Yale Gordon College of Arts and Sciences

Course Title: Practicum in CounselingCredit hours: 3

Course Number: APPL 703.185Spring, 2017; Mondays 5:30-8 p.m.,

LC 213

Welcome to Practicum! I look forward to sharing this experience as you continue to develop and apply your counseling skills to your work with clients. This course meets the State of Maryland LCPC licensure requirement for a course in Field Experience.

Instructor:Elaine Johnson, Ph.D.

Contact Information:E-mail: eljohnson@ubalt.edu Mailbox: LC 401 Phone: 410.837.6683(o); 240-475-6009(c)

I prefer that students contact me via email. I will make every effort to respond to your inquiry within 48 hours or earlier. If an issue is urgent, please indicate "urgent" within the subject line of the email and I/we will respond as soon as is practical. Cell phone number is to be used to contact me in ONLY in case of an emergency.

Office Hours and Location: M & T, 3:30-4:30 and by appointment. LC 407.

Course Description:

Builds upon APPL 703, Practicum in Counseling, allowing students to practice and integrate counseling skills in campus or community settings. Students accrue at least 100 hours of supervised clinical experience for each credit taken. Course meets professional counselor licensure requirements for field experience in counseling. Prerequisites: APPL 703 and permission of program director.

Student Learning Outcomes:

Upon successful completion of this course, students will be able to:

1. manage anxieties about doing counseling with clients in a clinical setting 2. apply ethical standards to all aspects of the counseling process 3. utilize professional and ethical behavior in all interactions with instructor, clients, peers, and supervisors 4. establish initial rapport and collaborative treatment relationships with clients 5. describe the "process" of your sessions6. design counseling interventions that reflect awareness of stages of clinical treatment 7. apply a theoretical and research base in assessment, conceptualization, goal-setting and treatment planning with clients, both in vivo and in comprehensive written case summaries. 8. apply cultural self-awareness and sensitivity to the client's culture in all phases of the counseling process9. effectively conduct terminations and/or referrals 10. begin to integrate counseling skills with your own personal style 11. maintain records of counseling and supervision hours consistent with licensing and credentialing requirements 12. communicate clearly and professionally, through written case notes and verbal case presentations about your counseling sessions, and also about your development as a counselor-in-training during the semester. 13. maintain records of counseling sessions and communications with referring agencies and other entities in a manner that is consistent with legal, ethical and professional standards

14. incorporate both positive and negative feedback about one’s counseling performance and skills into counseling practice, through an ongoing self-reflective process15. advocate for change of institutional and societal barriers that impede client development 16. as appropriate to the training site, utilize appropriate individual, couple, family, group, and/or systems modalities for initiating, maintaining, and terminating counseling in crisis intervention, and brief, intermediate, and long-term approaches.

Required Course Materials:

A graduate-level personality/counseling theory book of your choice (for use in writing case conceptualizations). (Several on reserve in Langsdale Library).

Cormier, S., Nurius, P.S., & Osborn, C.J. (2013). Interviewing and change strategies for helpers (7th ed.) Belmont, CA: Brooks/Cole. (Excerpts on e-reserve)

Day, S. (2004). Theory and design in counseling and psychotherapy. Boston: Houghton Mifflin. ( Excerpts on e-reserve)

Hill, C. E. (2009). Overview of the Exploration Stage. In Helping skills: Facilitating exploration, insight, and action, 3rd ed. (pp. 79-96). Washington, D.C.: American Psychological Association. (on e-reserve)

Hill, C.E. (2014). Overview of the Insight Stage. In Helping skills: Facilitating exploration, insight, and action, 4 th ed. (pp. 227-240). Washington, D.C.: American Psychological Association. (on e-reserve)

Jongsma, A.E., Peterson, L.M. & Bruce, T.J. (2006). The Complete Adult Psychotherapy Treatment Planner (4th ed.). Hoboken, NJ: Wiley. ISBN-13: 978-1118067864OR, the Treatment Planner suited to your practicum setting (children, adolescents, substance abuse, etc).

Prochaska, J.O., & Norcross, J.C. (2010). Comparative Conclusions. In Systems of psychotherapy: A transtheoretical analysis, 7th ed. (pp. 485-511). Belmont, CA: Brooks-Cole. (on e-reserve)

Reichenberg, L.W., & Seligman, L. (2016). Selecting effective treatments: A comprehensive, systemic guide to treating mental disorders. Hoboken, N.J.: John Wiley & Sons. (on reserve in Langsdale Library)

Yalom, I. (1989). Three Unopened Letters. In Love’s Executioner (pp. 200-226). New York: Harper Collins. (on e-reserve)

Yalom, I. (1989). In Search of the Dreamer. In Love’s Executioner (pp. 245-286). New York: Harper Collins.(on e-reserve)

Recommended Course Materials:

American Counseling Association. (2014). ACA Code of ethics. Alexandria, VA: Author. (May be downloaded from http://www.counseling.org/Resources/aca-code-of-ethics.pdf.

