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GORDON CONWELL THEOLOGICAL SEMINARY-CHARLOTTE GRADUATE PROGRAMS IN COUNSELING

CO 868 Clinical Internship I CO 875 Clinical Counseling Supervision

Spring 2019 Syllabus

GCTS Group Supervisor: Benitez, Cook, Davis, Hanby, Maclin Room: TBA

Course Dates: January 22, 2019 – May 13, 2019

Course Times: Per assigned Supervision Group

GCTS Group Supervisor Contact Information: Provided by Group Supervisor at first meeting

Course Description: The clinical internship I follows the clinical practicum experience. Students are expected to function in a clinical setting and carry a client load. During CO 868 and 869, students will accrue 600 hours of counseling experience, including 240 direct client contact hours. Individual and group supervision will be an integral part of this learning experience. Prerequisite: CO 867. Students are required to register for CO 875 Clinical Counseling Supervision concurrently with this course. Graduate Programs in Counseling Mission Statement: The aim of the Master of Arts in Christian Counseling Program at Gordon-Conwell Theological Seminary—Charlotte is to train students to become competent professional counselors who advance Christ’s Kingdom in various clinical, educational, and ministry settings by equipping them to think theologically, live biblically, and engage globally.

Students who think theologically will develop a professional counselor identity grounded in orthodox Christian theology and sound clinical practice.

Students who live biblically will demonstrate congruence between their faith and their actions in their personal and professional lives by maintaining a commitment to the process of ongoing spiritual formation.

Students who engage globally will fulfill their call to serve others by being sensitive and responsive to the needs of diverse cultural, ethnic, and socioeconomic populations.

Relation to MACC Curriculum and MACC Program Objectives This course satisfies the clinical internship I requirement for students in the MACC-CMH degree program. The following program objectives are addressed in this course: 2. Knowledge and skills for competent counseling practice. We expect that students will demonstrate

B. Basic professional dispositions necessary for effective counseling. Students should be aware of self and others, teachable, ethical, multiculturally sensitive, and relationally adept. (Professional Dispositions). C. Understanding of the primary theoretical orientations and evidence-based interventions shaping the counseling field today. (Theory and Interventions)

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D. Skills necessary for assessment in counseling, including basic interviewing and observation skills, differential diagnosis, assessment of suicide risk, and the selection and administration of tests appropriate to counseling. (Assessment and Helping Skills). F. Development of a personal, theologically integrated theoretical model that facilitates counseling diverse populations. (Integration of Faith and Counseling).

Class Content This course consists of clinical practice, self-directed education relating to clinical practice, application of principles, theories, and models, the development of counseling skills under supervision and an introduction to models, practices, and processes of clinical supervision. Method of Instruction Instruction will be offered through supervision, completion of assignments, article presentation, feedback on video case presentations and case conceptualization by group supervisor and peers, and one-on-one instructor dialogue. Student Learning Outcomes (Knowledge and Skills): Students will be expected to gain the following knowledge and skills:

1. Systemic and environmental factors that affect human development, functioning, and behavior

(CACREP Section 2.F.3.f)

2. Theories, models, and strategies for understanding and practicing consultation (CACREP Section

2.F.5.c)

3. Principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning (CMHC Section 5.C.1.c)

4. Diagnostic process, including differential diagnosis and the use of current diagnostic

classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM)

and the International Classification of Diseases (ICD) (CMHC Section 5.C.2.d)

5. Intake interview, mental status evaluation, biopsychosocial history, mental health history, and

psychological assessment for treatment planning and caseload management (CMHC Section

5.C.3.a)

6. Techniques and interventions for prevention and treatment of a broad range of mental

health issues (CMHC Section 5.C.3.b)

Student Performance Evaluation and Criteria

Course Requirements and Assignments: 1. Required Text and Readings: (Note: These texts are available online in the GCTS library; students

are encouraged to buy personal copies prior to completing the program.) The Complete Adult Psychotherapy Treatment Planner (Wiley 5th Edition) by Arthur E. Jongsma Jr., L. Mark Peterson, and Timothy J. Bruce

The Child Psychotherapy Treatment Planner (Wiley 5th Edition) by Arthure E. Jongsma Jr., L. Mark Peterson, William P. McInnis, Timothy J. Bruce.

