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Table of Contents CLINICAL INSTRUCTION REQUIREMENTS .................................................................................................... 3 CMHC Clinical Instruction Overview ....................................................................................................................... 3 CMHC Practicum Overview ...................................................................................................................................... 3 CMHC Internship Overview ...................................................................................................................................... 4 CMHC Sub-Specialty Requirement ........................................................................................................................... 5 Practicum and Internship Enrollment Application .................................................................................................. 5 CMHC ASSESSMENT ............................................................................................................................................... 6 Overview ....................................................................................................................................................................... 6 Assessment System ...................................................................................................................................................... 6 Benchmarks for Assessment ....................................................................................................................................... 6 CACREP STANDARDS AND THE CMHC SPECIALIZATION ......................................................................... 7 CMHC PRACTICUM INFORMATION .................................................................................................................. 8 Definition and Purpose ................................................................................................................................................ 8 Course Prerequisites for Enrollment in CMHC Practicum..................................................................................... 8 CMHC INTERNSHIP INFORMATION .................................................................................................................. 8 Definition and Purpose ................................................................................................................................................ 8 Prerequisites for Enrollment in Internship Courses ................................................................................................ 9 Pre-Placement Requirements ..................................................................................................................................... 9 SEVEN POINTS FOR SUCCESSFULLY COMPLETING CLINICAL INSTRUCTION REQUIREMENTS 9 ACA ETHICAL STANDARDS ................................................................................................................................ 10 AMHCA Ethical Standards – Preamble .................................................................................................................. 11 Endorsement Policy ................................................................................................................................................... 11 ROLES AND RESPONSIBILITIES ........................................................................................................................ 12

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COORDINATOR OF CMHC SPECIALIZATION ............................................................................................... 12 DIRECTOR OF FIELD EXPERIENCES ............................................................................................................... 12 DIRECTOR OF CLINICAL INSTRUCTION CMHC EXPERIENCES ............................................................ 13 CLINICAL SUPERVISORS .................................................................................................................................... 13 USD COUNSELING INTERNS & PRACTICUM STUDENTS ...........................................................................14 LEARNING OUTCOMES AND COURSE COMPETENCY REQUIREMENTS ............................................. 15 DOCUMENTING YOUR TECHNOLOGY COMPETENCIES FOR THE COUNSELING PROGRAM ...... 19 DOCUMENTATION OF LEARNING OUTCOME REQUIREMENTS ............................................................ 20 INTRODUCTORY LETTER TO CLINICAL SITE ............................................................................................. 21 INTERNSHIP/PRACTICUM SITE ASSIGNMENT ............................................................................................. 23 ON-SITE SUPERVISOR AGREEMENT ............................................................................................................... 24 CMHC SITE CONTRACT....................................................................................................................................... 25 CONSENT TO BE OBSERVED OR TAPE RECORDED .................................................................................... 26 SELF RATING BY THE STUDENT COUNSELOR* ...........................................................................................27 NATIONAL BOARD OF CERTIFIED COUNSELORS COUNSELOR WORK BEHAVIORS ..................... 29 CLINICAL INSTRUCTION LOG SHEET ............................................................................................................ 31 DAILY LOG SEMESTER SUMMARY.................................................................................................................. 32 LOG OF INDIVIDUAL SUPERVISION WITH ON-SITE SUPERVISOR ........................................................ 33 CLINICAL INSTRUCTION SITE EVALUATION FORM ................................................................................. 34 CLINICAL SUPERVISOR EVALUATION ........................................................................................................... 35 This document is the current practicum and internship information for CMHC students enrolling in Fall 2009.

Students who have enrolled previously have been informed of requirements included in the Counseling Program Handbook from the year they entered the program.

The CMHC student is responsible for being informed of updates or revisions as well as State licensure requirements. The counseling program reserves the right to change this document and requirements as needed during the academic year that it is in effect.

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Clinical Instruction Requirements CMHC Clinical Instruction Overview The USD CMHC specialization prepares students to become licensed professional counselors or licensed clinical counselors. The CMHC specialization is oriented towards state requirements for licensure in a wide variety of states. Clinical instruction refers to prepracticum, practicum, internship and any mental health experience where CMHC students are exercising various counseling-related skills under USD approved supervision.

All states have academic as well as clinical instruction hour requirements for licensure. The licensure requirements in most states also involve passing various tests that could include the NCE, NCMHE, jurisprudence, and sometimes a medical error exam. CMHC students are to gain familiarity with the licensure requirements from at least one of the 49 States where USD CMHC graduates are eligible for counselor licensure. CMHC students are required and responsible to become thoroughly familiar with various State clinical instruction requirements as these requirements differ from state to state and often change.

State-recognized board certification and licensure represent the highest credentials for independent mental health practice. The qualifications of the clinical supervisor are critical to the development of mental health practitioners. Towards that end, the USD CMHC specialization requires that at least the supervisor of record must have a valid mental health credential recognized by a State mental health board where a clinical student may be seeking licensure.

This board certified or licensed supervision requirement means that a student’s clinical instruction hours accrued at the masters level will most likely be accepted by most states. All approved clinical instruction hours must be endorsed by a doctoral-level licensed mental health professional.

CMHC Practicum Overview The CMHC practicum experience represents a primary part of master’s-level clinical training and constitutes a major benchmark in the specialization’s Comprehensive Assessment Review Process (CARP). (The assessment system is described in detail on pages 5-6). Some specifics of the practicum experience are described below. More detailed information is provided by CMHC practicum instructors.

Prior to beginning to accumulate hours, students must participate in and document that a comprehensive orientation session took place at the assigned practicum site. Orientation sessions should take place at least two weeks prior to the start date of the practicum. (This requirement applies to internship as well). An orientation is essential for a smooth transition into practicum and internship sites. It is important for students to know the policies and procedures of the site, the key staff with whom the student will be working, and the overall culture of the organizational or institutional setting within which the student will work.

Please note that the USD’s CMHC clinical instruction assignments and hours exceed that of most states and the Council for Accreditation of Counseling and Related Education Programs 3

(CACREP). (CACREP is the primary accrediting body for counselor education programs and represents the highest standards for professional preparation in counseling. Our School Counseling Specialization is CACREP Accredited, and the Counseling Program will submit the Clinical Mental Health Counseling specialization for approval in 2010-2011.) We have set the standard high to help insure that graduates of the CMHC specialization will be well prepared for entry into professional practice and/or for successful application to a doctoral program of study.

For practicum, CACREP requires 100 total practicum hours while USD’s CMHC specialization requires 120 total practicum hours.

Clinical Instruction CMHC Practicum Hours Practicum: Direct Service Hours Required: 60 Practicum: Indirect Service Hours Required: 60 Total CMHC Practicum Hours Required: 120 The training approach used in USD’s CMHC specialization emphasizes the development of the basic testing and clinical interviewing skills during practicum. The diagnostic interviewing skills are emphasized in the CMHC practicum. To meet this emphasis, the first 20 hours of direct services in practicum are devoted to a student demonstrating mastery of clinical interviewing competencies. These clinical interviewing competencies must be satisfactorily verified (i.e., to the satisfaction of the practicum supervisor) in the CMHC practicum before a CMHC student is eligible to be assigned ongoing clients or participants to assist. Students not meeting the minimum clinical interviewing standards may be required to fulfill relevant remediation in this area prior to the end of the semester practicum are taken. The practicum also requires students to become familiar with seven test categories introduced as a part of CMHC orientation.

CMHC Internship Overview CACREP requires 600 clock hours of supervised internship in the student’s designated program area, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. The USD CMHC specialization requires 800 hours of supervised internship under the supervision of an approved clinical supervisor. (For students admitted to the program prior to Summer/Fall 2009 the requirement is 600 hours). Also included as internship requirements, and consistent with CACREP standards, are the following elements: 1. At least 400 clock hours of direct service, including experience leading groups.

2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor.

3. An average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member.

4. The opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings).

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5. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients.