Pipher, M. (2003). Letters to a young therapist. New York: Basic Books.

Teyber, E. & McClure, F.H., (2011) Interpersonal process in therapy: An integrative model. Cengage Learning.

Yalom, I. (2002). The gift of therapy: An open letter to a new generation of therapists and their patients. New York: Harper Collins.

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Course Requirements/Assignments:

You will be performing clinical work in at least two settings as part of practicum, at UB and in a primary training setting, generally off-campus. On-campus class meetings will be held weekly, for a regular 2.5-hour class period during each week of the semester.

We will meet weekly through May 8, except for March 20, which is during spring break. Possibly at mid-term, and also during final exam week (May 15-21), I will meet with each of you individually to discuss your practicum experience . You must have completed your sessions with clients, and thus accumulated your required clinical hours, by class time on May 8.

Our class sessions will generally follow a case consultation format, although some may include didactic instruction. We will assess needs for case consultation at the beginning of every class, and work with the most pressing issues first . You will present cases in a more formal way (see below) on a regular basis.

It is imperative that everyone help create a positive learning environment in the practicum class. In fact, building supportive professional relationships is essential in this class and in the profession. You are likely going experience anxieties and have many uncertainties about your work with your clients (if you don’t, I’ll worry!), and at times you will feel quite vulnerable. Bringing, sharing and "processing" the emotions that arise in working with your clients is an essential part of growing as a clinician. You are expected to bring your fears and vulnerabilities to class, and to help create a mutually supportive atmosphere wherein this is safe for everyone to be open to scrutiny, to receive and utilize feedback (from your clients, classmates, supervisor and me). You will all need to share class time equally. Behavior that interferes with developing and maintaining a positive learning environment will result in action that, as per the UB Student Handbook, may include being directed to leave a class, and being dismissed from the course.

Forms

There is a fair amount of paperwork required in this course (as is required in counseling practice)!! See our course Sakai page, and look under “Files Directory” for required forms.

Counseling Practice and Supervision

Primary training setting. In your primary training setting, you will perform counseling and other related activities as agreed upon by you and your field supervisor. The supervisor must be a licensed practitioner (LCPC, LCSW, Psychologist, LCADC, etc.). Also, I am available, as needed, for consultation by phone, email, or meetings between class sessions. You will spend approximately 22 hours per week on site to accrue the required 300 hours of professional experience at the site. You must also accrue at least 120 hours of client contact (counseling), of which at least 60 hours must be in individual, ongoing sessions. You will complete case notes and other documentation as directed by your site.

Lassen Training Clinic. You will complete at least 4 interviews with “helpees” in the Lassen Training Clinic (“Clinic”). Ongoing sessions should occur once per week.

You will be assigned to meet, for one session, with a graduate student from Dr. Shaffer’s Basic Counseling class (one session -- no extensions allowed!). You may see these students during either BACKUP or ACCESS hours on the Clinic Schedule. (See “Reserving a Room in the LTC” in Files Directory Clinic Forms folder).These sessions will not be recorded and no notes will be made.

CitS and FTC clients. You will meet with these students for 3-5 sessions. The nature of these sessions and supervision will be discussed in class. You will be responsible for scheduling the appointments, obtaining informed consent, attending to privacy and confidentiality issues, and recording all of the sessions in their entirety. These clients must be seen between 1 and 6 p.m. on Tuesdays or Fridays.

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You must write a DAP note for each session (See DAP notes and DAP Note Template in the Clinic Forms folder)

You must complete a full course of sessions with these students during the semester. Failure to do so will result in a failing grade (F) in the course.

Completed DAP notes are stored in our confidential filing cabinet in the storage room of the Clinic. They must be completed in the clinic immediately following your appointment . They should not leave the Clinic -- ever!! The sole exception is to bring them to our class meetings, after which you must return them to the locked file in the Clinic. DAP NOTES ARE DUE THE NEXT CLASS PERIOD AFTER YOUR SESSION.

You are responsible at all times that you are using the Clinic to keep the note storage area locked!

You will present segments of these recorded sessions (with permission of the client) to the class.

