Practicum/Internship Placement Handbook

2016 - 2017

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TABLE OF CONTENTS

Applied Professional Practice Staff Contact Information 2

Mandatory Meetings – Summer 2016 3

Deadlines 3

Preface/APP Services 4

APP Database 4

Timeline for Securing Placement 5

Prerequisites 5-6

Expectations of Practicum/Internship Experience 6

Codes of Ethnics 7 - ACA

- ACES for Supervision

Practicum/Internship 7-8

Placement Site Expectations 8

Site Supervisor 8-9

Counselors-in-Training 9-10

Practicum/Internship Performance 10-12

- 3-Tier Approach to Conflict Resolution

Professional Comportment 12-13

Protocol for Premature Termination of a Practicum/Internship Experience 13-14

Definitions 15-16

Addendum 1 17

The Chicago School of Professional Psychology Applied Professional Practice (APP) Grading Policy

Addendum 2 18

Marriage and Family Therapy Concentration

Addendum 3 18-19 Special Requirements for Students in the Addictions Concentration

Addendum 4 20-21

Directions for Training Agreement

Addendum 5 22-24

Policy & Procedures

Addendum 6 25

MACP Placement Agreement & Ethics Statement

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Applied Professional Practice (APP)

APP Office for the Counseling Department:

Frances McClain, MA, LCPC Corina Ratz, MA, LCPC Director of APP/ Counseling Associate Director of APP/Counseling

fmcclain@thechicagoschool.edu corinaratz@thechicagoschool.edu

312-379-1676 312-488-6044 Merchandise Mart, 4th floor, #4111 Merchandise Mart, 4th floor, #4095

APP Point-Person

You will be assigned an APP Point-Person. This person will be listed on your student detail page. This is the person you

should contact if you have any questions or concerns. If you need immediate assistance, you may contact anyone on the APP team and she will be able to help you. Your APP Point-Person may change once you are placed to the person that is

the site contact at your location.

Office Hours – Below are days/times the APP staff will generally be in their offices and available to meet but their availability is subject to change based on meetings, etc. You may always request individual meetings by emails APP staff.

Monday Tuesday Wednesday Thursday Friday

Ms. Mac- 4111 2 – 6p By Appointment 2 – 6p 2 – 6p 2 – 5p

Ms. Ratz- 4095 9a – 1p By Appointment 9a – 1p 9a – 1p 9a – 1p

Central APP Office for Chicago Campus:

Dina Glaser, Psy.D.

Interim Campus Director of APP & Director of Training Consortia dinaglaser@thechicagoschool.edu

312-379-1690

James Vowell, BAS ITAM National Manager of APP Student Records & Data

jvowell@thechicagoschool.edu 312-410-8958

This handbook is prepared so that students will possess the information needed to progress smoothly through the

counselor preparation program. This handbook will provide students the basic information and guidelines for the

Practicum/Internship Placement experience. IT IS THE STUDENT’S RESPONSIBILITY TO KNOW THE

INFORMATION IN THIS HANDBOOK AND TO MEET ALL DEADLINES AND REQUIREMENTS. The APP staff is

available throughout the placement experience for support and information.

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Mandatory Meetings for 2016 Summer Semester*:

Day/Time Room/Location Monday, June 6th

12p 4050 5p 4069

Wednesday, June 8th 12p 4053 12p 4069

Thursday, June 9th 12p 4059 12p 4069

Friday, June 10th 12p 4069

*Students will need to attend one meeting in June.

Deadlines for Practicum/Internship 2016-2017:

To Be Completed Where? Responsible

Party(s) Day/Date

Training Agreement Database Student/Supervisor 2 weeks from start date

Signed Counseling Intern

Agreement

Completed during

orientation training Student At orientation training

Completion of Hour

Log/Seminar Leader/ Site

Supervisor Evaluation

Database/Electronic

Signature required

Seminar Leader/Site

Supervisor/ Student

End of Fall Semester

December 5, 2016

Completion of Evaluation of

Site Database Student

End of Fall Semester

December 5, 2016

Completion of Seminar

Leader Evaluation

Database/Electronic

Signature required Seminar Leader

End of Spring Semester

April 25, 2017

Completion of Hour Log/

Site Supervisor Evaluation

Database/Electronic

Signature required Site Supervisor/Student

Within 1 week of

completion of internship

Completion of Evaluation of

Site Database Student

Within 1 week of

completion of internship

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Preface All students receive support from Applied Professional Practice (APP) office. APP is responsible for overseeing all aspects of Chicago School student practicum and internship training including orienting the members of the learning community to the training site search, application, interviewing, and acceptance processes. Once students begin their field placement, this office oversees the evaluation of student performance by site supervisors and Chicago School faculty. The professional staff is responsible for developing training sites and regularly evaluating the quality of training that they provide. The Chicago School of Professional Psychology bases its programs upon the Practitioner-Scholar educational model developed by the National Council of Schools and Programs in Professional Psychology (NCSPP). Accordingly, the school believes that quality practicum/internship training is essential to the process of becoming a competent practitioner of clinical counseling.

APP Services:

Oversee student practicum and internship placement experience

Provide small group and personalized meetings for students requiring specialized assistance

Provide general information meetings and resource materials about the training site search process

Provide professional mentorship of students in training, which includes negotiating professional relationships, conflict resolution, ethical decision making, and professional comportment

Site develop and maintain training sites

Collect student and site performance data

Provide consultation to program directors and faculty about the training process

Participate in academic program review of student progress to ensure continuity of training

Providing support, guidance, and mentoring to students, faculty, and site supervisors around all aspects of professional training,

Developing and maintaining a sufficient amount of high quality training sites for students in all programs with an emphasis upon creating opportunities for students to serve the underserved, diverse populations, and the local community,

Coordinating and overseeing the placement of all students seeking to fulfill the training requirements of their academic programs

APP Database The Office of Applied Professional Practice maintains an interactive database of site information that is available on the internet portion of the school’s website. Students are welcome to search the database as much as they like to identify sites of interest. The database is The Chicago School of Professional Psychology’s community property and responsibility, and an updated database is to the benefit of all TCSPP students. It is imperative for students to let APP know of errors found in the database, as soon as they are discovered. This can be done by sending a quick email, calling or stopping by the APP offices. The database is updated the day APP is made aware of errors or changes based on information provided by either sites or students. In addition, APP annually sends out requests to sites to provide us with the most current information about the site. We are also in contact with sites throughout the year. However, sites are often changing, and unfortunately, sites may not always inform APP of changes made. Students who are currently placed or searching may be the first to hear of these changes. Therefore, it is important to maintain good communication with APP so we can provide everyone the most up-to-date information possible. Site Maintenance

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The Office of Applied Professional Practice continually reviews internship sites in order to ensure that training sites provide experiences that are consistent with the goals and philosophies of The Chicago School. Information for this continual assessment comes from interaction between the Office of Applied Professional Practice, site personnel, and feedback from students on their practicum/internship experiences. The site is annually required to review and update their site information, and periodic site visits also may occur by Office of Applied Professional Practice personnel. Site supervisors are required to complete a Training Agreement for each student they supervise. Should a site’s training goals change once a training agreement has been signed, it is expected that the site will make such changes known to APP and the student, and either an addendum will be added to the existing Training Agreement or a new Training Agreement will be negotiated between the student and site within two (2) business weeks. An example of this includes a change in clinical supervisor which requires documentation of licensure.

