Fall 2009
University Mission: The University has both an academic and a service
mission. Its academic mission is to
prepare, in a Christian environment, broadly educated individuals who can move
productively into a variety of professions or into further academic
pursuits. The Wayland experience is
guided by a dedicated, well-qualified, accessible faculty who value teaching and
learning and exhibit both reverence and enthusiasm for that truth which has its
ultimate source in God.
COURSE NUMBER & TITLE: CNSL5361 Internship;
CNSL5362 Advanced Internship
TIME: Fri. 6pm
to 10:00pm/Sat. 9am to 4:30pm
(August 21-22; September 11-12; October 9-10 and 30-31)
INSTRUCTOR: Dr. Rolla M. Bradley, Jr. Email:
rollabradley@gmail.com
Home # 210/651-9750 & Cell #
210/859-7854
OFFICE HOURS: You can meet with me before or after class by
scheduling an appointment.
COURSE DESCRIPTION: Experience in performing the activities that
a regularly employed community counselor/school counselor is expected to
perform in a professional counseling setting under the direct supervision of
the program faculty and the site supervisor.
Weekly site supervision is provided for observed, recorded, and reported
experiences from the field setting.
Additional faculty supervision is provided during 4 weekends throughout
the duration of this semester.
PREREQUISITES: Enrolled in MAC graduate program; completion
of 24 graduate hours in counseling; and completion of CNSL5307 Ethics and Legal
Issues in Counseling
TEXTBOOKS: The
following books are recommended – not required. Access to the books for
Internship and Advanced Internship is required.
Internship
1) Bad Therapy by Kottler and
Carlson;
2) Their Finest Hour by Kottler and
Carlson. (Paperback trade books)
Advanced Internship
1) The Mummy at the Dining Table
by Kottler and Carlson;
2) The Client that Changed Me
by Kottler and Carlson. (These are both paperback trade books.)
All Classes
Code of Ethics from at least one Professional
Organization
Code of Ethics from the State of Texas for
Professional Counselors
Textbooks
are an information source and a means of explaining and stimulating interest in
the material. It does not contain all
the information students need to know, however.
Additional information, notes and handouts, interpretations, and
analyses will be given in class.
The following
additional textbooks are suggested in preparation for the comprehensive exam in
order to graduate from this masters program. Textbooks may not match exactly,
the text you used is appropriate.
Lifespan development by
Santrock (2003) 9th edition (for the human growth and development
section)
Counseling the culturally
diverse: Theory & practice (4th ed) by Sue & Sue (2002)
(for social/cultural section)
Family therapy: an overview
(6th ed) by Goldenberg & Goldenberg (2003) (for social/cultural
section)
Theory and practice of counseling
and psychotherapy (7th ed) Corey (2004) (for helping
relationships section)
Counseling children (6th
ed) Thompson, Rudolph, & Henderson (2004) (for helping relationships
section)
Theory and practice of group
counseling (6th ed) Corey (2004) (for group work section)
Career counseling: applied
concepts for life planning (6th ed) Zunker (for career/lifestyle
development section)
DSM-IV-TR (APA) (2000) (for
appraisal section)
Appraisal procedures for
counselors and helping professionals (5th ed) Drummond (2003)
(for testing section)
Research design in counseling
(2nd ed) Heppner, Kivilighan, & Wampold (1998) (for research and
stats section)
Issues and ethics in the helping
professions (6th ed) Corey, Corey & Callanan (2003) (for
ethics section)
These
books are often used in developing test items for the comprehensive exam. You can save money by purchasing an older
edition of these books through half.com or amazon.com on the Internet.
COURSE OBJECTIVES: The major function/role of counseling is to
facilitate individual and interpersonal development throughout the life
span. There are many approaches to
promoting the individual’s development, no one of which may serve all. Counselors should mature with experience in
their ability to critically evaluate counseling approaches to determine the
appropriate one’s to use with their clientele.
All counselors, regardless of work setting, should be prepared in a
common core of knowledge and basic skills.
All counselors-in-preparation should engage in critical self-analysis
regarding their suitability for becoming a counselor, their competencies, and
weaknesses. All counselors should engage
in continuous peer and self-evaluation regarding the quality of their
counseling services. Through a critical
exposure to a broad spectrum of literature and research, the reflective
counselor becomes committed to increasing knowledge about human behavior and
the conditions that influence it.