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Threats of Harm to Self or Others

If any client ever hints at or shares ideation or passive or active intent to harm self or others, you must seek assistance! For FTP and CitS clients, your supervisor, Gabriella King, should be your first point of contact. She will be on duty in the specified times for these clients.

In the event of a crisis, where it would not be safe for the client to leave the Clinic, seek help from Gabriella immediately! Faculty back-ups are also available to Gabriella.

For any other emergency situation, please call me using my cell number on the first page of this syllabus.

Do not try to assess, on your own, whether a true emergency exists in the circumstances mentioned above (ideation, intent, etc.). It is essential that you seek assistance anytime there is potential for harm.

Legal and Ethical Issues Regarding Competence of Practicum Students

In all of your counseling practice, it is imperative to follow the ethical and legal guidelines of the profession. Some of these are provided here:

As a practicum student, you must be aware that you are responsible for practicing in accordance with the Ethical Code of the American Counseling Association. You are required to meet all of the standards of the Code, which are considered minimum standards. Higher levels of performance than those specified in the Code are what we strive for.

Competence is a chief ethical concern. The Code requires that you not use any counseling technique for which you have not yet developed competence, unless you are being supervised in the use of that technique. Legally, the level of competence that is required is the “standard of care” that is recognized and utilized by other practitioners in the field. By virtue of having passed Basic Counseling class (or its equivalent at another institution if you are a CPCS student), it is assumed that you have developed competence to use those basic skills to establish initial rapport and develop ongoing

collaborative therapeutic relationships with your clients. Nevertheless, you will be supervised on 4

your use of your basic skills, and you must provide your supervisor and instructor with sufficient examples of them that we can provide meaningful feedback to you. ANYTIME that you struggle with rapport-building (and we all do) is the time to consult with your supervisors. (If rapport is not built, you will likely lose the client). Obviously, more advanced skills will require ongoing supervision as well. This supervision will be given by your site supervisor, and by your practicum instructor in our weekly meetings, and at other times as needed.

You should also be familiar with the ethical and legal obligations of supervisors:

1 to provide you with sufficient clients/practice opportunities for you to develop your skills,

2 to provide supervision sufficient to protect the welfare of all of your clients, (This means that a supervisor must be aware of how you are doing and what you are doing with every client.)

3 to require and support your compliance with all legal, ethical, and professional standards,

4 to provide you with regular feedback and evaluation, (You shouldn’t be surprised at the end of the semester.)

5 to teach you therapeutic skills,

6 to address any cultural differences that exist between you that may impede your supervisory relationship in any way, and

7 to refrain from any potentially exploitative dual relationship with you.

8 Furthermore, your supervisors bear legal responsibility for the welfare of your clients. As you will recall from Ethics class, your supervisors are directly liable and vicariously liable for what you do with clients. Direct liability pertains to actions taken by supervisors (like giving you bad advice) that result in harm to your clients. Vicarious liability pertains to supervisors’ responsibility to oversee everything that you do. If you do things that the supervisor is unaware of, the supervisor can still be held liable. This is why it is essential that you bring ALL of your concerns about your clients to your supervisors, and that we have an atmosphere in our class where everyone can share their most scary, vulnerable and embarrassing experiences. (Times that you feel most incompetent are those that we most need to share, and must share). As stated above, it is the responsibility of every member of this class to contribute to building this safe and supportive environment.

******************************************************************************************Log

Keep a log of required sessions. You must complete 120 face-to-face counseling sessions (individual or group) at your practicum site to satisfy the requirements of APPL 708, 60 hours of which must be in ongoing individual counseling (not 1-2 session assessments). All practicum hours must be completed by the end of the University of Baltimore's scheduled semester (in our case, by May 8).

Keep careful records of the type of client contact hours and your supervision hours. Record the number of hours of assessment or intake, individual counseling and group counseling that you do, and the number of clients you see. Also keep track of the hours accumulated in individual and group supervision at your site for the purposes of this course. You will need all of this detailed information for your final evaluations for this course, and will need to submit your counseling hours to a state board with your licensure application. Internship class hours are not counted as supervision hours. Also, you CANNOT count any of your on-site supervision hours toward licensure if you have not yet graduated with your master’s degree.

Supervision

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One hour per week of individual supervision from your on-site supervisor is required in this course.Supervision for your FTC and CitS clients will be from Gabriella King for every session. Immediately following your sessions with these clients you must meet with Gabriella to process the session!! Group supervision occurs in our class, and I will provide additional supervision, as needed. In all supervision, it is expected that you will take initiative to:

1 set explicit goals for your own work2 monitor your progress toward meeting those goals3 seek out and use feedback from peers and supervisors4 evaluate your learning and performance5 assess personal strengths and weaknesses

Your progress on these objectives should be discussed in supervision, in your journal and your final paper .

