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PC6410-V2
Dr. Alexeyev
Argosy University, Chicago
MA Community Counseling
PC6410 Practicum seminar
Section: C4
FACULTY Name: Dr. Erick Alexeyev, LCPC, NCC
Phone: 773-339-6687
Email:
Office Hours: N/A(By appointment only).
MEETING DATES Mondays
CLASS SCHEDULE Bi-weekly, Mondays 6-9 PM. (Starting September 20, 2010).
Course Length: Full semester (15 weeks)
Contact Hours: 22.5 Hours
Credit Value: 3.0
MASTER OF ARTS IN COMMUNITY COUNSEING MISSION STATEMENT
The mission of the Master of Arts in Community Counseling program at Argosy University in Chicago is to create a learning environment that promotes academic excellence, professional competence, and personal integrity. This mission is achieved through a curriculum that integrates counseling skills, theoretical foundations of counseling, and clinical field experience into appropriate interaction and intervention skills for utilization in a variety of settings with diverse client populations. We serve a diverse student body from urban, suburban, and rural areas who are intrinsically motivated to help others. The program actively engages faculty and students in the preparation of counselors who meet the needs of diverse communities.
The purpose of the Master of Arts in Community Counseling program is to deliver the core learning experiences established by academic program accreditation and the licensure board of the State of Illinois to assure that students completing the program are competent, ethical counselors prepared for post-graduate positions and professional counseling licensure.
COURSE DESCRIPTION
The practicum provides for the development of counseling skills under supervision for a minimum of 100 clock hours. The student’s practicum includes 40 hours of direct service with clients, including experience with individual counseling and group work. Students receive supervision individually and in small groups on-site and by program faculty. This training experience prepares students for Counseling Internship (PC6415).
COURSE DELIVERY FORMAT
This weekly seminar course is designed to be responsive to students' practicum experiences and concerns regarding their clients and their practicum sites. Thus, open discussion will be an important component of the class. Moreover, in order to enhance students' development as a counselor, different teaching modalities may be used: discussion of the reading assignments and theme of the week, role play, case studies and presentations, and other relevant experiential activities.
TECHNOLOGY:
Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus.
PROGRAM OUTCOMES
The program outcomes, one to eight, of our Master of Arts in Community Counseling program are rooted in the CACREP standards. Program Outcomes 9 & 10 are Argosy University’s designed learning outcomes across programs.Program Outcome One: Professional Identity
Competency 1. Understand and value all aspects of professional functioning, including history, roles, organizational structures, ethics, legalities, standards, and credentialing.
Program Outcome Two: Social and Cultural Diversity
Competency 1. Apply core theory and research regarding the cultural context of relationships, including current issues and trends in a multicultural and diverse society, to the practice of professional counseling.
Program Outcome Three: Human Growth and Development
Competency 1. Apply core theory and research regarding the nature and needs of individuals at all developmental levels to their work as professional counselors.
Program Outcome Four: Career Development
Competency 1. Apply core theory and research pertaining to career development, the psychology of work, and related life factors to the practice of professional counseling.
Program Outcome Five: Helping Relationships
Competency 1. Exhibit the knowledge base and skills needed to ethically and effectively deliver a range of professional counseling and consultation services.
Program Outcome Six: Group Work
Competency 1. Understand the theoretical and experiential foundations of group purpose, development, and dynamics and will apply group counseling methods and skills to the practice of professional counseling.
Program Outcome Seven: Assessment
Competency 1. Understand principles of testing and measurement and will apply both individual and group methods of assessment and evaluation to their work as professional counselors.
Program Outcome Eight: Research and Program Evaluation
Competency 1. Understand how research methods, statistical analysis, needs assessment, and program evaluation are conducted and the role of these practices in the counseling profession.
Program Outcome Nine: Communication Skills
Competency 1. Communicate clearly and effectively, both orally and in writing.
Program Outcome Ten: Interpersonal Effectiveness (IE)
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
COURSE OBJECTIVES
Each learning objective in this syllabus is tied to the program outcomes, and each program outcome corresponds to a specific CACREP standard, which is delineated by numeric representation, i.e. CACREP Section II.K.2.a as II.K.2a; or a specific Community Counseling Program standard as CC-A7.