6. Evaluation of the student’s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor.

The USD clinical mental health internship requirement includes a minimum of 400 direct service hours for internship. The remaining 400 internship hours may be indirect or direct.

Clinical Instruction CMHC Internship Hours Internship: Direct Service Hours Required: 400 Internship: Indirect Service Hours Required: 400 Total CMHC Internship hours required: 800* All CMHC students are strongly recommended to have at least one clinical instruction experience at an inpatient or residential treatment facility. All USD CMHC students must maintain continuous proof of valid malpractice insurance that is held on file in the USD Counseling Program office during the entire CMHC specialization. All CMHC students must have at least one approved web-based clinical instructional experience approved by the coordinator of CMHC. A list of approved clinical instruction sites is available from the Director of Field Experiences. *Note: For students admitted prior to summer/fall 2009, the requirement is 600 total hours, including 300 hours of direct service and 300 hours of indirect service.

CMHC Sub-Specialty Requirement During the first month of study, CMHC students must craft a clinical subspecialty contract that outlines their plan to develop additional in-depth and advanced clinical expertise in an area of interest. The subspecialty contract must be approved by the coordinator of CMHC and is usually completed as part of the previously mentioned Comprehensive Assessment Review Process (CARP). The subspecialty contract developed during the first month must include experiences for both the internship and practicum. All students are required to explain in writing how portions of their subspecialty contract will be fulfilled during the practicum and internship.

Practicum and Internship Enrollment Application CMHC students must submit an application to enroll in practicum and internship after written approval has been obtained from their advisor. The application is submitted to the Director of Field Experiences. The deadline for applying for internship is the second Friday of the first month of the fall and spring semesters. Practicum applications are due the semester before the student plans to enroll in practicum. CMHC internships must be completed in consecutive academic terms. Internships usually start in the fall but may begin in the summer only if there is a minimum of three CMHC students enrolled with written permission from the coordinator of 5

clinical mental health. Internships starting in the summer are extremely rare. Any summer student must also commit in writing their intention to extend their internship enrollment into the fall semester (until December). Keep in mind, some clinical mental health sites require a longer time commitment and may not allow summer starts. USD may also drop a summer internship class if the enrollment does not meet a specified ratio requirement. Students are expected to remain at practicum and internship assignments, and are only allowed to switch from an assigned site under extreme hardship circumstances. In such instances, written approval from the coordinator of the clinical mental health specialization must be obtained.

CMHC Assessment Overview The USD CMHC specialization utilizes ongoing assessment of CMHC students’ knowledge, skills, and professional identity development. Specialization assessment tools and stages are based on a developmental framework for professional counseling. That is, the assessment facilitates clinical mental health counselor development as students progress toward mastery of CACREP and other clinical mental health standards associated with professional competence and increasingly complex professional responsibilities.

Assessment System The Comprehensive Assessment Review Process (CARP) is utilized throughout a student’s enrollment in the program and serves as a continuous improvement model for the development of exemplary clinical skills. The conceptual framework for CARP, and for the CMHC program in general, emphasizes clinical competency, cultural responsiveness, evidenced-based practice, CMHC leadership, and responsiveness to ethical-legal and forensic issues. Clinical competency is stressed throughout the program with the goal of graduating students who possess the welldeveloped entry-level competencies associated with licensed professional counselors/licensed clinical counselors.

Benchmarks for Assessment CARP experiences occur at various points in a student’s program of study in CMHC. An initial assessment is completed as a part of applying to the program. Other benchmarks of the CARP system are described below.

The first formal CARP meeting takes place in the fall of the first semester when a student’s written sub-specialty plan is submitted for review and approval. The advisor will review the assessment system at this time and will assist the student with planning for the benchmarks and for establishing a CARP file.

Each student’s CARP file contains a wide variety of data related to coursework and clinical instruction. For example, cultural responsiveness is integrated in all CMHC courses and students are provided with a variety of experiences to acquire proficiency with the knowledge, dispositions, and skills required for working with diverse domestic and international populations.

Evidenced-based practice is emphasized throughout the coursework portion of CMHC. Here, students have a research course requirement and must present a paper at a major counselingrelated conference. The core CMHC courses all require extensive review of basic clinical mental health research and theory, and most of the professional sequence courses require examination of 6

relevant research literature in assessment, intervention, and consultation. Here, knowledge acquisition is assessed through a variety of course assignments. In addition, leadership is emphasized through small group experiences, including participation in specialization opportunities in which students function in key leadership roles. As well, ethical-legal (e.g., ethical decision-making) and forensic practice issues are interwoven in all clinical core courses as are the ethical codes from major mental health associations, and knowledge of these issues and codes is assessed at multiple points during the program of study. Finally, other basic data, e.g., grade point averages (GPAs) and advisor assessments are included in each student’s CARP file and are periodically reviewed by the advisor and CMHC faculty.

The CARP process also includes a series of clinical mental health certification and licensurerelated examinations. These examinations include: CMHC: Clinical Instruction-based Exams

Completion Time period

CMHC Practice Questions (10)

Last month of CMHC Practicum

CMHC Clinical Oral Exam

Before the end of first semester after CMHC Practicum

Pre-NCE Exam

First month of semester one of the CMHC internship

NCE Exam

First semester of CMHC internship

Pre-NCMHE

Last month of first CMHC internship

Lastly, a CARP review meeting also can also be initiated anytime a concern develops regarding a CMHC student. During these meetings, the advisor/faculty members provide feedback to CMHC students regarding their progress in the program, present recommendations regarding next steps in the student’s program of study, and address student questions and concerns. At the end of the meeting the student signs the CARP Performance Review Cover Sheet indicating that recommendations have been presented and explained. The student will be given the opportunity to accept the recommendations, to provide a written rebuttal, and/or to appeal.

CACREP Standards and the CMHC Specialization As noted, the CMHC is designed in accordance with the standards set forth by CACREP and various LPC/LCC regulations found across states. As such, the specialization requirements and assessment system are integrated with these standards.

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CMHC Practicum Information Definition and Purpose COUN 587P Practicum in CMHC is a 3-unit course taken upon completion of several courses.

The courses include COUN. 548, 504 & 520, which cannot be taken concurrently with practicum. The practicum is oriented towards providing relevant clinical counseling and training experiences in mental health settings. The emphasis in CMHC practicum is on diagnostic interviewing and gaining familiarity with a basic testing battery.

During a semester of enrollment in COUN 587P, the CMHC student must complete a minimum of 120 clock hours at the practicum site. With pre-approval from the CMHC coordinator, some CMHC students may divide their time between two sites. The clinical supervisor/instructor is responsible for clinical instruction activities (e.g., assigning clients/participants, reviewing tapes, resolving ethical-legal issues, providing clinical instruction support as needed).

Course Prerequisites for Enrollment in CMHC Practicum COUN 504 – Pre-practicum in Counseling Techniques COUN 520 - Counseling Psychology: Theory and Practice COUN 548- Forensic, Ethical-Legal Issues in CMHC

CMHC Internship Information Definition and Purpose COUN 597F and 598F are 3 unit courses taken upon completion of COUN 587P PrePracticum, COUN 530, 544, 545, 547, and concurrent enrollment in COUN 541. CMHC internship is intended to provide in-depth counseling and training experiences in settings similar to those where the student anticipates obtaining employment after graduation. These courses are designed to provide the intern with experiences enhancing knowledge, skills and dispositions in the USD’s counseling program’s ten learning outcomes: diversity, professional identity, ethics, developmental and career/life planning, individual and group counseling, research and analytical skills, leadership and advocacy, assessment, consultation and conflict resolution, and technology. The Interns are expected to demonstrate competencies of the highest caliber. Total number of internship hours required is 1000 hrs. Of these 600 hours must be direct service hours with clients. Students are required to enroll twice, once in either COUN 597F or COUN 598F to meet the requirements. Approved hours may only be accrued while officially enrolled in CMHC internship.