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The Adolescent Psychotherapy Treatment Planner (Wiley 5th Edition) by Arthur E. Jongsma, Jr., L. Mark Peterson, William P. McInnis, Timothy J. Bruce

The Counselor as Consultant (2015) by David A. Scott, Chadwick W. Royal, & Daniel Kissinger. Chapters 1, 3, 7, 8. (Note: This book is available as an e-book in the GCTS library.) 2. Clinical Practice and Clinical Supervision: (CMHC Sect. 5.C.1.c.; 2.d.; 3.a., b.)

The student will be provided opportunities in their clinical placement site to counsel clients that represent the multicultural diversity of the community by applying models and interventions that are appropriate and culturally sensitive to the client’s needs while under supervision. The student will complete a minimum of one hour per week of individual or triadic supervision for the duration of the semester with the designated clinical supervisor approved for the placement site. Supervision should take place every week on the same day and time agreed upon by the clinical supervisor and the student. Throughout the semester, the clinical supervisor will evaluate the student on the following: counseling skills, assessment, diagnosis and treatment planning, case conceptualization, community resourses referral, use of culturally appropriate models and interventions, documentation, multicultural competencies and personal development. The clinical supervisor will assess and document the student’s progress in the MT Evaluation and the Final Evaluation and through communication with the student’s assigned GCTS Group Supervisor.

3. Clinical Hours and Clinical Hours Log:

During the total Internship experience (CO 868 and 869), the student must complete a minimum of 240 hours of direct client contact and a minimum of 360 hours of indirect clinical practice for a minimum total of 600 hours of clinical practice at the designated approved clinical site. Students may accrue more hours during one semester than another, as long as the total number of hours are accrued. For example, some students may log 250 hours during CO 868 but then make up the lack and accrue 350 hours during CO 869, for a total of 600 hours. Clinical hours can begin no sooner than January 22, 2019 and must be completed by May 13, 2019. Any student who wishes to remain at their site after the end of the semester, must submit a Between Semesters Supervision Form to the individuals noted on the form. The student will document hours accrued by completing the Practicum/Internship Clinical Hours Log (Form 11.0) each month for the entire semester. The student will have the clinical supervisor sign the log each month and then submit the signed log to Canvas monthly (see table below for due dates).

4. Faculty Group Supervision: (CACREP Sect. 2.F.3.f; 5.c.; CMHC Sect. 5.C.1.c.; 2.d.; 3.a., b.)

The student is placed in a peer group with an assigned supervisor. The student will attend eight (8) supervision sessions throughout the course of the semester. Each supervision meeting will last 3 hours and will occur every two weeks, beginning on the week of January 2, 2019. Faculty group supervision will address theories, models and strategies for understanding consultation through the student’s presentation of a peer reviewed article on this topic. The GCTS Group Supervisor will evaluate the student’s counseling skills, assessment, diagnosis, treatment plan including goals and measurable outcomes, multicultural competency, community resources referral, modalities and interventions and supervision questions based on their two video case presentations and written case conceptualization document for each case. The GCTS Group Supervisor will assess and document the student’s overall progress at the end of the semester in the Evaluation of Student by GCTS Group Supervisor.

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5. Beginning Clinical Internship I:

The student will complete and submit to Canvas the following documents no later than two weeks following the beginning of the semester:

GCTS Practicum/Internship Contract-Site, Clinical Supervisor and Student (form 4.0)

Student/Supervisor Personal Contract (clinical supervisor should supply this).

Assignment 1-Learning Covenant Objectives. In this paper, the student will identify, in collaboration with their clinical supervisor, the specific modalities, interventions and resources utilized along with their theological integrative perspective.

Learning Covenant Coversheet (form 5.0). This form, completed and signed by the clinical supervisor, documents that the student has collaborated with the clinical supervisor and the clinical supervisor has reviewed the Learning Covenant Objectives.

