McKenzie and Hudson
SCHOOL OF HEALTH SCIENCES
ADDICTIONS COUNSELLING PROGRAM
HLSC 4050
INTERNSHIP IN ADDICTIONS COUNSELLING II
POLICIES AND PROCEDURES MANUAL
September, 2006
TABLE OF CONTENTS
INTRODUCTION
OBJECTIVE OF THE INTERNSHIP ………………………………………………….……….
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PROGRAM DESCRIPTION AND LEARNING OUTCOMES
PROGRAM DESCRIPTION …………………………………………………………………..
COURSE OUTLINE AND REQUIREMENTS ………………………………………………..
KEY COMPONENTS OF THE INTERNSHIP-COOPERATIVE LEARNING ………………
NATURE OF FIELD PLACEMENTS …………………………………………………………
LEARNING OUTCOMES …………………………………………………………………….
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ROLES AND RESPONSIBILITIES
A MODEL OF PERSONAL AND PROFESSIONAL GROWTH …………………………….
RESPONDING TO ROLES AND RESPONSIBILITIES ……………………………………..
RELATING TO SUPERVISION ………………………………………………………………
FEELING EMPOWERED ……………………………………………………………………..
ROLES AND RESPONSIBILITIES
University of Lethbridge Internship Coordinator …………………………………….
University of Lethbridge Faculty Liaison …………………………………………….
Field Supervisor ………………………………………………………………………
Learner ……………………………………………………………………………….
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POLICIES AND PROCEDURES
ETHICAL CONSIDERATIONS ……………………………………………………………….
RESPONSIBILITY OF LEARNERS, FIELD SUPERVISORS AND FACULTY LIAISONS ..
RESPONSIBILITY TO CLIENTS …………………………………………………………….
RESPONSIBILITY TO LEARNERS ………………………………………………………….
COMMITMENT TO ACADEMIC SCHOLARSHIP, PROFESSIONALISM AND
PROFESSIONAL STANDARDS ……………………………………………………
PROFESSIONAL COMMITMENT ……………………………………………………………
THE LEARNER ………………………………………………………………………………..
FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY ACT (FOIPP) ………
PERSONAL AND WORKPLACE HARASSMENT CONSIDERATIONS ………………….
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A TWO-FOLD APPROACH TO EVALUATION
COMPONENTS OF THE EVALUATION PROCESS ……………………………………….. 16
EVALUATION PROCESS AND PROCEDURE …………………………………………….. 16
LEARNERS AT RISK OF FAILURE AND THE REVIEW
PROCESS ………………………………………………………………………………………..
EARLY INTERVENTION STRATEGIES ……………………………………………………
IF ENDING THE INTERNSHIP IS A POSSIBILITY …………………………………………
OTHER DETERMINANTS OF INTERNSHIP COMPLETION ………………………………
REVIEW PROCESS – GRADE APPEALS ……………………………………………………
APPENDIX A: Mid-term & Final Checklist Evaluation
APPENDIX B: Narrative Evaluation
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Internship Supervisor Feedback Form …………………………………………………………. 29
Student Learners Internship Evaluation ………………………………………………………. 31
HLSC 4050 Policies and Procedures Manual
INTRODUCTION
OBJECTIVE OF THE INTERNSHIP
The Addictions Counselling Program is a collaborative project of Medicine Hat College and the
University of Lethbridge. This four year Bachelor’s program prepares graduates for careers in
the addictions field working with individuals, families and communities to prevent and treat
multiple dependencies such as problem gambling, substance abuse, sex addiction and eating
disorders. Graduates receive a Bachelor of Health Sciences (Addictions) from the University of
Lethbridge.
This senior internship provides learners with the opportunity to work closely with professionals
in the addictions field and develop their practical skills as addictions counsellors. In general,
each internship is based on the learner’s interest, previous experience, and availability of field
placement arrangements. The senior internship is designed to build on the junior internship
experience.
PROGRAM DESCRIPTION AND LEARNING OUTCOMES
PROGRAM DESCRIPTION
During the first two years of the program, learners pursue their studies at the Medicine Hat
College or the University of Lethbridge with the program focus being on the development of a
foundation in addictions, clinical assessment and counselling skills.
Learners complete the final two years of the program on the University of Lethbridge campus.
The senior curriculum focuses on advanced counselling skills, research methods, socio-political
and cultural contexts, in-depth study of specific addictions and populations, and community
development. Learners complete their senior internship in the fall term of their final year.
COURSE OUTLINE AND REQUIREMENTS
Course name and number: HLSC 4050 Internship in Addictions Counselling II
Calendar Statement:
Learners participate at an advanced level the practice of addictions counselling in a fieldwork
setting. Seminars facilitate the integration of theory, practice and research.
Minimum Course Hours:
Class – lab – clinical – 3-0-32
Contact hours per week – 3-0-32
Credit Value: 15.0 credit hours
Course Prerequisites:
Successful completion of the first three years of the Addictions Counselling Program.
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Course Description:
Learners will extend and build upon the field placement as an intermediate training experience in
professional addictions counselling practice. Where possible, learners are placed in settings
where they will experience addictions practice in a combination of primary, secondary, and
tertiary levels. Learners are expected to carry an active counselling caseload at their field site.
The internship is offered as a full time activity (35 hours per week) for the fall semester (32
hours of which are spent in a specific field setting). Learners are evaluated in the field setting by
a designated field supervisor. Learners will participate in a weekly on-line seminar overseen by
program faculty as well as a two day (14 hour) seminar offered pre-internship. A faculty
member will also liaise regularly with the field site.
KEY COMPONENTS OF THE INTERNSHIP-COOPERATIVE LEARNING
The Field Placement:
Each learner is evaluated by the field supervisor on an ongoing basis according to the evaluation
sheets provided in the Appendix of the Policies & Procedures Manual. The faculty liaison will
maintain regular contact with the learner and field instructor, identify learners for suitability or
risk of failure and intervene if necessary. Successful completion of the internship will be graded
on a pass/fail basis. To pass the course, learners will be expected to obtain at least an overall 3.0
average of applicable competencies in the checklist evaluation of key competencies provided in
the Policies & Procedures Manual. The final decision for course grade in the field placement
component rests with the faculty liaison.