During a semester of enrollment in COUN 597F or COUN 598F the student will complete a minimum of 300 clock hours at an approved CMHC internship site. Some students divide their time at two approved CMHC sites. The student needs to only enroll in 3 units of Internship during any one semester. On-site supervision will be the direct responsibility of the designated clinical supervisor with training and experience appropriate for the student's seeking to become a Licensed Professional Counselor (LPC) 8

Prerequisites for Enrollment in Internship Courses Required Core Courses to be completed before enrollment: COUN 503 – Professional Orientation and Ethics in Counseling COUN 504 – Pre-practicum in Counseling Techniques COUN 505 – Human Development * COUN 508 – Research Methods in Counseling* COUN 515 – Multicultural Counseling COUN 520 – Counseling Psychology: Theory and Practice COUN 525 – Group Dynamics * COUN 543 – Foundations of CMHC COUN 544 – Introduction to Family Counseling COUN 545– Substance Abuse Counseling COUN 547 – Risk Assessment and Trauma Intervention for CMHC COUN 548– Ethical, Forensic, and Legal Issues in CMHC COUN 549– Psychopharmacology with culturally diverse clients in CMHC* COUN 550– Assessment & Report Writing in CMHC COUN 587P – Practicum in CMHC Previous or concurrent enrollment is suggested for the following courses: COUN 510 - Career Development Across the Lifespan * COUN 530 – Assessment Techniques in Counseling COUN 541- Advanced Counseling: Diagnosis and Treatment Planning *may be taken concurrently with CMHC internship

Pre-Placement Requirements All students must carry approved counseling liability insurance and have a copy of their policy in their student file before they begin internship and throughout the CMHC training experience.

Seven Points for Successfully Completing Clinical Instruction Requirements 1. You should attend the Internship Information Session during the semester prior to the one in which your internship will begin. The process for placement will be discussed. You then visit and interview Professional mental health professionals at sites recommended by your advisor and the Director of Field Experiences. A letter of introduction may be useful for these visits. When you have completed internship site selection, you must submit an Application for Counseling Internship to Peggy Hetherington. When you are informed that your site selection has been approved, you then submit Clinical supervisor Agreement and Site Contract to your assigned University Supervisor.

2. Remember that it is your responsibility to keep copies of all documents related to your clinical instruction. Failure to do so can result in delays or other problems related to your graduation.

3. The Daily Record: This is essentially a legal document in which you keep a record of your hours and activities at the site. The Daily Record is to be reviewed and signed monthly by the clinical supervisor. At the end of the internship semester, turn in a summary sheet of your daily record and the daily record itself. This summary should be condensed to one Page stating: where you were, when, 9

under whose supervision, and your main activities in clinical instruction. This is signed by your Onsite Counselor and placed in your permanent folder. The actual Daily Record will be returned to you.

4. Final Evaluations: Your Director of Field of Experiences will provide you with the forms which you and your clinical supervisor must complete.

5. Site Hours: Your on-duty hours are arranged between you and your clinical supervisor. These hours should then be available in your file in the USD counseling program office. It is possible that counseling faculty or other supervisor may "drop in" but usually an appointment is made in advance with you and the clinical supervisor. The site visits are scheduled several weeks in advance.

6. Courtesy Visits: At least three weeks prior to starting at your site be sure you are introduced to the site administrators, mental health professionals, and other personnel with whom you will be working.

Upon completion of your placement, it is appropriate to send a note of thanks to the relevant personnel. Make sure the office secretary knows you are a practicum student or intern at the site and can refer calls and visitors to you.

7. Inform you the clinical supervisor and appropriate site staff ten business days before your final day at the site.

ACA Ethical Standards The American Counseling Association is an educational, scientific and professional organization whose members are dedicated to the enhancement of human development throughout the life span. Association members recognize diversity in our society and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of each individual.

The specification of a code of ethics enables the association to clarify to current and future members, and to those served by members, the nature of the ethical responsibilities held in common by its members. As the code of ethics of the association, this document established principles that define the ethical behavior of association members. All members of the American Counseling Association are required to adhere to the Code of Ethics will serve as the basis for processing ethical complaints initiated against members of the association. A complete copy of the American Counseling Association (ACA) Code of Ethics is available at //www.counseling.org. *It is the responsibility of all clinical instruction participants; Faculty Coordinator, Clinical Supervisor, Director of Field Experiences, university supervisors, onsite supervisors, seminar instructors and USD CMHC students to abide by recognized mental health associations, Ethical Standards and to ensure the client’s confidentiality and legal rights are protected. These procedures will be reinforced in the seminar classes and during the onsite visits by the university supervisors.

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AMHCA Ethical Standards – Preamble Mental health counselors believe in the dignity and worth of the individual. They are committed to increasing knowledge of human behavior and understanding of themselves and others. While pursuing these endeavors, they make every reasonable effort to protect the welfare of those who seek their services, or of any subject that may be the object of study. They use their skills only for purposes consistent with these values and do not knowingly permit their misuse by others. While demanding for themselves freedom of inquiry and community, mental health counselors accept the responsibility this freedom confers: competence, objectivity in the application of skills, and concern for the best interest of clients, colleagues, and society in general. In the pursuit of these ideals, mental health counselors subscribe to the following principles:

Principle 1 Welfare of the Consumer

Principle 9 Supervisee, Student and Employee Relationships

Principle 2 Clients' Rights

Principle 10 Moral and Legal Standards

Principle 3 Confidentiality

Principle 11 Professional Responsibility

Principle 4 Utilization of Assessment Techniques

Principle 12 Private Practice

Principle 5 Pursuit of Research Activities

Principle 13 Public Statements

Principle 6 Consulting

Principle 14 Internet On-Line Counseling

Principle 7 Competence

Principle 15 Resolution of Ethical Problems

Principle 8 Professional Relationships

Endorsement Policy At various times students require an endorsement (verbal or written recommendation) from their program in order to gain employment or credentials. A graduate will be endorsed by counseling faculty only for a position or credential for which the graduate has been prepared. Internship site supervisors also are urged to follow this policy.

Students should be aware of this policy and seek endorsement only for employment and credentials that are appropriate given the student’s training, coursework and supervised experience.

As a faculty we will endorse that upon completion of the 60 unit masters in counseling degree, all graduates, regardless of their specialization area will possess entry level clinical counseling skills, ethical decision making skills, and a theoretical orientation on which to base their work as clinical mental health counselors.

We will endorse students for positions within their specialization areas based on our knowledge of their skills. We do, however, reserve the right to withhold endorsement within a specialization if we do not feel the student has had adequate experience with a given population (e.g., if a student has no experience in an elementary school, we would not endorse them as having skills with elementary students).

We may not endorse a student for a position outside their specialization area unless we have knowledge of their proficiency within that area. Proficiency may be demonstrated by work, internship, volunteer or other supervised experience within or outside the counseling program.

