EDPS 614A 1 EDPS 614A: Advanced Counseling Psychology Practicum Fall, 2006

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1 EDPS 614A 1 EDPS 614A: Advanced Counseling Psychology Practicum Fall, 2006 Professor: Heather L. Servaty-Seib, Ph.D. BRNG, Room 5164 (O) (H) servaty@purdue.edu Office Hours: TBA Course Credit: 3 credit hours Class Time: Thursdays, 1:00-2:50 Classroom: BRNG 3119 REQUIRED TEXTS: 1. Teyber, E. (2006). Interpersonal process in therapy: An integrated model. Belmont, CA: Thomson-Brooks/Cole. 2. An advanced text focused on a counseling theory chose a theory of interest to you at this point in your training. 3. The PCGC manual REQUIRED READINGS: Relevant readings will be chosen and distributed by your colleagues and myself. These readings are to be done prior to class so you can fully participate in discussions. PURPOSE: This course is designed to provide an environment where you can develop and refine your counseling and psychotherapeutic skills and gain experience with a broad range of client problems and treatment modalities. Although attention will be given to the development of basic counseling skills, the primary emphases will be theoretical conceptualizations of client concerns, treatment planning, self-exploration, and practical application of advanced skills and interventions. Psychological assessment will be integrated to meet the requirements of the preliminary exam and to further the process of treatment planning. OBJECTIVES: You are not expected to be expert clinicians at the end of the semester, but you need to demonstrate your readiness to continue on-site practicum in the spring semester. Thus, all students must exhibit significant progress in each of the following areas:

2 1. Counseling Skills EDPS 614A 2 a. Relationship Establishment & Enhancement Express genuine concern in session Communicate understanding of client s verbal and nonverbal behavior Set the stage for counseling by providing necessary information to client Facilitate client trust and desire to work in counseling b. Micro-skills Reflect feelings and display comfort with emotions Use open-ended questions appropriately Paraphrase and summarize effectively Exhibit comfort with silence c. Interventions Conduct effective and efficient intakes Consider multiple approaches in conceptualizing Develop interventions based on theory Display flexibility in responding to client needs Set realistic goals for counseling Incorporate appropriate research findings Terminate counseling appropriately d. Awareness of Process Aware of own reactions in session Aware of impact on client Communicate effectively at the process level Understand and address transference and countertransference 2. Multiculturalism a. Demonstrate an appreciation of culturally based beliefs and attitudes b. Demonstrate awareness and use of clients culturally based beliefs and attitudes c. Demonstrate awareness and use of own culturally based beliefs and attitudes d. Demonstrate multicultural knowledge and sensitivity across venues (e.g., class, paperwork, supervision) 3. Crisis Management a. Appropriately assess crisis situations b. Promptly notify supervisor/director of crisis situations c. Collaborate effectively with other professionals

3 4. Diagnostic Knowledge and Skills EDPS 614A 3 a. Use DSM-IV-R to make accurate diagnoses b. Demonstrate a basic working knowledge of psychopathology c. Apply knowledge of psychopathology to treatment planning d. Demonstrate awareness of developmental factors affecting client situations e. Display understanding of the interaction between person and context 5. Case Management a. Complete and maintain appropriate records b. Write accurate and appropriate correspondence to outside individuals c. Consult with peers and supervisors regarding treatment of specific cases d. Collaborate effectively with other professionals 6. Assessment a. Select appropriate assessments to fit assessment hypotheses b. Administer psychological assessments when appropriate c. Interpret assessment results accurately d. Provide appropriate feedback to clients concerning assessment results 7. Supervision a. Develop relevant and useful hypotheses regarding cases b. Show openness to suggestions c. Show flexibility in trying different styles and techniques d. Utilize feedback toward constructive results e. Show appropriate dependent-independent balance in relationship with supervisor f. Read any suggested materials relevant to cases/supervision g. Exhibit realistic assessment of own weaknesses and strengths 8. Interpersonal Relationships a. Develop positive working relationships with support staff, peers, and outside professionals b. Actively provide appropriate feedback to peers 9. Professional Conduct a. Exhibit awareness of and employ in daily activity ethical practices according to the Ethical Practices of Psychologists b. Respect client confidentiality c. Exhibit awareness of and employ in daily activities the scientist-practitioner model d. Punctual in keeping appointments with clients and supervisor e. Punctual in attending class f. Show appropriate tact and courtesy to clients, support staff, peers, and outside professionals g. Exhibit an appearance that is appropriate to the professional role

