coun 591-3: internship in counseling spring 2016 · 1 syllabus coun 591-3: internship in counseling...
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1
SYLLABUS
COUN 591-3: Internship in Counseling
Spring 2016
Faculty Instructor: Neffisatu J. C. Dambo, PhD
Doctoral Instructor: Garcia Farquharson
Telephone: 618 453-2311
Office: Wham 222L
Email: [email protected]
Office Hours: Tuesdays 2:00 PM - 5:00 PM
Class Meeting Times: Tuesdays, 11 AM - 2 PM
Location: Rehn 304
Course Description:
The internship is intended to reflect the comprehensive work experience of a
professional counselor appropriate to the designated program area (School, Marriage,
Couple & Family and Mental Health/Clinical Mental Health counseling), at a site that
offers opportunities for individual counseling and group work. The internship provides
an opportunity for the student to perform a variety of activities that a regular employed
staff member would be expected to perform. Graded S/U only. Prerequisite: 548a or b
and 548c.
Specific Learning Objectives:
Students are expected to demonstrate skills and practices consistent with their chosen
CACREP Program Area (School; Clinical Mental Health; Marital, Couple & Family)
and field placement.
Clinical Mental Health Counseling students should be able to:
CACREP
Standard SIUC Course
Course
Objective
Learning
Activity
Outcome
Evaluation
FOUNDATIONS, B.
Skills and Practices,
1.
548b
Demonstrates the
ability to apply
and adhere to
ethical and legal
standards in
clinical mental
health counseling.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
2
COUN 591
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
FOUNDATIONS, B.
Skills and Practices,
2.
COUN 591 Applies
knowledge of
public mental
health policy,
financing, and
regulatory
processes to
improve service
delivery
opportunities in
clinical mental
health
counseling.
Group supervision;
reflective journals,
student presentations
of taped sessions
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, C.
Knowledge, 5.
COUN 591 Understands the
range of mental
health service
delivery—such as
inpatient,
outpatient, partial
treatment and
aftercare—and
the clinical
mental health
counseling
services network.
Group supervision;
reflective journals,
student
presentations of
taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
COUN 548b
Knows the
principles,
models, and
Group supervision;
reflective journals,
student
Formative:
Practicum
Supervisor
3
INTERVENTION, C.
Knowledge, 7.
COUN 591
documentation
formats of
biopsychosocial
case
conceptualization
and treatment
planning.
presentations of
taped sessions
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
1.
548B
COUN 591
Uses the
principles and
practices of
diagnosis,
treatment,
referral, and
prevention
of mental and
emotional
disorders to
initiate, maintain,
and terminate
counseling.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
2.
COUN 548b
COUN 591
Applies
multicultural
competencies to
clinical mental
health counseling
involving
case
conceptualization,
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
4
diagnosis,
treatment,
referral, and
prevention of
mental
and emotional
disorders.
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
3.
COUN 548b
COUN 591
Promotes optimal
human
development,
wellness, and
mental health
through
prevention,
education, and
advocacy
activities.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
4.
COUN 548b
COUN 591
Applies effective
strategies to
promote client
understanding of
and access to a
variety of
community
resources.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
5
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
5.
COUN 548b
COUN 591
Demonstrates
appropriate use of
culturally
responsive
individual,
couple, family,
group, and
systems
modalities for
initiating,
maintaining, and
terminating
counseling.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
7.
COUN 548b
COUN 591
Applies current
record-keeping
standards related
to clinical mental
health
counseling.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
6
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
8.
COUN 548b
COUN 591
Provides
appropriate
counseling
strategies when
working with
clients with
addiction and co-
occurring
disorders.
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative: Triadic
supervision;
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION,
AND
INTERVENTION, D.
Skills and Practices,
9.
COUN 548b
COUN 591
Demonstrates the
ability to
recognize his or
her own
limitations as a
clinical
mental health
counselor and to
seek supervision
or refer clients
when appropriate.
Triadic supervision;
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
DIVERSITY AND
ADVOCACY, F.
Skills and Practices,
2.