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Roles and Responsibilities COORDINATOR OF CMHC SPECIALIZATION  Be responsible for the coordination of all clinical experiences in the CMHC specialization  Review and sign all clinical instruction documents received by clinical instruction faculty  Meet individually, when needed, with the clinical supervisors, students and university supervisors and the Director of Field Experiences to: o

Answer specific questions regarding placement

o

Suggest methods for meeting clinical instruction requirements at sites

o

Address concerns with student progress and suggest clinical strategies for improvement

 Meet with all CMHC students enrolled in clinical instruction courses once a semester in a group setting  Enforce the ACA and other mental health and applicable Ethical-Legal Standards  Facilitate experiences aimed at developing competencies for securing counseling licensure

DIRECTOR OF FIELD EXPERIENCES  Assign and assist intern in arranging an appropriate internship site.  Develop new CMHC internships, maintain relationships with approved clinical instruction, and practicum sites that are approved by the coordinator of CMHC  Develop MOU agreements for all CMHC clinical instruction sites and submit a list of those MOU each semester to the coordinator of CMHC  Review required paperwork verifying acceptance of the internship site.  Communicate regularly with intern and clinical supervisors to review progress during the clinical instruction experiences.  Verify that valid malpractice insurance is on file in the counseling office and provide a list of CMHC names enrolled in all clinical instruction courses with documentation of the status of their coverage.  First line of contact to facilitate a discussion between student intern and clinical or onsite supervisor if conflicts arise.  Organize an ongoing required seminar course to review learning outcomes, review tapes of case studies, and share concerns, successes, resources during the clinical instruction experience.  Facilitate group trainings for supervisors during the year  Function as a clinical supervisor for students assigned by the coordinator of CMHC  Remain abreast of licensure requirements for various States

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DIRECTOR OF CLINICAL INSTRUCTION CMHC EXPERIENCES  Function in a clinical supervisory capacity for CMHC students as determined by the CMHC coordinator  Function in a supervisory capacity for the USD Counseling lab experiences as directed by the coordinator of CMHC  Enforce the ACA and other mental health and applicable Forensic & various Ethical-Legal standards  Remain abreast of the practice-based issues relevant to training CMHC students  Functions as a clinical mentor for all assigned CMHC students during clinical instruction

CLINICAL SUPERVISORS  Accept the counseling intern as a professional and make him/her feel at home in the clinical instruction site environment.  Address and document any problematic behaviors (e.g., attendance, dispositional, potential unethical issues) associated with an assigned student  Introduce the CMHC student to the philosophy, policies, administration and other professionals at the facility.  Maintain regular contact with the director of clinical instruction for CMHC or anytime problematic issues arise  Is available to address concerns that may arise as the CMHC student performs various clinical instruction duties  Provide opportunities for the CMHC student to engage in a broad and diverse range of activities as appropriate.  Oversee the intern by providing a minimum of one hour a week of direct face-to-face supervision and review a videotape at least once a semester with the student.  Provide ongoing clinical feedback to the counseling students and complete all paperwork required by USD. A final assessment form will be provided for all assigned CMHC students.  Keep site administrator and university supervisor informed of the progress of the counseling intern.  Promotes compliance with by the ACA, AMHCA, and other mental health ethical-legal standards  Performs individual, small group, and didactic sessions for assigned CMHC students  Promotes the development of clinical mental health skills as required. For example, CMHC practicum emphasizes clinical-diagnostic interviewing and internship includes the broad range of skills associated with licensed clinical counseling (LPC).  Functions as a clinical mentor for all assigned CMHC students  Review and provide feedback on student tapes, written documentation/reports.

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USD COUNSELING INTERNS & PRACTICUM STUDENTS  Review the policies, standards and practice of the practicum/internship site and be professional in following the regulations.  Become personally and professionally involved in the process of becoming a professional counselor and develop a professional attitude toward counseling advocacy.  Show evidence of professional enthusiasm, personal maturity and become adept at integrating theory and practice.  Increase skills in developing effective human relationships with your clients/students, colleagues and with the public.  Be flexible, be a team-player, take initiative and be willing to extend your comfort zone.  Show an understanding, appreciation and sensitivity toward the cultural heritage, community values and individual differences of diverse clients.  Become acquainted with your clients, study their records and when appropriate develop an ethical sense of keeping information confidential.  Develop a plan to complete the competencies required under the counseling department learning outcomes.  Meet regularly with the onsite supervisor and university supervisor to review progress toward these goals.  Abide by the ACA & AMCHA Ethical Standards and ensure the client’s confidentiality and legal right s are protected.  Be open-minded toward constructive feedback, be interested in improving through the acceptance of suggestions, and honestly strive to incorporate these ideas.  Keep accurate daily logs, supervision logs and end of semester matrix of completed hours.  Evaluate your own personal goals and commitment to the ethics of the profession.  Facilitate mandated reporting contacts and documentation

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Learning Outcomes and Course Competency Requirements (All 23 activities under the learning outcomes need to be completed over two semesters – Half of the activities each semester, 6 to be completed by midterm of each semester. The seminar instructors will set dates for completion of learning outcomes and will collect all work.)

Learning Outcome #1 Diversity: Students will possess the knowledge, skills and disposition needed to provide effective counseling and developmental services to clients diverse in age, gender, race, ethnicity, socioeconomic status, and sexual orientation. Students will gain an understanding of counseling practice in a global environment and are able to work effectively with international clients in the United States and to assist clients and counseling professionals with transitions to global career locations.

(CCTC Standard 2, 3, 11, 21) (CACREP IIK1g, K2a,b,c,d,e, f K4d, K5a, K7f) Course Requirements: a. Provide a description of the diversity of clients at the site. Statistics related to actual clients seen by the intern is to be documented on the daily log.

Develop a written plan as to how you would address the needs of clients from the largest ethnic or racial groups at your site. b. Describe an interaction with a client of a different ethnicity than you. Reflect on whether any educational policies, programs and/or practices have been developed, adapted or modified to be culturally congruent with the needs of this client and their family.

Learning Outcome #2 Professional Identity: Students will acquire sound identities as professional counselors with a commitment to continued life-long learning and professional development. Graduates will be actively involved in professional associations and possess effective networking skills.

(CCTC Standard 6, 8, 10,12,13,16,18,22,27,28) (CACREP IIK1b, d, e) Course Requirements: a. Provide a specific list of professional organizations to which you belong and list any professional growth activity you’ve attended at the local, state or national level during your graduate work at USD. (To be included in your professional identity portfolio) As you enter into the profession of counseling, describe the value of participation in professional organizations. b.

Write a review of a book, journal article or professional material that you have used as a tool to enhance your commitment to professional development. How has this material provided a valuable resource during your internship experiences?

Learning Outcome #3 Ethics: Students will be knowledgeable of the ethical guidelines developed by the American Counseling Association, the American Psychological Association, AMCHA, the American School Counselors Association, the American College Personnel Association, and other relevant professional organizations.

Students will demonstrate their knowledge and use of at least one ethical decision-making model as they apply it to cases involving various professional domains.

(CCTC Standards 6, 18) (CACREP IIK1h, K2f, K3e, K4i, K5g, K6g, K7i, K8f) 15

Course Requirements: a.

Provide at least one example of an application of the ethical decision-making model as it applies to one case at your professional site. b.

Review the legal mandates for working with your population (i.e. child abuse reporting, client confidentiality, attendance and truancy laws, special education policies) and write a summary of the implications of these mandates.

Learning Outcome #4 Developmental and Career/Life Planning:Students will possess the knowledge of career, developmental, and life planning processes as well as the skills needed to provide individual counseling, assessment, and other training to facilitate decision-making and developmental life transitions.

(CCTC Standards 2,5,20,21,25) (CACREP IIK3a-e, K4a-i) Course Requirements: a. Explain how you merged developmental and counseling theory into a counseling case.

(Describe any assessment tool your used) b. Describe a situation when you reviewed developmental stages and then chose an appropriate developmental intervention. c. Describe a life transition in which you helped a client create a plan of action for change.

Learning Outcome#5 Individual and Group Counseling Skills: Students acquiring competencies in individual and group counseling will be able to demonstrate their knowledge and skills related to several of the more commonly recognized counseling theories, including psychodynamic, person-centered, reality therapy, Gestalt, Adlerian, cognitive-behavioral, and others.

(CCTC Standards 25,26) (CACREP IIK5a-g, K6a-g) Course Requirements: a. Report the number of clients seen individually with the number of sessions. Do not report actual client names. (log entry).

Describe the 3 most challenging clients and how you consulted with professional colleagues to enhance your quality of practice. b. Write a theory and technique statement. Conceptualization how you will integrate this into your client work. c.

Provide a specific description of a small group activity including the number of sessions, profile of participants, goals for each session and description of activities. Discuss the effectiveness of the small group process.

d. Provide a specific description of a large group presentation including audience and lesson goals. Discuss the effectiveness of the presentation including data from the participant evaluation, if possible.