Please keep in mind that The Chicago School owns the information contained in the database, and you are strictly forbidden from disseminating it in part or whole to anyone outside the institution. Sharing internship site information with any non-Chicago School party will result in an immediate referral to the Student Affairs Committee Professional Comportment Subcommittee (SAC PC). TIMELINE FOR SECURING PLACEMENT

A student who has not secured a placement position by May 9th 2016 (start of summer semester), it is required that s/he maintain weekly telephone, email and/or in-person contact with APP staff until such time that the student is either placed at a training site or informs the APP staff in writing that s/he is withdrawing from the practicum search process. Weekly contact is defined as telephone call, email, and/or face to face contact. The purpose of weekly contact is for the student to receive updates regarding potential training sites as well as receive feedback on interviewing performance. Failure to maintain weekly contact will result in the student being involuntarily withdrawn from the practicum search process. It is important that all students secure their practicum/internship site before registering for fall courses, so that they can plan their course schedule. If you still do not have your practicum/internship site the week before the fall semester, you need to contact the APP Director immediately to arrange a meeting. All students should secure a practicum/internship site by the 1st day of the fall semester (August 29, 2016). PREREQUISITES FOR PRACTICUM/INTERNSHIP ELIGIBILITY: There are prerequisites to be eligible for practicum/internship. These are the following guidelines:

All students must have a cumulative GPA > 3.0 Completion or planned completion of required coursework with a grade of B- or better (see below) Approval of program Chair and the APP Director in the Counseling Department

Successful completion of the following prerequisite courses must be obtained prior to beginning practicum/internship: CC 502/503 Professional Development Group I & II 2 CC 505 Theories of Counseling and Psychotherapy 3 CC 510 Psychopathology 3 CC 511 Psychopathology Lab 0 CC 512 Psychology of the Lifespan 3

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CC 515/516 Interviewing Skills I & II 4 CC 527 Cognitive Behavioral Psychotherapy 3 CC 546 Diversity in Clinical Practice 3 CC 551 Introduction to Clinical Assessment 3 Summer (Courses may be completed concurrent to start of Practicum) CC 547 Professional Ethics & Issues 3 CC 529 Family Systems (Required for students C&A sites) OR 3 CC 559 Introduction to Addictions (Required for students at Substance

Abuse sites) 3

Students may be withheld/withdrawn from the process, at any time, by the Chair or the APP Director for the following reason(s):

no longer eligible to proceed in the process, not in good standing, or there is a significant concern about their professional development and ability to meet the

demands of practicum/internship training.

EXPECTATIONS OF PRACTICUM/INTERNSHIP EXPERIENCE All students are expected to professionally and ethically fulfill their commitment of providing at least 700 hours of supervised clinical service to their practicum/internship sites, including one hour per week of face-to-face individual supervision by a licensed clinician. Supervision must be provided by a Master’s level clinician who is licensed (e.g., LCPC, LCSW, LMFT) or by a doctoral level licensed professional (Psychologist or Psychiatrist). Supervision may also be supplemented but not substituted with clinical staffing, professional presentations, or other didactic training experiences. Students in the Masters Counseling Psychology program must complete one Practicum comprising a minimum of 100 hours, and one Internship comprising a minimum of 600 hours of training. Both the Practicum and Internship experience is completed at the same placement site. Therefore, a minimum of 700 hours must be completed across the field placement experience. A minimum of 40% (280 hours) of the student’s time must be engaged in direct client services. Field placement experiences last between 9 to 12 months, with a minimum of 9 months at the placement site even if the student has completed the required minimal required hours. Counselors-in-Training must remain at their internship site until the end of the spring semester. Some sites required a commitment of 12 months on site and students will be expected to honor that requirement if they accept the placement. Students are on site approximately 16-24 hours (2-3 days) per week. Students may engage in a variety of activities, with both direct and indirect client services, including performing intakes or structured interviews, attending interdisciplinary team meetings or in-services, observing other professionals, assisting in research, case management services or co-leading psychoeducation or therapy groups. It is expected that students will spend between 40-60% of their time in direct client contact. While on field placement, students are concurrently enrolled in a Seminar course. In the fall all students on placement will take CC597 Practicum & Seminar I. During the spring semester students are enrolled in CC598 Internship & Seminar II. If the student’s placement continues during the summer enrollment in the CC600 Extended Seminar course may be required. These seminars provide a venue for student discussion of practicum/internship experiences and opportunities for peer support and professional consultation. The seminar extends and compliments the on-site learning process, and it is not a substitute for supervision. The leader and peer group members serve as consultants and not supervisors to the cases presented in the seminar. As such, students must always defer to and follow the instructions of their on-site supervisor around how clinical services should actually be delivered at their placement site. More detailed information about the

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practicum/internship seminars are provided in respective course syllabi. Counseling Ethics One of the most important responsibilities for all counseling trainees, counselors, and counselor supervisors is to adhere to the American Counseling Association (ACA) Code of Ethics which may be found at the following link: https://www.counseling.org/resources/aca-code-of-ethics.pdf. Ethics in Supervision Please become familiar with the Ethical Guidelines for Counseling Supervisors presented by the Association of

Counselor Educators and Supervisors (ACES) which is of importance for both supervisors and supervisees. at

the following link: http://www.acesonline.net/ethical_guidelines.asp.

PRACTICUM Counselors-in-Training must complete supervised practicum experiences that total a minimum of 100 clock hours. The Practicum is the time student’s become oriented to the placement site regarding policies, administrative expectations, required paperwork and other information specific to that placement site. Each student’s Practicum must include the following:

1. At least 40 hours of direct service with actual clients that contributes to the development of counseling skills.

2. Weekly interaction of one hour per week of individual supervision throughout the Practicum by a

site supervisor who is a licensed clinician (LCPC, LCSW, LMFT, or licensed clinical psychologist). 3. The development of audio/video recordings or process notes for use in supervision of the student’s

interactions with clients.

