Syllabus
Practicum/Fieldwork:
[course number]
Course Syllabus
[semester and year]
[course day and time]
Instructor:
Office:
Phone:
Email:
Office Hours:
Units:
Prerequisite(s):
Catalog/Course Description
Course Objectives
At the end of this course, students will be able to do the following:




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Provide competent mental health services in community mental health setting under
licensed supervision.
o Associated Learning Activities: Finding a field site and completing fieldwork plan;
completing a minimum of ____ service hours; Fieldwork Evaluation Form at the
end of the semester (to be completed by fieldwork supervisor).
Effectively and professionally document psychotherapy treatment provided to clients.
o Associated Learning Activities: Progress note, assessment, and treatment plan
presentations
Conceptualize and assess cases using a theoretical and diagnostic framework.
o Associated Learning Activities: Case Presentation with case conceptualization;
Assessment presentation
Develop professional treatment plans for working with adults, couples, families, and
children attending to diversity and ethical issues.
o Associated Learning Activities: Case Presentation; Treatment plan presentation
Demonstrate ability to effectively utilize supervision at field placement.
o Associated Learning Activities: Fieldwork Evaluation Form at the end of the
semester (to be completed by fieldwork supervisor).
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Instructional Format
This course will be conducted primarily as an experiential course designed to help you
integrate your clinical experiences with your university coursework and curriculum. Thus,
our goal is to bridge theory and practice. For this process to be successful, each student must
participate fully by attending class, engaging in class exercises, sharing in discussions, and
reading assigned materials.
Required Text
Gehart, D. R. (2014). Mastering competencies in family therapy: A practical approach to
theories and clinical case documentation (2nd ed.). Pacific Grove, CA:
Cengage/Brooks-Cole.
Grading: Credit/No Credit [or describe your policy]
Grading Criteria:
To receive a grade of “Credit,” all of the following must be satisfactorily completed:
List course requirements for the following:
1. Minimum of ____ client contact hours.
2. Membership in at least one of the following professional organizations: of AAMFT,
ACA, APA, and/or NASW to provide free legal consultation on clinical cases.
3. Complete sample progress note, assessment, case conceptualization and treatment
plans using field site forms and present to class (see schedule and instructions below).
4. No more than ____ absences.
Forms to be turned in prior to a passing grade being issued:
5. Provide evidence of professional liability insurance in the amount of $1,000,000 per
incident/$3,000,000 aggregate (or highest limit currently available).
6. Log of hours
7. Evaluation from field site supervisor
8. Trainee evaluation of field site
9. Other forms:
Supervision and Legal Liability
Your onsite site supervisor is your clinical supervisor and thereby assumes full legal
responsibility for all of your cases; you are practicing under his/her license. When staffing
cases in this class, you should bring any feedback or suggestions back to your field site
supervisor for his or her approval before implementing. Your onsite supervisor is your
primary supervisor, and you are legally required to follow their direction, especially as it
relates to crisis, ethical, and legal issues. In situations where you have received differing
recommendations for how to handle a situation from your university course instructor and
onsite supervisor, you must follow the instruction of your onsite supervisor.
Site Visits
I will be making site visits and/or phone calls to speak with your supervisor. Students will be
expected to arrange their schedules to be available for the site visit.
Guidelines for Protecting Client Confidentiality
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1. When writing progress notes, use confidential notation to refer to individual family
members, i.e., AF (adult female), AM (adult male), CF16 (child female, 16 years old), CM
7 (child male 7 years old).
2. When making phone calls, please ensure that no one can overhear your conversation and
that you leave a message that does not indicate that the person is seeing a counselor
(unless you have their written permission to do so). If have written permission to leave a
message, you should keep it brief and not indicate that the message relates to therapy,
such ash, “This is Diane from CCRI or Cal State Northridge, please have Jane Smith call
me back at….”
3. Students must use a password on all documents created on a computer. Computer files
of documents must be deleted no later than the end of the semester unless otherwise
directed by your onsite supervisor.
4. If you record sessions at your site, recordings of sessions must be erased no later than
the end of the semester and must be locked at all times when not in use unless otherwise
instructed by your supervisor.
Policies
[Sample Policies are Provide: Amend or Delete as Desired]
Confidentiality
In this course, you are entering an experience that involves a significant amount of selfdisclosure. Naturally, people will say things that are personally important and confidential.
It is your duty to maintain confidentiality and trust. Please study the AAMFT, ACA, APA,
and/or NASW ethics codes, particularly paying attention to issues of confidentiality and
client's rights.
As the course instructor, I have a responsibility to you to act professionally and ethically. I
also have a responsibility to the university, profession, and society. Normally, these
responsibilities are not in conflict, and confidentiality can be maintained. However, there are
times when confidentiality can/must be broken. These times are:
1.
If a class member threatens danger to him/herself, I may be required by law and/or
university policy to make those limited disclosures necessary to avert that danger;
2.
If a class member threatens grave bodily harm or death to another person(s), , I may
be required by law and/or university policy to inform the intended victim(s) and
appropriate law enforcement agencies;
3.
If there is any reasonable suspicion of child abuse or neglect, I may be required by
law to report it immediately to the proper authorities;
4.
