EDCO 560Dr. Mary Andres

Field Work in Counseling(213) 740-8521 ofc.

Tue-7:00-9:40(310) 621-0325 cell

WPH

Syllabus

Summer 2008

Course Description:

This practicum is a credit/no credit course which requires at least a “B” average to obtain credit. It is designed for support of the advanced practice in counseling adults, couples, families, and children by having professional supervision and weekly consultation with a licensed counseling faculty member. The course format includes case presentations, video tape instruction, role playing, and some directed teachings. The topics covered include but are not limited to the following: case conceptualization, treatment planning and tracking progress, transference and countertransference, ethical concerns and practice, multicultural competence, self-monitoring, managing the stress of this work, and termination

Required Texts:

Russell-Chapman, L. A., & Ivey, A. E. (2004). Your supervised practicum and internship. Belmont: CA: Brooks/Cole.

Yalom, I. (2002). The gift of therapy. New York: HarperCollins

Course Prerequisites:

Classified Standing: completion or concurrent enrollment in EDCO 503 (Ethics and Law) and EDCO 546 (Psychopathology); consent of the MFT Director; a signed “4-way agreement”, and proof of malpractice insurance.

Course Objectives:

This course will provide students with the following

  • Clinical supervision and support of the development of professional practice in the students’ respective field work sites via discussion in class and consultation with on-site supervisor
  • Discussion and distinction about the difference between process and content
  • Support of decision making, effective treatment planning and pacing in therapy
  • A safe and confidential environment to explore self-monitoring, and personal reactions to clinical practice
  • Enhanced support of a multiculturally competent and ethical framework to be able to address clients’ needs
  • A framework for treatment planning, goal setting, and outcome measures as indicators of therapeutic change
  • Support for advanced skills in providing a supportive and empathic environment to clients
  • Skills for peer support to give and receive constructive feedback
  • Orientation to the various types of supervision available

Course Competencies:

Students will be expected to demonstrate the following by the end of the semester:

  1. Establish and maintain a safe, therapeutic environment for clients and
  2. Maintain a confidential and supportive atmosphere in this supervision group
  3. Demonstrate well-developed case management skills, diagnostic and observational skills
  4. Assess client(s) for diagnostic information, potential risk factors, and for possible referral to other health professionals
  5. Demonstrate well-developed termination and referral skills
  6. Demonstrate increased awareness,sensitivity and competency to address the concerns of difficult client situations/problem areas, as well as gender, ethnic, and culturally diverse concerns
  7. Assess for risk of suicidality, homicidal ideation or intent, child and elder abuse. Be familiar with reporting requirements.
  8. Participate in the process of revealing one’s work, seeking and giving feedback
  9. Demonstrate well-developed engagement and intervention skills with clients
  10. Conduct behavior in a professional manner

Grading:

Unlike other graduate courses that emphasize the accumulation of knowledge through active reading and discussion, practicum is a performance-based course. Students are evaluated according to demonstrated learning of appropriate professional skills. Thus, the timely completion of required work does not necessarily insure a satisfactory grade. Input from the onsite supervisor in both oral and written forms, as well as class assignments, participation and review of clinical skills will be used to determine satisfactory progress and credit for this class. The intent of this standard is an ethical duty for the integrity of the marriage and family profession.

No credit will be given for work which is of unacceptable quality for graduate students. This may be repeated incidents of poor therapeutic judgement, direct emotional harm to clients, involvement in dual relationships or other minor ethical, legal, or moral infractions.

Note: Consistent use of poor therapeutic judgement, direct emotional harm to clients, and involvement in dual relationships or other major ethical, legal, or moral infractions will be cause of immediate disciplinary action to include indication of inappropriateness for professional practice. This is grounds for a recommendation to be dismissed from the program.

Attendance at all class meetings is required. Professional demeanor requires that students be on time for class. Case discussion/presentations can be disrupted if students arrive late, which is a sign of disrespect to your peers. Course grades will be based on a combination of participation, video tape presentations, depth of journal entries, self-evaluation, and overall evaluation of therapeutic skills and professionalism.

Students cannot receive a passing grade in this course if they are discharged from their practicum placement or if they cannot complete their practicum during the semester for personal reasons. Students cannot receive a “CR” for the course if they are not placed at a practicum site within the first 3 weeks of class. A total of 150 hours of face-to-face client contact is required for practicum. It would be best to accomplish this evenly in two semesters (i.e. 75 hours of face-to-face client contact each semester and if that is not feasible then to arrange for alternatives before the start of EDCO561).

