UNIVERSITY OF WISCONSIN-WHITEWATER Fall 2011 Post-Master’s Counseling Internship COUNSED797 Wednesdays, 9:00 – 11:30 am WH3002E Contact Information: Brenda Rust O’Beirne, PhD Office: Winther Hall 6047 5:30 pm E-mail: obeirneb@uww.edu Office phone:262-472-1452 Home phone: 608-868-4496 Dept office: 262-472-5426/Fax: 262-472-2841 Office Hours: Mondays: 10:00 am - noon 4:15 – Thursdays: 2:00 - 5:00 pm And by appointment! Our conceptual framework, The Teacher is a Reflective Facilitator (here reflecting the work of a counselor), is the underlying structure in our teacher preparation program at UW-Whitewater This structure gives conceptual meanings through an articulated rationale to our operation It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty scholarship and service, and unit accountability In short, our teacher education program is committed to reflection upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry (research/scholarship) and assessment Therefore, all syllabi pertaining to courses required for licensure reflect commitment to these underlying principles Course Description: The Post-Master’s Counseling Internship is an opportunity for students to apply concepts and skills in field counseling settings Students are place in internship settings which are compatible with the individual student’s experiences, competencies, and career goals Students work with clients under the supervision of a qualified field staff member in the setting and the university counselor education staff Preq: All required coursework must be taken prior to or concurrent with the internship Recommended Text: Eriksen, K & Kress, V E (2005) Beyond the DSM story: Ethical quandaries, challenges, and best practices Thousand Oaks, CA: Sage Publications Additional readings will be shared in class and on D2L Course Philosophy: As your teacher and supervisor, I see my role as a reflective practitioner and constructive facilitator We will work collaboratively in the learning process, to discover new meaning and to integrate old understandings Learning is a constant process of construction with which we are all involved actively Because we create meaning in our own ways, our constant and intimate connection with that learning is critical to our growth I will challenge you to work toward congruence in your knowing, doing and being Course Objectives/Anticipated Student Outcomes: In each semester, the student will: Complete 150 on-site hours per semester (for a total of 300 clock hours for the year) as described in Course Requirements (CACREP 2009, III, G.) Provide 60 hours, per semester, of direct service (for a total of 120 hours for the year) appropriate to your program of study (CACREP 2009, III, G.1) for which audio and/or videotapes will be made and evaluated (CACREP 2009, III, G.5) Engage in weekly supervision with the on-site supervisor (CACREP 2000, III, G.2) and obtain written evaluation (CACREP 2009, III, G.6) Engage in weekly supervision with the faculty supervisor (CACREP 2009, III, G.3) and obtain written evaluation (CACREP 2009, III, G.6) Demonstrate competencies in the use of various theoretical counseling approaches, techniques, and skills in working with diverse cultural populations (CACREP 2009, III, E & F) Engage in professional activities relevant to the professional setting in terms of indirect service (CACREP 2009, III, G.4) Gain professional experience in the use of professional resources, including assessment instruments, technology, media, and professional literature and research (CACREP 2009, III, G.4) Effectively counsel with clients in a manner that facilitates the developmental and social needs of the clients Analyze and evaluate one's own personal strengths and weaknesses 10 Construct personal approach to counseling (on-going process) with paper resulting late in the spring semester 11 Recognize and work within professional and personal limitations 12 Use referral resources when necessary and appropriate 13 Understand and perform counseling duties within the ethical standards of the American Counseling Association and the student’s professional focus 14 Attain and demonstrate competency in all 23 program objectives as outlined in the Student Handbook 15 Build personal and professional confidence and competence Course Requirements: Students are expected to spend 10 hours per week in the internship setting on internship related activities Participation for the first semester is to go through December 23rd Alternate starting and ending dates may be approved relative to a given internship setting (CACREP 2009, III, G) Students are required to obtain a minimum of 120 contact hours (direct service) for the academic year These hours are to be recorded on weekly and monthly logs that will be submitted electronically at the end of each week (Fridays) Students are expected to acquire a minimum of 50 contact hours for the first semester (CACREP 2009, III, G.1) A self-assessment is important as you begin the supervised internship (the selfassessment that has been used in principles, group, and practicum will be utilized again to aid in the process of goal formation) A brief paper (2-3 pages) addressing your personal and professional goals is due on September 21st (to both your site and academic supervisor); additional discussion and definition will be provided in the first class We will process these goals in class and review them during the first site visit involving intern, site and university supervisors Students are encouraged to record (video or audio) as many sessions (individual, group, outreach) as possible during both fall and spring semesters For the fall semester, two tapes will be submitted for review; the first tape is due to the academic supervisor no later than October 19 Narrative feedback will be provided by the instructor The second tape will be due no later than November 16 and will be reviewed by a fellow student in the internship group These tapes are in addition to the case presentation described below If recording is not possible at your site, we will make arrangements for in-person