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COUN 5650, 5660, 5670: Counseling Internship and Graduate Project I, II, and III; Winter-Summer 2016.

COURSE INFORMATION Course: COUN 5650, 5660, & 5670 Title: Community Counseling Internship and Graduate Project I, II, & III Mondays: 4:15-6:55 p.m. Terms: WQ-RQ 2017

INSTRUCTOR (Winter) Instructors: Allison Lau Office: Loyola 201 Office Hours: By appointment Email: [email protected] Jackie Leibsohn Office: Loyola 212 Office Hours: By appointment Phone: 206-296-5766 Cell: 206-769-3949 Email: [email protected]

INSTRUCTOR (Spring) Instructors: Allison Lau Office: Loyola 201 Office Hours: By appointment Email: [email protected] Jackie Leibsohn Office: Loyola 212 Office Hours: By appointment Phone: 206-296-5766 Cell: 206-769-3949 Email: [email protected]

INSTRUCTOR (Summer) Instructor: Allison Lau Office: Loyola 201 Office Hours: By appointment Email: [email protected] Jackie Leibsohn Office: Loyola 212 Office Hours: By appointment Phone: 206-296-5766 Cell: 206-769-3949 Email: [email protected]

COURSE MATERIALS Recommended Texts and/or Readings (Optional): Favier, C., Eisengart, S., Colonna, R. (2004). The counselor intern’s handbook. 3rd ed., Belmont, CA: Brooks Cole. Jongsma, A.E. Jr., Peterson, L.M. & McInnis, W.P. (2006). The child psychotherapy treatment planner, 4th . ed. John Wiley & Sons, Inc. Jongsma, A.E. Jr., Peterson, L.M. & McInnis, W.P. (2003). The adolescent psychotherapy

treatment planner, 3rd. ed. John Wiley & Sons, Inc. Jongsma, A.E., Peterson, L.M. & Bruce, T.J. (2006). The complete adult psychotherapy treatment planner, 4th ed.. John Wiley & Sons, Inc. Jongsma, A.E. Jr., Peterson, L.M. & McInnis, W.P. (1998). The couple’s therapy treatment planner. John Wiley & Sons, Inc. Perkinson, R.R. & Jongsma, A.E. Jr. (2005). The addiction treatment planner, 3rd Ed. John Wiley & Sons, Inc. Support Materials: American Counseling Association. (2014). 2014 ACA code of ethics. Alexandria, VA: American Counseling Association. COURSE DESCRIPTION Graduate Bulletin Description Supervised counseling experience in a clinical mental health counseling setting. Graded CR/F. Closed to non-matriculated students. Fingerprinting/Background Check may be required. Internship agreement required. Course Purpose To integrate learning from COUN 5100, COUN 5510, and COUN 5640 in a clinical practice setting and continue to develop counseling and advocacy skills. Course Rationale

mailto:[email protected]






COUN 5650, 5660, 5670: Counseling Internship and Graduate Project I, II, and III; Winter-Summer 2017

The course further prepares the student counselor, clinically, in a variety of situations with diverse populations by emphasizing ethical and professional practice through reflective activity, assignments and in class consultation. This course is a part of the clinical sequence taken after COUN 5640, Counseling Practicum.

1. CACREP Standards 2. SOCIAL AND CULTURAL DIVERSITY

a. multicultural and pluralistic characteristics within and among diverse groups nationally and internationally

c. multicultural counseling competencies f. help-seeking behaviors of diverse clients

5. COUNSELING AND HELPING RELATIONSHIPS

d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships

g. essential interviewing, counseling, and case conceptualization skills h. developmentally relevant counseling treatment or intervention plans j. evidence-based counseling strategies and techniques for prevention and intervention

8. RESEARCH AND PROGRAM EVALUATION

b. identification of evidence-based counseling practices e. evaluation of counseling interventions and programs

Section 3: Professional Practice

J. After successful completion of the practicum, students complete 600 clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area.