6. Midterm: : (CMHC Sect. 5.C.1.c.; 2.d.; 3.a., b.)

The student will complete and submit to Canvas the following documents no later than the due date (see table below for due dates):

Midterm Evaluation of Student by Clinical Supervisor (form 7.0) including a written summary completed by the clinical supervisor and reviewed with the student prior to submission.

Assignment 2, the Midterm Paper. In this paper, the student will complete a written evaluation that addresses personal growth, modality insights and site/clinical supervisor considerations.

7. Final: : (CMHC Sect. 5.C.1.c.; 2.d.; 3.a., b.)

The student will submit to Canvas the following documents no later than the due date (see table below for due dates):

Evaluation of Site/Clinical Supervisor by Student (form 6.1) completed by the student to provide feedback about the supervision site and clinical supervisor.

Final Evaluation of Student by Clinical Supervisor (form 8.0) with written summary completed by the clinical supervisor and reviewed with the student prior to submission.

Evaluation of Student by GCTS Group Supervisor (form 9.0). To be discussed in last group supervision meeting with group supervisor.

Evaluation of GCTS Group Supervisor by Student (form 10.0) completed by student to provide feedback regarding GCTS group supervision and supervisor. To be discussed in last group supervision meeting with group supervisor.

Assignment 3-Final Paper. In this paper, the student will address application of theories and implementation of interventions in their clinical work, evaluation of supervision and personal reflection and evaluation.

Group Facilitation by Student (form 13.0) completed by student and signed by clinical supervisor to document that student had led a group during the smester.

8. Article Presentation: (CACREP Sect. 2.F.5.c.)

The student will read chapters 1, 3, 7, and 8 of The Counselor as Consultant. (See publication information on p. 2 of this syllabus. This text is available as an e-book in the GCTS library.) After completing the reading, the student will select a peer-reviewed article on the topic of theories, models and stategies for understanding and practicing consultation. Articles should reflect current counseling-related research (within the past 7 years). The submitting student will lead a discussion

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of the article that encompasses the following: how the article enhances the importance of consultation in the counseling profession; applicable information gained that can be utilized in consulting/collaborating with others in order to enhance services to client; and appropriate questions for group discussion (See article rubric posted on Canvas). All students in the group are expected to read the article and participate. The submitting student will email the article to the group and submit to Canvas at least 1 week in advance of the group meeting.

Article Grading Rubric

0 points

1 point

2 points

Comments

Article was sent on time

Article chosen was relevant to understanding & practicing consultation (II.F. 5.c.)

Presented article in a knowledgeable manner that reflected understanding of current counseling related research relevant to assigned topic (II.F.5.c.)

Led discussion in engaging manner

Asked peers appropriate questions

TOTAL SCORE

9. Client Case Presentation and Case Conceptualization: (CACREP Sect. 2.F. 5.c.; CMHC Sect. 5.C.1.c.; 2.d.; 3.a., b.)

The student, on two different scheduled dates, will present a video recordings of their clinical work along with a biopsychosocial case conceptualization and treatment plan document for each case (see form 12.1 posted on Canvas). This document assists the student in conceptualizing the client and includes information on: relevant client background information, presenting symptoms, diagnosis and differential diagnosis, treatment goals, measurable outcomes and treatment plan,

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multicultural considerations, systemic and environmental factors, community resources and referrals, supervision needs and other pertinent information. Two days prior to the scheduled presentation, the student will email the case conceptualization document to the group (using the student’s GCTS secure email account) and will also submit it to Canvas. Important information regarding video quality: Students are required to present a 10-12 minute video clip of an actual client session. It is the student’s responsibility to ensure that the quality of the video clip is adequate. This means that the student counselor should be visible in the clip and the audio should be of sufficient quality to be easily heard. If a student presents a clip that is inaudible to the rest of the group, the student will be asked to stop the presentation and re-schedule after preparing a written transcription to accompany the clip. If a student knows ahead of time that the clip is not of sufficient quality, it is always acceptable to prepare a written transcription to accompany the case presentation.

Case Conceptualization Grading Rubric

Case Conceptualization

0 Points 3 Points Points Comments

Use of developmentally appropriate counseling skills (CACREP/CMHC Sect.5.C.1.c); Sect. 5.C.3.b)

Demonstrates significantly underdeveloped counseling skills given expected level of professional development; misuse or lack of use of micro-skills; no apparent concern for theory of choice present.

