Practicum and Internship: Textbook and Resource Guide for Counseling and Psychotherapy

Cover
Half Title
Title
Copyright
Dedication
CONTENTS
About the Authors
Preface
Acknowledgments
Overview of the Book
SECTION I PRE-PRACTICUM
	CHAPTER 1	Preparing for Practicum and Internship
		The Professional Counselor
			Steps to Becoming a Professional Counselor
		Accreditation Standards for Practicum and Internship
			CACREP/CORE Standards for Practicum and Internship
			CACEP Standards for Initial and Final Practicum
			MPCAC Standards for Practicum and Internship in Counseling
		Counselor Certification
			National Certified Counselor (NCC) and Board Certification
			NBCC Specialty Certification
			Certified Rehabilitation Counselor (CRC)
			Canadian Certified Counsellor (CCC): Canadian Counsellors and Psychologists Association
			Registered Professional Counsellor (RPC): Canadian Professional Counsellors Association
			Other Specialty Counseling Certifications
		State Licensure for Counselors and Psychologists
		Pre-Practicum Considerations
			Checklist of Questions to Be Researched and Answered Before Practicum Site Selection
		Phases of Practicum and Internship
			Development Reflected in the Program Structure
			Development Reflected in the Learning Process
			Development Reflected in Supervisor Interaction
		Implications
		Summary
		References
	CHAPTER 2	Securing a Practicum and Internship Site
		Guidelines for Choosing a Practicum and Internship Site
		Criteria for Site Selection
			Professional Staff and Supervisor
			Professional Affiliations of the Site
			Professional Practices of the Site
			Site Administration
			Training and Supervision Values
			Theoretical Orientation of the Site and Supervisor
			Client Population
		Negotiating the Practicum and Internship Placement
			Typical Questions Asked at the Interview
		Getting Oriented to Your Field Site
		Role and Function of the Practicum and Internship Student
		Summary
		References
SECTION II BEGINNING TO WORK WITH CLIENTS
	CHAPTER 3	Starting the Practicum
		Beginning the Practicum Experience
			Getting Started: Where Do I Begin?
			I Have Taken the Classes, but Do I Really Know What to Do?
			What If I Say Something Wrong?
			How Do I Know When to Use the Right Techniques?
			But I’m Just a Rookie! (Learning to Trust Yourself and Your Inner Voice)
			When in Doubt, Consult! (Your Faculty and Site Supervisors Are There to Help You)
			Becoming Part of the Professional Counseling Team
		Preparing to Meet With Your First Client
			The Health Insurance Portability and Accountability Act (HIPAA)
			Informed Consent
			Sample Informed Consent and Disclosure Statement
		Establishing a Therapeutic Alliance
		The Initial Session With the Client
			Structured and Unstructured Interviews
			Basic and Advanced Helping Skills
			Procedural and Issue-Specific Skills
			Structuring the Initial Session
			Closing the Initial Session
		Pretherapy Intake Information
		Intake Summary
		Preparing to Lead Your First Group
			What Does It Take to Be an Effective Group Counselor?
