PROFESSIONAL COUNSELING PROGRAM
Middle Tennessee State University
1301 East Main Street
Murfreesboro, TN 37132
http://www.mtsu.edu/edu_leadership/professional_counseling/
COUN 6270 PRACTICUM IN COUNSELING
Instructor:
Email:
Office Phone:
Cell Phone:
Class Location:
Class Time:
Office:
Office Hours: *
*Please make appointment*
Course Description:
A Practical supervised experience in individual and group counseling in a 100-hour placement in a school
or mental health setting; audio and/or videotaping of sessions for peer and faculty feedback in weekly
group supervision and in 10 one-hour individual supervision sessions with instructor. A total of 40 hours of
direct service must be provided. (30 hours individual, 10 of group counseling). Professional liability
insurance ($1,000,000 per incident/minimum $1,000,000 aggregate) required prior to enrollment, with a
copy of the current insurance binder on file with the administrative coordinator of the counseling program.
Textbook:
Okun. B., & Kantrowitz, R. (2008). Effective Helping: Interviewing and Counseling Techniques (7th ed.)
Berkley, CA: Brooks/Cole.
Course Format/Method of instruction:
Demonstration
Discussion and feedback
Role plays
Peer Review
Class Presentation
Objectives:







To articulate a personal philosophy of counseling which is appropriate to setting
To effectively establish a therapeutic relationship with a child, adolescent, and/or
parents/caretakers
To demonstrate advanced counseling skills and consultation skills
To accurately assess client problems, goals, or needs
To integrate the role of professional counselor
To document therapeutic material appropriately
To demonstrate appropriate ethical practices in settings
To work appropriately with diverse populations
To demonstrate a commitment to professional development
To develop an understanding of the supervision process
To conduct a professional self-evaluation




