Harold Abel School of Behavioral Sciences School Counseling Site Supervisor Orientation

© 2004 Capella University - Confidential - Do not distribute

Harold Abel School of Behavioral SciencesSchool Counseling

Site Supervisor Orientation

Ron Muchnick, PhD, LMFT

Clinical DirectorAnnaLynn Schooley, PhD, LMFT, LMHC

Fieldwork Lead 1.26.10

© 2004 Capella University - Confidential - Do not distribute 2

Field Experience & Clinical Practice Orientation

• Capella University Information• General information: check www.capella.edu• One week sample course accessed on the home page

http://www.capella.edu/online_learning/online_seminar.aspx

• Capella History and Statistics• Incorporated 1991• Accredited by the North Central Association for Colleges and Schools,

Higher Learning Commission since 1997• Enrollment nearly 31,000 learners

• Five schools• 34 degree programs• 122 graduate and undergraduate specializations• 15 certificate programs



Harold Abel School of Behavioral Sciences - Other Counseling Programs

Two general program areas:• Counseling Studies (non-clinical)• Counselor Education: Five Programs

• Mental Health Counseling (MHC)

• Marriage, Couple, & Family Therapy (MFT)

• Addiction Counseling (AC)

• PhD in Counselor Education and Supervision (CES)



School Counseling Program Approvals

• State of Arizona, Department of Education Approval

• State of Minnesota, Department of Education Approval

• Council for Accreditation of Counseling and Related Educational Programs (CACREP)

• Since 2009


School Counseling and the Professional Education Unit

• The School Counseling Program is also a part of the Capella University Professional Education Unit (PEU).

• Joins 13 other programs which prepare individuals to serve in the P-12 environment as teachers, administrators, counselors, and psychologists

• 15 PEU Outcomes, to which the School Counseling Outcomes are aligned



Clinical Practice Orientation


• A guide for the Professional Education Unit (PEU)

• A guide for our call today

• PEU vision aligns with Capella University values

• The Conceptual Framework – The Capella University PEU Conceptual Framework is the undergirding vision, mission, and philosophy which is either directly or indirectly aligned with institutional expectations, program-level specialization outcomes, state licensure standards, and the national standards of NCATE, specialized professional associations (SPAs), and CACREP, the national accrediting agency for school counseling programs.


Vision• The vision of Capella’s professional

education unit is to lead the definition of high quality adult online education for learners who are, or will become, leaders, teachers, practitioners, and other professional educators in the rapidly changing demographic landscape of the nation’s P-12 schools. The unit strives to deliver superior learning outcomes and a superior learning experience focused on the university values of our learners, human potential, achievement, decisive collaboration, innovation, and integrity.

PEU Vision & Mission

Source: The Conceptual Framework Undergirding the P-12 Professional Education Program, Executive Summary

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Could just talk about these three things and not have bullet points under each one...


Mission• Consistent with the institutional mission of

Capella University, the mission of Capella’s professional education unit is to provide innovative, competency-based learning experiences that deliver immediate, profound, professional impact and that empower learners to distinguish themselves through contributions to the thinking and development of the organizations they serve. Learners in the unit prepare for the challenges, opportunities, and demands of today’s P-12 schools. As a result of this commitment to relevant and high quality preparation of learners, academic programs in the unit engage in a continuous process of creating and improving courses of study that closely align with research-based competency standards.



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Scholar-Practitioner Model• Consistent with the educational philosophy

of Capella University, faculty in the professional education unit are committed to a scholar-practitioner model for the preparation and continuing education of P-12 teachers, administrators, counselors, and school psychologists. This approach to learning incorporates theoretical knowledge and authentic professional experiences in P-12 schools. Depending on their degree level, learners are expected to synthesize scholarship with practical application on a continuum from practitioner to scholar. Candidates in master’s degree programs are expected to be practitioner-scholars; candidates in doctoral degree programs are expected to be scholar-practitioners.



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School Counseling and the Professional Education

UnitShared Assumptions About Learners

• Adult learners need meaningful, relevant, and collaborative learning contexts

• Learners bring a wealth of experiences to the learning community

• Learners are members of many diverse communities of practice




Shared Assumptions About the Learning Process

• Constructivist principles of learning support the development of reflective practice

• Integration of theory and practice leads to best practices that can have an immediate impact on learners

• Competency-based learning supports the development of reflective practice

• Reflective practice is a means for personal and professional growth.