K. Internship students complete at least 240 clock hours of direct service.

L. Internship students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member.

M. Internship students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

KNOWLEDGE AND SKILLS OUTCOMES

COURSE OBJECTIVES By the end of quarter student will:

1. Students will apply culturally appropriate counseling skills to work with diverse populations. 2. Students will understand the role of a counselor within the context of an agency and community

setting. 3. Students will provide quality mental health and chemical dependency services in clinical mental health

settings that lead to a more just and humane world. 4. Affirm compliance with the American Counseling Association’s (ACA) Ethical Codes as a framework

for professional decision-making. 5. Practice microlevel and macrolevel advocacy strategies to address social, political and economic

barriers that impede on human development. 6. Demonstrate a commitment to issues of equity, social justice and an appreciation for diversity. 7. Discuss application of comprehensive, in-depth knowledge of human development and behavior,

including addictions, to improve client well-being and enhance resiliency.


8. Demonstrate appropriate interviewing and counseling skills. 9. Be able to use a broad spectrum and depth of counseling responses, intents, and focuses. 10. Be able to appropriately select and demonstrate use of counseling theories with clients. 11. Integrate research based counseling interventions into practice. 12. Be able to utilize appropriate individual, couple, family, group, and/or systems modalities for

initiating, maintaining, and terminating counseling, including the use of crisis intervention, and brief, intermediate, and long-term approaches.

13. Practice proficiency with use of technology (e.g., student database systems, email, internet, Word, Excel, and PowerPoint, etc.).

COURSE INSTRUCTIONAL METHODS Small group consultation; case presentations with videotape accompanied by oral and written peer feedback; brief didactic presentations; psycho-educational workshops. STUDENT PERFORMANCE EVALUATION CRITERIA AND PROCEDURES

A. Assignments and Activities:

COUN 5650 WINTER TERM Assignments

Points Possible

Due Date

Clinical Assessment IV Summative Assignment: Each student will present one case presentations. Each presentations will include a video recording with case write up and oral presentation. Use the “Case Presentation” form for your presentation. Print-outs should be made for students and the instructor of the class or submitted on CANVAS per instructor preference. At least one case presentation during internship must include group counseling. This presentation does not need to include a video recording. Depending on the quality of counseling skills demonstrated the instructor may require the counseling intern to submit additional recordings.

CR/F

TBD

Advocacy Project Summative Assignment: The Advocacy Project has 8 parts: 1) Identify a population of interest with whom to collaborate around an advocacy issue, 2) Identify a community agency serving the population of interest, 3) Meet with an agency representative to determine a “felt need” for the advocacy initiative which will include some type of product to give to the agency, 4) Submit the Advocacy Project Proposal form to instructor for approval, 5) Implement approved proposal, 6) Evaluate the efficacy of the advocacy project, 7) Present your advocacy project to class in Summer Quarter and 8) Compile a final report describing your advocacy project for your community partner and your instructor. Steps 1-4 must be completed by last the day of class. Once your instructor has approved your project, student may start Steps 5 and 6. Steps 7 and 8 are to be completed in Summer Quarter.

CR/F

Steps 1-4 due by last day of class

Weekly Logs and Quarterly Logs: Document your hours on-site and in supervision (individual and group). The weekly logs need to be filled out and turned in at the beginning of each week. Your quarterly logs should be totaled each week and signed by you, your site supervisor and university supervisor at the end of the term. Students with

CR/F

Weekly Logs- Every 3rd class. Quarterly Logs-end of quarter


COUN 5650 WINTER TERM Assignments

Points Possible

Due Date

incomplete forms will receive an “N” grade.

Clinical Competency Rubric – Site Supervisor and Student: Review the Clinical Competency Rubric with your site supervisor at your first supervision meeting and discuss ways s/he can help you meet the standards outlined. This needs to be signed and turned in on the last day of class every term. Use the same form for the entire year. Students who return an incomplete evaluation form will receive an “N” grade.

CR/F

TBD

Phone contact: Instructors will contact internship site supervisor for a phone update at the end of the quarter. The conversation will consist of a review of quarter’s activities, clinical progress, and plans for the next quarter.

CR/F

TBD

COUN 5660 SPRING TERM Assignments

Points Possible

Due Date

One Case Presentations: Each student will present one case presentations. The presentation will include a video recording with case write up and oral presentation. Use the “Case Presentation” form for your presentation. Print-outs should be made for students and the instructor of the class or submitted on CANVAS per instructor preference. At least one case presentation during internship must include group counseling. This presentation does not need to include a video recording. Depending on the quality of counseling skills demonstrated the instructor may require the counseling intern to submit additional recordings.