Evaluation
Supervisor Contact Information
Genogram
Crisis Intervention Plan
Treatment Plan
Portfolio
Case Conceptualization
Attendance/Supervision
(10) Online Journals (10 pts.)
Self -Reflection Paper
Trauma- Focused Cognitive Behavioral
Treatment online Training
Midterm Session Evaluation
Final Session Evaluation
TOTAL POINTS
5 points
20 points
50 points
50 points
75 points
100 points
100 points
100 points
100 points
200 points
100 points
100 points
1000 POINTS
COUN 6270 Practicum in Counseling
2009 CACREP Standards
Standard
#
II- G-5-a
Core Curricular
Category
Helping
Relationships
Standard
An orientation to wellness and prevention as desired
counseling goals
II- G-5-b
Helping
Relationships
Counselor characteristics and behaviors that influence
helping processes;
II- G-5-c
Helping
Relationships
Essential interviewing and counseling skills
II- G-5-d
Helping
Relationships
Standard
#
Clinical Mental
Health
Counseling
Counseling theories that provide the student with
models to conceptualize client presentation and that
help the student select appropriate counseling
interventions. Students will be exposed to models of
counseling that are consistent with current professional
research and practice in the field so they begin to
develop a personal model of counseling
Standard
Learning Activities &
Experiences
Discussion in group supervision &
course readings; Role plays;
Chapter review questions; Journal
Discussion in group supervision &
course readings; Role plays;
Chapter review questions; Journal
Discussion in group supervision &
course readings; Role plays;
Chapter review questions; Client
counseling session review
Discussion in group supervision &
course readings; Role plays; Client
counseling session review; Selfevaluation paper
Learning Activities &
Experiences
CMHCB:1
Foundations –
Skills & Practices
Demonstrates the ability to apply and adhere to ethical
and legal standards in clinical mental health counseling
Discussion in group supervision &
course readings; Role plays; Client
counseling session review
CMHCC:2
Counseling,
Prevention ,and
InterventionKnowledge
Knows the etiology, the diagnostic process and
nomenclature, treatment, referral, and prevention of
mental and emotional disorders
Discussion in group supervision &
course readings; Role plays;
Video/audio evaluations of
counseling sessions
CMHCC:7
Counseling,
Prevention ,and
InterventionKnowledge
Counseling,
Prevention ,and
InterventionKnowledge
Counseling,
Prevention ,and
InterventionKnowledge
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Know the principles, models, and documentation
formats of biopsychosocial case conceptualization and
treatment planning
Discussion in group supervision &
course readings; Portfolio
Recognizes the importance of family, social networks,
and community systems in the treatment of mental and
emotional disorders
Discussion in group supervision &
course readings;
Chapter review questions; Journal;
CCPS intake protocol
Discussion in group supervision &
course readings; Client counseling
session review
Applies multicultural competencies to clinical mental
health counseling involving case conceptualization,
diagnosis, treatment, referral, and prevention of mental
and emotional disorders
Discussion in group supervision &
course readings; Client counseling
session review
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Applies effective strategies to promote client
understanding of and access to a variety of community
resources
Discussion in group supervision &
course readings; Client counseling
session review
Demonstrates appropriate use of culturally responsive
individual, couple, family, group, and systems
modalities for initiating, maintaining, and terminating
counseling
Discussion in group supervision &
course readings; Client counseling
session review
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Demonstrates the ability to use procedures for
assessing and managing suicide risk
Discussion in group supervision &
course readings; Client counseling
session review
Applies current record-keeping standards related to
clinical mental health counseling
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Diversity &
Advocacy-Skills
Provides appropriate counseling strategies when
working with clients with addiction and co-occurring
disorders
Discussion in group supervision &
course readings; Client counseling
session review/review of
counseling notes in supervision;
Supervisor evaluation of practicum
student
Discussion in group supervision &
course readings; CCPS intake
protocol
CMHCC:8
CMHCC:9
CMHCD:2
CMHCD:4
CMHCD:5
CMHCD:6
CMHCD:7
CMHCD:8
CMHCD:9
CMHCF:1
Understands professional issues relevant to the
practice of clinical mental health counseling
Demonstrates the ability to recognize his or her own
limitations as a clinical mental health counselor and to
seek supervision or refer clients when appropriate
Maintains information regarding community resources
to make appropriate referrals
Discussion in group supervision &
course readings; Client counseling
session review/discussion in group
supervision
Discussion in group supervision &
course readings; CCPS intake
CMHCF:3
and Practices
Diversity &
Advocacy-Skills
and Practices
CMHCH:1
AssessmentKnowledge
CMHCH:2
AssessmentKnowledge
CMHCH:3
AssessmentKnowledge
CMHCH:4
AssessmentKnowledge
Standard
#
SCCOA:7
School
Counseling
FoundationsKnowledge
SCCOC:3
Counseling,
Prevention ,and
InterventionKnowledge
Counseling,
Prevention ,and
Intervention-Skills
and Practices
Counseling,
Prevention ,and
Intervention-Skills
and Practices
SCCOD:2
SCCOD:5
SCCOF:3
Diversity and
Advocacy-Skills
and Practices
SCCOG:1
AssessmentKnowledge
Grade
A
Demonstrates the ability to modify counseling systems,
theories, techniques, and interventions to make them
culturally appropriate for diverse populations
Knows the principles and models of assessment, case
conceptualization, theories of human development, and
concepts of normalcy and psychopathology leading to
diagnoses and appropriate counseling treatment plans
Demonstrates skill in conducting an intake interview, a
mental status evaluation, a biopsychosocial history, a
mental health history, and a psychological assessment
for treatment planning and caseload management
Screens for addiction, aggression, and danger to self
and/or others, as well as co-occurring mental disorders
Applies the assessment of a client’s stage of
dependence, change, or recovery to determine the
appropriate treatment modality and placement criteria
within the continuum of care
Standard
Understands the operation of the school emergency
management plan and the roles and responsibilities of
the school counselor during crises, disasters, and other
trauma-causing events
Knows strategies for helping students identify strengths
and cope with environmental and developmental
problems
protocol
Discussion in group supervision &