Through reflection, counselors appreciate the importance of themselves,
as persons, in the helping process and will strive to clarify how their
personal characteristics influence the outcomes of the helping process. All counselors should understand, develop,
and implement an ethical code of conduct and be aware of their state’s
licensing board requirements. Therefore,
by the conclusion of this course, successful students will be able to:
·
Accept and use supervisory feedback to improve counseling
effectiveness.
·
Actively and constructively participate in peer group supervision.
·
Demonstrate appropriate use of core counseling skills (e.g., attending,
empathy, respect, concreteness, genuineness, and confrontation.)
·
Use counseling skills and competencies
·
Conduct initial client assessments and make recommendations for
counseling services.
·
Demonstrate ability to appropriately prepare clinical documentation.
·
Learn to integrate theory with practice.
·
Continue to develop a coherent personalized counseling approach that is
adequately based on accepted counseling theory and research.
·
Critically evaluate their in-session counseling behaviors.
·
Accurately assess one’s own counseling strengths and weaknesses.
·
Engage in professional and ethical conduct at all times.
·
Demonstrate awareness, knowledge and skills in counseling clients who
are culturally different, including racial, ethnic, gender, sexual orientation
and socioeconomic differences.
CLASSROOM ACTIVITIES: Live demonstrations, role plays, review of
students’ videotaped counseling for analysis and feedback, lectures on topics
such as documentation, case conceptualization, micro skills, crisis management,
and treatment planning, and review of appropriate material in preparation for
the comprehensive examination.
Attendance: Contrary to popular belief, absence does not
make the heart grow fonder. Attendance
is required. Excessive late arrivals or early departures
are not in the student’s best interest. If
a student misses more than one full weekend of classes, they will be given an F
for the course. If a student misses
an entire weekend, they can make no higher than a B for the course. In addition, they may be assigned additional
make up work. If a student misses either
a Friday evening class or a Saturday class, then they will be given additional
makeup work. Material will be
discussed in class and included in the exams that are not necessarily in the
book. It is the students’ responsibility
to obtain any material missed by not attending class for any reason, excused or
unexcused. Make-up exams must have
authorization by the professor. It is the student’s responsibility to
inform the professor of the dates that they will be absent. Students
are expected to attend and participate actively. Promptness for all class meetings is
expected. If circumstances are such that you cannot attend or you will be late,
you should contact the professor before the time of the meeting.
TURN ALL CELL PHONES AND
PAGERS OFF DURING CLASS.
Readings: Assigned readings and/or chapters are to be
completed prior to the class
session for which they are assigned.
Students should read a chapter at a time prior to coming to class, so
that they can participate in class discussions as well as ask and answer
questions. Students should take notes in
class, and/or use a tape recorder, rather than just underlining passages in the
textbook as they read.
Plagiarism Policy: Intellectual integrity and truthfulness are
fundamental to scholarship. Scholars,
whether they are performing as students or as teachers, are engaged in a search
for truth. Plagiarism is a form of
cheating and also a form of theft.
Plagiarism occurs when a student fails to give proper credit when
information is either quoted or paraphrased. In essence, plagiarism takes place when you
take credit for someone else’s work. This happens when you copy someone’s exam
or when you fail to explain which parts of a paper reflect your own ideas and
which came from someone else. Looking at
or copying someone else’s test, answer sheet, and/or paper is counted as
cheating. Carelessness is no
excuse. As such, it is a breach of
scholarly responsibility. It is also
unethical, immoral, and in some cases, illegal. Plagiarism may result in an “F”
in the course or in your being expelled from the class.
Disciplinary
Procedures: Probation, Suspension, and
Dismissal
The Graduate School
Catalog specifies the circumstances under which students may be placed on
probation, suspended, or dismissed.
Additionally, the Counseling Program Faculty may recommend to probate,
suspend, or dismiss from the program students who (a) do not meet the program’s
academic requirements, (b) do not make satisfactory progress over time toward
completion of the Masters in Counseling degree, (c) exhibit behavior
unbefitting a scholar, researcher, or counselor, or (d) display such
inappropriate behaviors that cause the Counseling faculty to be concerned about
whether the student possesses the interpersonal, emotional, and ethical
behaviors necessary for entry into the counseling profession. Accordingly, on an as-needed basis, the
Counseling faculty in formal meetings will discuss student progress with regard
to academic performance as exhibited in classes, on examinations, and in their
field site placements and nonacademic performance as exhibited in counseling
relationships, personal and professional attitudes, professional behaviors,
adherence to good ethical behavior, and overall compatibility with the
Counseling Program at Wayland Baptist University and the counseling profession.