Demonstrates developmentally appropriate skill in counseling; use of micro-skills present; clear use of theory of choice.

Choice of video segment and appropriate feedback questions

Choice of video clip appropriate given feedback questions; clip chosen thoughtfully; clip presents areas that supervisee needs to develop; feedback questions are well thought out; related to video clip and overall goals for the semester; are appropriate for review in-group supervision.

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Includes important cultural considerations; systemic and environmental factors (CACREP Sect.2.F.3.f)

Includes accurate diagnosis and any differential diagnosis; develops measureable outcomes (CACREP Sect.2.F.5.i)

Includes appropriate community resources and referrals (CACREP Sect.2.F.5.k)

Total Points

10. Group Facilitation As a requirement of either CO 868 or CO 869, the student will facilitate (lead) a group at their approved site. Groups can be support, process, theory based such as CBT, DBT, substance abuse, or topic specific such as grief, boundaries, insight/self-awareness, communication, relationship, parenting skills, etc. The student will submit to Canvas the completed form (Form 13.0) signed by clinical supervisor documenting the student has facilitated a group. Please note that group facilitation is required during only one semester of Internship, although students may choose to facilitate groups both semesters.

Note: The following documents are posted on Canvas under CO 875.

Note: Submit all assignments under the CO 875 course link, not CO 868.

GCTS Practicum/Internship Contract-Site, Clinical Supervisor and Student (form 4.0)

Assignment 1 (LCO)

LCO Coversheet (form 5.0)

Assignment 2 (Midterm)

Assignment 3 (Final)

Evaluation of Site/Clinical Supervisor by Student (form 6.1)

Midterm Evaluation of Student by Clinical Supervisor (form 7.0)

Final Evaluation of Student by Clinical Supervisor (form 8.0)

Evaluation of Student by GCTS Group Supervisor (form 9.0)

Evaluation of Group Supervisor by Student (form 10.0)

Practicum/Internship Clinical Hours Log (11.0)

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Client Conceptualization Case 1(12.1)

Case Presentation Rubric Case 1

Client Conceptualization Case 2 (12.1)

Case Presentation Rubric Case 2

Article Rubric for CO 868

Group Facilitation by Student (form 13.0)

Forms/Assignments Due Dates:

Form # Title Submission Date

2.0 Practicum/Internship Information Submit to interninfo@gordonconwell.edu at least 4 weeks before semester starts.

4.0 GCTS Practicum/Internship Contract & Personal Supervisor/Student Contract

Submit both documents to Canvas by Feb. 4th

5.0 Learning Covenant Coversheet Submit to Canvas by Feb. 4th.

Assignment 1 Learning Covenant Objectives Submit to Canvas by Feb. 4th

Article Required Reading and Journal Article on theories, models, strategies for understanding and practicing consultation

Submit to Canvas and email to group (including group supervisor) one week prior to scheduled date

Assignment 2 Midterm Paper Submit to Canvas by March 18th

7.0 Midterm Evaluation of Student by Clinical Supervisor

Submit to Canvas by March 18th

6.1 Site/Clinical Supervisor Evaluation by Student

Submit to Canvas by May 13th

Assignment 3 Final Paper Submit to Canvas by May 13th

8.0 Final Evaluation of Student by Clinical Supervisor

Submit to Canvas by May 13th

9.0 Evaluation of Student by GCTS Group Supervisor

Submit to Canvas by May 13th

10.0 Evaluation of Group Supervisor by Student

Submit to Canvas by May 13th

11.0 Practicum/Internship Hours Log (Signed)

Submit to Canvas at the end of each month

12.1 Client Conceptualization Case 1 &2 Submit to Canvas and email to group (including group supervisor) two days prior to scheduled presentation date

13.0 Group Facilitation by Student Submit to Canvas by May 13th.

Grading:

Assignment 1 Learning Covenant 10 points

Assignment 2 Midterm 10 points

Assignment 3 Final 10 points

Case Presentation 2 @ 15 points each 30 points

Article 1 10 points

Midterm Intern Evaluation By Clinical Supervisor 10 points

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Final Intern Evaluation By Clinical Supervisor 10 points

Evaluation of Student By Group Supervisor 10 points

Total* 100

*Signed Practicum/Internship Clinical Hours Log must be submitted each month. The Evaluation of Site/Clinical Supervisor by Student and the Evaluation of GCTS Group Supervisor by Student must be submitted on the due dates in order to receive final grade.

