This syllabus outlines the goals and objectives for the second semester of Practicum (PSY 436.02), along with course requirements, readings and topics (with links to selected web sites), and grading procedures.  We will discuss mutual expectations at length in seminar and supervision and review them periodically.  If you have specific professional aims that you would like to pursue this semester, please consult your supervisor, instructors, advisor, or any member of the Clinical-Counseling faculty.

I. PROFESSIONAL GOALS

A.  Three levels of performance evaluation

1. Making greater than expected progress for this stage of training.
2. Making expected progress for this stage of training.
3. Making less than expected progress for this level of training.

B.  Seven categories of therapeutic competence

1. Ability to sustain a therapeutic relationship.
2. Ability to extract relevant clinical data and inferences.
3. Ability to synthesize clinical data (i.e., conceptualize).
4. Ability to select, administer, and interpret psychometric instruments and diagnostic data.
5. Ability to generate conceptually based treatment goals.
6. Ability to articulate one's counseling/psychotherapy orientation.
7. Ability to acquire a deeper working knowledge of relevant theories and to apply different theoretically based methods and
    techniques systematically and proficiently.

C.  Preparedness, openness, and self-initiation

1. Demonstration of preparedness in large group, case presentations, small-group supervision, and individual supervision.
2. Demonstration of interest in self-development as a clinician.
3. Openness and integration of feedback (e.g., strengths and limitations).
4. Appreciation of one's impact on clients, peers, and others.

D.  Professionalism

1. Performance of professional duties and obligations consistent with professional ethics and legal considerations.
2. Awareness of and appropriate application of ethical principles and codes of conduct as they relate to clients, colleagues,
    supervisors, and other professionals.
3. Alertness to and appropriate response to personal problems or issues as they may affect professional functioning and initiative in
    seeking appropriate consultation and assistance.

E.  Overall contribution to large-group seminar and discussions

F.  Overall contribution to small-group supervision and discussions

G.  External placement evaluation

II.  Course requirements

A. Attendance - 4 hours per week

We expect you to attend every class.  Tuesdays will entail seminar led by faculty on a semi-rotational basis; Thursdays will be devoted to small-group supervision where, among other things, you will have the opportunity to examine specific topics of interest.  Individual weekly supervision will be arranged with your supervisor.  Excessive lateness or absences, whether legitimate or otherwise, are unacceptable.  Excessive lateness or absences may lower your grade for the course.  Likewise, it is not appropriate to leave class or supervision early because of obligations which begin afterwards; we will end class promptly.  As a courtesy, kindly notify your colleagues, instructors, and/or supervisor of any anticipated
lateness or absence.

B. Active participation in seminar and small-group supervision

Seminar and small-group supervision consist of groups of advanced students who study under professors with each student exchanging ideas through reports and discussion.  In seminar and small-group supervision, professors serve as facilitators rather than as leaders.  As practicum trainees, you should be prepared to study, understand, and modify human functioning.  Therefore, we expect you to prepare for and contribute to discussion in seminar and small-group supervision meaningfully and often.  Active participation facilitates learning and professional growth.

C. One case presentation

Each student will make one case presentation.  The presentation format (Stevens & Morris, 1995) for this semester will emphasize systematic treatment and allow everyone to prepare for each presentation.  We expect you to write a brief (e.g., 3-5 pages), but complete, case conceptualization which selectively incorporates relevant clinical data (i.e., goals for the case conference, background
data, presenting concern(s), verbal content, verbal style, nonverbal behavior, client's affective experience, therapist's experience of the client, client-therapist interaction), test data and supporting materials, diagnosis, ethical considerations, inferences and assumptions (i.e., theory), short- and long-term goals of treatment, interventions, and evaluation of outcomes, as well as a list of useful references. Your conceptualization and reference list should incorporate relevant reading assigned for this course.  For example, if you are presenting a client with a distinctive ethnic background, material from a corresponding chapter(s) of McGoldrick et al. (1996) should be included.  Likewise, if you are conducting brief therapy, you should make use of selected materials distributed in class.