INTERNSHIP The Counseling Department requires the completion of a supervised internship experience in the student’s designated placement site of 600 hours, begun after successful completion of the Practicum. The Internship experience is intended to reflect the comprehensive work experience of a professional counselor appropriate to the placement site. Each student’s Internship placement experience will include the following:

1. At least 280 hours of direct service, including experience leading groups, as well as individual, couple and family therapy as appropriate to the placement site services offered.

2. Weekly interaction of 1 hour per week of individual supervision throughout the Internship provided by a licensed clinician (LCPC, LCSW, LMFT, or licensed clinical psychologist).

3. The student will develop program appropriate audio/video recordings or process notes for use in

supervision and in the Seminar course of the student’s interaction with clients. Recommended but not required is the following:

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1. Group supervision with other interns and/or clinical staff lead by a licensed clinical professional.

2. The opportunity for the student to become familiar with a variety of professional activities and resources that may include record keeping, assessment instruments, information and referral of community resources, in-services and administrative staff meetings.

PLACEMENT SITE EXPECTATIONS: Training sites must demonstrate a clearly articulated mission statement and training philosophy that is congruent with the mission, values, and philosophy of the Chicago School of Professional Psychology. The site must adhere to and support the ethical codes of conduct applicable to the disciplines represented in their professional staff, the services delivered, and the students trained. Additionally, training sites should demonstrate a commitment to student training and development. Issues of diversity and difference must be addressed on an ongoing basis via supervision. Similarly, the site must abide by their state’s statutory requirements as they pertain to the delivery of mental health services. Sites and supervisors must be able to articulate an organized philosophy of treatment. The site’s treatment approach must meet Chicago School standards including, but not limited to, support in the professional literature and a deep appreciation and sensitivity to issues of cultural and individual difference. Practicum/Internship sites must provide access to a sufficient number of clients to provide trainees the opportunity to fulfill their field placement requirements. The population and their presenting problems must be appropriate to students’ level of training and experience. Practicum/Internship site supervisors must have the experience and knowledge to provide competent clinical training at the graduate school level. Sites must have clearly articulated policies and procedures for trainee selection, supervision, evaluation, and remediation. Though not required, adjunctive learning experiences (e.g., seminars, case conferences, workshops) are strongly encouraged. The School encourages sites to provide trainees the opportunity to tape (audio and/or video) interviews and sessions with a properly executed consent and release of information form allowing the use of case material for seminar presentations. The hosting agency and its trainees must inform clients of students’ training status. SITE SUPERVISOR The site must have at least one masters level, licensed, qualified and experienced supervisor on staff who can provide appropriate, supportive, helpful, and discerning supervision and mentoring. Additionally, the primary supervisor must assume responsibility for coordinating student-training activities within the agency and be sufficiently available to the student (both within and outside of formal supervisory experience). All site supervisors must comply with Chicago School training procedures such as completing student evaluation forms once per semester and maintaining open communication with the Office of Applied Professional Practice. When supervisors encounter student difficulties, they are expected to clearly communicate their concerns directly with the student, develop specific and effective remediation plans to address the problem in question, and involve the Office of Applied Professional Practice as necessary and appropriate. Similarly, sites are expected to notify the school immediately if changes have or will be made to their training program. Site Supervisors MUST have the following qualifications:

A minimum of a master’s degree in counseling or a related profession, i.e. social work, psychology A license appropriate to the site supervisor’s field of study, i.e. LCPC, LCSW, LMFT, licensed clinical

psychologist A minimum of 2 years’ clinical experience in the mental health field Knowledge of The Chicago School Counseling Department’s expectations, requirements and evaluation

procedures for student interns Relevant training in clinical counseling supervision

Expectations for the Site Supervisor:

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Provide a copy of her/his license and certificates, as well as information related to her/his credentials and years of experience

Provide copy of resume/CV Provide contact information, including email address Provide 1 hour of individual, clinical supervision to the student intern on a weekly basis Complete the Training Agreement between the site, student intern and TCS, with the student, within 2

weeks of the student intern’s start date at the placement site Provide or ensure the student intern’s orientation to the placement site Complete evaluations of the student intern at the mid-point (end of the fall semester) on the date

specified by the Office of Applied Professional Practice as well as within 1 week of the student intern’s end date at the placement site

Communicate with the APP staff any concerns or questions related to the student intern’s performance at the site

Work collaboratively with the student and APP staff to resolve any issues that may arise and offer the student intern ample opportunity to remediate the issue(s) that may arise

Counselors-in-Training: Counselors-in-Training are expected to become familiar with and refine all aspects of the therapy/counseling process as practiced by their site. While the Counseling Practicum/Internship is designed to refine therapy/counseling skills, students are expected to enter their Practicum/Internship with entry-level proficiency and appreciation of how to perform the following skills:

1. Identify and understand clients’ developmental and systemic context and their influences upon psychopathology and psychotherapy;

2. Conceptualize patterns, classifications, and etiologies of counseling within the framework of more than one psychological model;

3. Formulate and implement treatment plans with specific psychological presentations that are culturally appropriate,

4. Engage in treatment with clients experiencing a variety of psychological presentations, 5. Assess and intervene with clients of varied age, gender, culture, sexual orientation, socioeconomic

status, ableness, spiritual and religious beliefs, and other forms of difference, 6. Establish therapeutic relationships and appropriately timed interventions, 7. Recognize, analyze and appropriately respond to transference and countertransference reactions, 8. Consult with professionals of other disciplines, 9. Respond therapeutically in light of different stages of treatment, and 10. Demonstrate professional and ethical behaviors throughout the practicum/internship experience.

Expectations of Counselors-in-Training during the Practicum/Internship:

1. Students must maintain their hour log of placement experiences. This log is documentation of the clinical experience and will be placed on file for accrediting agencies. Use the form provided. Students must log both counseling and non-counseling professional activities appropriate to program emphasis.

2. Students must be consistent in attendance at the placement site according to the schedule established with the Site Supervisor. Expectations for attendance is consistent with the attendance policy for classes. Student Interns are to contact their Site Supervisor if absent with 24-hour notice when possible. All policies at the placement site in relation to attendance must be adhered to the same as is expected of site staff. 3. Client files, your notes, tapes, etc., MUST be protected against loss or disclosure to anyone who is unauthorized to have access to the information.