Readings/Discussion Leading

You are expected to read something each week from our required or recommended reading lists (on p. 2 of this syllabus) or from other sources that you find relevant. Please include your reflections on this reading each week in your journals. Frequently the class will read a common assignment, and students will be asked, in teams, to lead discussion on the topic in the next class.

Presentations

You will share segments of your recordings of sessions with your FTC/CITS clients in class. The focus of these presentations should be on you as a helper, and NOT on your helpee. More detail on this assignment will be given in class.

You will make an informal presentation and lead discussion on a site client of your choice. More detail will be given in class, but this “presentation” will include your evolving conceptualizations and treatment plans.

Case Conceptualization/ Treatment Plan

You will create one comprehensive conceptualization and treatment plan on a client of your choice. More detail will be given in class.

Journal

Keep a journal that chronicles important points in your development that arise from your sessions with clients, meetings with your supervisor, readings and class meetings. Date each entry. You should have a total of 14 entries by the end of the semester. Include situations that challenge you, situations in which you believe you did well, the emotions that you experience about any of these, and anything else that is an important part of your development as a counselor. By the end of the semester, it is expected that you will have written at least once about each of these: your individual supervision sessions, a challenging situation, feedback you received and what you did with it, and feedback that you gave to a classmate and how it was received, all with a focus on your behaviors, thoughts and feelings. Entries should be at least 2 pages per week (typed). Journals will be turned in at midterm and at the end of the semester (May 5).

Final Reflection paper

For your final project, write a reflective paper on your practicum experience. Organize your paper around the five areas in which you have been supervised during the semester:

goals you set your progress toward meeting those goals

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important feedback from peers and supervisors on goal-related activities, and what you did in response to the feedback

your evaluation of your learning and performance your personal strengths and weaknesses as you see them at the end of the semester

The course objectives from Page 1 will also provide areas for your reflection. The paper should be around five pages long, double-spaced. Finally, if not answered yet, address the following questions:

1 How valuable was the practicum experience to you?2 What specific experiences do you think made you stretch and grow as a professional?3 What could you have done differently during your practicum to improve the learning experience?4 Would you recommend this placement to others? Why or why not?

This paper is due before our final individual meeting (finals week).

Individual meeting/s with instructor

I may meet with you, individually, both at mid-term and sometime during finals week. During this/these meetings, be prepared to talk about the most important things that have happened (or not happened) so far!

Attendance Policy:

Attendance in weekly class meetings is required. I hope that you won’t miss any classes (and same for me!) but you may miss two classes without penalty. Two late arrivals (more than 15 minutes), or leaving class early (by 15 minutes on two occasions) constitute an absence. If you miss class or part of a class, please talk to another student to see what you missed. After two absences, your grade will be reduced by ½ letter grade (e.g., A to A-) for each missed class.

Grading Evaluation Procedure:

Please ask your site supervisor to go over the Practicum Supervisor Evaluation with you in your final supervision session. You both must sign this form

Your grade in this course will be determined jointly by me and your field supervisor. Evaluation criteria will include

1 the learning outcomes detailed on the first page of this syllabus 2 the goals that you set for yourself for the practicum experience3 the general expectations put forward in this syllabus 4 the more specific expectations list below, 5 the skills included on the Supervisor Evaluation and Student Self-Evaluation forms (see below)6 quality of written assignments (journals; case conceptualization/ treatment plan)7 quality of presentation on readings and participation in discussion of readings8 personal and interpersonal competencies as discussed below9 and other criteria established at your off-site placement.

All of the skills referenced below are important in being an effective counselor. It is not expected that you have mastered these skills at the outset or even by the end of practicum! (It is not assumed that you have mastered any, at the outset of your first practicum). It is expected that you will learn these skills, and use them, showing improvement (relative to your own level at beginning this course) over the course of the semester, AND that you are able to demonstrate a developmentally-appropriate and acceptable level of professional, counseling, and interpersonal skills by the end of the semester.