Grading: Although points are assigned (see above) to each assignment, CO 867 is graded as a Pass/ Fail course. A final grade below 84 points will be considered a failing grade for the course. This will require a remediation plan that includes repeating Practicum to address deficiencies. Pass: 84 – 100 final points Fail: Less than 84 final points

Knowledge & Skills Outcomes Instruction: How/ When Evaluation Method (if applicable)

Systemic and environmental

factors that affect human

development, functioning, and

behavior(CACREP Section 2.F.3.f)

Bi-weekly in Case Conceptualization assignment for case presentation

systemic and environmental

factors item on case

presentation rubric

Theories, models, and strategies

for understanding and practicing

consultation (CACREP Section

2.F.5.c)

Consultation research article assignment (bi-weekly)

Research Article Rubric

Principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning (CMHC Section 5.C.1.c)

Bi-weekly in Case Conceptualization assignment for case presentation Weekly during placement at the clinical site

Use of developmentally appropriate counseling skills item on case presentation rubric Theoretical Development section in Midterm and Final Evalaution of Student by Clinical Site Supervisor; and Counseling Skills section in Evaluation of Student by GCTS Group Supervisor

Diagnostic process, including

differential diagnosis and the use

of current diagnostic

classification systems, including

the Diagnostic and Statistical

Manual of Mental Disorders

(DSM) and the International

Classification of Diseases (ICD)

(CMHC Section 5.C.2.d)

Bi-weekly in Case Conceptualization assignment for case presentation and during client Weekly during placement at the clinical site

Accurate diagnosis and any differential diagnosis item on Case presentation rubric Assessment/Evalaution section in Midterm and Final Evalaution of Student by Clinical Site Supervisor; and Counseling Skills section in Evaluation of Student by GCTS Group Supervisor

Intake interview, mental status Bi-weekly in Case Assessment/Evalaution section

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evaluation, biopsychosocial

history, mental health history,

and psychological assessment for

treatment planning and caseload

management (CMHC Section

5.C.3.a)

Conceptualization assignment for case presentation Weekly during placement at the clinical site

of Midterm and Final Evalaution of Student by Clinical Site Supervisor; and Counseling Skills section of Evaluation of Student by GCTS Group Supervisor

Techniques and interventions for

prevention and treatment of a

broad range of mental

health issues (CMHC Section

5.C.3.b)

Bi-weekly in Case Conceptualization assignment for case presentation Weekly during placement at the clinical site

Use of developmentally appropriate counseling skills item on case presentation rubric Theoretical Development section in Midterm and Final Evalaution of Student by Clinical Site Supervisor; and Counseling Skills section in Evaluation of Student by GCTS Group Supervisor

Use of Technology-Ethical and Legal Guidelines Please read and follow these guidelines. This document is also posted on Canvas and will be discussed during the first group supervision meeting.

Guidelines for Using Technology Responsibly

It is our professional ethical and legal duty as a counselor to insure client welfare and confidentiality and

to protect personal client information. This is the primary focus of our professional ethics codes, federal

and state laws, HIPPA and HITECH. Given the frequent daily use of technological devices in our world,

along with the rapid advancement of technology and subsequent security attacks and breaches

associated with technology, security has become a very important consideration in our field. With that

in mind, the following is a guide to enhance security while utilizing technological devices so that client

information and confidentiality is not compromised or breached.

Device Security and Storage

To insure the protection and confidentiality of client information, device storage and transmission must

be secure. Although most PC’s/laptops and mobile devices, such as smartphones or tablets, have

various security capabilities, a secure method to store and transport client information, including video

recordings is essential.

Accessible information must be stored on a secure, strong password encrypted (preferably two-

factor or three-factor authentication) device.