Immediate Dismissal
Success in the
Counseling Program consists of more than grades. Work habits and attitudes play a major role
in the success of any counseling student.
Any of the following actions are considered just cause for immediate
dismissal from the Counseling Program:
Dishonesty (cheating, plagiarism, etc.), Disclosure of client
confidential information with unauthorized individuals, Negligence of
misconduct, Mistreatment of clients, fellow students, research participants, or
faculty, Abusing a client, fellow student, faculty member, or staff member,
(including abusive language), Violations of the rules, regulations, and
principles in the ACA Ethical Code, Receipt of a Failing grade in Practicum,
Internship, or Advanced Internship, Willful submission of false information or
alteration of any official records, counseling reports, papers, or
examinations, Willful conduct that may cause injury to self or others,
Unethical behavior as defined by ethical guidelines and practice (e.g., ACA),
and Sexual harassment as defined by Wayland Baptist University.
Disabilities: It
is university policy that no otherwise qualified disabled person be excluded
from participation in, be denied the benefits of, or be subject to
discrimination under any educational program or activity in the
University. Students should inform the
instructor of existing disabilities at the first class meeting.
Evaluation of student
performance:
Students must
complete supervised practicum/internship experiences that total a minimum of:
Internship-
135 total hours 60 hours
direct
Advanced Internship- 165
total hours 80
hours direct
The
practicum/internship provides for the development of counseling skills under
both faculty and site supervision. The student’s internship includes an
evaluation of the student’s performance throughout the course. Failure to complete the necessary hours
will result in a failing grade. A
student who takes an “incomplete” will not be allowed to enroll in the
Internship course in the following semester, this may delay their graduation by
one semester.
All
students must provide proof of professional liability insurance coverage before
they will be permitted to see clients. Students are
free to obtain this insurance through any insurance company. Professional
liability insurance is available through the American Counseling Association
and additional resources can be found in the Counseling Program Handbook.
Field Site Responsibilities: Students will participate in field site
activities according to the mode of operation of the setting, whether it is in
a community or school setting. During
the internship, students are expected to perform, under supervision, the
principal professional activities of the setting. The University delegates
supervisory and administrative responsibility for field site activities to
field site supervisors. University
faculty instructors will communicate and collaborate with field site
supervisors as necessary and desirable and may even make site visits. If special problems or concerns (clinical,
supervisory, interpersonal, etc.) develop, site supervisors are asked to
contact the University supervisor in timely fashion, depending on the nature of
the problem. It is the responsibility of
the University faculty instructor to work with field site supervisors and
students to resolve special problems or concerns. If you as a student have a problem or concern
regarding your site or your site supervisor, you must notify your professor
immediately. At the end of the
semester, site supervisors will complete evaluation forms, on which they assess
students’ skills and abilities. This
form will be provided to you in class and you must give it to the site
supervisor with ample time for them to return it to you so that you can get it
to the professor by the due date.
Field-Site (Off-Campus)
Supervision: Students also meet once a week with their
field site supervisor. These meetings are arranged with the field
supervisor according to the requirements of the field setting.
Ethical and Professional
Conduct. Counselors-in-training are expected to behave
in accordance with the ACA Ethical Standards and other standards of accepted
professional conduct, including attire appropriate to professional counseling.
Special attention is called to standards of confidentiality. Specific Ethical and Professional Guidelines
for School Counselors are also included in the (a) TEA Code of Ethics and (b)
American School Counselor Association Ethical Standards.
University Grading Scale: The University has a standard grading scale
as follows: 90 - 100 = A (excellent); 80
- 89 = B (good); 70 - 79 = C (average); 60 - 69 = D (acceptable but below
average); below 60 = F (unacceptable); W=the student withdrew from the course
before the deadline; WP=the student withdrew passing before the deadline;
WF=the student withdrew failing before the deadline (note that WF and F count
the same in the GPA); and I=incomplete. A grade of “incomplete” is given only if
circumstances beyond the student’s control prevented completion of work during
the semester enrolled and any attendance requirements have been met. A grade of “incomplete” is changed if the
deficiency is made up by midterm of the next regular semester; otherwise, it
becomes an “F”.