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4. Students must review the ACA Ethical Code and abide by it. 5. Students should consult with the Site Supervisor regarding any requirements for criminal background checks. Please be aware that criminal background checks may vary in depth based on the site. Please notify APP staff if you have concerns related to your criminal background check. 6. Student interns are expected to be onsite a minimum of 16 hours per week but no more than 24 hours per week on an average. There may be weeks where the hours may be less or more but should never be more or less on a consistent basis without prior approval from the Director of APP. 7. Early separation from the placement site requires written approval from the Site Supervisor sent to the Director of APP. Failure to act within the boundaries set out here in the handbook may result in one or more of the following:

- Failing grade for the semester - Removal from the site and/or - Dismissal from the program

PRACTICUM/INTERNSHIP PERFORMANCE

The Office of Applied Professional Practice has the responsibility of approving practicum/internship sites and on-site supervisors for Chicago School students. The Office of Applied Professional Practice’s Director and Associate Directors serve as The School’s liaison to practicum/internship sites, working out any problems that may occur. For example, the Office of Applied Professional Practice will intervene if the student is not fulfilling her or his responsibilities or if the site is not providing an appropriate training experience. If concerns arise, it is expected that the student, on-site supervisor or school/agency liaison will contact The Chicago School’s Director of APP immediately. It is our experience that early intervention is the most effective means to ensure a high quality training experience for students and training sites.

Difficulties on Practicum/Internship The APP Director and Associate Director(s) serve as the school's liaisons to practicum/internship training sites, helping to resolve any problems that may occur. If problems arise, we expect that sites will contact the school at the earliest possible convenience. Similarly, if you encounter anything unusual or problematic at your site, you should contact both your advisor and APP immediately. In general, the best solution occurs as early as the problem is identified through informal means. The APP Director will therefore only directly intervene with a site after reasonable attempts have been made by the student to resolve the problem at hand. The Office of Applied Professional Practice routinely reviews practicum/internship sites in order to ensure that training sites provide experiences consistent with the goals and philosophies of the school. Information for this on-going assessment comes from interactions between the APP and site personnel, as well as from feedback from seminar leaders and students about their practicum/internship experiences. Sites are required to review and update their site information on an annual basis. If a site's training goals change after a training agreement has been made, it is expected that the site will make such changes known to APP staff which will then determine if the site remains eligible to train Chicago School students. If your practicum/internship site substantively changes its training program any time after you accept their offer, you must contact APP staff. Conflict Resolution Process and Procedures

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We anticipate that students will enter their practicum/internship experience with the requisite clinical skills, professional comportment, and work ethic to successfully complete their clinical training. Similarly, we expect that sites provide a supportive, professional environment and rigorous supervision to facilitate student development. Articulating clear policies and procedures regarding trainee responsibilities, supervision, evaluation, and remediation at the onset of the training relationship can help sites to prevent potential conflicts. Nevertheless, training issues or concerns may arise and can only be effectively addressed with open communication. Applied Professional Practice (APP) includes the Director and Associate Director(s) in the department as well as APP staff in the central APP office that serve as the school’s liaisons to all sites. We expect that students and/or site supervisors will contact APP immediately should any concerns emerge over the course of the training year. It is our experience that early intervention is the most effective means to ensure a high quality training experience for the students and training sites. Students traditionally contact APP for a variety of reasons including: Issues regarding supervision (i.e. not receiving a quality hour of individual supervision per week)

Personality conflicts with peers, staff, supervisor, or seminar leader Difficulty dealing with the environment on site Difficulty managing academic course load, practicum/internship responsibilities, and life demands

Site Supervisors traditionally contact APP for a variety of reasons including:

Issues regarding supervision (i.e. student demonstrates poor use of supervision, unwilling to incorporate feedback, unwilling to discuss pertinent issues, etc.)

Problems regarding professional comportment (i.e. student demonstrates: poor boundaries, repeated tardiness or absences, inability to complete tasks, etc.)

Lack of professional or clinical development (i.e. student receives low ratings (0,1) on evaluation forms)

Seminar leaders traditionally contact APP for a variety of reasons including:

Concerns about issues or incidents that students discuss in seminar class Concerns about a student’s lack of clinical development Concerns about professional comportment issues Students unable to obtain clients in order to meet CCE requirements

APP offers support to students, site supervisors, and seminar leaders to resolve any conflicts. Typically, the first course of action involves informal discussion with all parties to gather information and perspectives. We strive to promote self-advocacy within students in attempt to facilitate their assertive, professional approach to problems. If the problem persists, requiring additional intervention, APP can:

Conduct a joint meeting with both student and site supervisor to problem-solve the concerns Help develop remediation plans, if necessary, to identify quantifiable goals, establish expectations, and

emphasize consequences for lack of progress Conduct a “30-day” review meeting to follow up on goals outlined on remediation plans

Students may be referred to the Student Affairs Committee/Professional Comportment (SAC-PC) depending on the concerns brought forth by the site or seminar leader. The SAC-PC Committee will review information presented by student, site, and/or seminar to determine an appropriate resolution. Possible outcomes include referral to the department for further advisement, creation of an Academic Development Plan (ADP), additional training requirements, or termination of the practicum/internship placement.

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A site may opt to terminate a student’s placement if all attempts at remediation have failed. In this case, the site supervisor will be asked to provide documentation regarding the nature and progression of the concerns, the feedback provided to the student, the actions taken to intervene, and the student’s response or lack thereof to the interventions. This written account will be forwarded to the SAC-PC committee for review. 3 – Tier Approach to Conflict Resolution

Tier 1: The first tier of our conflict resolution model encourages students to think introspectively in regards to their concerns. After doing so, students may feel quite comfortable to address their concerns directly and thoughtfully with their supervisors Note: Students should inquire about and be aware of any site-specific grievance policies.

Tier 2: If issues continue to persist and/or a student feels uncomfortable to address a concern at that

time, students move onto the second tier of conflict management, which may include consulting with APP, faculty, or their Practicum Seminar leader. During this level of intervention, APP assists students to identify the problem, clarify expectations, as well as introduce, teach, and role-play skills for handling the conflict. After doing so, it is hoped that students feel empowered to address conflicts as professionals.

Tier 3: Some situations might require APP to become more immediately and actively involved in the conflict resolution process. This is considered the third tier of intervention. At this point, APP helps to develop and implement a plan that likely involves ongoing consultation with the site, practicum seminar leader, and/or other faculty, as well as advisement of the student. Students are actively informed of the steps in this process, and ongoing dialogue and collaboration is encouraged and expected.

This three tiered approach allows students to work toward a higher level of professionalism, offers sites the ability to manage problems in a manner consistent with their training philosophy and TCS expectations, and provides additional support as needed. Students and sites are always encouraged to contact APP when problems arise so that they can be managed in a timely and appropriate manner. Professional Comportment The Chicago School recognizes the importance of personal and professional competencies in addition to traditional academic skills. Chicago School of Professional Psychology embraces the model training policy statement adopted by the Council of Chairs of Training Councils (CCTC) of the American Psychological Association (APA) and holds that:

Professional practitioners of psychology are expected to demonstrate competence within and across a number of different but interrelated dimensions. Programs that educate and train professional practitioners of psychology also strive to protect the public and profession. Therefore, faculty, training staff, supervisors, administrators, employees, and fellow students at the Chicago School have a duty and responsibility to evaluate the competence of students and trainees across multiple aspects of performance, development, and functioning. It is important for students and trainees to understand and appreciate that academic competence is defined and evaluated comprehensively. Specifically, in addition to performance in coursework, seminars, scholarship, comprehensive examinations, and related program requirements, other aspects of professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical and ethical) will also be evaluated. Such comprehensive evaluation is necessary in order to appraise the entire range of academic performance, development and functioning of their student-trainees (Adapted from CCTC/APA, 2004).