Unit outcome example (outcome #6)

Example: PEU Outcome #6

Diversity Competencies – The School of Education PEU candidate:

Has the knowledge, skills, and dispositions (i.e., competencies) to work successfully with diverse learners, their families, and other professionals who differ in ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area


Unit outcome example (outcome #14)

Example: PEU Outcome #14, Professional Dispositions

…are expected to develop the following seven professional attitudes, values, and beliefs that support student learning and development, and they are expected to demonstrate these seven unit-level professional dispositions in their interactions with students, families, colleagues, and communities:

15 learning outcomes


Unit outcome example (outcome #14 – cont’d)

Outcome #14 (cont’d)

1. Is committed to fairness2. Is committed to personal and professional conduct

that is both ethical and respectful the rights of others

3. Believes that all children can learn at high levels4. Persists in helping students from diverse

populations achieve success by applying different approaches until they achieve that success

5. Is willing to explore and use technology in the classroom

6. Recognizes when one’s own dispositions may need to be adjusted

7. Is committed to reflective practice, professional development, and life-long learning.


Field experience versus Clinical Practice

Field Experience • Early field-based opportunities

Clinical Practice• Intensive and culminating activities • Immersed in the learning community • Demonstrate competence

Source: NCATE… 2008



Purpose of Fieldwork (Field Experience and Clinical Practice)• for the intern to gain clinical experience working with children,

adolescents, individuals, couples, families or groups in agencies or schools • 700 total clinical hours on site over 3-4 quarters of study• 13 week quarters (10 online/ 13 clinical)Site responsibilities

• Individual or triadic supervision onsite, 1+hour a week• Taping of clinical sessions for training purposes

(Tape never leaves the site.)• Contact between Capella Fieldwork Faculty and Site Supervisors

Site supervisors will be contacted by Capella fieldwork faculty once every two weeks



Compensation for Fieldwork

Since fieldwork is a part of a learner’s educational program, learners cannot be paid for their direct client contact hours at their fieldwork site. They may receive a stipend for other services they provide at the site. This stipend is to be worked out between the learner and the site, with the specific arrangements forwarded (with the other application materials) to the School of Human Services: CE Support for approval by the Clinical Director.

• Interns CANNOT be paid for their clinical work during their academic fieldwork experiences.



Site Supervisor Requirements

Credentials: Full clinical licensure in your state (a copy of your current license must be on file)

• Evidence of supervision training (transcript, CEU certificates)

• Supervision hours: minimum of one hour individual or triadic per week

• Provide clients: from 4 hours (practicum) to 10 hours (internship) weekly

• Completion of Site Supervisor Evaluation of Learner

• Submitted electronically week 9 of the academic quarter to the intern’s faculty instructor

• Advise of questions and concerns


Taping of Counseling Sessions (intern with clients)

• It is a requirement of the fieldwork experience that the intern be able to audio or video record at least one session per quarter.

• The session tape is used for training purposes; the intern will transcribe and annotate a portion of the tape for their final course project.

• Session tapes should never leave the site; therefore, the transcription of the tape must be completed on site.

• If your agency does not permit taping of any kind, discuss with your intern an alternative site where they will be able to meet this requirement.




SITE SUPERVISOR EVALUATION OF LEARNER

Please answer all of the questions using the scale that pertains to the term in which the learner is enrolled. Use the scale to identify the learner’s current status in developing clinical skills.

Learner Evaluation Scale: mark one score per item in each categoryProficiency rating scale to use for assessing clinical counseling proficiencies.

• 1 = Initiate: Comprehends the tasks & functions of counseling. Has not applied them.

• 2 = Emergent: Applies knowledge and skills inconsistently.

• 3 = Competent: Consistent performance in routine situations.

• 4 = Skilled: Effective counselor in most situations.

• 5 = Advanced: Skillful in complex counseling situations

• N/A= unable to assess



Sample section of Site Supervisor Evaluation of Learner:

Relationship Skills

1.2 Learner applies basic counseling skills

Show ability to:

1 to 5

Build rapport 1 2 3 4 5

Demonstrate empathy 1 2 3 4 5

Acknowledge distress 1 2 3 4 5

Identify focus/goals for session 1 2 3 4 5

Employ therapeutic techniques and methods 1 2 3 4 5

Monitor progress 1 2 3 4 5



Site Supervisor Evaluation of Learner: Content Area

SKILLS AND PROFICIENCIES TO BE ASSESSEDPractice Management

Professional Counselor IdentitySelf Management and Reflective PracticeBasic Work Requirements Other Work/ActivitiesGeneral Case Management Competencies

Clinical Proficiencies Relationship skillsAssessment SkillsCore Clinical Intervention SkillsProgram Evaluation SkillsEthical, Legal Issues and Standards of PracticeSelf Management & Reflective Practice



Faculty Fieldwork Supervisor provides:

• Phone supervision with learners (interns): • 90-120 minutes weekly via group conference call

• Minimum 15 hours for the quarter

• Biweekly contact with site supervisor: • usually via email

• phone contact welcome

• Monitors intern progress via time sheets and course room discussion questions



Intern Course work requirements

In addition to obtaining hours at your site, interns will be:

• Taping: Interns must be able to record at least one session per academic quarter.

• Transcription: Interns will transcribe and annotate the taped session for a course project. (The tapes are not to leave the site.)

• Weekly online discussions: Interns participate in courseroom discussions related to their work onsite.



