Counseling Practicum – COUC 698

CG • Section 16WK • 11/10/2019 to 04/18/2020 • Modified 05/03/2022

Course Description

This course involves a highly supervised experience of professional counseling at an approved clinical site in the counseling community. This supervision includes both individuals and group supervision. Students are required to complete a total of 100 hours of counseling and related services, 40 of which are direct client contact hours. Written and oral presentations are a basic part of the group supervisory process with a Liberty faculty member via technology. Additionally, the class will focus on the development of counseling-related skills, ethics, and professionalism based on observation and exposure to the counseling field.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

Rationale

This Practicum course involves participation in a planned clinical experience in an approved agency or other settings under an approved supervisor. During the Practicum experience, students are actively engaged in the field of professional counseling and they contribute to the cooperating agency by assisting its staff in carrying out many of the daily clinical activities of that agency. The purpose of the counseling Practicum is to provide a supervised, field-based, work experience for students.

Method of Instruction: This semester-long course is delivered using a digital synchronous learning format. Students attend 1.5-2 hours of video-based group supervision each week. In addition to the weekly digital synchronous class time, students are expected to complete additional work over the duration of the semester.

Measurable Learning Outcomes

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

  1. Establish rapport, develop effective working relationships with client(s), and use basic counseling skills effectively.
  2. Build a therapeutic relationship with clients, conduct assessment, develop treatment plans, and terminate the counseling relationship appropriately.
  3. Conduct a psychosocial history that includes client background information, behavioral observations, current functioning, quality of relationships, client resources, and challenges.
  4. Utilize feedback, direction, and constructive criticism from supervision and consultation in order to enhance professionalism in counseling.
  5. Apply appropriate documentation procedures related to mental health counseling in a way that meets the standards of the counseling site, the Practicum course, and the state in which the student is working.
  6. Articulate the process of becoming a licensed professional in the counseling field and the understanding of maintaining a professional identity.
  7. Apply the American Counseling Association’s Code of Ethics in a way that shows ethical reasoning.
  8. Evaluate the effectiveness of the student’s role and function in the setting and in the supervisory relationship during the Practicum experience.

Key Performance Indicator Matrix Assignments

Key Performance Indicator

Evidence: Course/Learning Experience

KPI 9 (5.C). Students demonstrate the ability to synthesize counseling theories into a comprehensive bio-psychosocial-spiritual theoretical approach that informs assessment, diagnosis, and treatment planning for diverse individual, group, and family client(s) with a broad array of presenting problems and mental disorders (Measures PLO #1, 3, 6, 7).

Benchmark Written Case Presentation: Case Conceptualization and Treatment Planning

Common Core Courses Matrix of Student Competencies

CACREP Standard

Assignment

Professional Counseling Orientation and Ethical Practice

2.F.1.b. the multiple professional roles and functions of counselors across specialty areas, and their relationships with human service and integrated behavioral health care systems, including interagency and interorganizational collaboration and consultation

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation;Benchmark Written Case Presentations

2.F.1.c. counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency management response teams

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

2.F.1.i. ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling

Quiz: Ethics

2.F.1.k. strategies for personal and professional self-evaluation and implications for practice

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

2.F.1.l. self-care strategies appropriate to the counselor role

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

2.F.1.m. the role of counseling supervision in the profession

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

Social and Cultural Diversity

2.F.2.b. theories and models of multicultural counseling, cultural identity development, and social justice and advocacy

Reading; Discussing, Benchmark Case Presentation,  Textbook

2.F.2.d. the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of other

Reading; Discussing Textbook

2.F.2.e. the effects of power and privilege for counselors and clients

Reading; Discussing Textbook,Case Presentation,  Benchmark Case Presentation

2.F.2.h. strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination

Reading; Discussing Textbook

Counseling and Helping Relationships

2.F.5.b. a systems approach to conceptualizing clients

Site Supervisor Evaluation; Faculty Supervisor Evaluation

2.F.5.d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

2.F.5.g. essential interviewing, counseling, and case conceptualization skills

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

2.F.5.k. strategies to promote client understanding of and access to a variety of community-based resources