CR/F

TBD

Advocacy Project: 5) Implement approved proposal, 6) Evaluate the efficacy of the advocacy project. The timing of these steps may vary due to individual project needs. Work with instructor to determine an appropriate timeline.

CR/F

TBD

Weekly Logs and Quarterly Logs: Document your hours on-site and in supervision (individual and group). The weekly logs need to be filled out and turned in at the beginning of each week. Your quarterly logs should be totaled each week and signed by you, your site supervisor and university supervisor at the end of the term. Students with incomplete forms will receive an “I” grade.

CR/F

Weekly Logs- Every 3rd class. Quarterly Logs- End of quarter

Clinical Competency Rubric – Site Supervisor and Student: Review the Clinical Competency Rubric with your site supervisor at your first supervision meeting and discuss ways s/he can help you meet the standards outlined. This needs to be signed and turned in on the last

CR/F

End of quarter


COUN 5660 SPRING TERM Assignments

Points Possible

Due Date

day of class every term. Use the same form for the entire year. Students who return an incomplete evaluation form will receive an “N” grade. Site-visit: Professor will visit the site supervisor either live or via Zoom meeting to review the past quarter’s activities, clinical progress, and plans for the next quarter.

CR/F TBD

COUN 5670 SUMMER Term Assignments

Points Possible

Due Date

One Case Presentation: The presentation will include the option of including a video recording. Case write up and oral presentation are mandatory. Use the “Case Presentation” form for your presentation. Print-outs should be made for students and the instructor of the class or submitted on CANVAS per instructor preference. At least one case presentation during internship must include group counseling. This presentation does not need to include a video recording. Depending on the quality of counseling skills demonstrated the instructor may require the counseling intern to submit additional recordings.

CR/F

TBD

Advocacy Project: Present your advocacy project to class in Summer Quarter (step 7). Prepare a final report of your advocacy project to give to your community partner and to your instructor (step 8).

CR/F

TBD

Weekly Logs and Quarterly Logs: Document your hours on-site and in supervision (individual and group). The weekly logs need to be filled out and turned in at the beginning of each week. Your quarterly logs should be totaled each week and signed by you, your site supervisor and university supervisor at the end of the term. Students with incomplete forms will receive an “N” or “I” grade.

CR/F

Weekly Logs- Every 3rd class. Quarterly Logs-end of quarter

Clinical Competency Rubric – Site Supervisor and Student: Review the Clinical Competency Rubric with your site supervisor at your first supervision meeting and discuss ways s/he can help you meet the standards outlined. This needs to be signed and turned in on the last day of class every term. Use the same form for the entire year. Students who return an incomplete evaluation form will receive an “N” grade.

CR/F

End of Quarter

Evaluation of Site by Intern and Evaluation of Program by site supervisor.

CR/F

End of Quarter

Site-visit: Professor will phone internship site. Review of quarter’s activities, clinical progress, and plans post graduation.

CR/F

TBD


Clinical Assessment IV Summative Assignment The Clinical Assessment Summative assignment is used to determine student clinical knowledge and skills in the Counseling and Helping Relationships CACREP core and specialty areas. Student acquisition of clinical knowledge and skills are evaluated in the following clinical courses: COUN 5100 (Fundamental Counseling Skills), COUN 5510 (Counseling Lab), COUN 5540/5640 (SC and CMHC Practicum), and COUN 5550/5650 (SC and CMHC Internship) Students who fail a summative assignment (receive a rating scale of 2 or below) are required to meet with the issuing faculty. Such students are either placed on a developmental plan or dismissed from the program. Student’s clinical skills will be evaluated with the Clinical Competencies listed below. The Clinical Competencies are based on both the site supervisor evaluation and the university supervisor’s evaluation using the following rubric. Evaluation Process The professor will complete the following rubric to assess student counseling and helping knowledge and skills. Points correspond to the rating scale. Points

Overall Rating

Rating Scale

Description

173-192 Mastery 4 Able to perform at a high level without supervision on a consistent basis 154-172 Proficient 3 Able to perform without supervision on a consistent basis 133-153 Developing 2 Able to perform with supervision on a consistent basis 116-132 Beginning 1 Able to perform with supervision on a inconsistent basis 115 & below Inadequate 0 Unable to perform with supervision


Clinical Competency Skills – Student and Site Supervisor Student: Agency: Evaluation Process Students and Site Supervisors are encouraged to discuss the evaluation at the onset of supervision, at mid- term and at the end of the field experience. The student will first fill out the evaluation and then give it to the site supervisor to complete at the end of the quarter and returned to the University instructor using the following scale: 0 = Inadequate, 1 = Beginning, 2 = Developing, 3 = Proficient, and 4 = Mastery. A 3 or above is required to pass.