			Things to Know About Running Groups
			Skills to Practice Implementing When Running Groups
			Dispositions Suited to Running Groups
			Tips for Co-Leading a Group
		Client Record Keeping
			Progress Notes
				The DAP Format
				Sample SOAP Note
			Record Keeping and the School Counselor
		Documenting Practicum Hours
		Summary
		Note
		References
	CHAPTER 4	Assessment and Case Conceptualization
		Initial Assessment
			Gathering Family History Data
			Gathering Personal History Data
			Assessing the Client’s Mental Status
				Mental Status Categories of Assessment
			Gathering Additional Data Through Tests and Inventories
			Obtaining Information From Others
		Goals of Assessment
			Processes and Categories for Assessing Client Problems
		Diagnosis in Counseling
			DSM-5
				Subtypes and Specifiers
				Other Specified and Unspecified Designation
				DSM-5 Codes and Classification
		Case Conceptualization
			Case Conceptualization Models
				The “Linchpin” Model
				The Inverted Pyramid Model
				The Integrative Model
		Sharing Assessment Information With the Client
		Assessing the Client’s Progress
			Reporting Therapeutic Progress
		Summary
		References
	CHAPTER 5	Goal Setting, Treatment Planning, and Treatment Modalities
		Goal Setting in Counseling
			Goals and the Stages of Change Model
			Types of Goals
		Developing a Treatment Plan
		A Review of Philosophy, Theories, and Theory-Based Techniques of Counseling
		Identifying Your Theory and Technique Preferences
		Extending the Counselor’s Theory-Based Approaches: Brief Therapies and Evidence-Based Practices
			Brief Therapies
				Solution-Focused Brief Therapy
				Strategic Solution-Focused Therapy
				Cognitive Restructuring Brief Therapy
				Rational Emotive Behavior Therapy
				Coping Skills Brief Therapy
			Evidence-Based Practices and Third Wave Therapies
				Mindfulness-Based Therapy (MBT)
				Mindfulness-Based Stress Reduction (MBSR)
				Mindfulness-Based Cognitive Therapy (MBCT)
				Acceptance and Commitment Therapy (ACT)
				Dialectical Behavior Therapy (DBT)
		Summary
		References
SECTION III SUPERVISION IN PRACTICUM AND INTERNSHIP
	CHAPTER 6	Group Supervision in Practicum and Internship
		Identifying Counseling Skill Areas
			Skill Area One: Counseling Performance Skills
				Basic and Advanced Counseling Skills
				Theory-Based Techniques
				Procedural Skills
				Professional and Issue-Specific Skills
			Skill Area Two: Cognitive Counseling Skills
			Skill Area Three: Self-Awareness/Multicultural Awareness Skills
				Self-Awareness Skills
				Multicultural Awareness Skills
			Skill Area Four: Developmental Level
		Self-Assessment in the Skill Areas
			Sample Supervisee Goal Statement
		Concepts in Group Supervision
		Group Supervision in Practicum
			Sample of Course Objectives and Assignments in Group Practicum
		Activities in Group Supervision
			Peer Consultation
		Evaluation of Practicum in Group Supervision
			Formative Evaluation
			Summative Evaluation
		Transitioning Into Internship
			Recommended Skill Levels for Transitioning Into Internship
		Group Supervision in Internship
		Group Supervision Models in Internship
			The SPGS Model
			The Structured Group Supervision (SGS) Model
		Evaluation in Group Supervision of Internship
		Summary
		References
	CHAPTER 7	Individual Supervision in Practicum and Internship
		Role and Function of the Supervisor in Practicum and Internship
		Administrative and Clinical Supervision
		The Supervisor–Supervisee Relationship
		What Is “Lousy” Supervision?