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As apprentices of professional psychology, therefore, students are holistically evaluated by all members of the learning community on standards of professional performance, development, and functioning that include, but are not limited to, their interpersonal and professional competence (e.g., consistently establishing positive interpersonal relationships, demonstrating an active commitment to education and training, communicating professionally, demonstrating integrity, affirming individual and cultural differences); their self-awareness and self-reflection (e.g., awareness of own various roles in diverse contexts, recognizing limitations and training/learning needs, awareness of own cultural values); their openness to feedback; and their proactive, engaged resolution of issues that may interfere with their professional development or functioning. Students’ professional performance, functioning, and development may be evaluated both within and outside of the classroom, whether it occurs on- or off-campus (including cyberspace), and regardless of whether it is specifically tied to a school activity.

Protocol for Premature Termination of a Practicum/Internship Experience In accordance with the ethical codes of the American Counseling Association (ACA), it is unethical to prematurely terminate a practicum or internship (except in rare cases where there is a threat of physical harm to the student) without appropriate protocol and consultation. Thus, a practicum or internship student is not permitted to simply terminate a practicum or internship experience prematurely without first meeting with APP staff, her/his advisor, and site supervisor. If the site supervisor and/or site officials determine the student is to be terminated, and all efforts to remediate the situation have not been successful, or it the behavior on the student’s part is egregious enough to warrant immediate termination, the following protocol is to be followed: Student:

1. The student must contact the Director of APP and her/his advisor as soon as the student is notified s/he is being terminated from the placement site.

2. The student will meet with the Director of APP and advisor to discuss the events surrounding the termination.

3. The Chair will be notified of the student’s termination. 4. A determination will be made, taking into consideration the report from the site supervisor as well as

input from the student, how to proceed. A determination will be made by the Department Chair with input from the Director of APP and the student’s advisor. Based on the circumstances of the termination the following may occur:

a. The student will receive a failing grade for the seminar course and will be required to repeat the training experience the next training year at another placement site.

b. The student may be permitted to apply to secure a placement, and if s/he is able to secure placement within an appropriate length of time, complete the placement experience within the current training year.

c. The student may be referred to the Student Affairs Committee – Professional Comportment for review of the circumstances regarding the termination and disciplinary action may be taken.

d. If the circumstances are egregious enough the termination may result in a recommendation to expel the student from the Counseling Psychology program.

Site Supervisor/Site:

1. The Site Supervisor will contact the Director of APP immediately to notify the school of the decision. 2. The Site Supervisor and site officials are responsible for notifying the student and determining coverage

for the student’s clients. 3. The Site Supervisor will send the Director of APP via email/letter a description of the events leading up

to the decision to terminate the student from placement.

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Any practicum/internship student not following this protocol is in violation of departmental policies as outlined in this handbook, as well as a violation of the ethical codes set forth by the American Counseling Association may result in a recommendation for expulsion from the Counseling Psychology program. DEFINITIONS Practicum: A supervised, clinical experience in which the student intern develops basic counseling skills and integrates professional knowledge. It consists of 100 hours at the beginning of the placement experience and generally includes orientation to the placement site and opportunity to observe program services. Internship: A supervised, clinical experience, post-practicum, in which a student intern refines and enhances basic counseling skills while gaining increased knowledge of the counseling profession. The Internship experience integrates and authenticates professional knowledge and skills necessary to prepare the graduate for the initial postgraduate professional career. Supervision: Tutorial and mentoring instruction in which a licensed, clinical, professional supervisor monitors the student intern’s activities in the Practicum and Internship experiences. Supervision facilitates the counseling associated learning and skill development of the student intern. The clinical supervisor monitors and evaluates the clinical work of the student intern while also monitoring the quality of services offered by the student intern to clients. Individual Supervision – Supervision provided by the clinical supervisor with the student intern separate from other interns and/or clinical staff. This provides an opportunity for the supervisor to provide feedback to the student intern as well as allow the student intern to process her/his individual experience while at the placement site. Student Interns can discuss and receive feedback regarding her/his client experiences. Triadic Supervision – Supervision between a clinical supervisor and two student interns to allow opportunity for growth through shared experiences. Group Supervision – Supervision between a clinical supervisor and several student interns. This provides student interns an opportunity to learn from the shared experiences of other student interns and a variety of client interactions. Site Supervisor: The site supervisor is a licensed, clinical professional (LCPC, LCSW or licensed clinical psychologist) who meets with the student intern 1 hour per week for clinical tutoring and mentoring. The site supervisor can either be an employee of the placement site or have a contractual relationship with the site to provide the supervision. The site supervisor monitors the student intern’s performance and must complete a Site Supervisor Evaluation of the student intern mid-way through and at the end of the placement experience. Seminar Leader: The Seminar Leader is the instructor for the Seminar courses (CC597 & CC598) taken concurrently during the placement experience. The Seminar Leader evaluates the students in class Competency Counseling Exam. The Seminar Leader is not a clinical supervisor as such but can provide input and support throughout the placement experience. The Seminar Leader completes a Seminar Leader Evaluation at the end of the fall semester and end of the spring semester. Hour Log: The Hour Log is the record students keep of the time spend at their placement sites. The goal is to accurately capture the time spent involved in Practicum/Internship activities. Student Interns are expected to provide an accurate count of their time that is monitored by their site supervisors. Generally the only time counted is time spend onsite. Time spent offsite for reading material assigned by the site supervisor must first be approved by the site supervisor before it can be counted on the hour log. Time spent working on the Competency Counseling Exam (CCE) DOES NOT count for Practicum/Internship hours. At the end of the first semester and at the end of the placement experience the student intern will be required to provide a total of the hours accumulated.

Hour Log Definitions

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Direct Service Hours: Counseling/Psychotherapy Hours – this is time spent with clients either individually, couple, family or in a group setting. This is generally done face to face but phone contact that includes clinical content is counted. Milieu work in placement settings such as psychosocial rehabilitation programs, therapeutic day schools, partial hospital programs and other settings where the student intern is interacting with the clients can be counted toward counseling/psychotherapy hours. These are the hours which count as direct services. Case management type activities where the student intern is working directly with the client, i.e. grocery shopping, going to Public Aid with the client, etc. also can be counted as direct service time. Evaluation/Assessment Hours – this is the time student interns spend with clients for initial

Information gathering to determine service needs. This can include time spent on gathering demographic information for intakes/screenings, either by phone or in person. Non-Direct Hours: Case Management – these services are those provided on behalf of the client but are not direct services, i.e. contacting community resources, advocating with Public Aid or other entitlement programs. Supervision – this is the time the student intern is involved in either individual, triadic or group supervision.