Confidentiality: You are reminded that the content of all class discussions, case presentations, and small group discussions are confidential and you should be sensitive about respecting and maintaining both client and colleague confidentiality.

Grading Criteria and Process:

Points/Percentage

Attendance and participation…………………………………25

One video or audio tape presentation or transcript…………20

Book Review…………………………………………………25
Personal Journal……………………………………………….30

100 points total

1. Prompt attendance and class participation: Since this class is primarily a lab, regular, timely attendance is essential. You are expected to have completed the readings prior to the assigned date, and participate in class discussion. Absences are discouraged, and more than one can impact your grade. Points can be made up by completing additional transcriptions as described below.

2. Video or audio tape presentation: The presentation shall be approximately 20 minutes in length and include the following information:

  • Identifying data
  • Chief complaint(s)
  • Relevant history of problem(s)
  • Relevant personal/family history
  • Health/medical history
  • Employment history
  • Mental health/drug and alcohol history
  • Relational/sexual history
  • Mental status exam
  • Diagnostic impression (all 5 Axes)
  • Tentative treatment plan

Note: If you are audiotaping a session, please include a transcription of at least 20-25 consecutive responses (see Resource B in Russell-Chapin/Ivey text, p. 38).

3. Book Review: Read Yalom’s The Gift of Therapy and write a review. This paper should define the main themes, your reactions to the book, and what aspects resonate with you in your professional development. Your paper should be 2-3 pages in length, and double-spaced. Be sure to follow the APA format. (No cover page needed)

4. Personal Journal: Journal at least once a week in yournotebook or online following time at your placement. Include thoughts, reactions, reflections, feelings regarding the work with clients and colleagues. The assignment is not a chronological account, but rather a tool for reflection about your professional development. You may consider addressing the following concerns”

  • Family dynamics
  • Working cross-culturally and diverse populations
  • Normal versus psychopathological functioning
  • The process of change
  • Relevant legal and ethical issues
  • Countertransference
  • Your strengths and growth edges

Attendance

Students are expected to attend all sessions of all classes. Students with more than two unexcused absences may risk failure. This policy exists because the MFT program is one of professional preparation. In addition to acquiring theoretical knowledge, students are expected to acquire professional values, to integrate knowledge from a range of courses, to develop professional skills and be socialized into the profession. The faculty of this School of Education are convinced that this cannot be accomplished through independent study alone. Thus, attendance at classes is required unless legitimate and special reasons exist for absences or tardiness. Any such absences or tardiness should be discussed directly with the course instructor. In some circumstances, extra credit can be completed to help the student not lose points. These arrangements should be made prior to absences whenever possible.

It is expected that students will attend class regularly, participate in class discussions, and submit work promptly. Failure to meet these expectations may result in reduction in grades.

(NOTE: Please refer to the Student Handbook and the University Catalogue for additional discussion of grades and grading procedures.)

University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations that conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.

Course Schedule

Week / Date / Topic / Readings should be read before class / Assignments due
1 / 5/27 / Introduction to course
Class introduction
1st session
Confidentiality
Intake
Screening Assessments / (Chapters refer to Russell-Chapman & Ivey)
2 / 6/3 / Listening to Tapes and Analyzing Cases: / Ch.1-2 / Proof of malpractice insurance and 4-way agreement
Journal #1
3 / 6/10 / Becoming an Effective Supervisee: The Influence of Placement Setting. / Ch.3
Begin Yalom
4 / 6/17 / Supervision Model Categories
Intro to group counseling
Stages of counseling / Ch.4 / Jnl #2
5 / 6/24 / Conceptualizing the Client: Diagnosis and Related Issues;
Suicide/Homicide Assessment (Risk Assessment) / Ch.5
6 / 7/1 / Becoming A Culturally Competent Helping Professional: Appreciation of Diversity / Ch.6 / Jnl #3
7 / 7/8 / Working with Ethics, Laws, and Professionalism: Best Practice Standards;
Child Abuse / Ch.7 / Book review due
8 / 7/15 / Counseling Research Outcomes: Discovering What Works / Ch.8 / Jnl #4
9 / 7/22 / Staying Well: Guidelines for Responsible Living. / Ch.9
7/29 / “Becoming a Professional Helper" Advocacy for Clients, Self and the Profession. / Ch.10 / Jnl #5
10 / 8/5 / Wrap up for summer