4 EDPS 614A 4 REQUIREMENTS AND EXPECTATIONS: You are expected to be an active participant in your learning. To increase your skills, you will need to make full use of the experiences made available. I will be aware of your work and learning through observation, individual and group supervision, as well as class discussions and presentations, but you also need to let me know what you are doing, thinking, and learning via your written assignments. It is important to note that you are not expected to be adept at the beginning of this course nor are you required to be an expert by the end. You are, however, expected to improve with regard to the objectives listed above. These objectives will be assessed through the following requirements and expectations: Class Attendance: This class functions as a group and because of group dynamics and the fact that there is no way to make up a group meeting, your attendance is crucial. Practicum Goals Paper: Prepare a 2-3 page statement of your personal goals for the practicum and supervision. Assess your strengths and the areas you plan to focus on in the practicum. Your goals should be clear and concise so you will be able to evaluate, at the end of the semester, which goals were achieved and to what extent. Make two copies of this paper, one to be turned in and one that you keep for your own records. Reading: It is critical that you read the appropriate material prior to attending class and come prepared to take part in the discussion. Reaction/Integration Papers: As noted in the course schedule, there are six reactions papers (2-3 pages each) due during the course of the semester. The first three are to be written in response to the readings in the Teyber text. The last three are to be written in response to your reading of the theoretical text you have chosen. In each of these papers, describe your personal reactions to the information and include at least one direct application of the material to your present work with clients at the Purdue Counseling and Guidance Center. Although these papers will not be graded per se, the thoughtful and timely completion of each will be factored into your overall grade. Clinical Practice: During the Fall 2006 Semester, The Purdue Counseling and Guidance Center (PCGC) is open for operation on Thursdays from 3:00pm to 8:00pm (other hours will be added as schedules are discussed). You are to be available to see clients for the entire period that the clinic is open. Attendance is absolutely required. For questions about center policies, please consult your clinic manual. If you still have questions, please contact the clinic director, Jenelle Fitch. Client contacts will primarily involve adult individual therapy and assessment, but may also include couples and adolescent counseling. An emerging identity of the counseling psychology program focuses on the increasingly normative college education experience, including (a) college student development and (b) the access, retention and success of diverse groups. Therefore, every effort will be made to allow you to work with at least two college students during the course of the semester.

5 EDPS 614A 5 All counseling sessions in the PCGC are to be recorded with all tapes/cds being stored in the locked filing cabinet in the Tech Room. Students in the practicum usually accumulate between 30 and 50 hours of direct client contact during the semester as well as over 100 hours of total counseling-related activities. Documentation of all counseling activities including client contact, observation, supervision, consultation, research, reading, and paperwork is the responsibility of each student. The APPIC excel form for logging your hours can be found on the computer in the clinic workroom. This documentation is essential for predoctoral internship/apa purposes. You are required to keep a weekly log of your activities and to bring that log to class each week. As will be noted during the PCGC orientation, professional behavior is of utmost concern. Issues to be particularly noted include the prompt completion of all paperwork, punctuality for sessions, and respect for colleagues and clients. Adherence to APA ethical standards is essential and any violation of the code will be treated with the seriousness warranted. Sanctions for ethical violations range from a reprimand, to lowering of a grade, to termination from the program. Individual Supervision: Individual supervision will take place every other week and sessions will be one hour in length. A consistent time for each student will be scheduled during the first class meeting. The effective use of supervision is a critical skill. Supervision involves seeking, evaluating, and incorporating feedback. Your active participation in supervision requires that you prepare for each session by critiquing your clinical work and identifying those issues, topics, and behaviors most central to your professional development. Come to each supervision session with notes, comments, and questions. The supervision process often includes case presentations, client conceptualization, discussion of counseling strategies, techniques and relevant research, and review of recorded sessions. Students must bring a research article to each supervision meeting that informs the clinical work they are doing with one of their PCGC clients. : In addition to individual supervision, a portion of each class period will be used for group supervision. Students should come to class with client-related notes, comments, and questions as well as one recorded session cued up to a critical therapeutic segment. Oral Case Conceptualization: You will give one 45 minute, in class, oral case conceptualization on one of your clients during the course of the semester (see schedule for dates). Each presentation will include the following sections (not necessarily in this order): 1. Brief background information 2. Theoretical and problem specific conceptualization utilizing TWO counseling theories 3. Assessment findings (test results if applicable) including a discussion of the client s behavior with regard to possible developmental crises, disabilities, exceptional behaviors, addictive behaviors, and situational and environmental factors