COUN 591 Advocates for
policies,
programs, and
services that are
equitable and
responsive to the
Professional practice
in Internship Summative: 591
Skills & Practices
Checklist
7
unique needs of
clients. DIVERSITY AND
ADVOCACY, F.
Skills and Practices,
3.
COUN 548b
COUN 591
Demonstrates the
ability to modify
counseling
systems, theories,
techniques, and
interventions to
make them
culturally
appropriate for
diverse
populations.
Triadic supervision;
Group supervision;
reflective journals,
student presentations
of taped sessions
Formative:
Practicum
Supervisor
Evaluation of
Student; Internship
evaluation; Annual
evaluation on
Clinical
Experiences
Evaluation (CEE)
Summative
Modified
Competency Scale;
Final Internship
evaluation
Summative: 591
Skills & Practices
Checklist
Marriage, Couple, and Family Counseling students should be able to:
CACREP
Standard SIUC Course
Course
Objective
Learning
Activity
Outcome
Evaluation
FOUNDATIONS, B.
Skills and Practices,
1.
COUN 548E
COUN 591
Demonstrate ability
to apply & adhere to
ethical & legal
standards of MCFC.
Supervised clinical
interviews and case
management
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded.
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION AND
INTERVENTIONS,
D. Skills and
Practices, 1.
COUN 548E
COUN 591
Use preventive,
developmental, &
wellness approaches
in working with
individuals, couples,
families, & other
systems such as
premarital
counseling,
parenting skills
training,
Supervised clinical
interviews and case
conceptualization and
management
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded.
Summative: 591
Skills & Practices
Checklist
8
&relationship
enhancement.
COUNSELING,
PREVENTION AND
INTERVENTIONS,
D. Skills and
Practices, 4.
COUN 548E
COUN 591
Demonstrate the
ability to use
procedures for
assessing and
managing suicide
risk.
Clinical interviews
and case management
Individual and group
supervision
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded.
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION AND
INTERVENTIONS,
D. Skills and
Practices, 5.
COUN 548E
COUN 591
Adhere to
confidentiality
responsibilities, the
legal responsibilities
& liabilities of
clinical practice &
research, family
law, record keeping,
reimbursement, &
the business aspects
of practice.
Individual and group
supervision, case
management
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded.
Review of case
notes and planning.
Summative: 591
Skills & Practices
Checklist
COUNSELING,
PREVENTION AND
INTERVENTIONS,
D. Skills and
Practices, 6.
COUN 548E
COUN 591
Demonstrate the
ability to recognize
his/her own
limitations as a
MCF counselor & to
seek supervision or
refer clients when
appropriate.
Individual and group
supervision
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded.
Summative: 591
Skills & Practices
Checklist
DIVERSITY AND
ADVOCACY, F.
Skills and Practices,
1.
COUN 548E
COUN 591
Demonstrate the
ability to provide
effective services to
clients in a
multicultural
society.
Clinical interviews,
case management and
individual and group
supervision.
Formative &
Summative:
Clinical supervision:
individual & group;
live & recorded;
outside readings.
Summative: 591
Skills & Practices
Checklist
DIVERSITY AND
ADVOCACY, F.
COUN 548E
Maintains
information
regarding
community
Case management Formative &
Summative:
Clinical supervision:
individual & group
9
Skills and Practices,
2.
COUN 591
resources to make
appropriate
referrals.
Summative: 591
Skills & Practices
Checklist
DIVERSITY AND
ADVOCACY, F.
Skills and Practices,
3.
COUN 548E
COUN 591
Advocates for
policies, programs
& services that are
equitable &
responsive to the
unique needs of
couples and
families.
Clinical interviews,
outside readings
Formative &
Summative:
Clinical supervision:
individual & group
Summative: 591
Skills & Practices
Checklist
DIVERSITY AND
ADVOCACY, F.
Skills and Practices,
4.
COUN 548E
COUN 591
Demonstrates the
ability to modify
counseling systems,
theories, techniques
& interventions to
make them
culturally
appropriate for
diverse couples and
families.
Clinical interviews,
readings, and case
management
Formative &
Summative: Clinical
supervision:
individual & group;
articulation and
integration of
outside readings.