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Personal and Interpersonal Competencies

There is a well-established relationship between clinical competence and personal and professional development; therefore, counselor educators have a professional and an ethical obligation to evaluate student development in areas other than academic performance and skills acquisition. ACA (2014), and APA (2010) ethical guidelines require educators to assess and evaluate students’ professional and personal growth and ensure competence in these areas. They include, but are not limited to: 1) interpersonal and professional competence; 2) self-awareness, self-reflection, and self-evaluation; and 3) multicultural sensitivity and awareness in professional and interpersonal interactions. These and related competencies are the basis of semi-annual evaluations that are conducted on all UB counseling graduate students. (See Standards for Counseling Graduate Students, posted on Sakai). The Professional Counseling Performance Evaluation (PCPE) has been adopted at UB to serve as a measure of student progress and deficiencies on the dimensions outlined in the Standards document. The PCPE (posted on Sakai at the end of the Standards document) may be used to evaluate and provide feedback to students in this course on proficiency in communication, counseling skills, ethical practice, and personality or behavior traits that may interfere with providing professional counseling at an acceptable level. A poor evaluation on the PCPE may result in failing this class.

Thus, use of good interpersonal skills and professional demeanor during class time and in all of your counseling duties are important to your grade in this course.

Specific Criteria for Grades

I will use the criteria below in assigning a grade. However, this is a guide, not an exhaustive list or explanation. Evaluations will be based on observations by your instructor and site supervisor of your performance on-site and in the classroom, and of your recorded UB sessions, session notes, conceptualizations, treatment plans, journal, and final reflection paper. Performance will be measured on the Supervisor's Evaluation Form, and possibly on the PCPE. (These documents are posted on Sakai).

A: Progressing at or above the expected developmental level** in regards to use of counseling and professional skills with clients and classmates. Open to feedback and clearly demonstrates an ability to incorporate feedback in an ongoing fashion into one’s counseling performance. Has clearly been successful at incorporating feedback by the end of the semester. All assignments completed fully, in a conscientious, detailed, and timely manner, with attention to ethical standards for practice. Creating and maintaining a positive learning relationship with your off-site supervisor and your instructor.

A-: Progressing at close to expected developmental level, yet one or more of the issues noted above needs increased attention. For example, the student may have worked to incorporate feedback, yet may still need some improvement in a given area. One or two assignments may have been late or completed in a seemingly offhand manner.

B+: Progressing slightly below the expected developmental level. Student may have worked to incorporate feedback, yet needs moderate improvement in this, or in one or more of the other areas noted above, such as consistently turning in assignments in a timely and conscientious manner, relational issues with clients or classmates, or problems with class attendance.

B: Progressing somewhat below the expected developmental level. Student may have worked to incorporate feedback, yet needs substantial improvement. Usually, a grade of “B” will be warranted if the student has demonstrated more than one of the issues noted above or moderate problems with class attendance.

B-: Progressing significantly below the expected developmental level. Student may have failed to attend to and incorporate feedback on numerous occasions, may be showing significant counseling skills and/or professional behavior

deficits, and/or may have failed to demonstrate noticeable growth over the semester. Relational

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problems with classmates, instructor, supervisor, and/or clients or significant problems with class attendance, immersing self in the learning process, handling of notes and records or deficits in self-reflection or self-awareness may exist.

C and lower: Practicum requirements not met. For example, a full 40 hours of counseling face-to-face experience (with at least 20 hours of individual) may not have been met. Other examples of this level of work may include problems with one’s counseling performance, relationships with peers, supervisor or instructor, self reflection and awareness, class attendance, or unprofessional handling of records.

F: Severe problems with counseling performance, relationships with peers (severely limiting/compromising, or damaging, the supportive atmosphere necessary for group supervision), failure to create and maintain a mutually respectful and positive relationship with site supervisor or practicum instructor, inability to reflect on one’s own role in problems in relating to clients, peers, instructor or supervisor and modify one’s behavior in these situations; missing more than 5 practicum class meetings.

In addition, evidence that a student has made a clinical error with a client, resulting in treatment that is questionable with regard to the accepted “standard of care” that is not reported as soon as possible to the supervisor and practicum instructor may result in an automatic grade of F in the class.

** "Developmentally appropriate" expectations appear below.

The following skills should show ongoing development in the first practicum:

1. Develop rapport with clients. Demonstrate empathy. Use Hill's Stage 1 skills consistently and well.

2. Willingness to share your anxieties, vulnerabilities and concerns about your work with clients. Be supportive of classmates, and in so doing, help create a safe and positive atmosphere for learning in the classroom

3. Demonstrate openness to feedback and ability to incorporate feedback into ongoing work with clients.

4. Conceptualize client's problems from a comprehensive assessment and from a theoretical perspective

5. Formulate treatment plans from a theoretical perspective, and from a research base, that include consideration of social/cultural aspects of the client’s situation. The readings from CNO and use of Reichenberg and Seligman, and the Treatment Planner should be very helpful to you in doing this, but use careful and critical thinking in selecting from the possible treatments that are offered.