Skill Areas

Student Score

Site Supervisor Score

Procedural

Opens session smoothly Provides informed consent Identifies important concerns in the session Identifies risk issues and reports to supervisor Follows policy and procedures of an educational or agency setting Ability to end session smoothly Provides appropriate referrals when necessary Appropriately integrates the client’s cultural background into the session

Attending Behavior

Counselor demonstrates interest in client Ability to establish a rhythm and pace compatible with the client Ability to establish a rhythm and pace compatible with the client Counselor is able to manage silence appropriately

Listening Responses

Clarification Paraphrase Reflection of feeling (empathy) Summarization

Influencing Responses

Open Question Closed Question Interpretation (Advanced Empathy) Information Giving Immediacy Self-disclosure Confrontation/ Perception Check/ Challenging Statement

Counselor and Client Relationship

Ability to mix and balance responses in session Demonstrates patience with client Establishes a collaborative working relationship with client Ability to set goals with client and move toward action in problem solving

Ability to facilitate decision making Ability to evaluate counselor-client relationship

Ethical Awareness and Conduct

Demonstrates knowledge of general ethical principles Demonstrates awareness and sensitivity to ethical issues Demonstrates consistent ethical personal behavior


Consults with supervisor about ethical issues if needed Response to Supervision

Prepared for supervision meetings Receptive to feedback from supervisor/colleagues Understands information communicated in supervision Successfully implements suggestions from supervisor Aware of areas that need improvement Willingness to explore personal strengths and weaknesses

Interaction with Colleagues

Appears comfortable interacting with colleagues Communicates effectively with colleagues Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Communicates effectively with colleagues Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Is sensitive to cultural differences Is sensitive to gender differences

Total Score

**Depending on the quality of counseling skills demonstrated, professor may require the counseling intern to submit additional recordings. Site Supervisor Signature and Date

Student Signature and Date


Clinical Competency Skills – University Professor Score

Student:

Evaluation Process The University Supervisor will complete this rubric based on the supervision of the student’s videotaped counseling session and presentation using the following scale: 0 = Inadequate, 1 = Beginning, 2 = Developing, 3 = Proficient, and 4 = Mastery. A 3 or above is required to pass. Skill Areas Score Procedural

Opens session smoothly Provides informed consent Identifies important concerns in the session Identifies risk issues and reports to supervisor Follows policy and procedures of an educational or agency setting Ability to end session smoothly Provides appropriate referrals when necessary Appropriately integrates the client’s cultural background into the session

Attending Behavior

Counselor demonstrates interest in client Ability to establish a rhythm and pace compatible with the client Ability to establish a rhythm and pace compatible with the client Counselor is able to manage silence appropriately

Listening Responses

Clarification Paraphrase Reflection of feeling (empathy) Summarization

Influencing Responses

Open Question Closed Question Interpretation (Advanced Empathy) Information Giving Immediacy Self-disclosure Confrontation/ Perception Check/ Challenging Statement

Counselor and Client Relationship

Ability to mix and balance responses in session Demonstrates patience with client Establishes a collaborative working relationship with client Ability to set goals with client and move toward action in problem solving

Ability to facilitate decision making Ability to evaluate counselor-client relationship

Demonstrates knowledge of general ethical principles


Ethical Awareness and Conduct

Demonstrates awareness and sensitivity to ethical issues Demonstrates consistent ethical personal behavior Consults with supervisor about ethical issues if needed

Response to Supervision

Prepared for supervision meetings Receptive to feedback from supervisor/colleagues Understands information communicated in supervision Successfully implements suggestions from supervisor Aware of areas that need improvement Willingness to explore personal strengths and weaknesses

Interaction with Colleagues

Appears comfortable interacting with colleagues Communicates effectively with colleagues Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Communicates effectively with colleagues Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Is sensitive to cultural differences Is sensitive to gender differences