Summative: 591
Skills & Practices
Checklist
ASSESSMENT, H.
Skills and Practices,
1.
COUN 548E
COUN 591
Apply skills in
interviewing,
assessment, and
case management
for working with
individuals, couples,
and families from a
system’s
perspective.
Clinical interviews Formative &
Summative:
Clinical supervision:
individual & group;
articulation and
integration of
outside readings.
Summative: 591
Skills & Practices
Checklist
ASSESSMENT, H.
Skills and Practices,
2.
COUN 548E
COUN 591
Use systems
assessment models
and procedures to
evaluate family
functioning.
Clinical interviews
and assessments as
appropriate
Formative &
Summative: Clinical
supervision:
individual & group;
articulation and
integration of
outside readings.
Summative: 591
Skills & Practices
Checklist
10
ASSESSMENT, H.
Skills and Practices,
3.
COUN 548E
COUN 591
Determines which
members of a family
system should be
involved in
treatment.
Individual and group
supervision.
Formative &
Summative: Clinical
supervision:
individual & group.
Summative: 591
Skills & Practices
Checklist
RESEARCH AND
EVALUATION, J.
Skills and Practices,
2.
COUN 548E
COUN 591
Develop measurable
outcomes for MCF
counseling
programs,
interventions, and
treatments.
Clinical interviews Formative &
Summative: Clinical
supervision:
individual & group;
articulation and
integration of
outside readings.
Summative: 591
Skills & Practices
Checklist
RESEARCH AND
EVALUATION, J.
Skills and Practices,
3.
COUN 548E
COUN 591
Analyze and use
data to increase the
effectiveness of
MCF counseling
interventions and
programs.
Clinical interviews,
individual and group
supervision
Formative &
Summative:
Clinical supervision:
individual & group;
articulation and
integration of
outside readings.
Summative: 591
Skills & Practices
Checklist
School Counseling students should be able to:
CACREP
Standard SIUC Course
Course
Objective
Learning
Activity
Outcome
Evaluation
RESEARCH AND
EVALUATION, I.
Knowledge, 4.
COUN 591 Knows current
methods of using
data to inform
decision making and
accountability (e.g.,
school improvement
plan, school report
card).
Placement in area
school, tape review,
group and individual
supervision
Skills and Practice
Checklist,
Satisfactory
Performance in
internship, site
supervisor
evaluations,
modified
competency scale
RESEARCH AND
EVALUATION, J.
COUN 591 Analyzes and uses
data to enhance
Placement in area
school, tape review,
Skills and Practice
Checklist,
11
Skills and Practices,
3.
school counseling
programs.
group and individual
supervision
Satisfactory
Performance in
internship, site
supervisor
evaluations,
modified
competency scale
COLLABORATION
AND
CONSULTATION,
N. Skills and
Practice, 1.
COUN 591 Works with parents,
guardians, and
families to act on
behalf of their
children to
address problems
that affect student
success in school.
Placement in area
school, tape review,
group and individual
supervision
Skills and Practice
Checklist,
Satisfactory
Performance in
internship, site
supervisor
evaluations,
modified
competency scale
COLLABORATION
AND
CONSULTATION,
N. Skills and
Practice, 3.
COUN 591 Consults with
teachers, staff, and
community-based
organizations to
promote
student academic,
career, and
personal/social
development.
Placement in area
school, tape review,
group and individual
supervision
Skills and Practice
Checklist,
Satisfactory
Performance in
internship, site
supervisor
evaluations,
modified
competency scale
COLLABORATION
AND
CONSULTATION,
N. Skills and
Practice, 4.
COUN 591 Uses peer helping
strategies in the
school counseling
program.
Placement in area
school, tape review,
group and individual
supervision
Skills and Practice
Checklist,
Satisfactory
Performance in
internship, site
supervisor
evaluations,
modified
competency scale
Method of Instruction:
Weekly instruction and group supervision is provided by faculty and/or doctoral-level
instructors/supervisors. Students regularly present active client cases in-group
supervision, and provide feedback and support to peers.
