Transcript Slide 1

Harold Abel School of Behavioral Sciences
School Counseling
Site Supervisor Orientation
Ron Muchnick, PhD, LMFT
Clinical Director
AnnaLynn Schooley, PhD, LMFT, LMHC
Fieldwork Lead
1.26.10
© 2004 Capella University - Confidential - Do not distribute
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
© 2004 Capella University - Confidential - Do not distribute
2
Field Experience & Clinical Practice Orientation
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)
© 2004 Capella University - Confidential - Do not distribute
3
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
4
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
5
Clinical Practice Orientation
School Counseling and the Professional
Education Unit
•
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.
© 2004 Capella University - Confidential - Do not distribute
6
PEU Vision & Mission
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.
Source: The Conceptual Framework
Undergirding the P-12
Professional Education
Program, Executive Summary
© 2004 Capella University - Confidential - Do not distribute
7
PEU Vision & Mission
•
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.
Source: The Conceptual Framework
Undergirding the P-12
Professional Education
Program, Executive Summary
© 2004 Capella University - Confidential - Do not distribute
8
PEU Vision & Mission
•
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 P12 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.
Source: The Conceptual Framework
Undergirding the P-12
Professional Education
Program, Executive Summary
© 2004 Capella University - Confidential - Do not distribute
9
Clinical Practice Orientation
School Counseling and the
Professional Education
Unit
Shared 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
© 2004 Capella University - Confidential - Do not distribute
10
Clinical Practice Orientation
School Counseling and the
Professional Education Unit
•
•
•
•
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.
© 2004 Capella University - Confidential - Do not distribute
11
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
© 2004 Capella University - Confidential - Do not distribute
12
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
© 2004 Capella University - Confidential - Do not distribute
13
Unit outcome example (outcome #14 – cont’d)
Outcome #14 (cont’d)
1. Is committed to fairness
2. 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
levels
4. 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.
© 2004 Capella University - Confidential - Do not distribute
14
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
© 2004 Capella University - Confidential - Do not distribute
15
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
16
Field Experience & Clinical Practice Orientation
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.
© 2004 Capella University - Confidential - Do not distribute
17
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
18
Field Experience & Clinical Practice Orientation
•
•
•
•
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.
© 2004 Capella University - Confidential - Do not distribute
19
Field Experience & Clinical Practice Orientation
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 category
Proficiency 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
© 2004 Capella University - Confidential - Do not distribute
20
Field Experience & Clinical Practice Orientation
Sample section of Site Supervisor Evaluation of Learner:
Relationship Skills
1.2 Learner applies basic counseling skills
1 to 5
Show ability to:
Build rapport
12345
Demonstrate empathy
12345
Acknowledge distress
12345
Identify focus/goals for session
12345
Employ therapeutic techniques and methods
12345
Monitor progress
12345
© 2004 Capella University - Confidential - Do not distribute
21
Field Experience & Clinical Practice Orientation
Site Supervisor Evaluation of Learner: Content Area
SKILLS AND PROFICIENCIES TO BE ASSESSED
Practice Management
Professional Counselor Identity
Self Management and Reflective Practice
Basic Work Requirements
Other Work/Activities
General Case Management Competencies
Clinical Proficiencies
Relationship skills
Assessment Skills
Core Clinical Intervention Skills
Program Evaluation Skills
Ethical, Legal Issues and Standards of Practice
Self Management & Reflective Practice
© 2004 Capella University - Confidential - Do not distribute
22
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
23
Field Experience & Clinical Practice Orientation
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.
© 2004 Capella University - Confidential - Do not distribute
24
Field Experience & Clinical Practice Orientation
Practicum Hour Requirements
•Minimum of 100 total hours for all specializations
Practicum
Total
Clinical
Hours
Direct
Contact
Hours
Non-Direct
Work at the site
Supervision
onsite
School Counseling
100
40
48
12
*Hours in direct client contact with couples and/or families
** Hours in direct client contact focused on addiction issues
© 2004 Capella University - Confidential - Do not distribute
25
Field Experience & Clinical Practice Orientation
Internship Hour Requirements
•Minimum of 600 total hours for all specializations
Internship
Total
Clinical
hours
Direct Client
contact
Non-Direct
Work at the site
Supervision
onsite
School Counseling
600
240
336
24
*Hours in direct client contact with couples and/or families
**Hours in direct client contact with addiction issues
© 2004 Capella University - Confidential - Do not distribute
26
Field Experience & Clinical Practice Orientation
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.
© 2004 Capella University - Confidential - Do not distribute
27
Field Experience & Clinical Practice Orientation
Paperwork
Interns 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.)
© 2004 Capella University - Confidential - Do not distribute
28
Field Experience & Clinical Practice Orientation
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
Monday
School Counseling
DC
Direct Contact Activities
Parent Consultation
Teacher Consultation
Individual Counseling
Group Counseling
Classroom Guidance
1.0
Total
1.0
NDC
© 2004 Capella University - Confidential - Do not distribute
IS
29
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
1.0
30
Field Experience & Clinical Practice Orientation
Sample Totals Section of Weekly
Activity Log
Weekly Totals (Practicum)
Total Hours
DC
NDC
IS
Site supervisor’s signature on the time
log attests that the intern
completed the hours as listed.
10
4
5
1
Total Hours
DC
NDC
IS
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.
100
40
48
12
Cumulative Totals (Practicum)
© 2004 Capella University - Confidential - Do not distribute
31
Field Experience & Clinical Practice Orientation
Moving on to Internship
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
Weekly Totals (Internship I & II)
Total Hours
DC
NDC
IS
25
10
14
1
Cumulative Totals (Internship II)
Total Hours
DC
NDC
IS
600
240
336
24
© 2004 Capella University - Confidential - Do not distribute
32
Field Experience & Clinical Practice Orientation
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.
© 2004 Capella University - Confidential - Do not distribute
33
Field Experience & Clinical Practice Orientation
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
© 2004 Capella University - Confidential - Do not distribute
34
Field Experience & Clinical Practice Orientation
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.
© 2004 Capella University - Confidential - Do not distribute
35
Field Experience & Clinical Practice Orientation
Winter 2010
Practicum Faculty Supervisor Contact Information
• School Counseling
• [email protected]
© 2004 Capella University - Confidential - Do not distribute
36
Field Experience & Clinical Practice Orientation
Thank you for your time and attention to guiding and training the
next generation of clinicians in your community.
• To contact us:
Ron Muchnick
• [email protected]
• 612.619.3417
AnnaLynn Schooley
• [email protected]
• 888.227.3552 ext. 6137
© 2004 Capella University - Confidential - Do not distribute
37