Total Score

University Professor Signature and Date


Advocacy Project Summative Assignment The Advocacy Project summative assignment is used to determine student knowledge and skills in the Contextual Dimensions of CMHC CACREP specialty area. Students who fail a summative assignment (receive a rating scale of 2 or below) are required to meet with the issuing faculty. Such students are either placed on a developmental plan or dismissed from the program. Evaluation Process The professor will complete the following rubric to assess student contextual dimensions of CMHC knowledge and skills. Points correspond to the rating scale. Points Overall

Rating Rating Scale

Description

22-24 Mastery 4 Able to perform at a high level without supervision on a consistent basis

20-21 Proficient 3 Able to perform without supervision on a consistent basis 17-19 Developing 2 Able to perform with supervision on a consistent basis 15-16 Beginning 1 Able to perform with supervision on a inconsistent basis 14 and below

Inadequate 0 Unable to perform with supervision


Advocacy Project Summative Assignment Rubric

Category 4 3

2

1

Score

INTRODUCTION to Problem

Well-developed introduction engages the reader and creates interest. Problem is clearly articulated based on available statistics and data connected to the mission of the agency or organization.

Introduction creates interest. Problem statement is clear and a rationale exists for advocacy effort.

Introduction adequately explains the background to the problem, yet lacks a clear rationale and supporting data.

Introduction is vague and unclear. Problem statement lacks a rationale grounded in mission of agency or organization. No supporting data.

REVIEW of the Literature including advocacy competencies addressed in project

Purpose of advocacy project is rooted in the professional literature and advocacy competencies. The project is clearly supported by both quantitative and qualitative research outcomes.

The advocacy project appears connected to the professional literature and advocacy competencies with some detail.

The advocacy project is loosely tied to the professional literature and advocacy competencies.

The project lacks evidence of connection to professional literature and advocacy competencies.

METHOD of Advocacy Intervention Population Intervention Ethical Considerations Instrumentation Data Collection Plan for Evaluation

There is a clear delineation regarding who will benefit from the advocacy project, what resources are required to complete the project and a thorough discussion of the process for executing the project is highlighted.

There is evidence of logical steps in identifying resources and plans to execute the project with some definitive description.

The method for intervention is discussed yet lacks some important detail.

The method for planning and completing the advocacy project lacks substantial detail.

CONCLUSION Conclusion includes a seamless summary of advocacy rationale, processes, and suggestions for future advocacy efforts.

Conclusion includes a summary of advocacy rationale, processes, and suggestions for future advocacy efforts.

Conclusion summarizes some of the important elements of the project.

Conclusion lacks substantive elements of the advocacy project.

STYLE Sentence flow, variety Diction

Writing is smooth, skillful, coherent. Sentences are strong and expressive with varied structure. Diction is consistent and words well chosen.

Writing is clear and sentences have varied structure. Diction is consistent.

Writing is clear, but sentences may lack variety. Diction is appropriate.

Writing is confusing, hard to follow. Contains fragments and/or run-on sentences. Inappropriate diction.

MECHANICS Spelling, punctuation, capitalization

Punctuation, spelling, capitalization are correct. No errors.

Punctuation, spelling, capitalization are generally correct, with few errors. (1-2)

A few errors in punctuation, spelling, capitalization. (3-4)

Distracting errors in punctuation, spelling, capitalization.

Total


B. Grading: CR (satisfactory), "F" (unsatisfactory), or “N” (in process), based on the Internship Contract criteria. The intern's grade is based on the extent of successful achievement of course objectives including all assignments and the clinical competencies. Unsatisfactory marks will require the student to re-submit the assignment and/or earn an incomplete for the course. NOTE: Incompletes must be made up by the end of the sixth week of the following quarter. If the internship site staff dismisses an intern, such action can be grounds for dismissal from the counseling program. The Seattle University Fair Practices Policy (Part III) dictates the process to follow regarding the dismissal of a student in a program.

C. Course Expectations: Assignments: Completed as described above and following outline and rubric provided.

Attendance and Participation: Attendance and participation is required for all university internship sessions. Students are practicing under the license of the instructor. If an intern misses more than two sessions in a quarter, the intern must withdraw from the course no matter the reason. Appropriate paperwork for withdrawal must be filed with the College of Education. Appropriate termination of clients must occur at the internship site.