Professional Practice Standards:
In accordance with CACREP 2009 Professional Practice standards for Internship,
students are required to complete a 600 clock-hour, supervised internship in the
student’s designated program that begins after successful completion of all practica. The
internship is intended to reflect the comprehensive work experience of a professional
12
counselor appropriate to the designated program area. Each student’s internship includes
all of the following objectives/requirements:
1. At least 240 clock hours of direct service, including leading groups.
2. Weekly interaction that averages one hour per week of individual and/or triadic
supervision throughout the internship, performed by the onsite supervisor.
3. An average of 1 1/2 hours per week of group supervision provided on a regular
schedule throughout the internship and performed by a program faculty member.
4. The opportunity for the student to become familiar with a variety of professional
activities and resources in addition to direct service (e.g., record keeping,
assessment instruments, supervision, information and referral, in-service and staff
meetings).
5. The opportunity for the student to develop program-appropriate audio/video
recordings for use in supervision or to receive live supervision of his or her
interactions with clients.
6. Evaluation of the student’s counseling performance throughout the internship,
including documentation of a formal evaluation after the student completes the
internship by a program faculty member in consultation with the site supervisor.
References and Readings:
Diagnostic and statistical manual of mental disorders, text revision (Edition 4)
(2000). Arlington, VA: American Psychiatric Association.
Pearson, Q.M. (2004). Getting the most out of clinical supervision: Strategies for
mental health counseling students. Journal of Mental Health Counseling, 24,
361-373.
Skovholt, T. & Ronnestad, M. H., Chapter 4. The long, textured path from novice to
senior practitioner.
Skovholt, T.M. & Ronnestad, M.H. (2001). The long, textured path from novice to
senior practitioner. In T.M. Skovholt & M. J. Trotter-Mathison (Eds.), The
resilient practitioner: Burnout prevention and self-care strategies for counselors,
therapists, teachers and health professionals (pp.25-54). Needham Heights, MA:
Allyn & Bacon.
Stone, C.B., & Dahir, C.A. (2007). School counselor accountability: A MEASURE of
student success (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
Woodside, M., Zeigler, M. & Paulus, T.M. (2009). Understanding school counselor
internships
from a communities of practice framework. Counselor Education & Supervision,
49, 20-38.
Handout: Finding a Counseling Theory that Fits You.
13
Other readings as assigned and relevant to casework
Multicultural fiction (see Appendix A)
Professional Links
American Counseling Association (ACA) http://www.counseling.org
---ACA Ethics
http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx
Council for Accreditation of Counseling & Related Educational Programs
(CARCEP)
http://www.cacrep.org
Illinois Department of Financial & Professional Regulation. Professional Counselor
http://www.idfpr.com/PROFS/Info/ProfCounselor.asp
Illinois Department of Financial & Professional Regulation. Marriage & Family
Therapist
http://www.idfpr.com/profs/info/MarrFamTherapy.asp
Required Documentation:
At the start of the semester, students must submit
1. Proof of professional insurance
2. Proof of membership in professional organization
3. Documentation of cleared background
4. Internship Agreement forms signed by site supervisor
5. Professional disclosure statement.
Student Performance Evaluation Criteria:
1. Participation: Students are expected to participate actively in class. Participation
also includes in-class case discussion, offering feedback in the supervision group,
and involvement in counselor development activities. Due to the developmental
nature of this experience, attendance is mandatory. Tardiness, absence, failure to
complete weekly journals and failure to present videos as scheduled can result in a
grade of Unsatisfactory. (S/U)
2. Internship Logs: Students will maintain a weekly log of their internship hours, to be
reviewed periodically by their site supervisors. Completed logs, including signatures
of site supervisors, must be turned in at the final class or as determined by the faculty
supervisor. Please remember to keep the original logs for your own records.
14
3. Professional Disclosure Statement: Each student is required to develop and distribute
(with permission from site supervisor) a brief professional disclosure statement
during the first two weeks of the semester. If you have previously completed a PDS
in another course, please bring it to class for critique and suggestions for
improvement. Guidelines for PDS will be provided.
4. Case presentations: Each student will be required to present a minimum of three
cases as class presentations. All cases will be presented in video or audio format.
To prepare for group supervision, choose a minimum ten-minute segment of a recent
client session.* However, more than ten minutes may be viewed in supervision.