The Seminar:
The seminar evaluation will consist of a combination of assignments including an ethics case
study exam, bi-weekly check-ins, learning contract, on-line seminar, and case presentation for a
total of 100%. A pass/fail grade will be assigned for the seminar component of the course.
NATURE OF FIELD PLACEMENTS
While every effort is made to accommodate the needs and preferences of individual learners,
learners will likely travel for out-of-town placements during the fieldwork semester. Learners
seeking national or international placements go through an internal approval process. Placement
decisions are based on learner performance, placement/agency need and the outcome of
placement interviews with agencies.
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LEARNING OUTCOMES
Key learning outcomes:
During the senior internship, the field supervisors and faculty liaisons expect learners to continue
to develop competency in the following established practice skills:
 Communicate effectively with supervisors, colleagues, staff and clients.
 Apply direct intervention when appropriate.
 Work on behalf of others (e.g. as an advocate).
 Work with others (individuals, groups).
 Understand and apply research-based practices.
 Understand and apply a range of theoretical perspectives where appropriate.
 Demonstrate skills essential and necessary to sustain life-long learning.
Essential course content:
This course includes exposure to a combination of field setting and integrative seminars which
cover a range of topics related to issues, practice, and emerging trends. Learners are encouraged
to be reflective and take increased responsibility for leading discussions while modeling good
professional practice. Various topics such as case conferencing, ethical and legal guidelines,
monitoring interactions with clients, consultations in schools and mental health agencies, and
recognizing and managing critical problems will be covered. Learners will also participate in
on-line weekly seminars.
Essential learning experiences and recommended resources:
The essential learning experience for learners will consist of the interaction between field
supervisors, faculty and learners within the practice and classroom settings, as well as on-line
weekly seminars. The learner’s field placement will comprise of supervised practice in a field
setting (6 – 8 individual sessions/week). It is our expectation that each learner will manage an
appropriate caseload during this experience. This caseload will vary according to setting,
counselling modality and complexity of client issues. In the seminar, focus will be on
integrating research, practice and theory. In addition, learners will discuss and review ethical
and professional issues, present case studies, participate in self-awareness discussions and
dialogue with guest speakers. In addition, the on-line seminar will consist of participation in
weekly professional issues topics.
HLSC 4050 Policies and Procedures Manual
ROLES AND RESPONSIBILITIES
A MODEL OF PERSONAL AND PROFESSIONAL GROWTH
This model is a resource for learners. Each section conceptualizes various aspects of the
practicum experience, illustrating how learners may respond to their roles and responsibilities
and relate to supervision. The model also addresses the evaluation process as a positive learning
experience for the learner. Each section deals with various aspects of professional training and
development and provides a model for learners to begin analyzing their individual journeys for
becoming effective, critical, knowledgeable and professional addictions counsellors.
EXPERIENCING INTERNSHIPS
 Reviewing your motivation for becoming an addictions counselor
 Recognizing what you need to learn, experience and develop to become a professional
counsellor
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Establishing goals and objectives
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Being open to new experiences, challenges and learning opportunities
 Understanding the learning contract
 Making a commitment to your field supervisor and agency
 Preparing yourself for your individual journey
RESPONDING TO ROLES AND RESPONSIBILITIES
 Starting your internship experience
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Identifying clinical competencies
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Identifying personal and professional competencies
 Managing yourself
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Developing a personal and professional self
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Developing efficient time management skills, communication skills and
organizational skills
 Self Awareness
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Understanding ethical considerations
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Exploring issues of diversity
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Taking an inventory of your values, beliefs, and biases
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Understanding social, economic and political context of diversity
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Defining your strengths and limitations
 Understanding your field agency
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Examining your role within the agency
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Identifying the mission and purpose of the agency
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Identifying the programs, services and resources of the agency
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Viewing your agency within the context of the community
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Assessing your learning opportunities
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Maintaining a positive attitude towards learning
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Dealing with feedback both positive and negative
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Viewing your evaluation as a positive learning experience
Dealing with clients
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Providing the best possible care
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Recognizing your strengths and limitations
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Screening and assessing clients
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Developing long and short term appropriate treatment plans and goals, followthrough
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Reflecting on client progress
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Preparing clients for closure and referral
RELATING TO SUPERVISION
 Understanding the role of your supervisor
 Maintaining open communication with your supervisor
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Preparing for supervisory meetings
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Expressing yourself professionally
 Using your supervisor as a resource and model
 Developing an understanding of the profession through the experience of your supervisor
FEELING EMPOWERED
 Changing and being critical about personal perspective and opinion
 Trusting yourself
 Integrating practice, research and theory
 Accessing new resources
 Accepting new challenges and experiences
 Developing a sense of self-reflection
 Developing a greater sense and understanding of the social context of the profession of
addictions counselling
 Feeling satisfied with growing experience
 Creating a place as an educated and trained professional
 Accepting learning as a life long process
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ROLES AND RESPONSIBILITIES
University of Lethbridge Internship Coordinator
For the purpose of the senior internship the Internship Coordinator at the University of
Lethbridge will:
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assess possible agencies as prospective field placement sites and work to improve current
field placement opportunities;
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coordinate and plan appropriate field placement sites for learners;
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organize orientation meetings for faculty liaisons and field supervisors;
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organize and plan appreciation and educational events for faculty liaisons and field
supervisors;
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together with faculty liaison, make face-to-face contacts with agency personnel at
prospective field placement sites;
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send contracts to the sites and ensure the signing of these contracts in keeping with
U of L institutional policies and procedures;
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match learners with prospective field agencies in accordance with learner interests and
needs, to the extent possible;
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assign learners with prospective field placement sites and ensure learners have completed
their assigned interviews within the time period allowed;
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confirm learner placements with agencies and notify learners;
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ensure that a schedule for the pre- and post-internship integrative seminar has been
established;
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ensure learners first seek out their faculty liaison prior to consulting with the Internship
Coordinator concerning issues arising from the internship;
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be available as the resource for the faculty liaison, field agencies, field supervisors, and
learners; where situations cannot be resolved by the U of L Internship Coordinator, the
situation will be referred to the Dean at U of L.