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

2.F.5.l. suicide prevention models and strategies

Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

Assessment and Testing

2.F.7.b. methods of effectively preparing for and conducting initial assessment meetings

Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

2.F.7.c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide

Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

Evidence of Student Competencies: Clinical Mental Health Counseling

CMHC Standard

Assignment

CMHC Foundations

CMHC 1.b. theories and models related to clinical mental health counseling

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 1.c. principles, models, and documentation formats of biopsychosocial case conceptualization and treatment planning

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC Contextual Dimensions

CMHC 2.a. roles and settings of clinical mental health counselors

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 2.b. etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 2.c. mental health service delivery modalities within the continuum of care, such as inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 2.d. diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 2.i. legislation and government policy relevant to clinical mental health counseling

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 2.j. cultural factors relevant to clinical mental health counseling

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

CMHC 2.k. professional organizations, preparation standards, and credentials relevant to the practice of clinical mental health counseling

Quiz: Jungers & Scott Chapter 1; Self-Reflections

CMHC 2.l. legal and ethical considerations specific to clinical mental health counseling

Quiz: Ethics

CMHC 2.m. record keeping, third party reimbursement, and other practice and management issues in clinical mental health counseling

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC Practice

CMHC 3.a. intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management

Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 3.b. techniques and interventions for prevention and treatment of a broad range of mental health issues

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

CMHC 3.e. strategies to advocate for persons with mental health issues

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

Evidence of Student Competencies: Marriage and Family Counseling

MAFC Standard

Assignment

MAFC Foundations

MAFC 1.b. theories and models of family systems and dynamics

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 1.c. theories and models of marriage, couple, and family counseling

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 1.e. principles and models of assessment and case conceptualization from a systems perspective

Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC Contextual Dimensions

MAFC 2.a. roles and settings of marriage, couple, and family counselors

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 2.d. diagnostic process, including differential diagnosis and the use of current diagnostic classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the International Classification of Diseases (ICD)

Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 2.m. cultural factors relevant to marriage, couple, and family functioning, including the impact of immigration

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation; Transcriptions

MAFC 2.n. professional organizations, preparation standards, and credentials relevant to the practice of marriage, couple, and family counseling

Self-Reflections

 

 

MAFC 2.p. record keeping, third party reimbursement, and other practice and management considerations in marriage, couple, and family counseling

Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC Practice

MAFC 3.a. assessment, evaluation, and case management for working with individuals, couples, and families from a systems perspective

Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 3.c. techniques and interventions of marriage, couple, and family counseling

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

MAFC 3.d. conceptualizing and implementing treatment, planning, and intervention strategies in marriage, couple, and family counseling

Self-Reflections; Site Supervisor Evaluation; Faculty Supervisor Evaluation

 

Course Assignment

Textbook readings and lecture presentations/notes

Course Requirements Checklist

After reading the Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Advising Acknowledgement Quiz

Supervised Clinical Training

The practicum student must complete 100 total hours of a supervised clinical training experience, with a minimum of 40 hours of direct service with actual clients (face-to-face client contact) that contributes to the development of counseling skills. Direct client services are  individual, couple, and family counseling, group counseling, co-therapy, co-leading groups, and conducting intakes. You will also complete 60 hours of supervision and related activities. 

The remaining 60 hours are dedicated to supervision and related activities. Supervision includes 1 hour per week of individual and/or triadic supervision provided by your Practicum Office approved site supervisor.  In addition, you will receive 2 hours per week of group supervision facilitated by a Liberty University Counselor Education faculty.  Your site supervisor and faculty will work collaboratively in accordance with the supervision agreement for your professional development.  Please email practicum@liberty.edu and your faculty member if you have questions about the agreement between the Counselor Education and Family Studies Department, the Practicum Field Site, and your site supervisor.  You are also required to complete Related Activities. 