Complete a Case Presentation form. Case presentation forms will be typed. Include
at least three questions about the client/case to present to the supervision group.
Email the Case Presentation forms to classmates and the instructor at least 24 hours
before class so that we may review in time for class and print out a copy.
Additionally, please submit a self-evaluated CCS-R that includes three or more
specific times (i.e., 3:10) where you demonstrated each skill listed on the CCS-R. A
CCS-R Time Form can be located on D2L.
a. Video/audio segment
b. Case Presentation form (copies for all)
c. CCS-R and CCS-R Time Form (copies for Instructors)
As always, you must secure client’s (or parents’) permission to record sessions ahead
of time. Consent to Record forms will be provided.
5. Multicultural Readings: Interns are required to read biographies/fiction based in
cultures related to their client work (See Appendix A). Cultural perspectives from
these readings should be incorporated into case presentations and D2L Discussion
Post.
6. D2L Discussion Post: Interns will post a one to two paragraph reflection that
communicates what stood out for them in the article and how it pertains to their work
as emerging counselors. Interns will include references and/or citations. Articles
will be assigned by the Instructor and selected by the students.
7. Self-Evaluation: At early entry of internship, midpoint, and at the conclusion of the
internship, each student will complete their own skill development using the
Internship Student Self-Evaluation Form (CCS-R). Students will also provide a
narrative account of the specific learning objectives for their specialty area as
articulated in Appendix B. The narrative should detail what objectives were achieved
as well as which objectives were not attempted or for which there was no
opportunity to demonstrate the skill/practice. At the midpoint-narrative, students are
to include a plan for completing the unmet objectives that can be planned (e.g., CMH
#20, MCF #11, SCHOOL #18). Additionally, the first narrative (CCS-R Paper) will
need to include the interns’ skill reflection, theory, goals, and multicultural
consideration. A rubric for the CCS-R Paper Narrative will be provided.
15
8. Formal Evaluations: Interns will be evaluated on their demonstrated counseling
skills at mid-term and at the end of the semester. The faculty instructor and the on-
site supervisor will complete evaluations; the intern will complete a self-evaluation
to be discussed with the site supervisor. Signed copies of the evaluations by site
supervisor and intern are due to the faculty supervisor at mid-term and at the end of
the semester.
9. The grade of U or S will be given by the faculty supervisor in consultation with the
site supervisor. Do not assume that just attending class and being present at your
internship site means you pass. Actively pursue feedback from your site supervisor
and the course instructor regarding your status and progress throughout the
semester.
Assignments Due Dates
Attendance and Participation
Internship Logs
Active engagement in
discussions (i.e., reflective
contributions, peer feedback) and
activities
Weekly Journal
Weekly D2L Discussion Post
(please include reading
reflections and reference the
source)
Weekly
Required Documents and Syllabi
Acknowledgement Form
Week 1
Professional Disclosure Statement
Reading Topics:
Psychotherapist Self-Care
Interpersonal Process Recall
Models of Suicide Assessment
Interview
Week 2
Reading Topics:
Clinicians Theoretical
Orientations
Treatment Planning
Multiculturalism
Week 3
16
Submission of CCS-R Forms
(Supervisor and Self-Evaluation) from
the previous semester or Fall 2016
Internship Evaluation (e.g., mid-term,
final)
CCS-R Self-Reflective Paper (i.e., skill
reflection, goals, theory,
multiculturalism)
Week 3, Mid-term, & Final
Reading Topics:
Psychopharmacology
Select 1-2 scholarly articles
Week 4
Case Presentation 1, 2, and 3
Video and/or Audio Segment
Case Presentation Form
- Treatment Plan
- Termination Plan
CCS-R Self-evaluation Form that
includes 3 or more times when
the counselor intern
demonstrated each skill. If the
intern is unable to indicate three
times for a skill, the student will
need to specify the time in the
session where they missed the
opportunity to demonstrate this
skill or provide a brief
explanation of why the skill was
not applicable during the session.
TBD – Sign Up Sheet
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APPENDIX A
Multicultural Fiction
African-Americans
Angelou, M. I Know Why Caged Birds Sing.