HLSC 4050 Policies and Procedures Manual
UNIVERSITY OF LETHBRIDGE FACULTY LIAISON
The Faculty Liaison is a faculty member responsible for maintaining linkages between the
program and the field site. The role of the liaison is to provide guidance, consultation and
information to the various people involved in the internship and ensures the program’s
maintenance. The person responsible for this role will:
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be available to learners, field supervisors and agencies for consultation and/or
information pertaining to the progress of the practicum or the status of any placement;
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liaise regularly between the institution, field supervisors and learners;
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ensure that policies, procedures and guidelines of the program are followed;
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participate in field orientation meetings for the learners and field supervisors;
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monitor the weekly on-line professional issues and support seminar;
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work cooperatively with agencies and learners to develop and improve the field
placement opportunities and the practicum experience;
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review and approve the learning contract;
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be involved with the evaluation process of the learner.
FIELD SUPERVISOR
The Field Supervisor is the primary role model for the learner during the internship. The
supervisor is responsible for the quality and success of the instructional aspect of the internship
experience. Among other responsibilities, the field supervisor is invested within the role of
orienting the learner to the agency, the profession, and practice of addictions counselling. The
person who fills this position will be knowledgeable and informed in the area of addictions
counselling and will have a willingness and ability to share and relate that information to the
learner. The person filling this role will:
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facilitate the learner’s understanding of the integration of theory with practice;
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be able to adapt to the needs and abilities of the learner as well as to the learner’s
individual learning style;
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work cooperatively with the learner to develop appropriate goals, objectives and learning
contract;
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monitor and record the learner’s attendance;
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provide, develop and administer appropriate task assignments and diverse learning
experiences for the learner that challenge the learner, mesh with the needs of the agency,
and reflect the objectives in the learning contract and evaluation;
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orient the learner to the agency’s workers and on site programs while ensuring the
protection and quality care of learner service to the client population in the agency. If
necessary, the supervisor must also clarify for the learner their role in relation to the
supervisor and agency;
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evaluate and monitor the learner’s performance and provide effective and useful written
feedback to the learner regarding their progress and professional development on an
ongoing and consistent basis;
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offer individual support and guidance to the learner on a consistent basis and meet with
the learner at mutually agreed times for regular supervisor conferences;
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be prepared to address any conflicts, meet with the faculty liaison if necessary, and act
effectively to intervene at an early stage should the learner be at risk of failure;
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submit a recommended pass/fail final grade and complete required evaluation forms
before the set deadline; and
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abide by the policies of the manual and the established ethical considerations while
ensuring a safe quality and trusting environment for the learner’s internship experience.
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LEARNER
The learner is expected to prepare for the practicum course by preparing their goals, objectives
and expectations. The learner is responsible for participating in their learning experience
through the development of a learning contract and to work cooperatively with the field
supervisor and faculty liaison. The responsibilities of the learner are to:
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participate in the internship pre-and post-seminar;
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participate in the on-line weekly professional issues seminar;
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be familiar with and abide by the policies and procedures of the internship outlined in the
policies and procedures manual;
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exhibit an understanding and appreciation for ethical considerations and confidentiality;
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demonstrate knowledge and understanding in the key competency areas;
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seek a clear understanding of the roles and responsibilities of each key person in the
internship;
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work and complete task assignments;
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immediately notify the field supervisor in case of an absence and provide documentation
if required to do so;
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immediately notify the seminar instructor in case of an absence and provide
documentation if required to do so;
HLSC 4050 Policies and Procedures Manual
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abide by the prescribed expectations, guidelines and policies of the field agency in which
he/she is placed;
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dress and behave in a professional manner;
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work in cooperation with the field supervisor by reviewing and analyzing the internship
learning experiences, goals and expectations;
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fulfill the course requirements in order to successfully complete the internship;
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make use of feedback from the field supervisor and return constructive feedback in the
final evaluation forms;
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attempt to resolve any conflict in a professional manner and ask for assistance from the
field supervisor and/or faculty liaison, peers or seminar coordinator when necessary;
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develop the learning contract with the field supervisor and review and have it approved
by the faculty liaison.
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POLICIES AND PROCEDURES
ETHICAL CONSIDERATIONS
Preamble
The Addictions Counselling Program is dedicated to preparing learners for careers as
professional, competent, critical and knowledgeable addictions counsellors. The primary
objective of the program is to attain the highest standards in academic scholarship and
professional practice by providing learners with the optimum learning opportunities and
experiences to succeed.
The Addictions Counselling Program promotes the growth and development of each learner by
fostering a learning environment based on critical discussion, respect, cooperation and
experiential learning.
The Addictions Counselling Program, including all those who represent and work for the
Program, acknowledge and embrace human, social and cultural diversity by supporting and
practicing, in all circumstances, actions and behaviors which protect the worth, dignity, potential,
rights and uniqueness of all individuals.
These ethical considerations express this core principle of the Addictions Counselling Program,
and are intended to act as a guide for faculty, learners and field supervisors. The purpose of
these considerations is to set forth principles and standards to which we can aspire and in good
faith abide by in order to discern moral questions and act in an honest and just manner. These
considerations are not intended to replace, but to supplement any code of conduct that may be in
place at various field placement sites. The following sections of the ethical considerations are
the foundation of the Addictions Counselling Program practicum courses.
RESPONSIBILITY OF LEARNERS, FIELD SUPERVISORS AND FACULTY
LIAISONS
The core values each individual should consider in dealing with each other, staff and clients
include respecting others, working and acting in a manner which protects and promotes the
dignity and worth of others and which is based on integrity. This includes the following
responsibilities of learners, field supervisors, and faculty liaisons to:
 act in a manner that does no harm to others and treats all people equally and fairly;
 acts in a manner that respects individuality, autonomy and freedom of choice;
 act in a manner that is honest, trustworthy and which faithfully honors commitments
made;
 accept responsibility to be aware of these ethical considerations and its implications;
 accept responsibility to be understanding and knowledgeable about issues of cultural,
human and social diversity. This includes understanding how individual perspectives and
backgrounds have an impact on others;
 refrain from engaging and/or condoning any behavior or practice that is discriminatory
against any individual based on their age, cultural diversity, religious background, sexual
orientation, class, race, ability, gender or political affiliation.
 understand and abide by the principle of confidentiality including respecting the
confidences of others and their right to privacy by not disclosing any confidential
information unless obligated professionally or legally.