6. Increasing awareness of possible transference and countertransference dynamics that occur in counseling. Continually engage in a process of self-reflection and self-awareness about skills, attitudes, strengths, vulnerabilities, and transference/countertransference phenomena.

7. Remember that: 30% of counseling outcome is due to the quality of the therapeutic relationship

15% due to hope/expectancy 15% due to theory/technique 40% due to client factors

Source: Lambert, M.J. (1992). Implications of outcome research for psychotherapy integration. In J.C. Norcross & M.R. Goldfried (Eds.), Handbook of psychotherapy integration (pp. 94-129). New York: Basic Books.

Second Practicum and Beyond: All of the above with more emphasis on #4-7.

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Tentative Course Schedule:

DATE TOPIC DUEPrior to First Class

1. Finalize contract with your site supervisor. Schedule your weekly 1-hour individual supervision sessions with site supervisor. 2. Read Day, pp. 2-5 and respond to reflection Questions/Exercises 1, 2, & 3 3. From the “Packet for Class 1” in the Files Directory of Sakai, complete:

Practicum Student Self-Eval PRETEST – SAVE!! Student Activity Trip Release and

Indemnification Form UB Student Liability Insurance Form

4. If working with clients under age 18, and you have not done so, initiate a background check—see Sakai document for instructions. You must arrange this on your own as soon as possible, but definitely before you see any clients under 18.

1.30 1. Introductions/Strengths2. Nuts and bolts2. Empathy3. Goals4. Assessment and Conceptualization

1. Bring all of the above documentation to class. SAVE!2. Review Practicum Site Information Form, if at a new site for UB students You may begin seeing clients at your site only after our first class.

2.6 1. Supervision2. Assessment and Conceptualization (cont’d)3. Your cultural worldview

1. Download, print, read, bring to class “Supervisee Rights and Responsibilities” (in Packet for Class 1)2. Day, pp. 5-7 and jot down 3 questions (as per pp. 6-7)

2.13 Assessment & Conceptualization – Rogers’ Person-Centered Therapy

1. Read Yalom, “Three Unopened Letters” – on e-reserve 2. Read Hill (2009), pp. 79-88 3. Bring a ½-p. paper or list of bullet points applying at least three theoretical constructs from Person-Centered therapy to the etiology of Saul’s problems4. Think about one other theory from which Saul’s problems could be conceptualized & be ready to discuss.

2.20 Assessment & Conceptualization – Behavior Therapy

1. Read CNO, Ch. 6, pp. 189-198. 2. Bring a 1-page response to questions 1-3 on p. 198

2.27 Assessment & Conceptualization – CBTCultural Considerations

1. Read CNO, Ch. 6, pp. 199-218

3.6 Assessment & Conceptualization –Psychodynamic

1. Read Hill (2014), Ch.11 pp. 228-2402. Read Yalom, “In Search of the Dreamer”- on e-reserve3. Bring a ½-page paper of list of bullet points applying at least three theoretical constructs from Psychodynamic therapy to the etiology of Marvin’s problems.4. Think about one other theory from which Marvin’s problems could be conceptualized & be ready to discuss.

First Half of

1. Journal 2. Prepare for weekly check-in.3. See your 606 “helpee”4. Attend training on SDS/career counseling

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Semester

5. As assigned, begin seeing your FTP/CitS client, write DAP notes, turn in DAP notes in the next class6. In-class presentation of FTP/CitS session/s7. Begin comprehensive assessment and conceptualization for one of your clients. 8. Informally present this information to the class. Hand in a Web From L describing a session with this client, a “chalkboard” conceptualization diagram, and a CCF (in progress).

3.13 Midterm

1. Hand in journals from the first half of class (7 journal entries) – Save returned copy!2. Mid-term meetings (possible)

Second Half of Semester

1. Presentations continue on UB session of client for conceptualization/treatment plan (Conceptualization should continue to be updated & completed)2. Read CNO, Ch. 9, pp.319-324 for conceptualization & Treatment Plan3. Read from theories text to complete theoretical part of conceptualization form.3. Read relevant chapter from Reichenberg & Seligman to incorporate into treatment plan. (on reserve)3. Complete a Treatment Plan Form (Packet for Class 1)

3.27 or ??