Haley, Alex. The Autobiography of Malcolm X.
Mosley, W. RL’s Dream.
Naylor, Gloria. The Women of Brewster Place.
Ralph Ellison. The Invisible Man.
American Indian
Dorris, Michael. Yellow Raft in Blue Water.
Edrich, L. Tracks.
Asian-Americans
Kingston, Maxine. China Men.
Tan, Amy. The Joy Luck Club.
Sone, Monica. Nisei Daughter.
Jewish-American
Potok, Chaim. The Chosen.
Latino(a) Americans
Esquivel, Laura. Like Water for Chocolate
Marquez, G. G. One Hundred Years of Solitude.
Allende, Isabel. The House of the Spirits
Lesbian/Gay Americans
Brown, Rita. Rubyfruit Jungle.
Hardy, J. E. B-Boy Blues.
People with Disabilities (see also +)
Neugeboren, Jay. Imagining Robert
Nolan, Christopher. Under the Eye of the Clock.
Kisor, Henry. What's the Pig Outdoors?
Children/Adolescents
Palacio, R.J. (2012) Wonder +
Rowell, Rainbow (2013) Eleanor & Park
Green, John (2012) The Fault in Our Stars+
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APPENDIX B
CACREP ACCREDITATION STANDARDS
Clinical Mental Health Counseling students should be able to:
1. Demonstrate the ability to apply and adhere to ethical and legal standards in
clinical mental health counseling.
2. Apply knowledge of public mental health policy, financing, and regulatory
processes to improve service delivery opportunities in clinical mental health
counseling.
3. Use the principles and practices of diagnosis, treatment, referral, and
prevention of mental and emotional disorders to initiate, maintain, and
terminate counseling.
4. Apply multicultural competencies to clinical mental health counseling
involving case conceptualization, diagnosis, treatment, referral, and prevention
of mental and emotional disorders.
5. Promote optimal human development, wellness, and mental health through
prevention, education, and advocacy activities.
6. Apply effective strategies to promote client understanding of and access to a
variety of community resources.
7. Demonstrate appropriate use of culturally responsive individual, couple,
family, group, and systems modalities for initiating, maintaining, and
terminating counseling.
8. Demonstrate the ability to use procedures for assessing and managing suicide
risk.
9. Apply current record-keeping standards related to clinical mental health
counseling.
10. Provide appropriate counseling strategies when working with clients with
addiction and co-occurring disorders.
11. Demonstrate the ability to recognize his or her own limitations as a clinical
mental health counselor and to seek supervision or refer clients when
appropriate.
12. Maintain information regarding community resources to make appropriate
referrals.
13. Advocate for policies, programs, and services that are equitable and responsive
to the unique needs of clients.
14. Demonstrate the ability to modify counseling systems, theories, techniques,
and interventions to make them culturally appropriate for diverse populations.
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15. Selects appropriate comprehensive assessment interventions to assist in
diagnosis and treatment planning, with an awareness of cultural bias in the
implementation and interpretation of assessment protocols.
16. Demonstrate skill in conducting an intake interview, a mental status evaluation,
a biopsychosocial history, a mental health history, and a psychological
assessment for treatment planning and caseload management.
17. Screen for addiction, aggression, and danger to self and/or others, as well as
co-occurring mental disorders.
18. Apply the assessment of a client’s stage of dependence, change, or recovery to
determine the appropriate treatment modality and placement criteria within the
continuum of care.
19. Apply relevant research findings to inform the practice of clinical mental
health counseling.
20. Develop measurable outcomes for clinical mental health interventions, and
treatments.
21. Demonstrate appropriate use of diagnostic tools, including the current edition
of the DSM, to describe the symptoms and clinical presentation of clients with
mental and emotional impairments.
22. Conceptualize an accurate multi-axial diagnosis of disorders presented by a
client and discuss the differential diagnosis with collaborating professionals.
23. Differentiate between diagnosis and developmentally appropriate reactions
during crises, disasters, and other trauma-causing events.
Marriage, Couple, and Family Counseling students should be able to:
1. Demonstrate the ability to apply and adhere to ethical and legal standards in
marriage, couple, and family counseling.