6 4. Description of therapeutic course thus far 5. Integration of relevant empirical article* 6. DSM-IV-R diagnostic evaluation 7. Treatment plan (clearly tied to #2 above) 8. 5 minute recorded segment of counseling EDPS 614A 6 *Select a relevant empirical article that illuminates the primary presenting concern of the client chosen for the presentation. Copies of this article are to be provided to the instructor and student colleagues during the class period prior to the presentation such that all can read and be prepared to take part in the discussion. Peer Observation: Peer observations will occur at a minimum of twice per week. Evaluation forms are available on the observation hall/tech room and are to be completed and turned into the instructor. Enhancing your ability to observe and provide constructive and meaningful feedback and suggestions to your peers is the main objective of this course requirement. FORMAT: Practicum courses operate quite differently than purely content driven courses in that your own skills and giving and receiving feedback are a major focus of our work. This type of personal focus can seem risky and uncomfortable. However, your involvement in observing and thinking about what goes on during your own and others counseling sessions is essential for the experience to be effective. Honestly voicing your reactions and questions will help everyone have pertinent, interesting, and useful discussions. Things you can do to facilitate your involvement: 1) Have the attitude that learning is the key 2) When you listen to yours or others sessions/videotapes, ask did it work? NOT was it right or wrong or good or bad Class periods will include interactive discussions of the readings, case presentations, and group supervision. EVALUATION: Evaluation in applied courses, such as practicum, is somewhat more subjective than other classes that rely on more traditional means of assessment. However, steps have been taken to ensure that the criteria for evaluation are clear (see objectives noted above). More specifically, your practicum evaluation is based on the following expectations and requirements: 55% Clinical Practice (midterm and end of semester assessments) 15% Use of Individual and 10% Reaction/Integration Papers 10% Oral Case Conceptualization 10% Peer Observations, Class Attendance, and Overall Preparation

7 EDPS 614A 7 Please be aware that an A at the end of this course means that I recommend you for on-site practicum for the spring without significant reservations. Thus, if I have concerns about your ability to perform effectively next semester, you will not receive an A. Receiving a B at the end of this course means that I recommend you for continued practicum, but that I have some concerns about your performance. In the event that a B is assigned, I will make specific recommendations about areas for attention, learning, and growth. It is not uncommon for students to earn a B in Practicum, and this should not be cause for undue distress. A C at the end of the course means that I do not believe you are able to continue in practicum without significant additional work. The implication of this grade is that you will need to complete a remediation plan agreed upon by the Counseling Psychology faculty. Please note that it is my hope that you will genuinely strive to grow as a psychologist rather than focus solely on grades. ACADEMIC DISHONESTY: Purdue prohibits dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty. [University Regulations, Part 5, Section III, B, 2, a]. Furthermore, the University Senate has stipulated that the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest. [University Senate Document 72-18, December 15, 1972]. Additional information concerning Academic Integrity may be found in the Purdue University Student Code of Conduct: At the professor s discretion, cheating on an assignment or examination will result in a reduced score, a zero score, or a failing grade for the course. All occurrences of academic dishonesty will be reported to the Assistant Dean of Students and copied to the EDST Department Head. If there is any question as to whether a given action might be construed as cheating, please see the professor before you engage in any such action. ADAPTIVE PROGRAMS: Students with disabilities must be registered with the Adaptive Programs in the Office of the Dean of Students before classroom accommodations can be provided. If you are eligible for academic accommodations because you have a documented disability that will impact your work in this class, please schedule an appointment with the professor as soon as possible to discuss your needs. NONDISRIMINATION POLICY STATEMENT: Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens

8 EDPS 614A 8 the institution, stimulates creativity, promotes the exchange of new ideas, and enriches campus life. Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a disabled or Vietnam era veteran. If you believe you have been the recipient of discrimination from students, faculty, or staff, you have several choices of action. 1. The most direct approach, if you feel comfortable doing so, is to speak directly to the person whose behavior seemed inappropriate. 2. Or, you may speak to a faculty member; the department chair (Dr. Kevin Kelly) or the Affirmative Action Office ( It is important that you speak to someone you feel comfortable with so that the concerns can be handled promptly and fairly. Concerns brought forward are given a high level of confidentiality, but may be shared with individuals that have a legitimate reason to know. TENTATIVE SCHEDULE OF TOPICS/READINGS 8-24 Introduction to Practicum PCGC Orientation 8-31 Intake Procedures Teyber 1 ***Initial Goals Papers Dues*** 9-7 Introduction to the Interpersonal Process Approach Teyber Honoring Client s Resistance Teyber 3, 4 Internal Focus for Change ***Reaction #1 Due*** 9-21 Responding to Conflicted Emotions Teyber Familial and Developmental Factors Teyber 6 ***Reaction #2 Due*** 10-5 Inflexible Interpersonal Coping Strategies Teyber 7, 8 Current Interpersonal Factors Resolution and Change Teyber 9, 10 Working Through and Termination ***Reaction #3 Due***

9 EDPS 614A Case Conceptualization: Case Conceptualization: ***Reaction #4 Due-Chapters 1 &2 of theoretical text*** 11-2 Case Conceptualization: 11-9 Case Conceptualization: ***Reaction #5 Due-Chapters 3 & 4 of theoretical text*** Case Conceptualization: THANKSGIVING BREAK Case Conceptualization: ***Reaction #6 Due-Chapters 5 & 6 of theoretical text*** 12-7 End of Course/Review Draft of all termination reports due by December 11 th (first day of finals week)