			Overarching Principles
			General Spheres
		Models and Methods of Individual Supervision
			Models Grounded in Psychotherapy Theory: The Psychodynamic Model
			Developmental Models: The Integrated Developmental Model
			Process Models: The Discrimination Model
			The Triadic Method of Supervision
		The Clinical Supervision Process
			Informed Consent in Supervision
			Sample of a Supervisor Informed Consent and Disclosure Statement
			Forming a Supervision Contract
			Sample Supervision Contract
			The Supervision Session Format
			Supervising the Developing Counselor-in-Training
		Evaluation of Counseling Performance in Individual Supervision
			Midpoint and Summative Evaluation in Practicum
			Sample of a Midpoint Narrative Evaluation of a Practicum Student
			Midpoint and Summative Evaluation in Internship
			Supervisee’s Evaluation of the Supervisor and of the Site Experience
		Documenting Internship Hours
		Summary
		References
SECTION IV PROFESSIONAL PRACTICE TOPICS
	CHAPTER 8	Selected Topics Surrounding Ethical Issues in Counseling
		Definitions: Morality, Ethics, and Law
		Ethical Codes for Counselors
			Websites for Ethical Codes and Related Standards for Professional Organizations
		Codes of Ethics: Similarities Across Disciplines and Specialties
		Ethical Decision Making
			Principle-Based Ethics
			Virtue-Based Ethics and Ethical Decision Making
			Self-Tests After Resolving an Ethical Dilemma
		Selected Ethical Issues for Consideration by Beginning Counselors
			Ethics of Counseling Culturally Diverse Clients
				Building Awareness
				Becoming Knowledgeable
				Choosing Culturally Appropriate Strategies
			Managing Issues Related to Self-Care
			The Ethical Use of Distance Counseling, Technology, and Social Media
				Telephones and Technologies Related to Telephone Use
				Electronic Mail and Digital Communication
				Distance Counseling
				Social Media
				Web-Based Professional Discussion Groups
		Summary
		References
	CHAPTER 9	Selected Topics Surrounding Legal Issues in Counseling
		The Law
		Classifications of the Law
		Types of Laws
		The Steps in a Lawsuit
		Elements of Malpractice
		Why Clients Sue
		Risk Management and the Counselor
		Liability Insurance
		Privacy, Confidentiality, and Privileged Communication
		Release of Information
		When the Counselor Must Breach Confidentiality
			The Law and the Duty to Protect: The Suicidal Client
			The Law and the Duty to Warn: The Potentially Dangerous Client
			Mandatory Reporting: Suspected Child Abuse and Neglect
			Mandatory Reporting: Suspected Harm to Vulnerable Adults
			The Law and the Practice of Counselor–Client Confidentiality in Canada
		Managed Care and the Counselor
		Client Records
		Summary
		References
	CHAPTER 10 Working With Clients in Crisis and Other Special Populations
		Understanding Crisis and Trauma
		Approaches to Crisis Intervention in the Community
			The Kanel Model of Crisis Intervention
			The James and Gilliland Model of Crisis Intervention
		Approaches to Trauma Counseling
			Evidence-Based Treatments
				Prolonged Exposure Therapy
				Cognitive Processing Therapy
			Cross-Cutting Ingredients for Effective Trauma Counseling
		Crisis Intervention and Trauma Response in Schools
			School Counselor as Crisis and Trauma Specialist
			Tasks of the School Counselor in Preventing and Responding to Crisis
			Practical Recommendations for Limiting School Violence
			Post-Crisis: Understanding Children’s Responses
		The High-Risk Client: Understanding and Assessing Harm to Self
			Defining Suicide and Debunking Common Myths
			Risk Assessment for Suicide
				Assessment Point 1: Desire to Die
				Assessment Point 2: Capacity to Commit Suicide
				Assessment Point 3: Suicidal Intent
				Assessment Point 4: Buffers Against Suicide
				Evaluating Suicide Risk: Putting It All Together
			Suicide Risk Assessment Instruments
			Intervention and Planning
			Ethical and Legal Mandates Relating to Danger to Self
				Professional School Counselors
				Professional Counselors
			Suicide Risk Assessment and Prevention in Schools
				Basics of Suicide Prevention Programs in Schools
				Learning About and Responding to Potentially Suicidal Students
				Suicide Risk Assessment for Students
		The High-Risk Client: Potential Harm to Others
			The Tarasoff Case: The Events
				Implications of the Tarasoff Case
				What Tarasoff Did Not Require
				Post-Tarasoff
			Risk Assessment for Potentially Dangerous Clients
				Task I: Risk Assessment
				Task II: Selecting a Course of Action
				Task III: Monitoring the Situation
			Clients’ Past Criminal Acts
		The Client Who Is Being Abused: Responding, Reporting, and Intervening
			Risk and Mediating Factors for Child Abuse
			Legal Issues Related to Reporting Child Abuse
				Making a Report Related to Child Abuse
			Interviewing Children Who May Have Been Sexually Abused
				Before the Interview
				Interviewing the Child
			Counseling the Sexually Abused
		The Client Who Is Dealing With Addiction
			Understanding Addiction
			Diagnosing Alcohol and Drug Use
			What Is Treatment?