course readings; CCPS intake
protocol
Discussion in group supervision &
course readings; Client counseling
session review
Discussion in group supervision &
course readings; Client counseling
session review; CCPS intake
protocol & treatment plan
Discussion in group supervision &
course readings; CCPS intake
protocol
Discussion in group supervision &
course readings; CCPS intake
protocol
Learning Activities &
Experiences
Discussion in group supervision &
course readings; Journal; Client
counseling session review
Discussion in group supervision &
course readings; Journal; Client
counseling session review
Provides individual and group counseling and
classroom guidance to promote the academic, career,
and personal/social development of students
Discussion in group supervision &
course readings; Journal; Client
counseling session review
Demonstrates the ability to recognize his or her
limitations as a school counselor and to seek
supervision or refer clients when appropriate
Discussion in group supervision &
course readings; Client counseling
session review; Self-reflection
paper; Journal
Advocates for school policies, programs, and services
that enhance a positive school climate and are
equitable and responsive to multicultural student
populations
Understands the influence of multiple factors (e.g.,
abuse, violence, eating disorders, attention deficit
hyperactivity disorder, childhood depression) that may
affect the personal, social, and academic functioning of
students
Discussion in group supervision &
course readings; Self-reflection
paper; Journal
Percentage
100-90%
Evaluation
Points
1000 – 900
Discussion in group supervision &
course readings; Self-reflection
paper; Journal; Client counseling
session review
Evaluation based on
points earned
Mastery of
B
89-80%
899 - 800
C
79-70%
799 – 700
D
69-60%
699 – 600
F
59% and below
599 and below
content/concepts
Good understanding of
material
Rather basic
understanding, more
work is needed to
perform appropriately
Limited understanding,
more work is needed to
perform appropriately
Measured performance
indicates material was
not
adequately understood
Course Requirements:
1.
Attendance
Individual/Small Group Supervision: Students are required to meet with the university supervisor during
regularly scheduled sessions to be negotiated at the beginning of the semester. Students are also required
to schedule and attend weekly meetings with the on-site supervisor approved by the program faculty. (A
minimum of one (1) hour a week)
Group Supervision: Students are required to attend and actively participate in group supervision. These
sessions will be held weekly for approximately 1 1/2 hours.
2.
Practicum Prospectus
Students will be required to develop and submit a practicum prospectus (or contract) signed by the student
and the on-site supervisor. This prospectus must receive approval by the university supervisor. The
prospectus should include:
 Activities the practicum will provide and the estimated percentage of time for each task that will
be accomplished as part of the practicum experience
 Designated places for student, site supervisor and university supervisor to sign
This assignment is due within two (2) weeks of the beginning of the practicum and must be signed by all
parties prior to submission.
3.
Performance of Contract
Students are responsible for fulfilling the negotiated contract during the practicum experience.
4.
Liability Insurance
Students are required to obtain liability insurance from either the American Counseling Association (ACA)
or the American School Counselors Association (ASCA). Obtaining insurance
from either of the previously listed organizations will require you to obtain
membership. You will be required to submit a copy of the insurance policy to
the university supervisor within 2 weeks of the semester. Students must
obtain a minimum of $1,000,000 00 per incident/minimum $1,000,000
aggregate.
5.
Practicum Goals/Supervision Goals
Students will develop and submit goals to be accomplished during the practicum and
supervision experience. A form will be provided to students for completion. These goals will be
discussed during individual and group supervisions.
6.
Counseling Session Recordings
University Supervisor: Students are required to bring a minimum of one (1) audio or videotape to each
individual supervision session for review. Written permission must be obtained from the client before
recording and submission. Inaudible recordings will not be accepted.
Please bring the following items to each individual supervision session:
• 1 copy of the Session Review Form (For the selected session to review a total of 1 per
supervision session)
• 1 copy of the STIPS note completed for the client (School Counseling Students must
complete a STIP note for every student seen at their placement.)
• Audio equipment for reviewing sessions
Rules regarding recorded sessions:
1.
Recordings must be current, on-going and recent sessions with a client.
2.
Recordings must be audible and recorded on an MP3 recording device. Device may not be a
counselor’s person cell-phone or tablet in order to insure confidentiality.
3.
If the student is having difficulty obtaining recorded sessions, the student is responsible and may
be unable to complete Practicum during the current semester.
4.
Students should review recorded sessions and complete Session Review form prior to submission.
Students should select a representative group of tapes for review from the following categories:
 One Initial Session
 Two or Three sessions with one client
 A sample of your best work
 One group session
 One termination session
7.
Self-Reflection Paper
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8.
Students will be required to conduct a self-evaluation in narrative form at the end of the semester.
A self-reflection paper that discusses the learning process thus far in the counseling program
including:
Counselor Strengths at the beginning of practicum
Counselor improvements by the end of practicum
Counselor’s thoughts on their own professional identity as a future professional counselor
Counselor’s thoughts on how their personal model of counseling impacts their interactions with
clients.
Future plans as a professional counselor.
Self-Evaluation paper must be 5-7 pages double-spaced.
Midterm and Final Client Counseling Session Review
Practicum instructors/supervisors will evaluate students’ basic and advanced counseling skills two
times during the semester (midterm and final) based on the Counseling Skills Rubric. The student will
select a previously recorded but recent session with a client at the Center for evaluation. See rubric.
9.
Portfolio
Students should submit a portfolio presenting a culmination of their work during the practicum.
This portfolio should be reflective of the practicum experience and should include the following
sections:

Signed Contract- 5pts

Liability Insurance-5pts

Supervision/Practicum Goals-5pts

STIP Notes

Practicum Hour Logs

Supervision Notes-5pts

Signed Prospectus-5pts

Supervisor Evaluations-50pts
The portfolio should be organized based on sections listed above and will be evaluated based on content,
organization, quality, scope of documentation, and creativity.
10.
Online Journal and Discussion Board
Students will be required to keep a journal of their personal experiences regarding client sessions and
readings from required textbooks. Specifically, students will be expected to provide personal reactions to
readings from the required text. This journal will consist of weekly journal entries completed on the attached
form in the drop-box on D2L. Journal entries should be typed in word-processing software and posted via
personal page on Desire2Learn. Entries are due by 11:30 pm the Sunday before class.
11.
Professional Organization
The MTUS Counseling Program strongly recommends that you obtain membership in the American
Counseling Association, American School Counselor Association, and/or the Tennessee Counseling
Association. Student memberships are available at a reduced rate, and allow you to become actively
involved in local, state, and national activities, which serve to enhance your professional repertoire.
12.
MTSU Professional Counseling Program Dispositions
Students in the Professional Counseling Program are required to demonstrate program Dispositions (being
collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in
all other academic and professional endeavors. Information regarding demonstration of these dispositions
may be communicated to program faculty to be used as a component of the faculty’s continuous evaluation
of student progress.
Multicultural Education
Content and experiences in multicultural interactions will be acquired at the placement site. In addition,
specific knowledge, skills, and cross-cultural awareness have been addressed in academic setting prior to
placement and will be discussed and implemented in group and individual supervision.
HOLISTIC RUBRIC FOR
TREATMENT PLAN, DISCUSSION BOARD QUESTIONS, JOURNALS, AND PORTFOLIO
Category
Target/Outstanding
Characteristics of Written Assignment/Project*
•
•
•
•
•
•
•
•
•
•
•
Marginal/Acceptable
•
•
•
•
•
•
•
Score
Approximately
Equates to
Exceptionally well written
Excellent integration, synthesis and/or analysis of ideas
Professional/high quality
Comprehensive and coherent
Logical flow and sequencing of ideas; excellent transitions
from point to point
Includes all required elements
Very clear and specific
Provides ample citations and examples to support positions
taken in written product
Excellent sentence structure
No (or very few) grammatical errors
Mastery of APA style (when required by professor)
9 – 10
A
Well written
Good integration, synthesis and/or analysis of ideas
Reasonably professional/high quality
Includes most required elements
Largely comprehensive and coherent
Reasonably good flow/sequencing of ideas; may have a few
unclear transitions
Lacks some clarity and/or specificity
8
B
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Unacceptable
•
•
•
•
•
Provides citations and examples to support most positions
taken in written product
Good sentence structure
Some grammatical errors, but does not detract from overall
quality of written product
Good use of APA style (when required by professor); some
minor errors
Simplistically written
Descent presentation of ideas, but little effort to integrate,
synthesize and/or analyze ideas
Lacks “polish”/marginal quality
Superficial presentation of ideas
Lacks logical flow/sequencing of ideas; weak transitions
Lacks many required elements
Lacks much clarity and/or specificity
Lacks citations and examples to support some key positions
taken in written product
Fairly good sentence structure, but awkward phrasing
detracts from written product
Several grammatical errors, but does not seriously detract
from quality of written product
Several errors in use of APA style (when required by
professor)
Poorly written
Numerous writing errors
Difficult to understand
Lacks structure
Very unclear and/or non-specific
Very little flow or logical sequencing of ideas; transitions
confusing or unclear
Lacks nearly all required elements
Very few citations and examples to support most key
positions taken in written product
Poor sentence structure seriously detracts from written
product
Grammatical errors seriously detract from quality of written
product
Does not use APA style or makes a substantial number of
errors in use of APA style (when required by professor)
7
C
6 and
below
D or F
* It is possible that some, but not all, of the characteristics associated with a particular category will be demonstrated