Please distribute copies of the case conceptualization at the end of the class period immediately preceding the date that you are scheduled to present.  You will have the first 30 minutes of seminar to interpret test results, support your diagnosis, identify relevant ethical issues, elaborate on inferences and assumptions, identify treatment goals, describe actual or planned interventions, and evaluate outcomes.  We will devote the next 30 minutes of seminar to a "roundtable" discussion of the case which should center on the conceptualization (with issues related to ethnicity highlighted, if relevant), treatment plan (with attention to the dilemma of conducting brief therapy with clients whose concerns and issues are not well-suited to that approach), interventions, or other specific goals identified at the outset by the presenter.  We welcome the sharing of clinical experiences with similar clients.  We urge everyone to provide the presenter with written feedback by the next class period that highlights the strengths and weaknesses of the data, conceptualization, interventions, and stylistic features of the case; we encourage you to review this feedback with your individual supervisor and to solicit additional feedback as needed.

D. Family Ethnicity Exercise - February 17th

You are required to read the chapter(s) in McGoldrick et al. (1996) that correspond(s) to your familial heritage.  It may be necessary to read more than more chapter if your family background is of mixed heritage (e.g., German-Jewish).  Pay attention to the similarities and differences noted in the text with regard to your own familial values and roles.  Note how your family does or does not follow the presented material, the possible conflicts of values, and expression of affection, beliefs, etc.  Think about your development within your family structure and in the greater context of ethnicity and culture.  How do your experiences within these contexts influence your work as a therapist?  Be prepared to share your ethnicity and discoveries with the class.  Furthermore, be prepared to enter into a class discussion of the differences among ethnicities represented.

E. Regular meetings with supervisors - 4 hours per week

We expect you to use individual and small-group supervision to raise questions and explore issues that pertain to clients.  These questions and issues may be case-focused or trainee-focused, specific or general, conceptual or pragmatic.  For supervision to be maximally effective, you must obtain consent to record all sessions with SCS clients, review these audiotapes, provide your Psychology Department supervisor with at least one tape prior to individual supervision, and take a proactive stance.  Although we will evaluate the supervision at your external placement, the format and focus of that supervision will be determined solely by your external supervisor and you.  Because each of you differs in terms of history, personality, needs, and level of professional development, because supervision is necessarily tailored to each trainee, and because there is no uniform or prescribed way to supervise, the nature of individual supervision will likely vary among you.  Goals and expectations regarding the content and process of both individual and small-group supervision should be negotiated in detail at the outset.  We encourage you to clarify the relationship between supervision and seminar with your supervisor and instructors.  Group supervision at the SCS will again be offered on Thursdays at noon and will not be evaluated; this represents another opportunity to focus on professional topics of interest.  It is also possible that we may invite some of you to participate in additional individual supervision and/or counseling/psychotherapy in order to enhance your clinical competence and/or resolve personal issues that interfere with your therapeutic effectiveness.

F. Audiotaping each session with every client

G. Prompt completion of agency paperwork and record maintenance

H. Compliance with ethical, legal, and agency regulations

I. Maintenance of caseloads at Student Counseling Services (3 clients) and external placement site (at least 4 clients)

III.  Readings

McGoldrick, M., Giordano, J., & Pearce, J. K. (Eds.). (1996). Ethnicity and family therapy (2nd ed.). New York: Guilford.

Plante, T. G. (1996). Ten principles of success for psychology trainees embarking on their careers.
     Professional Psychology: Research and Practice, 27, 304-307.

Stevens, M. J., & Morris, S. J. (1995). A format for case conceptualization. Counselor Education and Supervision, 35, 82-94.

We will recommend additional readings in seminar and supervision.  We also encourage you to visit the library.

IV.  Schedule of topics and readings for large-group seminar (small-group supervision will take place on Thursdays from
        9-10:50 a.m.)