Theoretical Orientation/Integration 1. Read Prochaska & Norcross excerpt on e-reserve2. Bring in ½-page paper or bullet points applying ideas from reading to your conceptualization/treatment plan client

?? Evidence-based practice in treatment planning

Read CNO, Ch. 9, pp. 326-332. Bring in ½ -page reaction paper

?? Cultural Considerations in Treatment Planning

Read CNO, Ch. 9, pp. 332-339Bring in ½-page reaction paper

?? Collaboration in Treatment Planning Read CNO, Ch. 9, pp. 339-344. Bring in your thoughts.5.8 -- Last Class

Wrapping up! Turn in:1. Practicum Student Self-Evaluation PRETEST and POSTTEST2. Course Reflection Paper3. Journals from both first and second half of class (original 7 entries w/ feedback included and 7 NEW journal entries)4. Termination of Practicum Agreement (signed by you and site supervisor) IF you will continue seeing site clients over the summer.5. Session log

5.15 (about) Finals Week

1. Have your final meeting with instructor2. Hand in your Practicum Site Supervisor’s final evaluation of you3. If you wish, you may turn in a copy of the Supervised Clinical Experience Documentation Form at the end of the semester so that UB can keep a copy on file. Keep the original, notarized form in a very secure place, as you will need this document when you apply for licensure.

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The instructor reserves the right to amend or change this syllabus at any point.

UB Policies and Procedures

Academic IntegrityThe A ca d e m i c I nt e gri t y P ol ic y for the Univ e rsi t y of B a l t i m ore provides information regarding plagiarism. Incorrect use of other individuals’ work will likely result in plagiarism charges, which can lead to a failing grade on an assignment, a failing grade in the course, or even suspension from UB. Not understanding the definition of plagiarism or improper attribution are not excuses for failure to abide by originality requirements in this or any other course.

Student Rights and ResponsibilitiesThe University’s policy on S tudent R i g hts and Responsib i l i t i e s can be found in the UB Student Handbook.

The University of Baltimore is a community comprised of students, faculty, administrators, and staff who share a commitment to learning. Exceptional academic honesty is essential to the university’s mission of learning, scholarship and integrity. We believe:

Honesty is the foundation of personal integrity. Honesty promotes substantive learning. Honesty validates the recognition of scholarly achievement. Honesty demonstrates respect for the work of others and enables effective cooperation.

All members of our community share responsibility for actively fostering academic honesty, actively discouraging academic dishonesty, and engaging in ongoing discussion of activities that may violate the spirit of honesty.

Plagiarism TutorialUB’s pla gi arism t utorial

TurnitinAs a part of an institution-wide effort to ensure the originality of student work, the University of Baltimore licenses Turnitin, a commercial text-matching service that analyzes students’ submissions against its own archive of student papers, articles, and web sites to report on student originality and identify possible plagiarism. All UB faculty members reserve the right to use this or other measures to evaluate your work for originality and proper attribution.

Accommodations for Students with Special NeedsThe University of Baltimore’s Center for Educational Access ensures that all UB students can achieve their academic potential unhindered by any disabilities. If you have a documented disability (either temporary or permanent) that requires accommodations, please contact the CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities Center for Educational Access .

Code of ConductStudents are expected to maintain a high standard of conduct. Since the university's role is to provide the best possible atmosphere for learning, individuals who violate its rules or regulations are subject to discipline. To the extent described in the Code of Condu c t , the president of the university delegates authority over student discipline to the provost and the associate vice president for student affairs.

Grade ChallengesStudents have the right to a grade based on their actual course performance as compared to an articulated standard that is applied to all those taking a course. Each instructor must therefore be able to articulate a uniform, identifiable standard that is applied in calculating any part of a student's course grade. That standard must relate to the course syllabus, academic instruction, and the assignments and materials that were provided to the class. P ol i c ies a nd

p r o c edur e s r e lat e d to gr a de c h a l l e n g e s

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(click on grading challenges)

Incomplete Grades and Requests

Please note: Incompletes are not allowed for this course.

Mid-Semester Progress Reporting for UndergraduatesMid-Semester Progress Reports will be issued for all undergraduate students halfway through the semester. You will be issued an S/Satisfactory – which means you are passing the class with a C or better; an NS/Not Satisfactory – which means your grade is a C- or lower; or an FA/Failure due to absences. If you are in the NS or FA categories, you should contact your professor and advisor to discuss ways to improve your performance before it is too late.

Privacy ActPublic Law 93-380 (Family Educational Rights and Privacy Act of 1974, also known as the “The Buckley Amendment”) provides certain rights to students (and, in some cases, parents) concerning access to educational records. For more specific information on your privacy rights, visit the FERPA for Students website.