An app found on most laptops, smartphones and tablets, that lets you track your device and

disable it remotely, in case your device is lost or stolen, is highly recommended if you do not

currently have this feature on your device.

Utilize an encrypted flash drive for storing and transporting video recordings for individual

and GCTS group supervision. For GCTS Group Supervision, you can upload the video to the

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Canvas drop box in your clinical practicum/internship course. Encrypted flash drives range in

price ($15- over $100). An example is the Verbatim - Store 'n' Go Secure Pro 16GB USB 3.0 Flash

Drive that retails for $27.99.

Device Encryption Any device used to store client data or counseling session video recordings (internal and external hard drives, USB drives, SD cards, smartphones, tablets, etc.) must be encrypted. The easiest way to encrypt a drive (whether internal or external) is to purchase a self-encrypting drive. Many new computers come with self-encrypting drives already installed. Storage devices can also be encrypted through Windows or Mac OS operating system when they are set up. A detailed description of encryption is available at http://goo.gl/AapNv8. Recording Devices: Please be aware that many new technological devices have built-in social features with a default privacy setting of “public” that encourages open data sharing. For example, a video- recorded counseling session on a smartphone could be uploaded automatically to a publically viewable account on the cloud. If the video is labeled with the client's name, it could appear whenever the client's name is entered in a Google search.

Video Camera The video camera is the simplest method for recording. Economical digital video cameras suitable for recording counseling sessions can be purchased for $100-$200. For added security, it is recommended that the video camera be used exclusively for videotaping counseling sessions, and stored in a locked, secure room or lock box. Webcam A preinstalled computer webcam or separate webcam connected to a desktop or laptop computer may be used to video record counseling sessions. Software is available for recording video from webcams directly onto the computer's hard drive, such as IMovie, Wirecast or Quicktime. Software settings should be checked often to ensure that videos are not automatically uploaded to the Internet cloud (e.g., YouTube) or shared on social media. Note: Videos can be transferred to a computer hard drive from video cameras or saved directly there from webcams. If videos are stored on a computer you should use a strong password for the computer and set the computer to auto-encrypt when not in use. If you cannot auto encrypt when not in use, then transfer to an encrypted flash drive, which is the preferred recommended method. Mobile Device Mobile devices (e.g., smartphones, tablets) may be used for video recording; however, mobile devices are more vulnerable to breaching security and confidentiality than other recording methods. Many mobile devices include preinstalled software that runs in the background and will automatically backup content on the device to the Internet cloud. Periodic mobile device software updates can reset the device back to the default setting, which in turn will automatically upload all content to the cloud.

When video recording, be sure to disable all internet connectivity on the recording device.

Mobile devices are targets for theft, so using a smartphone or tablet that is also used for personal use, is not recommended. If using your personal mobile device, every security precaution discussed, should be utilized.

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Backing Up Devices: When backing up devices, HIPAA specifically requires that any confidential information be encrypted either before or during the backup process. Deleting Video Recording: Files, including video recording files, must be completely erased from your device. Moving the file to the trash or pressing delete, removes only the file reference from the file system table, not the entire file. The file remains until another file replaces the deleted file, however, it is still possible to recover the deleted data. Ensuring that your device completely erases client information and video recordings is essential. To ensure proper complete deletion of video recordings and client information please follow these directions.

For PC/laptops Window’s please download “Eraser” for Windows. This is a free hard drive data erasure application with easy to use instructions.

For Mac OS X follow these directions 1. Move files and/or folders to the Trash. Do this by dragging files or folders to the Trash bin

icon on the dock. 2. Open the Trash to view deleted files. ... 3. Click the Finder icon on the dock, then open the Finder menu. 4. Select “Secure Empty Trash.” 5. Format your hard drive.

For Apple IPhone and IPad follow directions on the apple support link www.support.apple.com/en-us/HT205856

For other smartphones and tablets, check with manufacturer or search online for secure apps that permanently remove videos recordings and other sensitive data.