2. Demonstrate the ability to select models or techniques appropriate to couples’
or families’ presenting problems.
3. Use preventive, developmental, and wellness approaches in working with
individuals, couples, families, and other systems such as premarital counseling,
parenting skills training, and relationship enhancement.
4. Use systems theory to conceptualize issues in marriage, couple, and family
counseling.
5. Use systems theories to implement treatment, planning, and intervention
strategies.
6. Demonstrate the ability to use procedures for assessing and managing suicide
risk.
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7. Adhere to confidentiality responsibilities, the legal responsibilities and
liabilities of clinical practice and research, family law, record keeping,
reimbursement, and the business aspects of practice.
8. Demonstrate the ability to recognize his or her own limitations as a marriage,
couple, and family counselor and to seek supervision or refer clients when
appropriate.
9. Demonstrate the ability to provide effective services to clients in a
multicultural society.
10. Maintain information regarding community resources to make appropriate
referrals.
11. Advocate for policies, programs, and services that are equitable and responsive
to the unique needs of couples and families.
12. Demonstrate the ability to modify counseling systems, theories, techniques,
and interventions to make them culturally appropriate for diverse couples and
families.
13. Apply skills in interviewing, assessment, and case management for working
with individuals, couples, and families from a system’s perspective.
14. Use systems assessment models and procedures to evaluate family functioning.
15. Determine which members of a family system should be involved in treatment.
16. Apply relevant research findings to inform the practice of marriage, couple,
and family counseling.
17. Develops measurable outcomes for marriage, couple, and family counseling
programs, interventions, and treatments.
18. Analyze and uses data to increase the effectiveness of marriage, couple, and
family counseling interventions and programs.
School Counseling students should be able to:
1. Demonstrate the ability to apply and adhere to ethical and legal standards in
school counseling.
2. Demonstrate the ability to articulate, model, and advocate for an appropriate
school counselor identity and program.
3. Demonstrate self-awareness, sensitivity to others, and the skills needed to
relate to diverse individuals, groups, and classrooms.
4. Provide individual and group counseling and classroom guidance to promote
the academic, career, and personal/social development of students.
5. Design and implement prevention and intervention plans related to the effects
of (a) atypical growth and development, (b) health and wellness, (c) language,
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(d) ability level, (e) multicultural issues, and (f) factors of resiliency on student
learning and development.
6. Demonstrate the ability to use procedures for assessing and managing suicide
risk.
7. Demonstrate the ability to recognize his or her limitations as a school counselor
and to seek supervision or refer clients when appropriate.
8. Demonstrate multicultural competencies in relation to diversity, equity, and
opportunity in student learning and development.
9. Advocate for the learning and academic experiences necessary to promote the
academic, career, and personal/social development of students.
10. Advocate for school policies, programs, and services that enhance a positive
school climate and are equitable and responsive to multicultural student
populations.
11. Engage parents, guardians, and families to promote the academic, career, and
personal/social development of students.
12. Assess and interprets students’ strengths and needs, recognizing uniqueness in
cultures, languages, values, backgrounds, and abilities.
13. Select appropriate assessment strategies that can be used to evaluate a student’s
academic, career, and personal/social development.
14. Analyze assessment information in a manner that produces valid inferences
when evaluating the needs of individual students and assessing the
effectiveness of educational programs.
15. Make appropriate referrals to school and/or community resources.
16. Assess barriers that impede students’ academic, career, and personal/social
development.
17. Apply relevant research findings to inform the practice of school counseling.
18. Develop measurable outcomes for school counseling programs, activities,
interventions, and experiences.
19. Analyze and uses data to enhance school counseling programs.
20. Conduct programs designed to enhance student academic development.
21. Implement strategies and activities to prepare students for a full range of
postsecondary options and opportunities.
22. Implements differentiated instructional strategies that draw on subject matter
and pedagogical content knowledge and skills to promote student achievement.
23. Work with parents, guardians, and families to act on behalf of their children to
address problems that affect student success in school.
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24. Locate resources in the community that can be used in the school to improve
student achievement and success.