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RESPONSIBILITY TO CLIENTS
The primary considerations during the field placement are the needs of clients. While promoting
their well being, protecting clients’ welfare and working to advance their best interest, the
learners, field supervisors, and faculty liaison have the following responsibilities to:
 provide competent service which enhances the clients’ capacity to address their own
needs;
 respect clients’ self determination ensuring informed consent and making sure clients are
aware what services are being provided by learners;
 obtain informed consent for any video-taping, recording or third party observation;
 be alert to any conflicts of interest especially those that may result in undue harm to
clients, their progress or well being;
 respect the clients’ need for confidentiality and right to privacy by not disclosing any
confidential information unless obligated professional or legally;
 refrain from sexual or intimate relationships with clients and avoid subjecting them to
any form of personal harassment;
 ensure the trust and dependency of clients is not exploited;
 consider the care and interest of the clients when terminating the counselling relationship
by making proper referrals or arrangements to accommodate the continuing needs of
clients.
RESPONSIBILITY TO LEARNERS
Field supervisors and faculty liaison have a commitment to protect the well being of learners.
While working to advance their best interest, promote success and ensure learners are treated
fairly, field supervisors and faculty liaison have the following responsibilities:
 ensure the trust and dependency of learners are not exploited;
 not allow learners to hold themselves as competent to perform professional services
beyond their training level, experience and competence;
 evaluate and appraise learner performance in a fair manner which is consistent with the
stated evaluation criteria;
 maintain quality and competent supervisory skills in order to provide, within means, the
best learning opportunities for the learners;
 clearly establish appropriate social, professional boundaries with the learner;
 avoid subjecting learners to any form of personal or workplace harassment;
 refrain from endorsing the completion of the practicum or a pass grade if the supervisor
believes the learner is not qualified (Supervisors and faculty liaison should take all steps
possible to assist learners who are experiencing difficulty during the practicum.);
 make sure field placements continue to be appropriate and safe;
 make sure the field agency continues to support and practice fair and just personnel
practices.
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COMMITMENT TO ACADEMIC SCHOLARSHIP, PROFESSIONALISM AND
PROFESSIONAL STANDARDS
The Addictions Counselling Program aims at maintaining high standards of practice, academic
quality, and professional standards. This includes the commitment of faculty, field supervisors
and learners to:
 assure the quality of the Program through discussion, responsible criticism and
facilitating evaluation of the Program;
 share knowledge and promote the ethics, values, core principals and goals of the
Program;
 act in a manner which is professional and upholds the integrity of the Program and its
faculty, field supervisors and learners;
 be dedicated to continuing education in order to maintain a level of awareness of current
professional, scientific and social knowledge in their field;
 take steps to maintain competence in skills and be current with the issues surrounding
diversity;
 ensure the faculty, field supervisors and learners refrain from offering or accepting
professional responsibilities when they are experiencing physical, mental, or emotional
problems that may cause undue harm on others. This includes being aware of other signs
of impairment and to seek assistance for problems, if necessary, suspend, terminate
and/or limit professional duty.
PROFESSIONAL COMMITMENT
The Addictions Counselling Program is committed to maintaining the learner’s freedoms of
thought, belief, opinion and expression. The program also has the responsibility of fostering the
academic freedom of learners within the course of professional standards of conduct. Likewise,
the faculty is committed to assisting these learners to become an integral part of the profession of
Addictions Counselling. The standards that are outlined below describe professional
characteristics and behaviors that are necessary for learners to demonstrate the
classroom/practicum experiences. These behaviors should be visible to all faculty within the
Addictions Counselling Program and its related courses.
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THE LEARNER
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acts in a manner that respects the dignity and rights of all persons without prejudice to
religious beliefs, color, gender, physical characteristics, age, ancestry, or place of origin.
treats patients/clients, peers, agency personnel and faculty with dignity, respect and
consideration of their circumstances.
acts in a responsible manner which includes being punctual, dependable, trustworthy,
consistent and reliable.
demonstrates empathy for others by showing concern or an understanding of the
feelings and/or ideas of others.
responds to feedback by listening, evaluating and responding to suggestions.
maintains positive interpersonal relationships with peers, faculty, clinical personnel and
clients by contributing, cooperating, participating and by working with others in a
flexible and adaptable manner.
contacts appropriate personnel at participating institutions and/or agencies in advance of
unavoidable absences, in recognition that attendance at all experiences is a professional
responsibility.
shows maturity and judgment.
shows enthusiasm and initiative by being actively involved as a participant while
encouraging the involvement and participation of others.
demonstrates a commitment to addictions counselling through an interest in learning
about addictions through consultations, reading, questions and discussions.
criticizes (verbally or in writing) the professional competence or professional
reputations of others only in confidence and to appropriate officials.
respects the confidentiality of information about clients, agency personnel, peers or
faculty that is received in confidence during the course of professional duties.
acts in a manner that maintains the honor and dignity of the profession and the program.
FREEDOM OF INFORMATION AND PROTECTION OF PRIVACY ACT (FOIPP) –
CONFIDENTIALITY
As of October 1, 1995 Alberta enacted the Freedom of Information and Protection of Privacy Act
(FOIPP). The Act, as the title suggests, has two components, freedom of information and
protection of privacy. In perspective, the Alberta Act is similar to statutes across Canada. The
Act pertains to all public bodies, such as boards, hospitals, universities, agencies, commissions
and corporations and local government bodies. The significance of FOIPP to learners, faculty,
and field supervisors is that the Act stipulates how personal information is to be collected, stored
and transferred, having strict controls over how information is accessed, used and disposed. The
Act is something that all should be aware of and make an effort to understand. The ramifications
of the Act include severe penalties for disclosing, using or collecting personal information about
a person in a way which is harmful to them or violates their right to privacy and confidentiality.
The Act pertains to most of the field agencies where learners are placed. Learners should be
aware of this policy and inquire at their field agency about the policies in place to deal with
FOIPP issues. The Act is relevant to the way in which the learners, field supervisors and faculty
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collect, disclose, and access personal information about clients and/or learners. Agencies in other
provinces will also be governed by similar legislation.
PROTECTION FOR PERSONS IN CARE ACT
The Protection for Persons in Care Act is legislation designed to protect adults in care facilities
from abuse. It will help Albertans, especially those who are vulnerable, live with dignity and
respect. The Act defines abuse; makes it mandatory for people who suspect abuse to report it;
protects people who report abuse in good faith from retaliatory action; establishes a toll-free
phone line where people can report abuse; requires a criminal record check for new employees
and volunteers of care facilities; specifies penalties for failing to report suspected abuse and for
knowingly making false reports; and sets out a process for investigating and resolving reports of
abuse.
