COUN 591-3: Internship in Counseling Spring 2016 · 1 SYLLABUS COUN 591-3: Internship in Counseling...

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)

mailto:[email protected]

2

COUN 591

Summative

Modified

Competency Scale;

Final Internship

evaluation

Summative: 591

Skills & Practices

Checklist

FOUNDATIONS, B.


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;



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;


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;


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.


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;



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.


2.

COUN 548b

COUN 591

Applies

multicultural

competencies to

clinical mental

health counseling

involving

case

conceptualization,

Group supervision;



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.


3.

COUN 548b

COUN 591

Promotes optimal

human

development,

wellness, and

mental health

through

prevention,

education, and

advocacy

activities.

Group supervision;



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.


4.

COUN 548b

COUN 591

Applies effective

strategies to

promote client

understanding of

and access to a

variety of

community

resources.

Group supervision;



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.


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;



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.


7.

COUN 548b

COUN 591

Applies current

record-keeping

standards related

to clinical mental

health

counseling.

Group supervision;



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.


8.

COUN 548b

COUN 591

Provides

appropriate

counseling

strategies when

working with

clients with

addiction and co-

occurring

disorders.

Group supervision;



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.


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;



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.


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.


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;



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


Course

Objective

Learning

Activity

Outcome

Evaluation

FOUNDATIONS, B.


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:


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:


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.


supervision, case

management

Formative &

Summative:


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.


supervision

Formative &

Summative:


individual & group;

live & recorded.

Summative: 591

Skills & Practices

Checklist

DIVERSITY AND

ADVOCACY, F.


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:


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:


individual & group

9


2.

COUN 591

resources to make

appropriate

referrals.

Summative: 591

Skills & Practices

Checklist

DIVERSITY AND

ADVOCACY, F.


3.

COUN 548E

COUN 591

Advocates for

policies, programs

& services that are

equitable &

responsive to the

unique needs of

couples and

families.


outside readings

Formative &

Summative:


individual & group

Summative: 591

Skills & Practices

Checklist

DIVERSITY AND

ADVOCACY, F.


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.


readings, and case

management

Formative &

Summative: Clinical

supervision:

individual & group;

articulation and

integration of

outside readings.

Summative: 591

Skills & Practices

Checklist

ASSESSMENT, H.


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:


individual & group;

articulation and

integration of

outside readings.

Summative: 591

Skills & Practices

Checklist

ASSESSMENT, H.


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.


3.

COUN 548E

COUN 591

Determines which

members of a family

system should be

involved in

treatment.


supervision.

Formative &

Summative: Clinical

supervision:

individual & group.

Summative: 591

Skills & Practices

Checklist

RESEARCH AND

EVALUATION, J.


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.


3.

COUN 548E

COUN 591

Analyze and use

data to increase the

effectiveness of

MCF counseling

interventions and

programs.


individual and group

supervision

Formative &

Summative:


individual & group;

articulation and

integration of

outside readings.

Summative: 591

Skills & Practices

Checklist

School Counseling students should be able to:

CACREP


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


Skills and Practice

Checklist,

11


3.

school counseling

programs.


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



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



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



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.

http://www.counseling.org/

http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx

http://www.cacrep.org/

http://www.idfpr.com/PROFS/Info/ProfCounselor.asp

http://www.idfpr.com/profs/info/MarrFamTherapy.asp

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

17

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:


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.


risk.

20

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:


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,

21

(d) ability level, (e) multicultural issues, and (f) factors of resiliency on student

learning and development.


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).

http://pvcaa.siu.edu/

http://gradschool.siu.edu/about-us/grad-catalog/catalog-16-17.html

http://policies.siu.edu/other_policies/chapter3/conduct.html

http://www.bert.siu.edu/

http://www.dps.siu.edu/

http://write.siu.edu/

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.

mailto:[email protected]

http://salukicares.siu.edu/index.html

http://policies.siu.edu/policies/email.htm

http://www.plagiarism.org/learning_center/what_is_citation.html

http://disabilityservices.siu.edu/

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