Related Activities include observation of counseling sessions and intakes;  other counseling-related activities, staff meetings, counseling-related administrative work, completion of field site professional development training, clinical documentation (i.e. writing case/progress notes, treatment plans, etc.), filing counseling-related files/documents, billing insurance companies, and telephone calls to clients.

If the practicum student does not earn the required 100 hours (minimum of 40 direct services hours and a minimum of 60 hours of supervision as well as related activities) by the end of the term; the individual will not receive a passing grade.  The student will be required to re-take the course. Please communicate with your faculty and the Practicum Office (practicum@liberty.edu) to aid you with enrolling in the practicum course an additional term. 

Practicum students must review the Practicum Fieldwork Manual and the Practicum Website for additional requirements/information.

Students must record their practicum direct and indirect hours in Tevera, and the spreadsheet provided (see the COUN 698 Files section in your Canvas courseroom). You will also keep track of your activity time log for your own use and personal records. This is important because you may need to provide the counseling board with information about practicum experience for your attainment of your professional counseling license.

Tapings and Transcripts (2)

This will involve getting informed consent from your site and client, recording and submitting a session to the professor, and transcribing and analyzing an 8-10 minute portion of the session. The transcription form is available via the Canvas courseroom.

For the purposes of faculty supervision and site supervision, students must record two counseling sessions to submit to site supervisors. These counseling sessions will be presented as Case Presentations.

The session due dates correspond with the student presentation date. The session is due the week of the students’ case presentation (see the case presentation schedule/course chart for exact dates; the schedule will be established by the professor). Students will also submit a verbatim form with an 8-10 minute segment of the recorded session and an Informed Consent Confirmation form verifying that they have provided an Informed consent to the client and site.

*Students with a site that does not allow either video or audio taping of clients will need to work with supervisor(s) to complete Live Observations of client sessions and tapings of role-play sessions. Instructions for these can be found with the taped sessions instructions and documents in the Syllabus and Canvas Classroom.

(MLOs: A,B,G)

Tevera Assignments

Tevera is a web-based data management system that the Department of Counselor Education and Family Studies uses to collect data for the purpose of assessment, evaluation and accreditation. Tevera is an integral part of all fieldwork courses within the Department of Counselor Education and Family Studies. Initial and advanced fieldwork candidates are expected to have an activated Tevera account. Throughout the Practicum & Internship coursework, candidates will complete assignments, assessments & time logs, which require an activated account. There are no exceptions to this policy.

* Students on the 60-hour Professional Counseling degree or Clinical Mental Health Counseling degree completion plan are required to purchase and activate Tevera with Field Experience as part of their materials for COUC 698 Practicum. Tevera is used for students to log their hours and for approved supervisors to complete evaluations of the students’ counseling skills.  

Tevera is a one-time-only purchase that you will have lifetime access to.  Once purchased, Tevera must be activated to ensure placement. Students DO NOT need to purchase and activate Tevera a second time for COUC 699 Internship if they have purchased it for COUC 698 Practicum. Please understand there will be negative implications if students do not purchase Tevera.

Site Supervisor Student Evaluations (2)

The student’s site supervisor will complete a midterm evaluation and final evaluation via Tevera. The student must remind their supervisor(s) to submit this evaluation to Tevera. If the student does not receive passing evaluations during the course, they will work with the supervisor and Liberty University Practicum faculty to develop a plan to correct any deficits. The points earned for these evaluations are based directly on how the site supervisor evaluates the student. (MLOs: A, B, C, D, E, F, G)

Counseling Competencies Scale

The student’s faculty supervisor will complete a final evaluation of the student. This evaluation will be completed via Tevera

(MLOs: A, B, C, D, E, F, G)

Self-Reflection Paper Assignment

The student will complete a final self-reflection assignment.

The final self-reflection is intended to engage the student in the process of reflective learning while demonstrating self-awareness, self-evaluation, and the ability to develop a specific action plan that will aid them in improving his/her counseling skills. The Final self-reflection will be submitted as a paper in Canvas.