Title IX Sexual Harassment and Sexual Misconduct PolicyThe University of Baltimore’s Sexual Harassment and Sexual Misconduct policies are compliant with Federal laws prohibiting discrimination. Title IX requires that faculty, student employees and staff members report any known, learned or rumored incidents of sex discrimination, including sexual harassment, sexual misconduct, stalking on the basis of sex, dating/intimate partner violence or sexual exploitation and/or related experiences or incidents. P ol i c ies a nd p r o ce du r e s r e l a ted to Title I X a nd U B ’s nondis c rimin a t i on pol i c ies

UB Resource Centers for Students

Academic and counseling resources for students include but are not limited to:

A c h iev e m e n t and L e a rn i n g C e n t e r Academic Center 113 a lc @ ub a l t . e du 410.837.5383Make an appointment at the ALC

The ALC is a free resource for all UB students and offers support in three ways: A tutor or study facilitator may be available for this course, either on-campus or online. Assistance in a

variety of computer skills may also be available. Learn more about tutoring, or stop by AC113. Writing consultants can work with you one-on-one to improve your papers and provide suggestions for

revisions. Writing consultants provide feedback on anything you're writing for UB courses at any point in the writing process, from getting started to final editing. You can also submit to the Online Writing Link through the MyUB portal to receive audio MP3 feedback; look for the OWL icon.

To gain a competitive edge in the classroom or the workplace, make an appointment with the ALC Learning Consultant. Consultants work with students on goal-setting, time management, efficient learning strategies, working in teams, oral presentations, and exam taking. They can help you develop a personalized "master plan" for accomplishing your goals.

C e n t e r f or E du c ational A cce ss Academic Center 139 cea @u b a l t . e du 410.837.4775

The University of Baltimore’s Center for Educational Access ensures that all UB students can achieve their academic potential unhindered by any disabilities. If you have a documented disability that requires

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accommodations, please contact the CEA. The center provides reasonable and appropriate accommodations for students with documented disabilities.

Cou n s e l in g C e n t e r Academic Center 111 c ouns e l i n g @u b a l t . e du 410.837.5159

The Counseling Center delivers mental health services to UB students, promoting personal growth and assisting students with personal, social and academic concerns. Services include: individual counseling; group counseling; psychiatric referrals; consultation with faculty and staff to address student concerns; outreach programs; crisis intervention.

Note that this is neither a secure nor confidential email address. It also is not an emergency contact. If you are experiencing an emergency: dial 911, call the UB Police Department at 410.837.4444, or report to your nearest emergency room.

D e an of S tu d e n ts a n d O f fi c e of Co m m un ity L i fe Academic Center 112 c om m uni t y l if e @ub a l t . e d u 410.837.4755

The Office of Community Life and the Dean of Students provides students with the knowledge, skills and support necessary to become successful members of the UB community. The office encourages responsible decision making and community development through its services and programs and offers support and guidance to anyone with questions or concerns about university procedures or who are facing a personal difficulty.

Langsdale LibraryR e f ere n c e & I n st r u c ti o n Li b r a r ia n s

Learning Commons 3rd Floor lan g r e f @ u b a l t . e du 1.888.LANGREF or 410.837.4274

Reference and Instruction Librarians help students develop core information literacy skills, improving their ability to locate, evaluate, and use information as independent, life-long learners. In addition, librarians meet regularly with students in one-on-one and small group settings to provide guidance as students work through various aspects of the research and writing process, such as topic formulation, search strategies, and the evaluation of sources. You can contact the Reference & Instruction Librarian “on call” at the Reference Desk at Langsdale Library by phone, email, instant messaging, and in person. In addition, you can get reference assistance even when the library is closed through Langsdale’s partnership with Maryland AskUsNow!’s chat service.

Un i v er sity P ol i c e Charles Royal Bldg. 200ubpol i ce d e p a rtm e nt@u b a l t . e du 410.837.5520

EMERGENCY PHONE: 410.837.4444 Relay users dial 7-1-1

From time to time, the weather, power outages, and other factors play a role in the daily life of the UB campus. Emergency announcements will be communicated via: the U B home p a g e ; campus emails (to UB email addresses); the emergency notification phone line (410.837.4201); local media outlets; and the emergency Campus Text Alert System. Students, faculty and staff are strongly encouraged to register for this emergency notification system. Once registered, you will be alerted to any emergency on campus regardless of where you are - on, off or on route to campus. Sign up

for the Campus Text Alert System through the tools in the MyUB portal.

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S a k ai S upp o r t ubs a k a isupport@ub a l t . e d u 1.855.501.0856

Having trouble with Sakai? Call or email UB Sakai Support. You’ll speak with a real person who can help you with your problem or create an incident report for following up with your professor.

Of f ice of T ec hn ology S er vic e s Academic Center 101 ca l l ce nt e r @ ub a l t . e du 410.837.6262OTS provides technology support to the UB community.

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