1/13:  Orientation to Practicum: Spring 2004 - Drs. House, Ness, Schneider, and Stevens
          Licensure and Job Search
          Plante (1996)
1/20:  Brief Therapy - Dr. House
1/27:  Brief Therapy - Dr. House
          Multicultural Counseling/Psychotherapy
2/3:    Multicultural Counseling/Psychotherapy -  Dr. Ness
          McGoldrick et al. (1996) - Chs. 1, 2, 4
2/10:  Multicultural Counseling/Psychotherapy - Dr. Schneider
          McGoldrick et al. (1996) - Chs. 10, 16, 24
2/17:  Multicultural Counseling/Psychotherapy - Dr. Stevens
          McGoldrick et al. (1996) - Ch. 29, 41, 44
           Family Ethnicity Exercise (read the chapter(s) in McGoldrick et al. (1996) that pertain(s) to you)
2/24:  Case Conceptualization - Dr. Stevens
          Stevens & Morris (1995)
          Sample Presentation
3/2:    Student Presentations -
3/16:  Student Presentations -
3/23:  Student Presentations -
3/30:  Student Presentations -
4/6:    Student presentations -
4/13:  Student Presentations -
4/20:  Student Presentations -
          Updates on Previously Presented Cases  
4/27:  Open Class - Topic to be Announced
5/3:    Final Exam (at 10 a.m.) - Drs. House, Ness, Schneider, and Stevens
          A final exam will NOT be scheduled for this course; instead, we have planned to process your experiences of practicum and
          the program in general as you prepare for graduation and matriculation into either doctoral training or professional practice.

V.  Grading

Your supervisor at ISU has primary responsibility for determining your grade as he or she will have the most extensive knowledge of your performance, particularly with individual clients.  However, the formal and informal feedback of other instructors about the quality and quantity of your seminar performance, the supervisor at your external placement, and professionals with whom you have contact will be incorporated into a grade for the semester. The grade itself will reflect the attainment of higher standards of
proficiency in professional counseling/psychotherapy that we expect of you in the second semester of practicum as well as progress that you demonstrate relative to your level of skill at the outset of the semester. Unlike the first semester of practicum, seminar participation will contribute more substantially to your grade for the course.  Typically, systematic, written and verbal performance feedback is provided midway through the semester and again at semester's end.  However, we invite you at any time to discuss your progress with your supervisor and clarify any concerns about how your performance may translate into a grade.

A:  Performance above expectations in areas A, B, C, and D noted above, and as expected in areas E, F, and G.  We will apply this grade sparingly to recognize those whose proficiency is exceptional and/or progress is above expected.

B:  Performance at expected levels in all areas (i.e., A-G) noted above.  This grade represents our determination that you have shown an acceptable level of proficiency and made expected progress.  Typically, we will qualify this grade with specific recommendations for continued education and/or training following graduation.

C:  Performance below expectations in one of the seven areas noted above.  We will apply this grade when, in spite of sincere, conscientious effort, a trainee is deficient in a key professional area (see Professional  Goals) and/or when progress is less than expected.

INCOMPLETE:  We will give this grade when a trainee is progressing but has not yet attained a level of proficiency commensurate with a grade of B, or when a trainee has not had enough contact with clients to be assigned a letter grade. We will also use this grade when a trainee is unable to work effectively with clients due to transitory personal concerns of his or her own.

D:  Performance below expectations in more than one of the seven areas noted above.  We will apply this grade when, in spite of sincere, conscientious effort, a trainee is deficient in multiple professional areas (see Professional Goals) and/or when progress is markedly less than expected.

F:  Performance below expectations in a majority of the seven areas noted above.  We will apply this grade when, in spite of sincere, conscientious effort, a trainee is deficient in most professional areas (see Professional Goals) and/or when progress is profoundly less than expected.  This grade will also apply to students who make a major or repeated ethical violations, are unable to benefit from supervision or feedback, cause harm to their clients, or show gross disregard for agency requirements and guidelines.
 

Any student in need of a reasonable accommodation for a documented disability should contact Disability Concerns at FEL 350 (438-5853 - voice or 438-8620 - TDD).  If you suffer from public speaking anxiety, the Student Counseling Services can assist you.  The SCS is located in the SSB 320 (438-3655).