Learning Outcome #6 Research and Analytical Skills:Students will demonstrate knowledge, skills and dispositions associated with conducting and interpreting social science research. Specifically, students will demonstrate their 16

abilities of developing research and evaluation questions and selecting and using appropriate methods for data collection and analysis. Students will also show their ability to apply existing theory and research to the practice of counseling.

(CCTC Standards 11,17,30) (CACREP IIK8a-f) Course Requirements: a. Describe one use of data collected for evaluation by yourself or others.

Describe how the interpretation of this data was useful for program or individual assessment. b. Identify at least three research studies that you believe have significantly impacted your professional identity and practice as a counselor.

Learning Outcome #7 Leadership and Advocacy: Students will demonstrate their ability to go beyond the conventional practice of providing individual and group counseling and to take leadership in advocating for clients and for systemic change to improve counseling and developmental services and programs. Graduates will be able to work collaboratively with others and to lead teams of professionals in delivering innovative approaches and methods in the field of counseling. Moreover, they will internalize and demonstrate the value of client advocacy.

(CCTC Standards 12,22,23,27) (CACREP IIK1g, K2d, K6b) Course Requirements: a. Provide an example of where you or you observed someone performing a leadership role at your site. Describe the strengths of the leadership role. b. Describe an example of an effective client advocacy process you delivered or observed.

Learning Outcome #8 Assessment:Students will have the ability to gather, interpret, and utilize a variety of assessment data.

This will include the ability to select, administer, and interpret appropriate standardized tests for individual and group assessment of client needs and to complete program evaluations.

(CCTC Standards 4,10,11,15,28,30) (CACREP IIK4f, K7a-i, K8c,d) Course Requirements: a. Keep a list of any assessments you’ve administered, observed and/or interpreted. Write about how you’ve used the assessment data to work more effectively with your clients. (e.g. 504, IEP, GATE testing, etc.) b. Conduct or review at least one assessment with a write-up for a client or a group you’ve seen at your site.

Learning Outcome #9 Consultation and Conflict Resolution: Students will demonstrate the ability to apply consultation models when they work with colleagues, teachers, administrators and managers, parents and community 17

members. Students have knowledge of conflict resolution, mediation, and violence prevention programs that can be used in a variety of settings with diverse populations of clients.

(CCTC Standards 9,10,14,27) (CACREP IIK2d, K5e) Course Requirements: a. Identify the types of program models and resources available at your site for violence prevention and or conflict mediation. b. Conduct a mediation at your site and describe the methods you used to help resolve the conflict.

Learning Outcome #10 Technology: Students will possess the knowledge and skills to utilize technological resources in professional practice and in research and to understand the application of ethical practice to the use of Web-based counseling, assessment and information management tools.

Course Requirements: a. Maintain a list of technological tools in which you are proficient. (Refer to list on next Page) b. Describe how you utilized the data information system at your site as a counselor.

18

Documenting Your Technology Competencies for the Counseling Program Areas for development: 1. Ability to use electronic hardware and software effectively Can send and receive email Can send attachments by email Participates in a professional Listserv – (GRADCOUN) Can perform an evaluation of professional websites Can use one or more Web Browser applications effectively 2. Ability to utilize online library and research data bases Familiar with online databases from USD library Can conduct an online search and find abstracts and full text articles relevant to a paper topic Utilizes online sources effectively in papers including proper citing of these references Can describe a system they use to prevent plagiarizing when working with online references 3. Ability to use technology in professional presentations Can construct and deliver a basic PowerPoint presentation Can construct and deliver an advanced PowerPoint presentation with embedded links or video streaming Can print out audience handouts for a PowerPoint presentation 4. Ability to participate effectively in an online course classroom environment Can describe the components of an online environment with possible applications with clients Can utilize discussion board technology and post to online discussion 5. Ability to use technology in professional practice Can name programs used at intern and work sites and their purposes Can utilize the computer programs used at intern and work sites with clients and in preparing reports Can utilize career search sites for personal or client use Can identify useful sites for assessment information Can discuss of the strengths and weaknesses of using the Internet to deliver counseling services 6. Ability to use technology in research and data analysis Can use SPSS or other data analysis package to run data analysis and present output 7. Ability to apply ethical practice codes to use of technology in delivering services to clients: Knowledge of ACA Standards for Internet On-line Counseling and the NCDA Guidelines for the Use of the Internet for Provision Of Career Information and Planning Services

19

Documentation of Learning Outcome Requirements NAME ____________________________

SEMESTER __________

LEARNING OUTCOME #1 - DIVERSITY 1a Date completed ___________ Reviewed by 1b Date completed ___________ Reviewed by 1c Date completed ___________ Reviewed by

___________________ ___________________ ___________________

LEARNING OUTCOME #2 – PROFESSIONAL IDENTITY 2a Date completed ___________ Reviewed by __________________ 2b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #3 - ETHICS 3a Date completed ___________ Reviewed by 3b Date completed ___________ Reviewed by

__________________ ___________________

LEARNING OUTCOME #4 – DEVELOPMENTAL AND CAREER/LIFE PLANNING 4a Date completed ___________ Reviewed by ___________________ 4b Date completed ___________ Reviewed by ___________________ 4c Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #5 – INDIVIDUAL AND GROUP COUNSELING SKILLS 5a Date completed ___________ Reviewed by ___________________ 5b Date completed ___________ Reviewed by ___________________ 5c Date completed ___________ Reviewed by ___________________ 5d Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #6 – RESEARCH AND ANALYTICAL SKILLS 6a Date completed ___________ Reviewed by ___________________ 6b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #7 – LEADERSHIP AND ADVOCACY 7a Date completed ___________ Reviewed by ___________________ 7b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #8 – ASSESSMENT 8a Date completed ___________ Reviewed by 8b Date completed ___________ Reviewed by

___________________ ___________________

LEARNING OUTCOME #9 – CONSULTATION AND CONFLICT RESOLUTION 9a Date completed ___________ Reviewed by ___________________ 9b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #10 - TECHNOLOGY 10a 10b

Date completed ___________ Date completed ___________

Reviewed by Reviewed by

___________________ ___________________ 20

Introductory Letter to Clinical Site To:

Potential Clinical Instruction Supervisors for the University of San Diego Graduate Counseling Program

From:

University of San Diego Counseling CMHC Faculty

Re:

Introductory Letter – Requirements, Competencies and Responsibilities

CMHC Student’s Name:

The Graduate Student showing you this letter is a candidate for a graduate counseling degree from the University of San Diego, Clinical Mental Health Counseling Specialization. The student is seeking a clinical instruction site, which can provide the training and experiences needed to complement graduate coursework and to prepare the student for his/her professional goals related to State licensure as a mental health professional.

The purpose of the on-site experience is to allow the counseling student to demonstrate competencies working at the type of site the student has targeted as a professional goal. Depending on the candidate’s background, area of specialization, the type of site and related factors, the student, the Clinical Supervisor and the University Seminar Supervisor design an experience encompassing a variety of counseling, administrative, consultative, training and assessment, testing activities which could include:

 individual counseling  group counseling  couple or family counseling  large group presentations  diagnostic interviewing  testing/interpretation of results  career counseling with MH The Seminar Supervisor&will be informed of  videotaping review

      

Forensic mental health Services Clinical mental health consultation report writing/other administrative activities individual and group supervision clinical case conference and staff meetings professional development activities Mental health-related trainings

The candidate will explain to you the keeping of the Clinical Instruction Log Sheets, which are logs of the types of experiences and the types of clients serviced during the Internship or practicum. A final evaluation form is complete by the Clinical Supervisor and will be used in evaluating the student’s performance at the site. You may discuss and give a copy of the evaluation to the student or not, depending on your preference. The evaluation will be sent in electronic form and will be returned through e-mail to the Director of Field Experiences. The student must review the completed form which is submitted to the seminar supervisor..

If you should decide to accept the candidate at your site, the following applies to you as the candidate’s Clinical Supervisor: 1. Should the candidate not seem appropriate to your unique setting, notification should be given to the candidate and Clinical Supervisor within three weeks of placement.