Hours and supervision: For the Community Counseling Program, the 600-clock hour occurs in a community setting, under the clinical supervision of a site supervisor.- 2. The requirement includes a minimum of 240 direct service clock hours. To satisfactorily complete a quarter, interns must log 200 total hours, which includes 80 hours of direct service per quarter. Interns may not “bank” hours to end internship early. With permission of the instructor, interns may carry over hours in excess of the 200 required hours into the next quarter to accommodate personal time off, vacation time or as a means of managing “now show” issues at a site. All internship hours must be documented on the internship logs to receive credit for completeness. This includes on-site, site-supervision, and group supervision.

Supervision: You are to meet with your site supervisor for 1-hour per week throughout the internship experience. It is highly recommended that you arrange site supervision on a consistent day and time during the week. This will allow for a quality supervision experience. If you cannot make it to the internship site for whatever reason you will need to work this out ahead of time with your respective site supervisors in a professional manner. Release forms: All clients must sign the "Disclosure of Information and Consent to Participate" form. Professional and Ethical Behavior: Students are expected to follow standards for professional behavior established and monitored by the Washington Department of Health for mental health counselors. WAC 246-809 to 246-810 and the knowledge, skills, and dispositions within the program’s Counseling and Assessment System.


SCHEDULE OF COURSE ACTIVITIES AND ASSIGNMENTS

Date

Topics

CACREP Standard

Assignments Due

Readings Due

Class #1 09/26

Introduction and Orientation to Class; Syllabus; Supervision; Evaluation and Schedule for Site Visits; Advocacy Projects

2 a,c,f 5 d,g,h,j 8 b,e

ACA Code of Ethics Syllabus

Class #2 10/03

Combined Section: Counseling drills; case presentation practice; Check in.

5 d,g,h,j

Class #3 10/10 Case Presentation

2 a,c,f 5 d,g,h,j 8 b,e

Case presentation #1 TBA


2 a,c,f 5 d,g,h,j 8 b,e



2 a,c,f 5 d,g,h,j 8 b,e



2 a,c,f 5 d,g,h,j 8 b,e



2 a,c,f 5 d,g,h,j 8 b,e

Case Presentation #2 TBA


2 a,c,f 5 d,g,h,j 8 b,e

Case presentation #2 Advocacy Project Discussion

TBA


2 a,c,f 5 d,g,h,j 8 b,e

Case presentation #2 Advocacy Project Discussion

TBA

Class #10 11/28

Course Conclusion

2 a,c,f 5 d,g,h,j 8 b,e

Case presentation #2 -All weekly summaries -End of quarter log -Supervisor evaluations

TBA


COUN 5650 - 5660 - 5670: Case Presentation Directions: Twice during the quarter you will present a 10-15 minute segment of a recent counseling video. In preparation for this activity, complete the case report for a client at your Practicum site and selected segment of a counseling session. This case report should be no longer than 2-3 pages, which requires that the material be distilled and thoughtfully written. Provide a copy to your instructor and each class member. Collect reports from class members at the end of the session, shred & recycle. Counselor’s Name: Date: # of sessions with client at presentation Identified Client (e.g., individual client, couple, etc.): Client’s Initials and Role (e.g., GL = mom, FL = dad): Race or Ethnicity: Self-identified Gender: Age:

2. Counseling Setting: Provide a summary of the clients, agency, and services provided. If applicable, describe the agency or site supervisor’s theoretical orientation.

3. Counselor-Client Relationship: Power and Privilege Dynamics: Identify whether your

interactions with the client fall into:

• Quadrant I (privileged counselor-marginalized client) • Quadrant II (privileged counselor-privileged client) • Quadrant III (marginalized counselor-privileged client), or • Quadrant IV (marginalized counselor-marginalized client)

Discuss how client and counselor identities as well as how power and privilege influence the

client and counselor relationship. In addition, discuss how you tailor your intervention to align with the client’s cultural background and worldview.

4. Background Information: Include demographic information, such as grade in school, employment status, family unit information, and other history (e.g., military history, current or past legal problems) that seems relevant to the presenting problem. In this section, you want to discuss past efforts at addressing the issue (e.g., counseling, group work, spiritual, self-help groups, etc.) and results of those efforts.


5. Presenting Problem: Why did the client come to you (from the client’s perspective or other referring stakeholder)? How long has the problem(s) persisted? Note the intensity and frequency of symptoms. What have you and the client agreed to work on?