by the student on a written assignment/project. The professor will make a determination as to which category (i.e.,
Target/Outstanding, Marginal/Acceptable or Unacceptable) most closely approximates the quality of the student’s
assignment/project.
The professor may opt to equate rubric scores to grades in whatever way he or she deems appropriate. Suggested
rubric score-to-grade equivalents are listed in the table above.
HOLISTIC RUBRIC FOR ROLE PLAYS AND ROLE PLAYS
Category
Outstanding
•
•
Characteristics of Skill/Practice*
Score
Equates
to
Professional/high quality demonstration of skill/practice
Excellent application of theories, strategies, techniques, ideas, etc.
9 or 10
A
•
•
•
•
Acceptable
•
•
•
•
•
•
•
Marginal
•
•
•
•
•
•
•
Poor
•
•
•
•
•
•
•
•
•
Integrates and effectively uses many key ideas/bits of
information/data, etc. in relation to demonstration of skill/practice
Includes key and/or required elements
Very clear, specific and/or precise
Excellent problem-solving and/or decision-making in relation to
demonstration of skill/practice
High level of consistency in demonstration of skill/practice
Reasonably professional high quality demonstration of skill/practice
Good application of theories, strategies, techniques, ideas, etc.
Integrates and uses some key ideas/bits of information/data, etc. in
relation to demonstration of skill/practice
Includes most key and/or required elements
Mostly clear, specific and/or precise
Good problem-solving and/or decision-making in relation to
demonstration of skill/practice
Consistent demonstration of skill/practice
Demonstration of skill/practice lacks “polish”
Fair application of theories, strategies, techniques, ideas, etc.
May use some key ideas/bits of information/data, etc., but does not
integrate them/use them in a holistic way when demonstrating
skill/practice (i.e., does not consistently demonstrate how
ideas/information/data are connected in a meaningful way)
Lacks many key and/or required elements
Lacks much clarity, specificity and/or precision
Marginal/simplistic problem-solving and/or decision-making in
relation to demonstration of skill/practice
Lacks consistency in demonstration of skill/practice
Poor demonstration of skill/practice
Poor application of theories, strategies, techniques, ideas, etc.
Uses very few key ideas/bits of information/data or integrate them
when demonstrating skill/practice (i.e., does not demonstrate how
ideas/information/data are connected in a meaningful way)
Very few key and/or required elements demonstrated
Very unclear, unspecific and imprecise
Very little or no problem-solving/poor decision-making in relation to
demonstration of skill/practice
Very little or no consistency in demonstration of skill/practice
“Garbage product”
8
B
7
C
6 and
below
D or F
* It is possible that some, but not all, of the characteristics associated with a particular category will be demonstrated
by the student on a skills/practice assignment/activity. The professor will make a determination as to which
category (i.e., Outstanding, Acceptable, Marginal or Poor) most closely approximates the quality of the student’s
assignment/activity.
Instructional Practices
Demonstration
Discussion and feedback
Role plays
Peer Review
Class Presentation
If you have a disability that may require assistance or accommodations, or if you have any questions
related to any accommodation for testing, note taking, reading, etc., please speak with the instructor as
soon as possible. You may also contact the Office of Disabled Services (615.898.2783) with any questions
about such services.
Date
Date
Readings
Date
Chapters 1&2
Date
Chapter 3
Date
Chapter 4
Date
Theories of Counseling-D2L
Date
Solution Focused Article –D2L
Date
Date
Date
Date
Chapter 5
Chapter 6
Chapter 7
Date
Chapter 8
Date
Chapter 9
Date
Date
Chapter 10
What’s Due
• Practicum Site Contract
• Liability Insurance
• Supervisor Contact
information
• Practicum / Supervision
Goals
• Online Journal #1
• Confidentiality Statement
• Prospectus
• TF CBT Summary Sheet for
Segments 1-3
• Online Journal #2
• Online Journal #3
• Genogram
• Online Journal #4
• Case conceptualization
• TF CBT Summary Sheet for
Segments 4-6
• Mid-Term Evaluation (Site
and University Supervisor)
• Mid- Term Counseling Skills
Evaluation Assignment
(Session Due)
• Online Journal #5
• Online Journal #6
• Online Journal #7
• TF CBT Summary Sheet for
Segments 7-9(Place
Certificate in Portfolio)
• Crisis Intervention Plan
Assignment
• Online Journal #8
• Treatment Plan
• Online Journal #9
• Online Journal #10
• Final Portfolios
• Self- Reflection paper
• Final Counseling Skills
Evaluation Assignment
(Session Due)
****The instructor reserves the right to alter any part of this syllabus at the instructor’s discretion. ****