If an adult in a care facility is being intentionally abused, or has been abused, you must report it.
You could be fined up to $2000 for not reporting abuse if you know or suspect it has occurred.
If a person’s well-being is in immediate danger, call the police or ambulance. In a non-crisis
situation call 1-800-357-9339 (toll free) during business hours. Call this number for more
information.
For more information about FOIPP and Protection for Persons in Care Act and copies of the
legislation are available from:
Queen’s Printer Bookstore, Edmonton – 11510 Kingsway Avenue
or
Queen’s Printer Bookstore, Calgary – McDougall Center, 455 – 6PthP Street S.W.
Phone: 297-6251
PERSONAL AND WORKPLACE HARASSMENT CONSIDERATIONS
The Addictions Counselling Program is committed to providing a nondiscriminatory, safe
learning and working environment free from any personal or sexual harassment for the faculty,
learns and field supervisors of the Addictions Counselling Program. The Addictions Program
will not tolerate, condone or authorize any form of harassment or discrimination. Personal or
sexual harassment and discrimination is strictly prohibited against any person.
Any form of harassment or discrimination is illegal and violates the fundamental human rights of
an individual under the Canadian Charter of Rights and Freedoms and the Alberta Human
Rights, Citizen and Multiculturalism Act.
Discrimination and harassment violate fundamental rights, personal dignity and personal
integrity. The University of Lethbridge is committed to a healthy, harassment-free environment.
The University of Lethbridge will not tolerate discrimination or harassment of its employees and
learners, and will act quickly, appropriately, and discretely when a complaint is made.
The Addictions Counselling Program strictly prohibits any retaliation or reprisal against
anyone who reports, complains or investigates personal or sexual harassment behavior.
HLSC 4050 Policies and Procedures Manual
15
If you feel a client is being harassed by the learner:
As a field supervisor or faculty liaison, if you feel a client is being harassed by the learner the
Internship Coordinator should be immediately contacted. As quickly as possible, for the safety
of the client and the learner, the learner should be removed from the situation if it is detected that
a client is being, or has been, harassed by the learner. The Addictions Counselling Program will
take appropriate measures to deal with the learner’s conduct according to the policy of learner
conduct of the University of Lethbridge.
If you are a learner or faculty liaison and you feel harassed:
Note that whether you are considering making a formal complaint, dealing with the situation
informally or not acting at all, it is a wise course of action to document by date, time with
specific descriptions of the harassment incidents and how you felt when the harassment occurred
in case you decide to take more formal action. The documents you keep should be kept in
confidence.
If you feel you have been harassed or have any questions you would like to ask in confidence,
feel free to contact: The Alberta Human Rights Commission at the toll free number 1-800432-1838.
HLSC 4050 Policies and Procedures Manual
16
A TWO-FOLD APPROACH TO EVALUATION
COMPONENTS OF THE EVALUATION PROCESS
The evaluation process includes two components, the narrative appraisal and the checklist. Each
component builds on the strengths and weaknesses of the other component offering a balanced
approach to the evaluation process.
The focus is on each learner’s individual experience. Within their respective placements,
learners are evaluated by observing how they improved or changed throughout the practicum.
Part of the focus will also be on how learners gain knowledge by sharing with others and
discussing issues professionally, with an open and critical mind.
The evaluation process attempts to measure the learner’s abilities to demonstrate:
 a sincere willingness to learn, develop and grow, both personally and professionally
from their experience;
 an ability to synthesize their academic, clinical, and personal experiences into a
broadened perspective while understanding the profession of Addictions Counselling;
 an ability to nurture an expansive, analytical, evaluative and critical self-awareness by
dedicating and building on their abilities, knowledge base and limitations;
 a sincere care for oneself coupled with a sense of passion for helping others that offers
the potential to become an effective addictions counsellor.
EVALUATION PROCESS AND PROCEDURE
Please note that all the evaluation forms to
be filled out by the Field Supervisor are
included in the Supervisor Evaluation Reports
Manual. A copy of these forms are
included in the appendices of this manual.
Checklist Evaluation:
CHECKLIST EVALUATION:
Who: Should be completed by
field supervisor.
What: The checklist is a
diagnostic or formative evaluation
of the learner.
~ allows supervisor and learner to
pinpoint strengths and
limitations,
develop practical goals.
When: Checklist should be done
at the mid-term evaluation (Week 6
of internship) and again during the
final evaluation (Week 13 of
internship).
How: Should be completed by
supervisor and reviewed, signed
and dated by learner and faculty
liaison.
U
This approach allows the learners and the supervisors
to pinpoint the learner’s strengths and limitations
during the course of the evaluation. It also gives a
starting point for the learner to develop short term,
practical goals. Moreover, this approach allows the
learner to view their growth and improvement in
various areas over a period of time. The weak point
of this type of formative or process evaluation is that
it tends to fragment the learner and not give an
accurate picture of his/her overall potential to be an
effective addictions counsellor. As a result, the checklist approach is used in conjunction with
the narrative appraisal.
HLSC 4050 Policies and Procedures Manual
17
The checklist should be completed by the field supervisor at the mid-term of the internship and
again at the completion of the internship. Note that the same checklist evaluation form is used
for each evaluation period. This procedure allows the learner and field supervisor to visualize
the learner’s progress throughout the internship. The checklist evaluation should be completed
by the supervisor and reviewed with the learner and faculty liaison.
Narrative Appraisal
This type of evaluation is summative and focuses
on outcomes. This evaluation component is
intended to allow the field supervisors to voice
their professional opinions about the learner’s
abilities and accomplishments throughout the
internship. The narrative appraisal is also
intended to support the rubric approach.
The narrative appraisal should be completed at
the end of the internship by the field supervisor.
The results should be reviewed with the learner
and a copy of the remarks given to them for
their records. The original should be sent to
the Internship Coordinator along with the other
evaluation and feedback forms.
NARRATIVE APPRAISAL
Who: Should be completed by field
supervisor.
What: The narrative is a summative
evaluation of the learner’s accomplishments
~ allows supervisor to offer professional
opinion on the learner’s ability to be an
effective counselor.
When: The narrative appraisal should be
completed during the final evaluation (Week
13 of internship).