6. Narrative Summary: Please address all of the following issues: A. Describe your observations and impressions of the client. (Where appropriate, complete a

Mini Mental Health Status Exam of your client). B. What is your view of the problem? C. What are the common themes you noticed based on your theory (e.g., types of self-talk,

behaviors, emotional states/qualities)? D. What are the client’s barriers to growth and coping skills? E. What are the strengths/assets (protective factors/signs of resilience)? F. What is the etiology of the client’s present psychological capacity or incapacity? G. What is she/he trying to accomplish by various behaviors?

7. Medical History:

Provide a medical summary including: 1. List significant illnesses and disabilities. 2. How do the illnesses or disabilities affect the client’s current mental health issues? 3. Consider the use of alcohol/drug abuse, the use of medications, use of

herbs/vitamins/other nutraceuticals, the use of caffeine and cigarettes, etc. 4. List medical and psychotropic medications. 5. Please explain any complications or possible side effects from medications. 6. Is the client compliant with prescribed medication and medical treatment plan?

8. Behavioral Observations:

Expand on the information from the narrative summary section of this form (Where appropriate, complete a Mini Mental Health Status Exam of your client). Observations include the client’s health, intellectual, and cognitive functioning, affect, mood, or any “odd” or “peculiar” behaviors. Please include all risk assessment including : A. homicidal behaviors B. suicidal behaviors C. child behaviors D. elderly abuse


E. advocacy needs, and F. risk to counselor

9. Family Structure: Discuss the current members of the client’s family and support system. Identify all significant relationships both family of origin and family of choice. Assess for major losses, substance abuse or mental health history, and family trauma. Identify patterns in the client’s functioning, which may be connected to experiences within his/her family and relationships. In adult clients, discuss intimate relationship and sexual history, including sexual behaviors and experiences.

10. Resources:

Please include the following: Describe the resources that are already available to the client. Describe additional resources that would benefit and support fostering wellness in the client/couple/family/system. What referrals (e.g., children or adult protective services, medical doctor referral, etc.) will be made for the client/couple/family. Please share the rationale for the referral.

11. Multicultural Considerations: A. Describe the complete cultural background of your client (ethnicity, SES, familial traditions

geographic influences, etc.) B. Describe at least one multicultural consideration you have made while working with this client C. Explain how and why you have determined the cultural considerations D. Describe at least one multicultural counseling skill you have/will use to address this

consideration

12. Co-Occurring Disorder: (If applicable)

A. How does your client’s mental heath challenge relate to any addictive or compulsive issues?

B. What is your client’s current state and history of addictive or compulsive issues?


C. Has the client been successful in reducing/eliminating these problems and symptoms of addictive issues in the past?

D. What is the current treatment model (medical, bio-psycho-social, and/or integrated)? E. Where does your client fall on Prochaska and DiClemente’s Stages of Change Model

(Pre-contemplation, Contemplation, Preparation, Action, Maintenance, Termination) F. What are the qualifications in your state to provide treatment for addiction problems?

13. DSM-5 Diagnosis Mental disorders, medical disorders, and other conditions that may be the focus of clinical attention (ICD-9 V codes and ICD-10 Z codes, etc.). Please provide a description of the mental health assessment measures (e.g., Level 1 Cross-Cutting Symptom Measure, Beck Depression Inventory, SASSI, WHODAS) and other diagnostic assessments or past treatment history used to support your diagnosis. Describe your complete process for developing the differential/dimensional diagnoses.

Theoretical Case Conceptualization Application: Describe how your theoretical orientation applies to this case. Provide a rationale for the theory, model, and approach chosen, related to the client’s problem, clinical presentation and/or diagnoses and presenting issues. Include literature that demonstrates how the theory, model, and approach chosen matches the client’s needs, diagnoses, and treatment issues. Please complete this section in a manner that is similar to a research paper and the student should cite appropriate references. Specifically, the student should include 3-5 references in this section. This section should be a minimum of two paragraphs.

Treatment Planning: The nature of the treatment plan/evidence-based interventions should coincide with the needs of the client and the theoretical orientation utilized. Using your theoretical framework, describe what have you tried (e.g., interventions, approaches, and techniques) and how has the client/family/couple responded? How will you measure treatment outcomes? Please include discharge goals and identify two referrals for the client? Are you working with outside agencies? The student should have a minimum of two (2) references here to support this section. Note: Please attach treatment plan. Apply SMART (specific, measurable, attainable, realistic, and timely) when developing treatment plan.