Consultation – this is the time the student intern spends meeting with other clinical professionals consulting on clinical cases, contact with client’s other providers, i.e. teachers, school social workers, lawyers or any other services provider to ensure continuity of care. Professional Development – time the students spend in inservices, in house training or other

trainings either voluntary or required while a student intern. Administration - time the student intern spends doing any paperwork, i.e. notes, charts, billing.

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ADDENDUM 1

The Chicago School of Professional Psychology

Campus Applied Professional Practice (APP) Grading Policy

The student is required to complete the following steps in order to receive a grade for the

practicum/internship seminar:

1. Submit electronically signed and completed Training Agreement in the APP database

within 2weekS of placement start date.

2. Submit electronically signed and completed Hour Log/Seminar/Site Supervisor Evaluation

by the end of the fall semester and at within 1 week after end date of field placement.

3. Complete an Evaluation of Site by the end of the fall semester as well as within 1 week

after end date of field placement.

If any of the above steps are not met, the student’s registration will be placed on hold. The hold will be

removed after the steps are completed. If a student does not submit required documentation including an

hour log and training agreement by the end of the semester, then the hold will remain on his/her record

and s/he will receive a grade of “IP”. The “IP” grade will be changed to an “I” after 6 weeks of student

noncompliance. Following that 6 weeks of an “I”, the grade will revert to a “NP” and the student will be

required to repeat the practicum placement and seminar class. Note that the “IP” grade may be used for

an extended period of time at the discretion of APP.

In order to receive a passing grade for the Practicum/Internship seminar courses, the student must have a

recommendation to pass from the site supervisor evaluation as well as the seminar leader evaluation,

completed hour log, and evaluation of site. If a student does not pass both the seminar and site

evaluation, then s/he does not pass the seminar course.

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ADDENDUM 2

Marriage and Family Therapy Concentration

Marriage and Family Concentration (DC and Chicago)

Students in the Marriage and Family concentration learn knowledge, skills, and in depth issues that will prepare them to work with families and couples. Key areas of family and couples work - domestic violence, divorce, sexual relations - are presented and explored in the classroom setting with the use of didactic material and real case vignettes. Assessment of family dynamics is covered through a systems perspective.

CC 567 - Intimate Relations in the Couple System (3 credits)

CC 568 - Counseling Diverse Families (3 credits)

CC 569 - Advanced Family and Couples Therapy (3 credits)

Marriage and Family Concentration with Optional Coursework for LMFT (IL) Licensure Preparation (Chicago Only)

In addition to program completion, in order to also be eligible to apply for the Marriage and Family Therapist (LMFT) license in Illinois, students must complete 3 credits of additional coursework (CC640 Assessment and Treatment Planning of Children and Adolescents), an additional 300 practicum hours under the supervision of an LMFT qualifying supervisor (which can be accrued during program or following degree receipt), 3000 hours of professional work experience following receipt of the Master’s degree in no less than 2 years and no more than 5 years, and the national marriage and family therapy exam. For more information on the LMFT licensure eligibility requirements in the state of Illinois, please refer to the following website: http://www.idfpr.com/Renewals/apply/MarFamTherapy.asp

CC 567 - Intimate Relations in the Couple System (3 credits)

CC 568 - Counseling Diverse Families (3 credits)

CC 569 - Advanced Family and Couples Therapy (3 credits)

CC 640 - Assessment and Treatment Planning of Children and Adolescents (3 credits)

Practicum/Internship Placement Experience

Option 1: A standard counseling placement experience will be completed by the student with a minimum of 700 total

hours. The placement may or may not include work with couples and families. If the student obtains a placement position

that is supervised by an LMFT qualifying supervisor, these hours may count towards the LMFT license for the student.*

Option 2: A standard counseling practicum/internship placement experience will be completed by the student with a

minimum of 700 total hours. An additional placement position is secured by the student under the supervision of an

LMFT qualifying supervisor. An additional placement that includes 300 direct hours (may require more total hours) of

counseling to families and couples is required. *

Option 3: Student secures post graduate employment under the supervision of an LMFT qualifying supervisor. The 300

placement hours are counted on a post-graduate basis.

* Students in the MFT-licensure track concentration will be given priority for applying to sites with LMFT site supervisors. Students must be offered a placement position with a site that has an LMFT to provide supervision. It is at the discretion of the site to determine which students will be offered placement positions. Obtaining placement at sites with LMFT site

supervisors is not guaranteed.

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ADDENDUM 3

Special Requirements for Students in the Addictions Concentration

Please note that students in the Addiction Concentration need to complete 500 hours in 2 semesters and

during that time be exposed and supervised to all areas required by IAODAPCA for the field site experience

in order to be eligible for the Addiction Concentration Certificate. In order to be eligible the student must

secure placement at an AODA certified site (see APP staff for list of sites).

THE FIELD SERVICE COMPONENT:

The field service (practicum/internship) component will ensure that the student develops the skills appropriate to

minimum AODA counselor competencies, consisting of no less than 500 contact hours and shall be no less than

one semester and no more than two semesters in length.

The field service component allows the student an opportunity to integrate classroom experience and

independent study in a structured and supervised clinical setting, and to engage in effective skill building and

demonstrate competency.

Experience, for purposes of certification, is defined as active participation. Observation alone does not qualify as

experience.

The student is expected to receive a minimum of one-hour of clinical supervision per week during the field service

component experience. This includes face-to-face supervisory sessions (individual or group), orientation in-

services, observation, or clinical staffings. The purpose of supervision/training is to assist the student in

integrating knowledge, skills, and experience in the AODA field.

Field Service experiences are not to occur at the students’ place of employment. A student with a unique

circumstance and prior addiction experience may petition IAODAPCA for special consideration regarding this

standard.

INTERNSHIP SITE CRITERIA:

The internship shall provide the student with an opportunity to demonstrate entry level competence in the AODA

counselor core functions (as outlined in the Addictions Training Agreement and Hour Log).

The internship site must offer direct care related to alcohol and other drug abuse and a primary focus on the

treatment of AODA disorders.

The internship site must be licensed by the Department of Human Services-Division of Alcoholism and Substance

Abuse or by the Illinois Department of Public Health for hospital-based substance abuse treatment programs.

The direct supervisor must be an AODA professional and provide a proof of certificate.