2. The candidate, knowing that priorities do change rapidly, should be briefed on probable roles and responsibilities.

21

3. The candidate must experience the many aspects of the position as possible, undertaking the activities and roles performed by the other counseling professionals at your site. At the beginning of the clinical instruction allow the CMHC student to shadow the clinical supervisor as he/she performs duties, attends meetings or provides services.

4. The candidate should be given supervision and feedback regularly by their on-site and Clinical Supervisor.

5. Each month the candidate’s daily record is signed, reviewed, and discussed.

6. The candidate should be informed of any unique situations or events, which would enrich their counseling experience, i.e., meetings, conferences, organizational activities and special problems.

Further, as the Clinical Supervisor, you are agreeing to provide or meet the following: 1. to have the appropriate mental health clinical credentials and the time and interest during the semester to assist in training the assigned student.

2. to provide opportunities for the student to engage in a variety of clinical mental health counseling activities under supervision and for evaluating the student's performance.

3. to provide the student with adequate space, telephone, computer, office supplies and staff to conduct professional activities.

4. to provide supervisory contact that involves some review of student’s clinical mental health work using audio/visual tapes, observation and/or live supervision.

5. to provide written evaluation of the student based on criteria established by the University of San Diego’s CMHC specialization.

Thank you for your time and cooperation in considering this candidate. If you have any further questions, please contact one of the University of San Diego School of Leadership and Education Sciences representatives below: Clinical Instructor Faculty/Adjunct Faculty: Dr. Lonnie Rowell, Director of Counseling Program Dr. Ronn Johnson, CMHC Program Coordinator Peggy Hetherington, Director of Field Experiences Dr. Susan Zgliczynski, Associate Professor

(619) 260-4212 (619) 260-4702 (619) 260-8804 (619) 260-4287

22

Internship/Practicum Site Assignment I. Semester:

Year:

Assignment Site:

II. Candidate’s Name:

Ms., Mrs., Miss, Mr. (Last Name, First Name)

Phone (W)

Preferred hours to phone

Phone (H)

Preferred hours to phone

III. On-site Supervisor:

Dr., Ms., Mrs., Miss, Mr.

Supervisor’s Title, Educational Background and Credentials _____________________________________________________________________ _____________________________________________________________________ Site Address: Street Phone (W)

City

Zip

Preferred hours to phone

Phone (H)

Preferred hours to phone

On-site Supervisor e-mail: IV. Intern's/Practicum student’s office address (where you can be found):

Street

City

Zip

Days/Hours on Duty: V. Round trip mileage from USD to your site: VI. On the back, please place a map from USD to a parking space at your site.

VII State below any information or problems the DIRECTOR OF FIELD EXPERIENCES should be aware of in your assignment. (Continue on the back if necessary.)

23

On-site Supervisor Agreement I will serve as the On-site Supervisor for

during (Student’s Name)

the

Semester 20___.

Name (please print):

Signature:

Phone/Fax: Email:

Site Name:

Site Address: Street

City

Zip

Phone:

24

CMHC Site Contract This agreement is made on _____________by and between and (date) (site name) the University of San Diego Graduate Counseling Program. The agreement will be effective from _____________ to _____________ for ________per week for ____________________________. (date) (date) (# hours) (student Intern name) Requirements to Include: The Intern needs to see a minimum of 15 clients. The Intern must see a minimum of five clients for a minimum of 4 sessions so that the Intern can demonstrate the ability to diagnose a client problem or concern, design appropriate assessment interviews, conduct testing, interventions and reach the goal set for the treatment. The practicum also requires students to become familiar with the seven tests categories introduced during the CMHC boot camp. A minimum of 120 hours of practicum is required for all CMHC students. A minimum of 60 of the CMHC practicum hours must be direct service. The internship requires a minimum of 1000 hours with 600 of those hours in direct service. The remaining hours may be a combination of direct or indirect hours but the specialization recommends acquiring as many direct service hours as possible.

1. The Intern should deliver a 4-6 session small group intervention with a minimum of 3 clients. The student may deliver this intervention with a co-facilitator.

2. The Intern/practicum student must plan, deliver and evaluate at least one large group training or presentation.

3. The interventions the Intern/practicum student plans should meet the unique needs of the organization and its clients, students or employees.

4. The Intern/practicum student needs to fulfill the requirements of the contract before credit for the completion of internship can be awarded.

5. Other requirements:  the Intern/practicum student needs to inform clients that he/she is a graduate Intern/practicum student;  the Intern/practicum student needs to be able to videotape at least 3 client sessions and needs to obtain the client's written permission to do this;  the Intern/practicum student needs to obtain the equivalent of one hour per week of individual supervision from the Clinical Supervisor.

On-site Supervisor:

Date:

Student:

Date:

Clinical Supervisor:

Date:

25

Consent to be Observed or Tape Recorded

I, ________________________________, give ______________________________, (Client or Client's Parent or Guardian) (Student Counselor/Intern) a student in the Graduate Program in Counseling at the University of San Diego permission to audio/video tape our counseling sessions, and/or have visual records and observations of me. The contents of the tapes may be reviewed with a supervisor, counseling faculty, supervision group and are considered confidential, and will be destroyed after supervisory viewing.

I am in agreement that the primary use for these recordings and observations is to increase the effectiveness of the student's counseling by provision of instruction and feedback. I understand that my name shall not be used in connection with these recordings cannot and will not be used for any purpose other than those specified above.

Recording and/or utilization of materials under the terms of this signed consent shall not be subject to legal action.

I understand that my counselor is a graduate student in counseling, is not yet licensed and is under the supervision of a qualified supervisor at the school site.

The term "client" as used herein refers to any person receiving services including students, parents, teachers, or patients. Clients have the right to confidentiality. Information revealed will remain within the professional setting. There are, however, legal exceptions to this right; information must be divulged: (a) when ordered by the court, or (b) when the counselor and his or her supervisor determine that an individual may present a threat to self to others. California law requires the report of any known or suspected instance of child or adult abuse or neglect. It is understood that all information disclosed within these sessions will otherwise be kept confidential and will not be released to anyone outside of the agency without written permission, except where disclosure is required by law.

___________________________ Client Signature

___________________________ Counselor/Intern Signature

___________________________________________________ Signature of Parent or Guardian if Client is a Minor

Date: ____________

NOTE: A signed and dated permission form MUST be obtained for each client on and off site, prior to any taping (audio or video).

26

Self Rating by the Student Counselor* SUGGESTED USE: The student counselor intern may use this sheet as a self-evaluation after a counseling session.

Date:

Student Intern/Practicum Name:

Client Name:

DIRECTIONS: The student counselor following a counseling session is to answer each question. The questions serve as a self-rating initiator and may enable the student counselor to determine means for improvement in his/her counseling.

Preparation for the Interview YES

NO

1. Was I physically in good condition and mentally alert?

2. Did I schedule sufficient time for the interview?

3. Was provision made for privacy and reasonable freedom from interruption?

4. Did I have the physical space arranged where we met so as to suggest welcome and an atmosphere conducive to counseling?

5. Did I have a background of available data about the client that would help me to understand him/her better in the interview but would not prejudice me?

6. Did I have and understand information so as to personalize information processes with the client?

7. Had I previously established a reputation for seeing the client's point of view, being genuinely helpful, and not disclosing confidence?

Comments: Beginning the Interview 1. Was I sensitive to the client and did I use an appropriate approach?

2. Was I able to create a psychological atmosphere in which the client was stimulated to take the responsibility of thinking through the situation?

3. Was I successful in maintaining open communication between us?

Comments: 27

Development of the Interview YES

NO

1. Did the client feel freedom to express negative feelings?

2. Did the client have the opportunity to release tension?

3. Was my attitude one of deflecting objectivity while expressing caring?

4. Was I sincere and did I show genuine respect for the client?

5. Was my own attitude, so far as I know, free from bias?

6. Did I follow the leads suggested by the client?

7. Did I help the client to clarify and expand positive feelings?

8. Did the client establish a more forward looking, positive, hopeful attitude during the interview or series of interviews?