			What Is Recovery?
				Stages of Recovery
			Counseling Recommendations for Clients With Addiction
			Preventing Relapse
		Summary
		References
	CHAPTER 11	Consultation in the Schools and Mental Health Agencies
		What Is Consultation?
		Types of Mental Health Consultation
		Characteristics of Mental Health Consultation
		Assumptions Behind and Metaphors for Consultation
			The Purchase-of-Expertise Model
			The Doctor–Patient Model
			The Process Consultation Model
		Cultural Issues in Consultation
		School Consultation
			Consultation Models and Practices in Schools
				Developmental Counseling and Therapy-Based Consultation
					Sensorimotor
					Concrete
					Formal-Operational
					Dialectic/Systemic
				Solution-Focused Consultation
				Positive Psychology Approaches to Consultation
				Emerging Evidence-Based Approaches to Consultation in Schools
		General Guidelines for Consultation
			Preentry
			Entry Into the System
			Orientation to Consultation
			Problem Identification
			Consultation Intervention
		Assessing the Impact of Consultation
		Resistance to Consultation
		Contracting and the Forces of Change in the Organization
		Summary
		References
	CHAPTER 12	Looking Ahead to a Career in Professional Counseling
		The First Steps Towards Licensure
			Licensure Law
			Licensure and Certification Exams
			Securing a Supervisor for Post-Graduate Training Supervision
		Longevity in the Profession
			Self-Care, Wellness, and Burnout
			Recommendations for Sustaining Personal and Professional Excellence
		References
Appendix I: Psychiatric Medications
Appendix II: Forms
	Form 2.1	Practicum Contract
	Form 2.2	Internship Contract
	Form 2.3	Student Profile Sheet
	Form 2.4	Student Practicum/Internship Agreement
	Form 3.1a	Parental Release Form: Secondary School Counseling
	Form 3.1b	Elementary School Counseling Permission Form
	Form 3.2	Client Permission to Record Counseling Session for Supervision Purposes
	Form 3.3	Initial Intake Form
	Form 3.4	Psychosocial History
	Form 3.5	Case Notes
	Form 3.6	Weekly Schedule/Practicum Log
	Form 3.7	Monthly Practicum Log
	Form 4.1	Mental Status Checklist
	Form 4.2	Elementary School Counseling Referral Form
	Form 4.3	Secondary School Counseling Referral Form
	Form 4.4	Therapeutic Progress Report
	Form 5.1	Counseling Techniques List
	Form 6.1	Self-Assessment of Counseling Performance Skills
	Form 6.2	Self-Awareness/Multicultural Awareness Rating Scale
	Form 6.3	Directed Reflection Exercise on Supervision
	Form 6.4	Supervisee Goal Statement
	Form 6.5	Recording Critique Form
	Form 6.6	Peer Rating Form
	Form 6.7	Interviewer Rating Form
	Form 7.1	Supervision Contract
	Form 7.2	Supervisor Notes
	Form 7.3	Supervisee Notes on Individual Supervision
	Form 7.4	Supervisor’s Formative Evaluation of Supervisee’s Counseling Practice
	Form 7.5	Supervisor’s Final Evaluation of Practicum Student
	Form 7.6	Supervisor’s Final Evaluation of Intern
	Form 7.7	Evaluation of Intern’s Practice in Site Activities
	Form 7.8	Client’s Assessment of the Counseling Experience
	Form 7.9	Supervisee Evaluation of Supervisor
	Form 7.10	Site Evaluation Form
	Form 7.11	Weekly Internship Log
	Form 7.12	Summary Internship Log
	Form 10.1	Suicide Consultation Form
	Form 10.2	Harm to Others Form
	Form 10.3	Child Abuse Reporting Form
	Form 10.4	Substance Abuse Assessment Form
Index