The internship site must document the student supervision and include these records in the student’s file

following the completion of the field service experience.

The internship site must provide proof of licensure, qualification of field supervisors, and policies on interns and

their work setting.

TRAINING PROGRAM (SCHOOL) RESPONSIBILITIES:

Provide orientation to the internship process, emphasizing confidentiality, compliance with internship site policies,

responsibilities, and openness to supervision

Inform the internship site of any critical factors related to the student intern’s current status as a potential

professional (i.e., academic performance, personality assessment, abilities, limitations, ), as appropriate

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Provide a contact person (liaison) who will be available to the internship site should any problems arise during the

internship

Assist with the supervision of the student intern (Practicum Seminar, APP advisement)

Approve and/or assist with the development of a learning contract or schedule of learning experiences to occur

during the internship

Participate with the internship site and the student intern in an evaluation process of the student intern’s

strengths, limitations, and potential as a professional AODA counselor

INTERNSHIP SITE RESPONSIBILITIES:

Cooperate with the training program in planning, supervising, and evaluating the student intern

Assist the student intern in developing a learning contract or schedule of learning experiences that will enable

him/her to practice skills and competencies as indicated in school objectives

Provide a specific supervisor who meets IAODAPCA criteria

Assure that State and Federal laws of confidentiality are communicated and followed

Review with the student intern his/her rights and responsibilities

Submit a written evaluation of the student intern’s performance to the training program and intern, identifying

strengths, limitations, and potential as an AODA counselor

Provide the training program coordinator with necessary information about problems, concerns and/or incidents

with the internship as they arise

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ADDENDUM 4

Directions for Training Agreement:

Remember – The APP forms are part of your permanent record so need to be accurate!

Placement guidelines: You will need to enter the date you started and the date you have agreed to

terminate with the site (this should be sometime between mid-April and July 2017). Remember: The dates have to be for a minimum of 9 months – no less. You also have to remain onsite until at least the end of the spring semester which is April 25th. Carefully determine when your end date will be as you will not be able to change it unless you need to extend the date to accrue required hours.

Site Information: Fill in all the information for you site. If you do not have a secondary supervisor put N/A

MA Clinical Psychology Practicum: You will then enter dates for Practicum. Your practicum dates consist of you first 100 clinical hours (40 need to be direct contact). You will enter the date you started (which will be the same as the first date you put in your placement guidelines and the date you plan on finishing those hours. Remember you can only be onsite 16 - 24 hours a week.

Practicum Objectives, Observation and Orientation: You need 4 goals for your Practicum which are discussed with your supervisor.

MA Clinical Psychology Internship: Your start date for internship hours will follow directly behind your Practicum finish date and will go until the termination date you entered under placement guidelines. These dates need to match.

Internship Training Goals: You need 4 goals for your internships which are discussed with your supervisor.

Estimated Practicum/Internship Hours: This is where you will enter how many hours you plan on being at the site per week, the days/times required by the site, any vacation/sick time that you discuss, and total estimated hours for both practicum and internship. Remember you have to have a minimum of 700 total hours/280 direct hours.

Supervision information: This is where you will list your supervisor’s information. Your primary site supervisor must be fully licensed. If you have a secondary supervisor, enter her/his info as well. If you do not have one, enter N/A.

Emergency supervision: You need to have an emergency contact in case your supervisor is unavailable. It can be your secondary supervisor or another licensed clinician at the site.

Expected Training Activities & Hours: This is where you will enter a typical hour week at your site. This table needs to equal at least 16 and no more than 24 hours per week.

Additional Learning: You may or may not have information to put here.

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You will need to electronically sign the Training Agreement. You need to sign your full name – not just initials. Once you sign you cannot change anything without APP clearing your signature. If you need to change something let APP know.

After you have signed the Training Agreement your supervisor will also need to electronically sign the form. You have to be logged in under your login/password to electronically sign the form.

Once both you and your supervisor have signed APP will review and sign if the form is correct. If the form needs to be revised, you and your supervisor will need to re-sign.

Addendums:

If your site supervisor changes an addendum will need to be added to your Training Agreement by APP.

If your end date changes an addendum will need to be added to your Training Agreement. An email will have to be sent from your site supervisor to verify the change.

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ADDENDUM 5

Policy & Procedures POLICY & PROCEDURE: Endorsement of Counselors in Training Counselor Educators and supervisors endorse students or supervisees for certification, licensure, employment, or

completion of an academic training program only when they believe the student is qualified. Regardless of qualifications,

supervisors and counselor educators do not endorse students or supervisees whom they believe to be impaired in any way that would interfere with the performance of the duties associated with endorsement. (ACA Code of Ethics, 2014;

F.9.b; F.6.d.).

The faculty considers not only academic abilities and skill performance when making retention decisions about students, but also such aspects as whether the student demonstrates appropriate levels of maturity, judgment, emotional stability,

sensitivity to others, objectivity, and self-awareness.

POLICY & PROCEDURE: Termination or Removal from a Site The counselor trainee may be removed from his/her practicum or internship site due to:

1. failure to function in a responsible and professional manner;

2. failure to adhere to the ethical guidelines for professional counselors; 3. failure to adhere to the Illinois laws concerning counselors (e.g., mandated reporting of child abuse);

4. termination by the site based on failure to adhere to agency policy and procedures or other behavior determined to be unacceptable for a student intern.

Removal or termination from a placement site may result in: 1. referral to the Student Affairs Committee – Professional Comportment;

2. a failing grade for the seminar course that semester; 3. any hours accumulated during that semester will not count toward the total placement hours;

4. repeating the placement experience the next training year; 5. the implementation of an Academic Development Plan; and/or;

6. removal from the program, depending on the seriousness of the concern.

There are exceptions when a student may be removed or terminated from a site without negative consequences.

Exceptions are only made with input and final approval by the Department Chair and Director of APP and when it is determined there were extenuating circumstances where the student was not at fault. Therefore, it is important for

students to make the Director of APP aware of any concerns as soon as possible.

POLICY & PROCEDURE: Confidentiality & Technology

Counselor trainees are responsible for maintaining the confidentiality of all client notes and information. According to the

ACA Code of Ethics, “Clients have a right to expect confidentiality and to be provided with an explanation of its limitations” (Ethical Standards, ACA, 2014, Sec. A.3.A. See also Section B. Confidentiality of the ACA Code of Ethics.)

All client documents are confidential. Only first names or initials of clients should appear on all forms/case notes/logs, except for taping consent forms.

Counselor trainees must maintain confidentiality of all case discussions. This extends to classroom discussions and

viewing or listening to recorded counseling sessions, and students are bound by the same legal and ethical considerations

as if the client talked directly with a counselor. The discussion of cases outside of the classroom settings with persons other than those in the agency of placement, the client, the student’s supervisors, or the seminar instructor are grounds

for dismissal from the class with a failing grade. Any questions that may arise regarding confidentiality should be directed to the seminar instructor and/or APP staff.