(MLOs: A, B)

Oral Faculty Supervision Case Presentation Assignments (2)

Students will participate in oral case presentations during Faculty Group Supervision with your Faculty Supervisor (COUC 698 Professor). Each student will complete two (35-minutes oral case presentations).  The oral case presentation will include your presentation of the case, 10-15 minutes for discussion (includes diagnostic discussion, treatment plan, multicultural, and ethical considerations, and time for questions as well as replies. 

The first oral case presentation and verbatim will focus on basic counseling skills.

The second oral case presentation and verbatim will continue focusing on basic counseling sills, a treatment plan, ethical considerations, and information on multiculturalism (cultural factors).

Students must be prepared to discuss their theoretical orientation (select one theory you will use to conceptualize clients), evidenced based interventions, ethical, and multicultural considerations. 

Students must attend faculty supervision on the date one is scheduled to present and are not permitted to request an excused absence. 

Students who are not presenting an oral case presentation during faculty supervision are required to actively participate, provide questions, share resources, and support your peer/s who is presenting. 

Students are encouraged to attend all faculty supervision meetings to aid with the development of their theoretical orientation, clinical skills development, preparation for internship, and professional development support. 

View case presentation instructions in the Assignments tab of the course. 

(MLOs:  A,B,C,E,G) 

This First Client Presentation will focus on basic counseling skills. Each student will complete an approximately 35 minute case presentation during (class time) group supervision (with 10-15 minutes for discussion including time for questions, treatment, & diagnosis). 

(MLOs:  A,B,C,E,G) 

The written case presentations require students to provide an assignment describing a client, couple, or family an individual is working with at the field site. In this assignment students will describe the client/s assessment and diagnostic information, case conceptualization, and treatment planning/integration/counseling theory. This second presentation is a benchmark assignment that should also be submitted in Tevera.

Note: The client used in this presentation must be a different client than the one used in the first presentation.

(MLOs:  A,B,C,E,G) 

Quiz: Student Evaluation of Site and Supervisor

The student will evaluate their site and supervisor near the conclusion of the course, using Tevera. This evaluation will also be uploaded into Canvas as well. One evaluation per site needs to be completed.

(MLO: H)

Quiz: Liability Insurance

The student must submit a copy of liability insurance at the beginning of the semester in order to prove that he/she will maintain liability insurance throughout the Practicum. 

No student may begin or remain in practicum without appropriate liability insurance.

(MLO: G)

Quiz: Ethics

The quiz will cover the American Counseling Association's (ACA) code of ethics. The student will have 45 minutes to choose the correct answer for 25 multiple-choice and true/false questions.

(MLO: G)

Psychoeducational Group

Definition: Per CACREP 2016 standard, “In addition to the development of individual counseling skills, during either the practicum or internship, students must lead or co-lead a counseling or psychoeducational group”.

Psychoeducational groups are groups that impart knowledge and/or affective or behavioral skills. Psychoeducational groups are used in a variety of settings including clinical, school, church, etc., and are used with a variety of populations and ages. Examples of psychoeducational groups include a grief support group that disseminates information on stages of grief, etc.; a parenting skills group that teaches parenting skills; an anger management group, stress reduction group, etc.  

Purpose: The purpose of this assignment is to give you hands-on experience in planning and leading a psycho-educational group in your clinical setting as these are frequently planned and led by licensed professionals and are a skill required by CACREP standards.

Directions: Begin by consulting your site supervisor to assess and brainstorm a psychoeducational group that you may plan to either lead, under the supervision of your supervisor, or, co-lead with your supervisor. After you have completed the group, submit the Psychoeducational Group form using the assignment link in Canvas by 11:59pm, Sunday of Module 12.

(MLOs:  A,B,C,E,G) 

Reading Quizzes (4)

The quizzes will cover chapters 1-4 of Jungers & Scott, et al. textbook. The student will have 30 minutes to choose the correct answer for 5 multiple-choice questions.

(MLOs: A, B)