At the end of student’s practicum experience and the seminar course, students are expected to:
1. Display an initial capacity to conduct a course of counseling according to the framework of one’s practicum setting in a manner that is reflective, well-planned, theoretically oriented, and sensitive to clients' cultural and personal characteristics (II. K.5b & 5g).
2. Demonstrate an understanding of the theory and practice of counseling, including assessment and diagnoses of clients, case conceptualization, formulation of treatment goals and strategies (II.K.5b, 5c & 7h; CC-C4 & C5).
3. Start to be able to observe and articulate (a) personal reactions to a client and (b) the effects of student’s and others' reactions on the client and on other aspects of the interaction between yourself and the client (II.K.5a, 5b & 5g).
4. Critique one’s own work and the work of others in a meaningful way, and identify effective and counter-effective therapist-client interaction moments (II.K.5b).
5. Have the capacity to operate as a professional counselor in working with clients, interacting with personnel at sites, communicating with other professionals according to ACA ethical guidelines and legal considerations (II.K.1h; & CC-A4)
6. Write reportson thecounseling process and content, and document information with reference to the guidelines and models set forth by the internship agency, as well as ethical and legal considerations (II.K.5c & CC-A4).
7. Articulate and understand the history, stages, and models of consultation, and the components and duties of consultation as it applies to community counseling (II.K.5e; & CC-B4)
8. Integrate technological strategies and applications within the counseling and consultation process (II.K.1b & 5f).
9. Adopt an open attitude and realize the importance of seeking supervision and consultation when necessary,especially in the decision- making process regarding treatment issues, and ethical and legal concerns (II.K. 5f; & CC-B4).
10. Gain awareness of strategies needed for community needs assessment in order to design, implement, and evaluate interventions, programs, and systems in community agency settings (II.K. 8d, 8e; CC-C3, &C2)
11. Start to develop an identity as a community counselor in various settings, and have an understanding of the inter-relationships and functions of other mental health and service providers in community agencies (II.K. 1b; & CC-C1)
12. Gain an understanding of the role of the counselor in client advocacy anddevelop effective strategies for promoting clients’ understanding of and access to community resources (II.K.5g & 2d; CC-B4, C3, & C6).
13. Understand and develop an abilityto apply different treatment modalities, e.g. individual, couple and family, groups and crisis interventions, in working with client populations and client issues (II.K. 5C; &CC-B7).
14. Have an increased awareness of one’s counseling style and foster the emergence of a personal counseling theory, and realize strengths and areasin need ofimprovement (II.K.5c).
REQUIRED TEXTS:
Favier, C., Eisengart, S., & Colonna, R. (2004). The counselor intern's handbook (3rd ed.). Belmont, CA: Brooks/Cole, Cengage Learning. ISBN: 053452835x.
The Practicum/Internship Training Manual 2010 (will be provided by the Director of Training for Counselor Education)
CLASS POLICIES AND EXPECTATIONS
Attendance
¨ Students are expected to be punctual to all classes and practicum. Absences should occur only for such urgent reasons as ill health or critical emergency. Whenever possible, students should notify the faculty of these absences in advance. Excessive late arrivals or absences, regardless of the reason, may jeopardize a student’s academic standing.
¨ Attendance in all blended (weekend) and evening face-to-face class meetings is required. A student who cumulatively misses three (3) hours of class will receive a reduction of the final grade unless the student successfully completes additional work with the instructor’s consent.
¨ A student who misses six (6) or more hours of on-campus class will be required to withdraw from the course. Exceptions may be made in extreme situations and on a case by case basis in the event of severe illness, critical emergency or family crisis. Documentation of these events must be submitted to the instructor (i.e. a doctor’s note, etc.). Additional work will be assigned in lieu of mandatory withdrawal. In the event of a student withdrawing due to absence, a refund of tuition is dependent on the documented reasons for the absence and must be approved by the Campus President.
Late Work
¨ Will be assessed a reduction in grade (e.g. A to A-) for each day the assignment is late. Students should notify the instructor ASAP of any problems with completing their work on time.
Classroom Etiquette
¨ It is to be expected that the instructor will treat all students with dignity and respect -- it is also expected that the students will treat both the instructor and other students with this same respect. In order to more effectively facilitate this, do the following: 1) turn off all pager and cell phones before class; 2) abstain from text messaging in class; 3) keep side conversations to a minimum; and, 5) be respectful in all interactions.