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You are responsible for maintaining the security of the recorded counseling sessions. You must keep

recordings and any client specific paperwork (i.e., case notes) in a secure location. You may not send recordings electronically to supervisors and/ or instructors. Instructors are responsible for the ethical disposal of student recordings

submitted for the practice and final CCE. Recordings that are saved electronically must be password protected. You are responsible for deleting the recorded sessions from the recording device, i.e. camera, laptop.

POLICY & PROCEDURE: Licensure It is the student’s responsibility to make sure that she/he is successfully completing the licensure/certification requirements (including clinical experience requirements, supervision requirements, coursework requirements, etc.)

established by the jurisdiction in which the student ultimately intends to pursue professional licensure/certification.

Licensure information for all states can be found through the National Board for Certified Counselors (NBCC; www.nbcc.org). Students should keep all written records of their field training experiences, syllabi for all courses, and a

copy of the School Catalog for use in applying for licensure/certification.

POLICY & PROCEDURE: Field Placement Hour Log

The Hour Log is the student's record of all practicum and internship onsite work performed at the placement agency. It is a critical accounting for and verification of the student's time. Ideally, log entries are made daily. Minimally, they will be

made weekly. If students are lax on log entries, details will soon be forgotten and time credit lost. All of a student's onsite

time is accounted for on the Hour Logs submitted on the APP Database at the end of the fall semester and at the end of the student’s field experience. This includes client contacts, administrative duties, supervision, staff meetings, training,

etc. An Hour Log Tracking Tool excel sheet is available for students to use throughout their field experience to record all of their hours. It is recommended the student keep a copy of that log for their personal records. When using the Hour

Log Tracking Tool excel logs, make sure to use “.25” for a 15-minute block of time, “.50” for half an hour, and “.75” for three-quarters of an hour. If you put in minutes, the program will interpret these as hours, grossly inflating your

practicum time.

It is expected students will accurately record the time they spend onsite. Any time offsite included on the Hour Log must

first be approved by the site supervisor. Any time it is determined a student has fraudulently recorded time on her/his Hour Log the student is at risk of termination from the site, failing the seminar course, and/or referral to the Student

Affairs Committee – Professional Comportment for disciplinary review.

POLICIES & PROCEDURE: Transportation of Electronic Client Sessions

As a part of your field experience, you may record some of your sessions with clients and present select portions of the

recorded sessions in your seminar class as well as in individual supervision sessions. This requires you to transport recordings from your placement site to the TCS campus which creates a potential risk to confidentiality since while you

are in possession of a recording (e.g., a DVD) or the device on which it is stored (e.g., a thumb drive), the recording and/or the device may be lost or stolen.

In order to protect client confidentiality, you should take all precautions to minimize the potential for exposure. Precautions include not transporting confidential files unnecessarily and removing them from recording or storage devices

as soon as possible once you have utilized them in supervision or for class. You must password-protect your recordings of client sessions. Any long-term storage of digital recordings should be on a password-protected computer as opposed to a

thumb drive or a smart phone. Any long-term storage of video tapes or disks must be locked in a secure location.

If you use a thumb drive to transport a recording from your site to your home computer and/or to a TCS classroom, the

recording should be stored on the thumb drive only for the purpose of transportation.

We discourage the use of phones for transportation or storage of digital files. If you use your phone to record therapy sessions, you should download the file onto your home computer and erase it from your phone as soon as possible rather

than transporting the file everywhere you take your phone. When transporting a video or storage device, you should keep

it with you at all times and not leave it in your car.

When transferring recorded files from one device to another, you should use a wire/port transfer rather than emailing the file. Electronic mail is not a secure method of transfer. File names should not include identifying information about clients.

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POLICY & PROCEDURE: Student Safety It is critical that precautions are enacted to ensure the safety of our students. Thus, we want to reiterate our expectations to all concerned to promote the full security of our students in their field placement settings. The school expectation is

that someone of supervisory authority, though not necessarily the student’s direct supervisor, needs to be on site at all

times when the student is engaged in client services to provide emergency back-up, thus ensuring the welfare of clients and students, as well as protection of the agency in terms of liability. Agencies which require students to conduct home

visits must use sound judgment when requiring students go out to clients' homes. Dependent on the area and situation in the client home it is recommended an agency clinical staff person accompany a student when necessary to maximize

safety in high-risk areas and situations.

The nature of clinical work occasionally involves interactions with volatile and potentially dangerous persons. All agencies

must have crisis response training for student interns and provide clear safety plans for situations where potential risk of harm may arise. All agencies should have an emergency crisis protocol in place, and this should be clearly communicated

to the students. The Department of Counseling refers students to a variety of agencies situated in all geographic locations in the Chicago and surrounding suburban area and serving a wide variety of client populations. Students must be aware

that some agencies are located in areas where circumstances may lead to violent behavior and potentially dangerous

situations. It is department policy that no student should ever be alone in any agency at any time and that weekend and evening work should occur only if the location and facility are considered to be safe. If a student has any concern about

personal safety in an agency setting, he/she must leave the agency and contact his/her Director of APP immediately.

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ADDENDUM 6

MACP Placement Agreement & Ethics Statement

The Chicago School of Professional Psychology

This is to verify that I have read, understood, and will follow the American Counseling Association’s Code of Ethics (2014). This includes the Preamble, Purpose, and all Sections. If any ethical issues occur during my Practicum/Internship placement, I will immediately contact the Director of Applied Professional Practice. 1. Any breach of these ethics or any unethical behavior on my part will result in my removal from my

practicum/internship site and receipt of a failing grade. Documentation of such behavior will become part of my counseling program record.

2. I agree to adhere to the administrative policies, rules, standards, and practices of the placement site and will conduct myself in a professional manner with a professional demeanor.

3. I understand that my responsibilities include keeping my Seminar Instructor, Site Supervisor, and APP informed regarding my practicum/internship placement experiences.

4. Maintain an accurate and complete log of my counseling activities (including direct and indirect hours).

5. I understand that I will not be issued a passing grade in the Seminar courses (CC597/CC598) unless I demonstrate a satisfactory level of counseling skills, knowledge, and competence and complete the course requirements.

I, ____________________________________ have read and understand the MACP Placement Agreement & Ethics Statement, the placement requirements and expectations as outlined in the Practicum/Internship Placement Handbook. By signing below, I agree to follow the placement policies outlined in the Handbook and abide by the ACA Code of Ethics. ______________________________________________________ Signature of Student ______________________________________________________ Printed Name of Student __________________________ Date