How: Should be completed by supervisor and
reviewed, signed and dated by learner and
faculty liaison.
HLSC 4050 Policies and Procedures Manual
18
LEARNERS AT RISK OF FAILURE AND THE REVIEW
PROCESS
EARLY INTERVENTION STRATEGIES
Some learners may experience difficulties during the field placements. To promote the success
of each learner, the faculty liaison and field supervisor have the responsibility to offer the learner
the opportunity to improve. If the result of an evaluation is unsatisfactory to the point where the
success of the placement is in jeopardy, the faculty liaison, supervisor and learner should
cooperate to initiate the following early intervention strategies. The purpose of the review
process is to allow the learner, faculty liaison and field supervisor to evaluate the situation within
its entire context and develop strategies for improvement. Initiating the early intervention
process will include the following procedures and stages:
Initiating the early intervention process will include the following procedures and stages:
The responsibilities of the field supervisor if he or she detects a difficulty in learner
performance are to:





document the difficulty with specific examples;
immediately share the concerns with the learner and the faculty liaison and
collaboratively develop possible strategies for improvement;
supplement his/her perspective with written documentation and the learner’s evaluation
forms;
meet with the learner and faculty liaison to develop possible strategies for improvement;
and
set a time and date for the learner and field supervisor to meet again and re-access the
learner’s progress.
If the field supervisor detects a difficulty in learner performance, the responsibilities of the
learner are to:





ask for an assessment of the difficulty in writing with specific examples;
share any concerns with the field supervisor regarding the evaluation;
identify to the field supervisor and faculty liaison, in writing if need be, what the
learner’s needs are (This should include suggested strategies for improvement.);
participate collaboratively in the early intervention strategies showing a positive attitude
toward learning and a willingness to improve; and
consult with the field supervisor and faculty liaison immediately, with written
documentation and examples, if the learner disagrees with the evaluation.
HLSC 4050 Policies and Procedures Manual
19
IF ENDING THE INTERNSHIP IS A POSSIBILITY
If the continuation of the internship is in jeopardy, the faculty liaison should notify the Internship
Coordinator immediately. He or she should be briefed to the situation with all correspondence
from the early intervention review process. The field supervisor and faculty liaison may request
ending the internship if the learner:
1. shows disregard for the policies and procedures of the field agency or the program
policies;
2. fails to meet the expectations or objectives of the program as specified in the learner
evaluation form; or
3. violates professional standards with unethical behavior or any other unacceptable
conduct.
If the faculty liaison or field supervisor requests or contemplates ending the internship, the
Internship Coordinator will conduct a formal review that may result in the following action:
1. He or she will ask the learner to leave the field placement with the option to repeat
the course at another time; Uor
2. He or she will ask the learner to leave the field placement with the recommendation
that they withdraw from the program or be placed on academic probation.
OTHER DETERMINANTS OF INTERNSHIP COMPLETION
At some point, a situation may arise in which the learner is at risk of failure. This may not be
due to his/her performance. Unforeseen circumstances might arise with the field agency or the
field supervisor that may make the completion of the internship, within the particular field
placement, unsafe in some way for the learner or not in his/her best educational interest. It may
also be the case that it is no longer possible for the site to provide an adequate educational
experience to the learner. Although some circumstances may not arise very often, if at all, the
learner, the field supervisor, or the faculty liaison may initiate the review process any time
during the 13 week course to deal with such circumstances. If it is possible that the completion
of the internship is in jeopardy, the faculty liaison will conduct a formal review. The decision
may be made to remove the learner from the field site and place him/her in an alternative agency
by which the learner continues the internship with a possible time extension. In the case of
learner illness, family crisis or any other unforeseen circumstances, the field supervisor and the
faculty liaison will determine alternative procedures for the completion of the internship in the
best interest of the learner.
REVIEW PROCESS – GRADE APPEALS
Learners have the right to appeal the internship course grade. The Grade Appeals process for the
internship is consistent with that presented in the 2006/2007 Academic Calendar of the
University of Lethbridge. Please refer to the current Calendar.
HLSC 4050 Policies and Procedures Manual

FIELD SUPERVISOR –
FOLLOWING IS THE CHECKLIST EVALUATION THAT
NEEDS TO BE DONE IN WEEK SIX OF THE LEARNER’S
PRACTICUM.
ONCE COMPLETED YOU REVIEW IT WITH THE LEARNER
AND THEN BOTH OF YOU SIGN THE MARKING SHEET AT
THE END OF THIS SECTION.
AT THIS TIME THE FACULTY LIAISON WILL EITHER
VISIT YOUR SITE AND GO OVER THE CHECKLIST
EVALUATION OR ARRANGEMENT A CONFERENCE CALL.
20
HLSC 4050 Policies and Procedures Manual
21
APPENDIX A
UMid-term & Final Checklist EvaluationU
Addictions Counselling Program
HLSC 4050 (Internship in Addictions Counselling II)
The checklist evaluation is a formative evaluation of the learner. The purpose of this evaluation is to identify the learner’s
strengths, limitations and growth in the clinical and professional skills during the internship. The effectiveness of this type
of evaluation is to serve as a diagnostic tool for the learner identifying his/her movement in each competency area.
This evaluation should be completed at the mid term of the internship and at the end of the internship.
The field supervisor, learner and faculty liaison should sign this form after each evaluation and each receive a copy of the
mid-term and final evaluations.
Field Supervisor’s Name:
Signature:
Date:
Learner’s Name:
Signature:
Date:
Faculty Liaison’s Name:
Signature:
Date:
HLSC 4050 Policies and Procedures Manual
22
CHECKLIST EVALUATION
Describe the learner’s ability and current development in the delivery of treatment services by marking the appropriate point on
the continuum.
N/I = not implemented – learner did not implement necessary skills.
N/A = not applicable – learner had no opportunity to use this skill.