9. Was I able to assist in information processing by the client?

10. Was information provided in a manner that caused the client to move forward realistically in his/her thinking?

Comments:

Planning for Next Session

1. Was I able to identify areas with which to follow through for the next session?

2. Was I able to help client gain a clear view of what might be done in the next session?

3. Did I establish with the client a definite meeting time and place for the next session?

4. Have I identified techniques that might be considered for the next session?

5. Have I identified the materials and/or preparation I will need for the next session?

Comments: _____________ *This material was taken from K. Dimick and F. Krause, Practicum Manual for Counseling and Psychotherapy. Muncie, IN: Accelerated Development Inc., 1980. Reprinted with permission.

Form 5.2, p. 1 of 2, Copy 2 28

National Board of Certified Counselors - Counselor Work Behaviors 1.

Fundamental Counseling Practice Counsel concerning personal change Evaluate move to counseling goals Evaluate psych. dysfunction Clarify counselor/client roles Assist client's evaluation of counseling Identify source of problem alternatives Counsel for lifestyle change Clarify support systems Systematically observe Evaluate pre-counseling data Use cognitive oriented techniques Use behavior oriented techniques.

Informs clients about legal aspects Analyze cost benefit of alternatives

2. Counseling for Career Development Assist client tounderstand tests Use test results for decisions Use self report personality test Evaluate occupational skills Provide career/vocational counseling Use achievement tests Use print and media in counseling Career counseling for adults Use aptitude tests Use intelligence tests Career counseling older adults Use computerized software 3.

Counseling Groups Group feedback to each other Evaluate progress toward goals Self evaluate effectiveness Inform on guidelines and goals Use structured activities

Establish counseling goals Assess harm self/others Counsel adults Develop complete treatment plans Reframe client's problems Informs about ethical standards and practice Assess psychosocial needs Evaluate need for referral.

Conduct pre-counseling assessment Maintain case notes and files Self-evaluation counseling effectiveness Use active listening skills Determine DSM-IV TR code

Decision-making skills Use interest inventories Use results for intervention Use occupational info Job search skills Career counseling adolescents Select appraisal instruments Use non-test appraisal techniques Use career resource library Use computerized career resources Outplacement counseling

Identify harmful behaviors Resolve conflicts Determine termination criteria Systematically observe group Use group-centered leadership techniques.

29

4.

Counseling Families Counsel persons in crisis Sexual abuse Family member interaction Physical abuse Family counseling goals Family roles and dynamics Divorce issues Human Sexuality Counseling Interviewing significant others Use structural techniques.

Use multigenerational techniques Marital enrichment counseling

Substance use/abuse Counsel adolescents Client personality changes Family conflict resolution Family behavioral norms Moral/Spiritual issues Counseling children Divorce conflict counseling Use behavioral techniques Use strategic techniques Premarital counseling

5. Professional Practice Liaison to other agencies Consultation for ethics and legal Case conference Counseling Program administration Preventive developmental activities Professional/community public relations Continuing education/skill enhancement Community outreach Staffing decisions Evaluate counselors' performance Establish program service goals Read professional literature Write to other professional Assess program needs Participate in professional org.

Review legal statutes and regulations.

Supervise staff Provide skill development training Review ethical standards Provide consultation/interpersonal skills training Provide consultation/human relationships Provide consultation, organization development Do formative evaluation of service Do summative evaluation of service Supervise counselor trainees Develop program reports Financial resource planning Provide multicultural training and interventions Use computer data management Engage in data analyses Do counseling outcome research Do counseling process research Do field observational research Do experimental research .

Write for publication Develop appraisal instrument/tech Evaluate computer software Conduct fund-raising activities

30

CLINICAL INSTRUCTION LOG SHEET CMHC STUDENT’S NAME _______________________________ MONTH/YEAR ___________ PRACTICUM _________ INTERNSHIP _________

DATE Direct

Totals for this Page:

CMHC SERVICE CODES: IN: Individual Counseling AD: Advocacy LG: Large Group Presentation AS: Assessment or Intake/Interview OB: Clinical Observation CM: Case Management PD: Program Development CN: Consultation PDA: Professional Development CCM: Career COUN CMHC only SU: Supervision RW: Report Writing CP: Clinical Case presentation TI: Test Interpretation CR: Conflict Mediation TT: Testing FC: Family Counseling TC: Technology-based Counseling GR: Group Counseling and/or Facilitation CW: Workshops and/or Training Service Hours

Indirect Hours

Total hours

TYPES OF SERVICES (use above codes)

Number of diverse clients (race/ethnicity different from intern/pract)

Number of group hours

DO NOT NEED TO FILL IN THIS SLOT

ONSITE SUPERVISOR SIGNATURE: ____________________________DATE_______ CMHC COORDINATOR SIGNATURE: ___________________________ DATE _______ 31

Daily Log Semester Summary CLINICAL MENTAL HEALTH COUNSELING Practicum _______ Internship ________ Semester _______

Student Name _________________________________________________ Clinical Instruction Location _______________________________________

Total Number of Direct Hours for the Semester:

________

Total Number of Non-Direct Hours for the Semester:

________

Total Number of Direct and Non-Direct Hours for the Semester:

________

Total Number of Diverse Clients (Race/ethnicity different from intern/practicum student)

________

Total Number of Group Hours

________

Required Signatures Student

____________________

Onsite Supervisor

____________________

Date

________

Seminar Instructor

____________________

Date

________

CMHC Coordinator

____________________

Date ________

Date ________

32

Log of Individual Supervision with On-Site Supervisor Name of CMHC Student___________________________________ Semester________________ Internship Site ___________________________________________________________ Name of On-Site Supervisor ________________________________________________ Name of Seminar Instructor ______________________________________________

Date

Topic of Discussion

Initials On-site supervisor

Comments: 33

Clinical Instruction Site Evaluation Form Name: Date: Site:

Phone# of site: Semester: Clinical Supervisor:

E-Mail:

Total number of hours completed: 1. What did you like about the clinical instruction experience at this site?

2. What did you not like about this site?

3. What did you like about working with your clinical supervisor?

4. Was there anything you did not like about your clinical supervisor?

5. Did you feel you got enough supervision at this site? And how was it arranged?

(Weekly meetings? Informal consultation?)

6. What could have been done to improve your experience?

7. Any comments or suggestions for future interns who might want to work at this site?

8. On a scale of 1-10, how would you rate your overall experience?

1 2 3 4 5 6 7 8 9 10 (poor) (excellent)

Thanks for the feedback!

PLEASE NOTE: An electronic version of this form will be made available later this semester.

34

CLINICAL SUPERVISOR EVALUATION Directions: At the end of the semester, each student is required to complete an evaluation of their site supervisor.

Site Supervisor ___________________________ Semester/Year _________________ Agency/School _________________________________ Please evaluate your supervisor using the following code: SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree NO – No Opinion Please circle your response.

1. My supervisor was genuinely interested in my growth as a professional counselor.

SA

A

D

SD

NO

2. My supervisor was very profession in his/her dealings with me.

SA

A

D

SD

NO

3. My supervisor made suggestions regarding my taped sessions that were beneficial.

SA

A

D

SD

NO

D

SD

NO

SD

NO

4. My supervisor created a setting of support.

SA

A

5. I was treated as a professional by my supervisor.

SA

A

D

6. My supervisor was dependable regarding his/her supervision meetings with me.

SA

A

D

SD

NO

7. My supervisor offered me constructive criticism that assisted in improving my counseling skills.

SA A D SD NO 35

8. The requirements made of me by my supervisor were fair and challenging.

SA A D SD

NO

PLEASE COMMENT ON THE FOLLOWING. What do you feel you gained as a result of working with your supervisor?

What could have been done differently by your supervisor to make your experience more beneficial?