Because Internship and Advanced
Internship are client-focused courses, a grade of “incomplete” will only be
given in rare circumstances. It is the
student’s responsibility to be sure that they can accumulate the required hours
in the allotted time.
Homework
Assignments: All written assignments are to be in APA
format – you may use either 5th or 6th edition.
1)
Case File: (20% of final grade). You will
be required to videotape an actual counseling session and assemble an actual
case file for a client you are working with.
Over the course of this semester, you will sign up for which weekend you
will be presenting your case and will only present one case to the classroom
for discussion and constructive feedback.
Your video is to be at least 35 minutes long. However, we may only have time to review a
portion of the video in class. The
class will view this videotape (either in VHS or DVD format) with you and will
ask questions, offer feedback and provide suggestions. The purpose of this assignment is to help you
polish your counseling skills. If your
agency or school will not allow for videotaping or if you cannot find a client
who will give consent then you should
find someone (such as a friend, or relative, or neighbor, or another classmate)
who would be willing to participate as a client. Be sure to get a consent form signed by the
client indicating that you are a graduate student who is serving as a counselor
intern and that they are aware that a graduate class and the professor will be
reviewing this tape and information.
Also, please alter, mask, or blacken out any identifying information on
all written documentation to protect and maintain the confidentiality of the
client. Please ask your professor during
class for clarification on how to do this assignment if you are unsure. You
will be graded on your counseling skills, your ethics, your ability to discuss
and conceptualize your case, and the quality of your written documentation. Your file should include the following: (As much as possible all written submissions
should follow APA guidelines.)
B.
Case Conceptualization (which is a one-page double-spaced brief summary of
the client and their issues)
C.
Transcription of a portion of the counseling session (which is to be 5 double
spaced pages in length, and should include your micro skills analysis after
each dyadic interaction).
D.
Treatment Plan (which is a one-page double-spaced statement of what problem(s) you
would address, what treatment strategies you would employ, long term goal(s),
and short term objectives.)
F.
Self-evaluation (which is a one-page double-spaced reflection on what theoretical
approach you took, how you thought you did and what you thought about your body
language as well as what you should have done differently)
Your entire
presentation of the video and the discussion that follows should take about 40
minutes to complete. You will prepare
and complete only one of these cases over the course of the semester. If you do not have a video camera, consult
with your fellow classmates, friends, relatives, or neighbors to borrow one for
this project.
2) Portfolio - Student Log Review, Accrual of minimum
required internship hours, and turning in evaluation forms as scheduled: (40% of
final grade) During each weekend that we meet, your professor will ask each
student to turn in their log to sign off on their hours accrued. The site supervisor should sign off on the
student’s hours on a weekly basis. Half
of your grade in this class is determined by your ability to turn in the
evaluation forms and log books as scheduled as well as complete the required 100
hours of supervised practicum hours (including the minimum number of both
direct and indirect client contact hours) as well as your ability to turn in
your log book for review each Friday that we meet for class. Your site supervisor’s comments will also be
considered as well. You cannot take an
“incomplete” for this course because this will prevent you from being able to
sign up for the advanced internship course.
Therefore, in some unforeseen instance that you will not be able to
accrue the required minimum hours, please consult with your professor and/or
division chair on how best to address your situation.
HOUR REQUIREMENT:
Internship- 135 total hours 60 hours direct
Advanced
Internship- 165 total hours 80
hours direct
Portfolio - As part of the evaluation for the semester, students will create a portfolio, which must include, at minimum, the following components:
A. Course Outline
B. WBU MAC Student Handbook
C. ACA Code of Ethics & at least one other Code
D. Proof of your liability insurance
E. Practicum/Intern Site Agreement
F. Recording and/or transcript of an individual or group counseling session with client identifying information deleted (e.g., Client Name)
G. Summary or examples of assessments used at your setting
H. Counselor Self-Assessment (This is a paper that is between 5 to 10 pages, it is a reflective look at your background, training, personality, skills and dreams. The grade will be based on how effective your paper reflects who you are and your skill set. As a reflection, there is no specified or recommended format.)