Implication for Group Counseling: Describe the implications for how you would incorporate group counseling into the treatment of the client/system. Describe the specific group counseling techniques and intervention that you would use with this client/system. Share how your recommendations relate to your theoretical approach described above.

Ethical and Legal Considerations: Students will apply and cite the ACA Code of Ethics in this section. Describe any ethical or legal issues that pertain to the case and their impact. Examples of ethical issues that could be considered are: transference/countertransference, court-referred clients, informed consent, boundary violations, poor self-care, limits of confidentiality, and any mandated reporting required (e.g. Child or Adult Protective Services). Are there any counselor limitations due to state code and legislation? Are professional counselors legally able to diagnose in your state? Explain at least one challenge you might encounter related to third-party billing and payments for counseling services. Please describe how you addressed and resolved or would address and resolve with these ethical and legal issues. You must cite the ACA code that applies to this case.

Plans for the Next Session: What do you plan to follow up with in subsequent sessions? What issues and concerns do you think worthwhile to explore? What process goals will you try to accomplish?

Sample Progress Note: Provide a sample progress of at least one session of the identified client. You may use (DAP. SOAP, or agency-identified case note)

Social Change Implications: Discuss how your work with this client has informed your understanding of a larger social challenge/barrier. Offer recommendations for what you could do to effect positive social change at your site related to the social challenge/barrier you identified. Explain the steps you would take to implementing a social change project at your field experience site to address the social challenge/barrier you have identified.

Self-Analysis:


Describe the significant themes and patterns you observed in your own behavior, noting what you did that you considered especially effective and areas that were challenging for you. Describe your own internal experiencing during the session, with special focus on times or places where you felt confused, tense, angry, or at a loss. Analyze areas for growth for you to consult about and competently best treat this client. Design a plan to implement additional training and/or knowledge you need to expand you skills in working with this client. Describe the significant themes and patterns you observed in your own behavior, noting what you did that you considered especially effective and areas that were challenging for you. What is involved with your current self-care plan? How do you plan to manage your ongoing self-care?

Consultation: Specifically what kind of help would you like, either from your field experience supervisor or from fellow students, about this client, this session, and your helping efforts? Provide at least two (2) questions or concerns.


NOTICE to STUDENTS concerning TWO Important Student Academic Resources (Required in all syllabi): Lemieux Library and McGoldrick Learning Commons (including such resources as: Learning Assistance Programs, Research [Library] Services, Writing Center, Math Lab) can be accessed on the internet at: http://www.seattleu.edu/learningcommons Academic Integrity Tutorial: accessible both on ANGEL and on SUONLINE in the Student Menu using the following hotlink: Academic Integrity Tutorial which contains the URL: <https://www.seattleu.edu/academicintegrity> DISABILITY ACCOMODATION POLICY AND PROCEDURE STATEMENT NOTICE to STUDENTS concerning DISABILITIES (Required in all Syllabi) If you have, or think you may have, a disability (including an ‘invisible disability’ such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740. NOTICE to STUDENTS concerning Seattle University’s ACADEMIC INTEGRITY POLICY which includes the issue of plagiarism (Required in all Syllabi) The Academic Integrity policy and procedures (academic honesty) of the university define what the university considers academic dishonesty, what penalties can be imposed for violations of academic integrity, and the appeal process if a student is found to have violated academic integrity. The Academic Integrity policy and procedures can be downloaded at the following URL: https://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=78679 Academic Grading Grievance - Procedure for Challenging Course Grades (REQUIRED in all syllabi) This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to challenge a final course grade. The academic grading grievance policy and procedure document can downloaded using the following URL:

http://www.seattleu.edu/learningcommons

https://www.seattleu.edu/academicintegrity

https://www.seattleu.edu/academicintegrity

https://www.seattleu.edu/WorkArea/DownloadAsset.aspx?id=78679


https://www.seattleu.edu/WorkArea//DownloadAsset.aspx?id=78678 Professional Conduct Policy (REQUIRED in all syllabi) The purpose of this policy is to define the appeal policies and processes related to the following professional program decisions that are related to professional conduct/behavior/dispositions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate. The Professional Conduct policy can be downloaded at the following URL: https://www.seattleu.edu/WorkArea//DownloadAsset.aspx?id=78690



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