If you were grading your experience with your supervisor, how would you grade it? _____A _____B _____C _____D _____F

Were the physical facilities at your site appropriate? Please be specific regarding strengths or problems.

YES

NO

How would you grade the site? _____A _____B _____C _____D _____F

Additional Comments:

PLEASE NOTE: An electronic version of this form will be made available later this semester.

36

School of Leadership and Education Sciences (SOLES) Counseling Program Counseling Internship Assessment Specialization in Clinical Mental Health Counseling Intern:

Date:

Site: Site Supervisor: _______ TERM: Fall

Spring _____Summer _____

COURSE: COUN 587P ________ COUN 597F/598F

____ SITE SUPERVISORS: This evaluation consists of three (3) parts: Evaluation of CMHC Trainee Clinical skills, Counseling Specialization Competencies, and Professional Conduct. All professions charge their members with the responsibility of monitoring potential members of the profession. This monitoring involves not only evaluation of potential new members' cognitive academic abilities, but also their personal and professional behaviors.

Site supervisors are asked to complete an evaluation relative to the intern's performance two times; once at mid-term and again at the close of the internship. It is requested that you review assessment results with the intern at mid-term and utilize the data to set appropriate goals for the remaining internship experience. It is anticipated that most interns will require skill development in several areas. Please be sure to give the intern very specific feedback about those areas in need of strengthening. In completing all sections of this evaluation, please assess the intern's demonstrated skills and behaviors in your setting.

If you have any questions or need clarification about the evaluation process, please contact Peggy Hetherington, Director of Field Experiences, at: (619) 260-8804 or email her at peggyh@sandiego.edu.

Important Notes:  A score of 4 or 5 indicates the student has demonstrated a competency level for that skill that is equal to that of an effectively functioning college counselor. A score of N/O indicates were not able to observe the intern demonstrating this competency.

37

USD THANKS YOU FOR YOUR TIME AND EFFORT IN TRAINING OUR CMHC STUDENTS! 1 5 NOT EVALUATION OF CLINICAL SKILLS LOW HIGH OBSERVED RELATIONSHIP/ATTENDING SKILLS 1 2 3 4 5 6 7 8 9 10 11

Listens carefully and communicates an understanding of the client.

Is genuine and warm with client Is immediate with the client.

Is respectful of, and validates, the client.

Is appropriate regarding the cultural context of the client.

Is appropriate regarding the developmental context of the client.

Uses interpersonal strengths appropriately, including humor and self-disclosure.

Is comfortable with a variety of feelings and/or issues shared by the client.

Provides support to the client when appropriate.

Challenges the client when appropriate.

Tracks the main issues presented by the client.

1

2

3

4

5

N/O

1 1 1 1

2 2 2 2

3 3 3 3

4 4 4 4

5 5 5 5

N/O N/O N/O N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1 1 1

2 2 2

3 3 3

4 4 4

5 5 5

N/O N/O N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1 1 1 1 1

2 2 2 2 2

3 3 3 3 3

4 4 4 4 4

5 5 5 5 5

N/O N/O N/O N/O N/O

1

2

3

4

5

N/O

1 1 1 1 1 1 1 1 1 1

2 2 2 2 2 2 2 2 2 2

3 3 3 3 3 3 3 3 3 3

4 4 4 4 4 4 4 4 4 4

5 5 5 5 5 5 5 5 5 5

N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O

1

2

3

4

5

N/O

CLINICAL ASSESSMENT SKILLS 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Is able to organize session data into meaningful frameworks Appreciates cultural and/or developmental issues that may affect clinical assessment.

Is able to recognize normative from problematic behavior during assessment and incorporate appropriate testing.

Can assist the client in considering different components and sequences that make up and sustain problems.

Is able to identify cognitive components of client issues.

Is able to identify affective components of client issues.

Is able to identify behavioral components of client issues.

Is able to identify systemic components of client issues.

Identifies appropriate process clinical goals.

Can assist client/student in translating clinical problems into realistic outcome goals.

Maintains an appropriate pace during sessions Uses clinical questions skillfully.

Uses clinical interventions skillfully.

Can direct the session in a meaningful manner.

Can deliver appropriate confrontations.

Can demonstrate an appropriate use of affective interventions.

Can demonstrate an appropriate use of cognitive interventions.

Can demonstrate an appropriate use of behavioral interventions.

Can demonstrate an appropriate use of systemic interventions.

Appropriately manages clinical case load & psychopathology PROFESSIONAL SKILLS

32

Is aware of personal issues (counter-transference/parallel processes) that might impact counseling).

38

33 34

35 36 37 38 39 40

41 42 43 44 45 46 47

48 49 50 51 52 53

54

55

56

Demonstrates receptiveness to and use of supervision.

Appreciates own limits without overreacting or becoming defensive CMHC COUNSELING-RELEVANT COMPETENCIES Demonstrates awareness of current issues and trends in clinical mental health counseling Demonstrates professional commitment by membership and participation in professional organizations for CMHC Demonstrates knowledge of theories of CMHC and applies them to clinical work where appropriate Shows knowledge of diagnostic interviewing, MSE, and clinical assessment Demonstrates knowledge of psychopathology and treatment planning Demonstrates understanding of cultural and ethnic diversity in and the influence of diverse cultural backgrounds on CMHC work Demonstrate knowledge of the ethical standards, forensic issues, policies, laws and regulations relevant to CMHC Demonstrates knowledge of developmental tasks appropriate to different age groups as well as theories of development Demonstrates knowledge of a full range of intervention strategies for various clinical clients Organizes, leads, and evaluates group counseling experiences Demonstrates knowledge of assessment techniques applicable to higher education environments Conducts appropriate clinical assessments Demonstrates knowledge of issues that affect development and functioning of clinical client (ADHD, disabilities, stress, drug/alcohol abuse, sexual abuse, trauma, risk assessment, etc.)

Demonstrates skills in designing preventive and remedial interventions for the range of various developmental issues Demonstrates knowledge and application of procedures to ensure clinical growth in clients seen Demonstrates knowledge and application of various evaluation steps used in the licensure process for CMHC Demonstrates knowledge of consultation theories and clinical strategies Demonstrates knowledge and the CMHC licensure tests Knowledge and application of assessment and case conceptualization and concepts of psychopathology that lead to diagnosis and appropriate clinical counseling interventions.

Demonstrates the skill to assess whether a client needs a referral to additional mental health and other available resources and to complete the referral Demonstrates knowledge of methods, including use of appropriate technological resources, for implementing and evaluating services Demonstrates ability to design, deliver and evaluate programs for services delivered in a clinical setting

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1 LOW 1 2

5 NOT HIGH OBSERVED 3 4 5 N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1 1

2 2

3 3

4 4

5 5

N/O N/O

1 1

2 2

3 3

4 4

5 5

N/O N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1 1

2 2

3 3

4 4

5 5

N/O N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O 39

PROFESSIONAL BEHAVIOR

57 58 59 60 61 62 63

64

65 66

Behaves professionally (e.g., demeanor, dress, language, etc.)

Has Regular and prompt attendance Willingly assumes responsibility Manages time well.

Shows commitment to providing service at site.

Follows through on professional commitments.

Maintains confidentiality of all personally identifiable information of clients and colleagues, except if disclosure is needed to provide professional service or comply with the law Demonstrates respect for clients, coworkers and supervisory staff regardless of race, color, religion,sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background Shares weaknesses with staff in order to improve and is aware of skill and/ or ability limitations.

Accurately evaluates own counseling session performance.

1 LOW

5 HIGH

NOT OBSERVED

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

N/O N/O N/O N/O N/O N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

1

2

3

4

5

N/O

SUMMARY: Student Strengths:

Student Clinical Strengths:

Areas of Growth:

Final Semester Evaluation (Please underline): My signature indicates I believe the intern has developed both the professional behaviors and the counseling competencies to perform (serve) as an effective clinical mental health counselor relative to the term of internship or practicum they are completing.

Clinical Supervisor Signature

Date

CMHC Coordinator Signature

Date

40