I. Log of your hours signed by your site supervisor. Log must indicate total hours, Direct and Indirect Hours
J. Copies of any evaluations you received
K. Class Handouts
In addition to the above, you may also include such documents as the following:
L. Description of counseling services (brochures, forms, handouts, descriptions of counseling activities, etc.)
M. Listing of referral resources and other community agencies where there is collaboration with counselors in your setting
N. Description of any presentation or workshop that you planned
O. Brochures from professional meetings you attended
P. Agency’s administrative structure – decision making processes
Internship
and Advanced Internship Book reports
(10%
for each book report – this is for a total of 20% of final grade). You will read and review the two books that
are required for this course. For each
review, reflect upon several of the cases that you read about and talk about
what you learned from this experience or what you might have done differently. Also, talk about the therapists’ theoretical
orientation and how it fits with your own personal counseling style. The book reviews are to be a minimum of 5
pages (double spaced, APA format).
Internship
Books:
3) Bad Therapy by Kottler and
Carlson;
4) Their Finest Hour by Kottler and
Carlson. (Paperback trade books)
Advanced
Internship Books:
3) The Mummy
at the Dining Table by Kottler and Carlson;
4) The Client that Changed Me
by Kottler and Carlson. (These are both paperback trade books.)
Blackboard
Participation
(20%
of final grade) Class will meet only
four weekends in the 10-week term.
Blackboard discussions will be set up on the weeks that class does not
meet. Participation in the discussion
board is required. Quality of
participation is key, not quantity.
Discussion board will be opened each Sunday evening and close on
Saturday evening. For participation to
count it must happen during this time frame.
Course Outline (Tentative Schedule)
(Weekend #1)
Friday Introduction to course
expectations
Students
describe where they will be working and what they will be doing
Complete
sign-up sheet for when each student is to present their case file to the class.
Checking
all forms for signatures and checking insurance coverage (These are due at the
first class. Hours cannot be logged
until the professor has these in the file.)
Handing
out and discussing the Field Site Log Worksheet, Consent forms, and Evaluation
Form
Instructional/Content
Topics *
Saturday Review in preparation for the comps
exam
In class role plays and
demonstrations
Instructional/Content
Topics *
Watch counseling video
and discussion (as time permits)
(Weekend #2)
Friday Student Log
Review due – This is your hours, the form is under course documents and is
required on each Friday night that class meets.
You will turn in a copy and keep a copy.
Discussion
of site experiences
Discussion
of any client issues that students may want consultation with
Instructional/Content
Topics *
Saturday Watch counseling therapy video and
discussion (as time permits)
Instructional/Content
Topics *
(Weekend #3)
Friday Student Log
Review due
Mid-term Evaluation Form
Presentation of Case Files
Internship/Advanced Internship 1st
Book Report due
Discussion
of any client issues that students may want consultation with
In
class role plays and demonstrations
Instructional/Content
Topics *
Saturday Presentation of Case
Files
Discussion
of any client issues that students may want consultation with
In
class role plays and demonstrations
Instructional/Content
Topics *
(Weekend #4)
Friday Student Log
Review due
Final Evaluation Form
Internship/Advanced Internship
Second Book Report Due
Evaluation
Forms due (both your evaluation of site, supervisor, and self
as well as the site supervisor’s evaluation of the student—this must be turned in this weekend)
Presentation of Case Files
Discussion
of any client issues that students may want consultation with
Instructional/Content
Topics *
Saturday Portfolios Due
Presentation of Case Files
Discussion
of best and worst counseling experiences during the entire field experiences
Instructional/Content
Topics *
Discussion of the positive
aspects of WBU’s counseling program and its needs
(i.e. field experiences,
online and weekend model, curriculum content)
Note:
Topics may change when necessary based on class need.
*Instructional/Content
Topics
The
topics may include any of the following:
Overview of Counseling
Profession Counseling
Licensure
Overview of Practicum Consultation
Field Site - Getting Started Crisis
Intervention
Counseling Tapes Multicultural
Counseling/Diversity Trends
Counseling Log and Journal Advocacy Issues
Counseling
Theories/Techniques Suicide
Issues
Counseling Micro-Skills and
Techniques Working with Special
Populations
Treatment Planning Psychopathology
Case Conceptualization Individual
and Group Work
Ethics & Legal Issues:
Research Professional
Associations
Review for Comprehensive
Exam