your cell phone with your for emergencies, put it on vibrate and sit next to a door. Avoid answering the call until you are in the hallway. Please do not use cell phones for texting within the classroom. You are encouraged to check your phones during breaks only. PROFESSIONAL DRESS: When the class is at Fresno New Connections, casual business dress is required. Overall, I recommend that you dress as you would if you were working at an agency. Blue jeans and tennis shoes are not appropriate unless you have a specific need and have talked with me about it. University Policies For information on the University's policy regarding cheating and plagiarism, refer to the University Catalog (Policies and Regulations) or by referring to: Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 ( ). Computers: "At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services ( or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources." Disruptive Classroom Behavior: 7

8 "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained.... Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live... Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class." Tentative Course Schedule The schedule and procedures for this course are subject to change in the event of extenuating circumstances. Tentative Course Schedule Spring 2013 WEEK Date Topic Include a list of : Assignments, Activities, Readings, Quizzes, Optional Resources, etc. 1 Mon. Aug 26 Aug. 28 Introductions; communications skills; empathy; legal issues COD, mental status, tips for Counselors Ethical and legal issues; peer group learning; supervision Conversation about change; spirit of MI; method of MI; engaging, disengaging; person s dilemma; OARS; values & goals. Expectations of the practicum experience: Code of Ethics for Rehab Counselors: php Miller & Rollnick, Part I: What is Motivational Interviewing Miller & Rollnick, Part I: What is Motivational Interviewing Substance Abuse Treatment for Persons with Co-Occurring Disorders: Brief Overview Miller & Rollnick: Part II: Engaging: The Relational Foundation Practice Skills 8

9 WEEK Date Topic Include a list of : Assignments, Activities, Readings, Quizzes, Optional Resources, etc. 2 Mon. Sept 2 Labor Day No Class Labor Day No Class Sept 4 Process of change; faith, hope; counselor effects: Cont. from above; Rogers and Empathy Confidentiality, Informed Consent; how to begin a session; MI focus, horizon, goals, exchange of information Mental Status Exam, Introduction, awareness SOAP Note DUE: 1 st Reflection Paper Continue Miller & Rollnick: Part II: Engaging: The Relational Foundation Practice Skills, i.e. reflection paper Miller & Rollnick Part III: Focusing: The Strategic Direction 3 Mon. Sept.9 Sept 11 Confidentiality, Informed Consent; How to begin a session; Working with aggressive or suicidal clients; clients with PTSD; clients experiencing crisis and trauma MI focus, horizon, goals, exchange of information Practice Skills Miller & Rollnick Part III: Focusing: The Strategic Direction Continue Part III Practice Skills Miller & Rollnick Part III: Focusing: The Strategic Direction 4 Mon. Sept 16 Sept 18 Listening: Understanding the Person s Dilemma (chap 5) Core Interviewing Skills: OARS (chap 6) Exploring Values and Goals (chap 7); Practice Skills Miller & Rollnick Part III: Focusing: The Strategic Direction Practice Skills 9

10 WEEK Date Topic Include a list of : Assignments, Activities, Readings, Quizzes, Optional Resources, etc. 5 Mon. Sept 23 Wed Sept 25 Clinical writing, case notes; MI: change talk; sustain talk; evoking motivation: responding to change talk; responding to talk & discord;; hope & confidence; counseling w/neutrality; developing discrepancy. Begin Miller & Rollnick Part IV: Evoking: Preparation for Change Meet with clients Meet with clients 6 Mon. Sept 30 Oct. 2 Why Focus (chap 8) Finding the Horizon (chap 9) Feedback & Meet with clients 7 Mon. Oct. 7 Oct. 9 When Goals Differ (chap 10) Exchanging Information (chap 11) Begin Miller & Rollnick Part IV: Evoking: Preparation for Change 8 Mon. Oct. 14 Oct. 16. From evoking to planning; developing a change plan; strengthening commitment; support change Miller & Rollnick: Part V Planning: The Bridge to Change 9 Mon. Oct. 21 Oct 23 Cont.topics above; Responding to Miller & Rollnick: Part V Planning: The Bridge to Change 10

11 WEEK Date Topic Include a list of : Assignments, Activities, Readings, Quizzes, Optional Resources, etc. 10 Mon. Oct. 28 Oct. 30 Evoking Hope and Confidence (chap 16) Cont.topics above; Midterm Practicum Student Evals. Mon. Nov. 4 Nov. 6 Cont.topics above; Miller & Rollnick: Part V Planning: The Bridge to Change 11 Mon. Nov. 11 Holiday Veteran s Day Campus Closed Holiday Veteran s Day Campus Closed Nov Mon. Nov. 18 Nov Mon. Nov. 25 Nov Mon. Dec. 2 Dec. 4 Supporting Change (chap 22) 11