25. Consult with teachers, staff, and community-based organizations to promote
student academic, career, and personal/social development.
26. Use peer-helping strategies in the school counseling program.
27. Use referral procedures with helping agents in the community (e.g., mental
health centers, businesses, service groups) to secure assistance for students and
their families.
28. Participate in the design, implementation, management, and evaluation of a
comprehensive developmental school counseling program.
29. Plan and present school-counseling-related educational programs for use with
parents and teachers (e.g., parent education programs, materials used in
classroom guidance and advisor/advisee programs for teachers).
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APPENDIX C
Southern Illinois University Carbondale Campus and Course Policies
As an adult student, it is your responsibility to understand the campus, college, and
program policies related to instruction, grading, and granting degrees. These policies are
stored and readily available through various SIU Carbondale web pages. For a summary,
see SIUC Provost’s Syllabus Attachment: http://pvcaa.siu.edu
2016-2017 Graduate Catalog
http://gradschool.siu.edu/about-us/grad-catalog/catalog-16-17.html
Incompletes (INC) An INC is assigned when, for reasons beyond their control, students
engaged in passing work are unable to complete all class assignments. An INC must be
changed to a complete grade within a time period designated by the instructor. INC is
not included in grade-point computation. To complete the work from the original
registration, a student should not register for the course again, but should complete the
work for the original registration if the original registration is within the normal time
limits established for the degree (p. 19).
Student Conduct Code
http://policies.siu.edu/other_policies/chapter3/conduct.html
Emergency Procedures
Emergency Procedures: Southern Illinois University Carbondale is committed to
providing a safe and healthy environment for study and work. Because some health and
safety circumstances are beyond our control, we ask that you become familiar with the
SIUC Emergency Response Plan and Building Emergency Response Team (BERT)
program. Emergency response information is available on posters in buildings on
campus, available on the BERT's website at www.bert.siu.edu, Department of Public
Safety's website www.dps.siu.edu (disaster drop down) and in the Emergency Response
Guidelines pamphlet. Know how to respond to each type of emergency.
Instructors will provide guidance and direction to students in the classroom in the event
of an emergency affecting your location. It is important that you follow these
instructions and stay with your instructor during an evacuation or sheltering emergency.
The Building Emergency Response Team will provide assistance to your instructor in
evacuating the building or sheltering within the facility.
All students:
Students can receive assistance with writing assignments and study skills from the
Writing Center (http://write.siu.edu) and Learning Support Services
(http://tutoring.siu.edu).
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Saluki Cares coordinates a university-wide program of care and support for students in
any type of distress—physical, emotional, financial, or personal. To contact Saluki
Cares: (618) 453-5714, [email protected], http://salukicares.siu.edu/index.html
Email is a mechanism for official communication within Southern Illinois University
Carbondale. The University has the right to expect that such communications will be
received and read in a timely fashion. Official email communications are intended only
to meet the academic and administrative needs of the campus community.
http://policies.siu.edu/policies/email.htm
Review http://www.plagiarism.org/learning_center/what_is_citation.html for a
brief overview of plagiarism and the benefit of accurate citations within your
work,
Syllabus change policy – This syllabus is a guide and every attempt is made to provide
an accurate overview of the course. However, circumstances and events may make it
necessary for the instructor to modify the syllabus during the semester and may depend,
in part, on the progress, needs, and experiences of the students. Changes to the syllabus
will be made with advance notice.
Americans with Disabilities Statement & Non-Discrimination Statement – SIU
abides by Section 504 of the Rehabilitation Act of 1973 which mandates reasonable
accommodations be provided for qualified students with disabilities. SIU’s Disability
Support Services (DSS) in Woody Hall B-150, (453-5738),
http://disabilityservices.siu.edu. is the designated office on campus to provide services
and accommodations to students with diagnosed disabilities. You need to provide
documentation of your disability to the instructor if you seek accommodations in this
course. DSS will provide the instructor with accommodation methods specific to the
student.
Your success as a student is of utmost importance to me. If you have a disability or
any other special circumstance that may have some impact on your work in this class,
and for which you may require special accommodations, please contact me early in
the semester so that accommodations can be made in a timely manner.