The Learner:
N/I
Needs
Improvement
Basic
Competent
Distinguished
N/A
1. Obtains information through use of approved
screening and assessment procedures
2. Remembers, records, interprets and uses
significant client information
3. Uses time effectively during assessment
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
4. Sets an atmosphere conducive to treatment
1
2
3
4
5
6
5. Sets short and long-term treatment goals
1
2
3
4
5
6
1. Knows the facts and effects of addictive
behaviors, treatment methods, and process
2. Is aware of community resources and their
approaches/philosophy (e.g. RCMP)
3. Understands addiction treatment continuum
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
4. Understands the philosophies of various selfhelp groups (e.g. AA) and mutual aid
Counseling Skills
1
2
3
4
5
6
1. Listens actively, paraphrases and summarizes
1
2
3
4
5
6
2. Uses and interprets body language
1
2
3
4
5
6
3. Uses open-ended questions
1
2
3
4
5
6
4. Perceives and reflects feelings in a client
1
2
3
4
5
6
5. Uses self-disclosure appropriately
1
2
3
4
5
6
6. Recognizes and deals appropriately with client
resistance
7. Uses supportive confrontation
1
2
3
4
5
6
1
2
3
4
5
6
8. Practices advanced counseling skills
1
2
3
4
5
6
9. Assess potential risk of client to self and/or
others, and refers to appropriate care
Work with the Therapeutic Process
1
2
3
4
5
6
1. Establishes a therapeutic relationship
1
2
3
4
5
6
2. Recognizes how personal feelings and
experiences affect counseling process
3. Maintains a positive attitude towards client’s
potential for recovery
1
2
3
4
5
6
1
2
3
4
5
6
CLINICAL SKILLS
Interview & Assess Clients
Understanding of Addictions Field
HLSC 4050 Policies and Procedures Manual
23
N/I
Needs
Improvement
Basic
Competent
Distinguished
N/A
4. Demonstrates respect towards client as
individual
5. Encourages client toward positive change
1
2
3
4
5
6
1
2
3
4
5
6
6. Maintains therapeutic confidentiality
1
2
3
4
5
6
7. Assists client in identifying problems in major
life areas
8. Builds on client’s strengths for treatment
process
9. Explores alternatives with client
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
10. Facilitates the change process
1
2
3
4
5
6
11. Prepares client for referral and closure
1
2
3
4
5
6
1. Establishes group goals and guidelines
1
2
3
4
5
6
2. Selects and facilitates a group process
appropriate to client needs
3. Accepts responsibility for direction of the
group
4. Co-facilitates groups
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
5. Understands and utilizes group dynamics
1
2
3
4
5
6
6. Involves all individuals in the group process
1
2
3
4
5
6
7. Recognizes when to use directive/nondirective approaches
8. Works with group members’ feelings
1
2
3
4
5
6
1
2
3
4
5
6
1. Leads discussion and skill training groups
1
2
3
4
5
6
2. Develops teaching goals, objectives and
strategies
3. Can design presentations with appropriate
media and materials
4. Uses a variety of instructional techniques and
presentation skills (e.g., role play)
5. Is sensitive to the emerging needs of the group
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
6. Can operate audio and video equipment
1
2
3
4
5
6
7. Can implement an evaluation model and
1
process
PERSONAL & PROFESSIONAL COMPETENCIES
2
3
4
5
6
Group Facilitation
Psycho-Educational Presentations
Personal & Professional Role
1. Maintains personal well-being
1
2
3
4
5
6
2. Continues to take personal inventory of biases,
attitudes and beliefs
3. Accepts responsibility and is accountable for
actions
4. Recognizes professional roles, boundaries,
limitations, and strengths
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
HLSC 4050 Policies and Procedures Manual
24
N/I
Needs
Improvement
Basic
Competent
Distinguished
N/A
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1. Develops and demonstrates working
vocabulary of terms used in the field
2. Effectively summaries relevant information
1
2
3
4
5
6
1
2
3
4
5
6
3. Writes summative reports and evaluations
1
2
3
4
5
6
4. Completes written communication within time
1
2
3
lines
Interacts Effectively with Other Professional Colleagues & Community Relations
4
5
6
1. Contributes constructively to meetings and
shares relevant information
2. Uses problem-solving techniques
1
2
3
4
5
6
1
2
3
4
5
6
3. Takes responsibility for delegated work
1
2
3
4
5
6
4. Represents clients in a professional manner
1
2
3
4
5
6
5. Validates other participants/contributions
1
2
3
4
5
6
6. Facilitates group decision-making
1
2
3
4
5
6
7. Handles conflict/controversy
1
2
3
4
5
6
8. Functions effectively in a variety of team
relationships
9. Applies knowledge of consulting roles and
processes
10. Promotes client access to resources
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
11. Participates in community events
1
2
3
4
5
6
12. Establishes contact with key community
groups
13. Is sensitive to community issues
1
2
3
4
5
6
1
2
3
4
5
6
5. Accesses appropriate self-care and support
networks to maintain personal health
6. Uses a variety of strategies to update
professional knowledge
7. Works and communicates effectively within
the organization
8. Relates and works effectively within the
organization
9. Gives and receives critical and constructive
feedback
10. Works independently and with supervision
Effective Communication
HLSC 4050 Policies and Procedures Manual

25
FIELD SUPERVISOR: AT END OF INTERNSHIP
FIRSTLY, RE-DO THE CHECKLIST EVALUATION FORMS COMPLETED AT MID-TERM
EVALUATION.
FOLLOWING IS THE NARRATIVE EVALUATION FORM THAT NEEDS TO BE COMPLETED IN
WEEK THIRTEEN OF THE LEARNER’S INTERNSHIP.
ONCE COMPLETED, PLEASE REVIEW THE CHECKLIST AND NARRATIVE EVALUATION
FORMS WITH THE LEARNER. THEN SIGN THE FINAL MARKING SHEET AT THE END.
THESE FORMS NEED TO BE SENT TO THE FACULTY LIAISON WITHIN ONE WEEK OF THE
COMPLETION OF THE INTERNSHIP.
HLSC 4050 Policies and Procedures Manual
26
APPENDIX B:
Final Narrative Evaluation
Addictions Counselling Program
HLSC 4050 (Internship in Addictions Counselling II)
After re-doing the checklist evaluation for the final evaluation, please proceed to the narrative
evaluation. The narrative evaluation is a summative evaluation of the learner’s abilities,
achievements and stage of development. This form should be completed at the end of the
internship during the final evaluation.
Discuss your perceptions of the learner’s abilities and development in each area. Please note
the learner’s willingness to learn, his/her ability to deal with constructive criticism, and
his/her overall ability to become an effective addictions counsellor.