12 WEEK Date Topic Include a list of : Assignments, Activities, Readings, Quizzes, Optional Resources, etc. 15 Mon. Dec. 9 Dec. 11 Termination Last Day of Instruction Termination: Finalize sessions with clients Termination: Finalize sessions with clients DUE: 3 rd Reflection Paper Individualize meetings to turn in all client paperwork and receive final student evaluation 16 Mon. Dec. 16 Dec. 18 Final Examinations Final Examinations Overview of Practicum Experience 3 rd Reflection Papers Due Finals week Days Dates Final Exam Preparation & Faculty Consultation Days: Final Semester Examinations Final Exam in this course Indicate if students will be taking the final exam online or in the Testing Center. Not Applicable Appendix B RUBRIC: Client Intake Assessment, Case Conceptualization, and Treatment Plan (this form may be revised or replaced). Criteria Developing (1) (70-79%) Capable (2) (80-89%) Accomplished (3) (90-100%) The document is missing important There are 1-2 areas that are incomplete or All of the areas of the assignment are included (including headings 12

13 Content client information Supporting documentation or statement of fact are missing Judgment or bias or stereotyping occurs throughout the document lacking depth of information Most information is factual by may lack supporting documentation Although most client references are nonjudgmental, some statements are judgmental, biased, or stereotypical for the intake assessment) All areas are addressed in depth and provide a complete description of the intake assessment, case conceptualization, or treatment plan. The client is referred to in a factual, unbiased/nonjudgmental manner Grammar & Format The document contains frequent (10 or more) errors in spelling and grammar Demonstrates little to no sequencing of ideas within or transitions between paragraphs The document is limited in depth of content There are only a few (5-9) minor errors in spelling and grammar Organization and content, at times, lack clarity or meaning The document is too short or brief to address all areas in depth The document follows conventions for spelling and grammar throughout and has been carefully proofread Sequencing of ideas and transitions within and between paragraphs make it easy for the reader to follow The assignment is of appropriate length for assignment and is double-spaced The document includes the major headings (or content) provided for the assignment REHABILITATION COUNSELING PRACTICUM EVALUATION FORM (this form may be revised or replaced). Student: Semester: Faculty Supervisor: TA: 1 = needs 2 = 3 = 4 = a strength 13

14 Improvement adequate good of the student Relationship/attending skills 1. Listens carefully and communicates an understanding of the client. 2. Is genuine and warm with the client. 3. Is immediate with the client. 4. Is respectful of, and validates, the client. 5. Is appropriate regarding the cultural context of the client. 6. Is appropriate regarding the developmental context of the client. 7. Uses interpersonal strengths appropriately, including humor and self-disclosure. 8. Is comfortable with a variety of feelings and/or issues shared by the client. 9. Provides support to the client when appropriate. 10. Challenges the client when appropriate. 11. Tracks the main issues presented by the client. Assessment skills 12. Is able to organize session data into meaningful frameworks. 13. Appreciates cultural and/or developmental issues that may affect assessment. 14. Is able to recognize normative from problematic behavior during assessment. 15. Can assist the client in considering different components and sequences that make up and sustain problems. 16. Is able to identify cognitive components of client issues. 14

15 17. Is able to identify affective components of client issues. 18. Is able to identify behavioral components of client issues. 19. Is able to identify systemic components of client issues. 20. Identifies appropriate process goals. 21. Can assist client in translating problems into realistic outcome goals. 22. Can assess one s own performance in counseling. Intervention skills 23. Maintains an appropriate pace during sessions. 24. Uses questions skillfully. 25. Uses nondirective interventions skillfully. 26. Can direct the session in a meaningful manner. 27. Can deliver appropriate confrontations. 28. Can demonstrate an appropriate use of affective interventions. 29. Can demonstrate an appropriate use of cognitive interventions. 30. Can demonstrate an appropriate use of behavioral interventions. 31. Can demonstrate an appropriate use of systemic interventions. 32. Is able to work effectively with multiple clients. Professional skills 33. Is aware of personal issues (e.g. counter-transference/parallel processes) that might impact counseling. 15

16 34. Demonstrates openness to and use of supervision. 35. Appreciates own limits without overreacting to them. Additional aspects of practicum 36. Participation in group supervision. 37. Written work. Comments relevant to areas of strength: Comments relevant to areas of weakness: * Developed by Janine M. Bernard (1998) 16