observation/supervision Each student will have the opportunity to two case presentations during the weekly seminar/group supervision (class) during the academic year (one each semester) The specific format and expected outcomes will be discussed in detail in class; you may choose to include a recorded segment (while that is not required, it is encouraged) At a minimum, you are expected to discuss the following: (CACREP 2009, III G.5) a.A brief summary of the client’s history (including background information) b Client’s presenting problems/needs c.Counselor’s hypotheses d Counselor’s concerns e.Counselor’s goals for that particular session and if attained f Counselor’s understanding of how this session gives direction to future sessions g Counselor’s needs for specific feedback from group The review provided by letters A to G should be typed and copies made available to other class members to enable them to participate actively in providing feedback to the presenter Times of individual presentations will be arranged **Students are expected to complete either an in-service workshop for internship setting staff or a research and evaluation project appropriate to the setting during the academic year **Students are expected to plan, design, and implement group counseling experiences during the internship year **Numbers and are usually implemented during the spring semester, with much planning done in the fall semester We’ll discuss in first class Your site supervisor will your weekly face-to-face supervision (CACREP 2009, III G.2) In addition, each student will be involved in at least two individual supervisions with the academic supervisor (usually during the site visits) Times will be arranged Attendance and active participation in the class, plus sharing your ideas and questions actively with the group (CACREP 2009, III G.3) Your consultation with peers is an important part of your overall learning 10 There will be two conferences/meetings with the student and the site supervisor(s) and academic supervisor during the fall semester to discuss student’s progress relative to his/her internship goals and the course requirements Times will be arranged In addition, it is expected that all interns and supervisors will participate with the Supervision Summit on September 30 (special invitation should have come to your home address via mail) Because attendance is expected at the Supervision Summit, we will not meet as a class on Wednesday, September 28 11 Each student will share a short presentation (30-40 minutes) with the internship class during the academic year; the presentation will be related to counseling issues of interest to interns in our group (e.g “crisis intervention,” or “working with a depressed client” or “treatment planning”) As a group we will brainstorm counseling issues that are important to address as a group Note that this is a one-time presentation that can be done in fall 2011 or spring 2012 12 During the spring semester (date to be determined later) there will be an opportunity to articulate (in writing) your personal approach to counseling We will have more discussion as a group about this written work 13 Obtain liability insurance, if not already covered Students are covered under the university malpractice/liability insurance Students are strongly encouraged to seek liability coverage via http://www.counseling.org/CouGnselors/ or visit http://www.acait.com/ Methods of Instruction: Internship provides a unique opportunity to integrate knowledge and skills while providing service to clients in diverse settings Consultation, peer feedback and self-assessments will be important in the on-going construction process Students will help to shape the format and content important to their learning Research and assigned readings will emerge in that process Focused discussions and guided discovery will be primary methods of instruction Methods of Evaluation: Evaluation and grading of the student will be an ongoing process conducted by the university supervisor in consultation with the on-site supervisor and through regular meetings with the student The final semester grade (S/NC) will be based upon: The successful completion of the above requirements Demonstration of noticeable progress in counseling ability as observed by the site supervisor(s) and the instructor Site supervisors will use agreed-upon evaluation tools to provide feedback (CACREP 2009, III G.6) University Policies Regarding Academic Misconduct, Student Religious Beliefs, and Absences: The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination, and Absence for University Sponsored Events (For details, please refer to the current UW-Whitewater Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; the “Student Academic Disciplinary Procedures” (UWS Chapter 14) For more details, see the Provost’s website at http://acadaff.uww.edu/OnlineSyllabiMandinfo.html The department supports the codes of ethics published by all professional counseling organizations Internship is intended to be an integrative experience – pulling together coursework and other learning in a way that helps you deepen your understanding of yourself as a counselor You willingness to share and risk will be essential to your growth Your active participation and sharing with our internship group will be encouraged and expected and supported and challenged Together we can create great learning and understanding that will benefit all of us – and our clients ... and expected outcomes will be discussed in detail in class; you may choose to include a recorded segment (while that is not required, it is encouraged) At a minimum, you are expected to discuss... information) b Client’s presenting problems/needs c .Counselor? ??s hypotheses d Counselor? ??s concerns e .Counselor? ??s goals for that particular session and if attained f Counselor? ??s understanding of how this... session gives direction to future sessions g Counselor? ??s needs for specific feedback from group The review provided by letters A to G should be typed and copies made available to other class members