Learner:
Field Supervisor:
Agency:
CLINICAL SKILLS
Discuss the learner’s abilities, accomplishments and development in each area:
1) Counselling Clients-
2) Interviewing and Assessing Clients-
HLSC 4050 Policies and Procedures Manual
27
3) Facilitating Groups-
PERSONAL AND PROFESSIONAL SKILLS
Discuss the learner’s abilities, accomplishments and development in each of the following areas:
1) Development of a personal and professional self-
2) Communicating effectively with others-
3) Participating effectively with others and use interpersonal skills-
4) Facilitating ongoing professional development-
HLSC 4050 Policies and Procedures Manual
28
Final Evaluation
Addictions Counselling Program
HLSC 4050 (Internship in Addictions Counselling II)
SUPERVISOR’S RECOMMENDATION
After completing the checklist and narrative evaluations, consider the learner’s overall achievement
throughout the internship placement and assign your recommendation of a pass or fail grade below for the
internship course.
PASS:
Field Supervisor’s Name:
Signature:
Date:
Learner’s Name:
Signature:
Date:
Faculty Liaison’s Name:
Signature:
Date:
FAIL:
__
HLSC 4050 Policies and Procedures Manual
29
University of Lethbridge
Addictions Counselling Program
Internship Supervisor Feedback Form
HLSC 4050
The Addictions Counselling Program administrators would like to hear your feedback about your
experience being an internship field supervisor. This feedback will be used to improve the work
placements for both learners and field supervisors. Your responses will be held in confidence by the
University of Lethbridge.
Please complete this form and send it to the University of Lethbridge Internship Coordinator for the
Addictions Counselling Program (4401 University Drive West, Lethbridge, AB T1K 3M4, Fax: (403)
329-2668), with the evaluation forms, no later than one week after the completion of the internship.
Supervisor Name:
Date:
Supervisor Signature:
Student Signature:
Agency Name:
Faculty Liaison:
Please mark the appropriate number on the scale and provide comments where applicable.
Not at all
Very much
1. How well were the objectives of the program and
desired outcome of the internship laid out for you?
1
2
3
4
5
n/a
2. Do you feel your role was clearly defined?
1
2
3
4
5
n/a
3. How helpful were the Supervisor’s Evaluation Reports?
1
2
3
4
5
n/a
HLSC 4050 Policies and Procedures Manual
30
Not at all
Very much
4. How helpful was the workbook in guiding the learner?
1
2
3
4
5
n/a
5. How available was the faculty liaison for consultation?
1
2
3
4
5
n/a
6. Were the contacts with the faculty liaison helpful?
1
2
3
4
5
n/a
7. How satisfied are you with how the internship progressed? 1
2
3
4
5
n/a
8. How well do you think the learner was prepared?
2
3
4
5
n/a
9. Were the checklist evaluation forms a useful tool for
1
2
accurately measuring the learner’s abilities and accomplishments?
3
4
5
n/a
10. Was the narrative evaluation an appropriate and useful
tool for evaluating the learner’s performance?
3
4
5
n/a
1
1
2
11. What do you feel were the most positive aspects about being a field supervisor?
12. List three ways the faculty of the Addictions Program can help to improve your role as supervisor?
13. Other comments and suggestions.
HLSC 4050 Policies and Procedures Manual
31
University of Lethbridge
School of Health Sciences
Addictions Counselling Program
Student Learners Internship Evaluation
The Addictions Counselling Program requests student learners’ feedback about their internship.
Evaluation responses will be used to improve internship placements for both learners and field
supervisors. Responses will be held in confidence by the University of Lethbridge.
Student learners, please complete this form and send it to the Administrative Office, School of Health
Sciences, University of Lethbridge (4401 University Drive West, Lethbridge, AB T1K 3M4, Fax: (403)
329-2668 or email to health.sciences@uleth.ca), with the evaluation forms, no later than one week after
the completion of the internship.
Student Name:
Date:
Student Signature:
Internship Site:
PART I: THE AGENCY (Information from this part will be shared with faculty members.)
Please mark the appropriate number on the scale and provide comments where applicable.
Not at all
Very much
1. How satisfied are you with how the internship
1
2
3
4
5
n/a
progressed?
2. My role as a student intern was clearly defined
at the site.
1
2
3
4
5
n/a
3. My on-site supervisor was available for consultation
and supervision.
1
2
3
4
5
n/a
HLSC 4050 Policies and Procedures Manual
32
Not at all
4. My on-site supervisor was helpful in meeting
my goals for the internship.
1
2
3
Very much
4
5
5. Other on-site staff members were helpful to me.
1
2
3
4
5
n/a
6. My skills as an addictions counselling intern
were utilized by the agency.
1
2
3
4
5
n/a
7. I was able to learn new skills and competencies
throughout my internship.
1
2
3
4
5
n/a
8. This internship met my expectations.
1
2
3
4
5
n/a
9. This internship improved my self-confidence
as an additions counsellor.
1
2
3
4
5
n/a
10. I believe this internship site was an appropriate
placement for me.
1
2
3
4
5
n/a
11. Overall, I was satisfied with my internship.
1
2
3
4
5
n/a
12. Other comments about the internship site.
n/a
HLSC 4050 Policies and Procedures Manual
33
PART II: FACULTY LIAISON & SEMINAR (Anonymity for this part will be maintained through
confidential compilation by the Administrative Office staff for faculty review.)
Please mark the appropriate number on the scale and provide comments where applicable.
Not at all
Very much
1. The in-class pre-internship seminar was helpful
in preparing for my internship.
1
2
3
4
5
n/a
2. The variety of seminar assignments facilitated
my learning.
1
2
3
4
5
n/a
3. I accepted responsibility as a self-directed learner.
1
2
3
4
5
n/a
4. I participated in providing constructive feedback to
class members in the electronic ethics seminar.
1
2
3
4
5
n/a
5. The faculty liaison was available for consultation.
1
2
3
4
5
n/a
6. Contacts with the faculty liaison were helpful.
1
2
3
4
5
n/a
HLSC 4050 Policies and Procedures Manual
34
Not at all
Very much
7. The supervisor evaluation forms were a useful
tool for accurately measuring my abilities
and accomplishments.
1
2
3
4
5
n/a
8. The mid-term and final evaluation meetings were
helpful to my learning.
1
2
3
4
5
n/a
9. Other comments and suggestions.