COURSE REQUIREMENTS/ASSIGNMENTS
A. University Individual Supervision
In addition to practicum seminar meetings, students are required to participate in individual or triadic (two students at a time) supervision, for an average of one hour per week, with a core faculty member or a doctoral student who is under direct supervision of a core faculty member. Students will participate in these weekly individual supervision sessions until they successfully complete all the requirements (both field experience and university requirements) of the practicum experience, and attain the approval from the practicum leader or the Director of Training to conclude the individual supervision sessions.
Compared to seminar meetings, which emphasize group discussion and sharing of perspectives and experiences, individual supervision stresses the individual counselor trainees’ developmental needs, refinement of counseling skills, in-depth discussion of client issues, and personal reflections. Thus, individual supervision is an intense and personalized experience which provides counselors-in-training a forum to review progress/case notes, to listen to tapes, and to ask specific questions regarding their performance and issues related to the clients. In order to facilitate the attainment of these goals, students are expected to be prepared for the individual supervision sessions. When attending an individual supervision session, you should have:
1. summary of progress/case notes of various clients ready for review/discussion
2. specific segments of taped sessions selected for listening and discussion;
3. specific thoughts on case conceptualization and treatment formulation; and
4. questions (the areas that you are struggling with, or have doubt; about performance,
alternative treatment issues, etc) ready for discussion and consultation.
Important Reminder:
1. Do not include any client’s identifiable information in your notes; and
2. Always be mindful of the whereabouts of your counseling notes and tapes at
all times.
B. Tape Presentation & Presentation Reports (See Guidelines Below).
C. Practicum Portfolio (See Practicum and Internship Manual Chapter 2, p. 14, and Appendix B, p.72-80 for description and evaluation form).
D. Evaluation/Grading
Based on the Practicum/Internship Manual, 2010, seminar leaders assess students’ progress on a continuous basis via their interaction during seminar meetings, communication with the site supervisors, and review of site supervisor evaluations. Individual supervisors will assess students through individual supervision sessions. Both individual supervisors and seminar leaders will conduct a formal evaluation at the end of practicum. This evaluation form is located in Appendix B in the Practicum/Internship Training Manual.
At the end of the practicum, seminar leaders, based on the evaluations by the individual supervisor and site supervisor, will assign grades to students’ practicum: Credit (CR), for students who perform satisfactorily at both of their practicum sites, practicum seminars, and university individual supervision; No Credit (NC), for those students who do not perform satisfactorily in practicum seminars or/and at the practicum sites; and an “I” for incomplete for students who have not submitted all the necessary paper work or assignments by the end of the semester. The seminar leaders will also collect and submit all the required documents listed in the subsequent section to the Director of Training for filing.
1. Documents to be submitted to seminar leaders by the end of practicum are:
· End of Practicum Total Hours Log
· End of Practicum Site Supervisor Evaluation Form
· End of Practicum Individual Supervisor Evaluation Form
· Practicum Portfolio which includes the Practicum Case Report, the Self-Appraisal Paper, Student’s Perception of the Practicum Site Supervisor, & Student’s Evaluation of the Practicum Site.
2. Criteria for Successful Completion of Practicum and Conditions to Proceed to Internship
Practicum seminar leaders and the Director of Training will determine whether students should proceed to Internship, and start to accrue internship hours. Students will not be allowed to begin internship unless they successfully complete their practicum with the fulfillment of the following:
· Hourly requirements (a minimum of 100 hours, 40 direct and 60 indirect hours)
· Passage of seminar leader evaluation
· Passage of individual supervisor evaluation
· Passage of site supervisor evaluation
· Completion and passage of the Practicum Portfolio
· Submission of all the required documents as listed in the above section from all related parties with appropriate signatures on the last day of practicum.
3. Practicum Concluding Date and Internship Start Date
¨ Students can submit a complete portfolio to their Practicum Seminar Leader at any point of the fall semester; or
¨ In all cases, all practicum portfolios should be submitted by the first week of October for July starters, and week of November 12 for fall starters, even if students may not be able to reach the required hours at that time. The exact due date for your portfolio will be determined by your practicum leader.