Practicum Total Clinical Hours

Direct Contact Hours

Non-Direct Work at the site

Supervision onsite

School Counseling 100 40 48 12

Practicum Hour Requirements

•Minimum of 100 total hours for all specializations

*Hours in direct client contact with couples and/or families** Hours in direct client contact focused on addiction issues



Internship Total Clinical hours

Direct Client contact

Non-Direct Work at the site

Supervision onsite

School Counseling 600 240 336 24

Internship Hour Requirements

•Minimum of 600 total hours for all specializations

*Hours in direct client contact with couples and/or families**Hours in direct client contact with addiction issues



Definition of Clinical Hours• Total Hours: the sum of direct, non-direct, and individual supervision hours

• Direct Contact Hours: time wherein the intern is directly interacting with clients, not just observing. Co-therapy and co-facilitation of groups is counted. It is expected the learner will progress to independently or primarily acting as therapist for cases toward the end of practicum

• Non-Direct Hours: all activities on site that are not supervision or direct contact with clients. Could include note writing, staff meetings, research, etc.

• Individual Supervision with Site Supervisor: one-to-one or two-to-one supervision with the licensed and approved supervisor

• Other: Additional types of supervision and staff meetings as offered or required by your site are welcome, but will not meet the requirement for individual or triadic supervision.



PaperworkInterns are responsible for a variety of fieldwork documents.

Weekly Activity Logs

• Learners document hours spent in clinical activities onsite

• Site supervisor’s signature is required on each Weekly Activity Log as verification of hours logged.

• Intern submits Weekly Activity Logs to Fieldwork Faculty Supervisor by efax or scan.

Interns are responsible for submitting all required fieldwork paperwork to their Fieldwork Faculty Supervisor (Weekly Activity Logs and the Site Supervisor Evaluation of Learner.)



Sample day for Direct Activities

SC: Direct contact can be individual & group counseling, parent & teacher consultation, and classroom guidance. These modalities are separated out, but no specific minimums are required.

SKILLS MondaySchool Counseling DC NDC IS

Direct Contact Activities

Parent Consultation

Teacher Consultation

Individual Counseling

Group Counseling

Classroom Guidance

1.0

Total 1.0



Sample day for Non-Direct activities with clients

• 11 identified activities accounted for in 15 minute increments

• For example, in an 7 hour day:

• two hours might be devoted to meetings

• two hours to report writing/case notes, an hour of tape review, and

• two hours of education,

• one hour in a training

• one hour in supervision.

SKILLS Monday

Indirect Contact

Activities

DC NDC IS

Education/training 1.0 1.0

Meeting 2.0

Report Writing 2.0

Reviewing Tapes 1.0

Total 6.0 1.0



Sample Totals Section of Weekly Activity Log

Site supervisor’s signature on the time log attests that the intern completed the hours as listed.

Interns are required to submit their Weekly Activity Log every two weeks to ensure they are staying on track to finish their hours on time.

Weekly Totals (Practicum)

Total Hours DC NDC IS

10 4 5 1

Cumulative Totals (Practicum)


100 40 48 12



The differences between the practicum and internship are related to number of hours and intensity of the work.• Internship requires the learner to

be on site an average of 25 hours per week, and providing an average of 10 hours of direct contact

• Onsite supervision remains at one hour per week

• Expectations of the intern should rise with each subsequent quarter, preparing the learner to function as a full time therapist by graduation

Moving on to Internship

Weekly Totals (Internship I & II)


25 10 14 1

Cumulative Totals (Internship II)


600 240 336 24



How long will the intern be at the site?

• The practicum and two internship experiences are typically 36 weeks in length.

• Most interns remain at one site for the entire experience while some will add or change sites for variety of reasons

• Some interns will extend their experience an additional 13 weeks for a third internship depending on state licensure needs and life circumstances

• A very few interns will spend additional time in their internship experience beyond 49 weeks.

• Regular discussion with the intern will help to determine what they and you need to do to assist timely completion of hours.

• A revised Placement Agreement will be required for extensions beyond the initial Placement Agreement in order to accurately represent the revised termination date.



Intern Responsibilities and Grading

Interns are responsible for returning all paperwork ( all Weekly Activity Logs and the Site Supervisor Evaluation of Learner) to their Fieldwork Faculty Supervisor

• The site supervisor evaluation accounts for 25% of the intern’s grade

• The media transcription also accounts for 25% of the grade



Other Information

• Monitoring Progress: Although the faculty monitor the attitudes, readiness, and skills of each learner with every contact, issues may still arise that are unforeseen once the learner is directly challenged by the realities of the field. Please assess the intern at your site frequently and consult with the intern and faculty fieldwork supervisor often.

• Liability Insurance ($1,000,000/$3,000,000) : Capella covers interns for their entire fieldwork experience. If a copy of the certificate is required, the intern must request one from the Capella finance office.

• Site Supervisor Clinical Role: The site supervisor’s decisions for clinical cases on site will prevail.

• Non-direct hours at the site are activities for the development of the intern as a clinician.



Winter 2010

Practicum Faculty Supervisor Contact Information• School Counseling

• [email protected]



Thank you for your time and attention to guiding and training the next generation of clinicians in your community.

• To contact us:

Ron Muchnick


• 612.619.3417

AnnaLynn Schooley


• 888.227.3552 ext. 6137

Harold Abel School of Behavioral Sciences School Counseling Site Supervisor Orientation

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Transcript of Harold Abel School of Behavioral Sciences School Counseling Site Supervisor Orientation