Disposing of Old Computers: Before throwing out, selling or recycling and old computer or mobile device be sure to that all data is permanently deleted. Deleting files or hard drive reformatting, does not permanently erase data. An inoperable device can present problems, as the hard drive may still function. If the hard drive is encrypted, then this is not a problem. The best option for inoperable devices is to physically destroy the hard drive (e.g., with a hammer). Resource: American Telemedicine Association (2013) Practice Guidelines for Video-Based Online Mental Health Services

When the patient and/or provider use a mobile device, special attention should be placed on the relative privacy of information being communicated over such technology.

Providers should ensure access to any patient contact information stored on mobile devices is adequately restricted.

Mobile devices shall require a passphrase or equivalent security feature before the device can be accessed. If multifactor authentication is available, it should be used.

Mobile devices should be configured to utilize an inactivity timeout function that requires a passphrase or re-authentication to access the device after the timeout threshold has been exceeded. This timeout should not exceed 15 min.

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Mobile devices should be kept in the possession of the provider when traveling or in an uncontrolled environment. Unauthorized persons shall not be allowed access to sensitive information stored on the device or use the device to access sensitive applications or network resources.

Providers should have the capability to remotely disable or wipe their mobile device in the event it is lost or stolen

Professionals and patients shall discuss any intention to record services and how this information is to be stored and how privacy will be protected. Recordings should be encrypted for maximum security.

Access to the recordings shall only be granted to authorized users and should be streamed to protect from accidental or unauthorized file haring and/or transfer.

If services are recorded, the recordings shall be stored in a secured location. Access to the recordings shall only be granted to authorized users.

References: Rousmaniere, T., Renfro-Michel, E. (Eds.). (2016) Using Technology to Enhance Clinical Supervision.

Alexandria, VA: American Counseling Association

Academic Standards/Policy: Cheating and plagiarism are considered serious breaches of personal and academic integrity. Cheating involves, but is not necessarily limited to, the use of unauthorized sources of information during an examination or the submission of the same (or substantially same) work for credit in two or more courses without the knowledge and consent of the instructors. Plagiarism involves the use of another person’s distinctive ideas or words, whether published or unpublished, and representing them as one’s own instead of giving proper credit to the source. Plagiarism can also involve over dependence on other source material for the scope and substance of one’s writing. Such breaches in academic standards often result in a failing grade as well as other corrective measures. For more information, please consult the Student Handbook. Disability and Accessibility: In compliance with Section 504 of the Rehabilitation Act of 1973, Gordon Conwell Theological Seminary makes reasonable accommodations for students with disabilities..

Any student who has a learning, orthopedic, sensory, or psychiatric condition that substantially limits

one or more major life activities and who would benefit from accommodations may be eligible for

assistance. Students may contact Trish King in person, by phone at (704) 527-9909 or by e-mail at

tking@gordonconwell.edu for more information.

Cancellation of Class In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.), the Registration Office will send out an email (via the GCTS email account) notification to all students registered in the respective course. If the cancelation occurs the day of the scheduled meeting, the Registration Office will also attempt to contact students via their primary phone contact on record. The professor will contact the students (via GCTS account) regarding make-up. If a weekend class is cancelled, the class will be made up during the scheduled Make-Up weekend (see the academic calendar for the designated dates). For more info, consult your Student Handbook. Extension Policy

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Arrangements for submission of late work at a date on or before the end date for the semester or term

(as noted in the seminary’s Academic Calendar) are made between the student and professor. Formal

petition to the Registration Office is not required in these cases. This includes arrangements for the

rescheduling of final exams.

However, course work (reading and written) to be submitted after the publicized end date for the

semester or term must be approved by the Registration Office. An extension form, available online,

must be submitted to the Registration Office prior to the stated date. Requests received after this date

will either be denied or incur additional penalty. For a full discussion of this policy, please consult the

Student Handbook.

Grades

Faculty are expected to turn in final grades by January 15 for fall-semester courses, by June 15 for

spring-semester courses, and by September 15 for summer-term courses. Grades are posted on-line

within twenty-four hours of receipt from the professor. Students are expected to check their CAMS

student portal in order to access posted grades (unless instructed otherwise). Those individuals who

need an official grade report issued to a third party should put their request in writing to the

Registration Office.