If, in my judgment, a class member is acting unethically or experiencing a
disturbance in his/her own life to such an extent that it would hinder his/her ability
to work positively with others, I may discuss the situation with the departmental
[designated body] to determine what action might be appropriate. Normally, I would
discuss the situation with the student before disclosing confidential information to
others.
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Attendance
Students manifest their responsibility in the regularity and punctuality of their attendance.
Since this course includes significant seminar and experiential components, attendance at
each class meeting is mandatory. In cases of absence, any scheduled assignments are
due to the professor at the beginning of class unless other arrangements have been
made prior to that time. If you are absent from class, it is your responsibility to check
online and with fellow classmates regarding announcements made while you were
absent: this includes supplemental instructions related to assignments. You are
responsible for and may be tested on any and all lecture materials presented in class
that are not covered in your readings.
Due Dates and Times
Due dates are non-negotiable unless an extension is provided to the entire class. All
written assignments are due during the first 15 minutes of class on the day they are
due. ___ points will be deducted for papers that are turned in _____ late.
Requests for Extensions and Incompletes
Incompletes and extensions to due dates on specific assignments will only be considered
in grave circumstances, such as loss of an immediate family member, hospitalization, or
severe illness.
Fostering Professionalism
As a course in a professional training program, students are expected to consistently
demonstrate professional behavior. This includes but is not limited to:
 Being on time: to class and with assignments
 Respectful interactions with students and faculty
 Proactive engagement in learning process and assignments
 Being organized and prepared
 Managing paperwork effectively
 Managing technology effectively (university has extensive computer, printing and
internet support; use it in times of technical emergency)
 Managing personal crises effectively
 Managing personal information (own and others’) appropriately
Students who have trouble in one or more of these areas may have their participation
grade lowered and in severe cases may be referred to the department student affairs
committee for further review.
Students with Disabilities
If you have special needs as addressed by the Americans with Disabilities Act (ADA) and
need course materials in alternative formats, notify your course instructor within the first
two weeks of class. Students interested in accommodations should contact the
university’s office for students with disabilities; only this office can recommend and
arrange for accommodations. No accommodations may be made without their approval.
Any and all reasonable efforts will be made to accommodate your special needs.
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Policy on Cheating and Plagiarism
Cheating and plagiarism are serious offenses in a professional program and may result in
expulsion from the program/university on a first offense. See the University Catalog for
further information. Additionally, student should refer to the Ethics Codes of AAMFT,
ACA, APA, and/or NASW for ethical guidelines regarding plagiarism. For a definition
and examples of plagiarism, students can refer to the APA Publication Manual.
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Tentative Schedule
Date
Week
1
Week
2
Week
3
Week
4
Week
5
Week
6
Week
7
Week
8
Week
9
Week
10
Week
11
Week
12
Week
13
Week
14
Week
15
Topic
Introduction to
Practicum/Fieldwork
Introduction to Forms;
Review contracts with sites;
Review ethics
How to conceptualize cases
How to complete clinical
assessment/intake forms
Clinical Assessment
presentations
How to write treatment
plans
Treatment plans
Reading
Chp 1-2
Assignments/Forms Due
Gehart Chp Paperwork/Contracts for Site
3-4
Due
Gehart,
Chp 13
Gehart,
Chp 14
Gehart, 5-6
Gehart,
Chp 15
Gehart, 7-8
How to write progress notes Gehart,
Chp. 17
Progress note presentations Gehart, 910
Evaluation of Progress
Gehart,
Chp. 16
Case conceptualization
Gehart, 11presentations
12
Case conceptualization
presentations cont.
Case conceptualization
presentations cont.
Working with your
supervisor
Final Meeting
6
Assessment presentation; bring
copies for all
Treatment plan presentations:
Bring copies for all
Progress note presentations;
bring copies for all
Case conceptualization
presentations; bring copies for all
Case conceptualization
presentations; bring copies for all
Case conceptualization
presentations; bring copies for all
Turn in End of Semester
Paperwork: Logs, Evaluations
Instructions for Activities
Progress Note, Assessment, and Treatment Plan Presentations
On the weeks progress note, assessment, and treatment plan presentations are
scheduled, you should bring a COMPLETED example of a progress, assessment or
treatment plan based on a client you are working with at your fieldsite [or if
practicum class, from a video or other source]. Students should complete the forms
from the text, available on the Cengage website for this text. DO NOT INCLUDE
CONFIDENTIAL INFORMATION. Bring enough copies for the class. Each
person will have 5 minutes to discuss his/her example.
Case Conceptualization Presentation
Towards the end of the semester, each student will give a 20-minute presentation of a
client at their site [or other source] using the case conceptualization form with
genogram [optional] from the text. Students should complete the forms from the text,
available on the Cengage website for this text. DO NOT INCLUDE
CONFIDENTIAL INFORMATION. Bring enough copies for the class.
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Competencies Measured
The assignments in this class measure the following AAMFT Marriage and
Family Therapy Competencies
Competencies measured on the Case Conceptualization
1.1.1 Understand systems concepts, theories, and techniques that are foundational to the
practice of marriage and family therapy.
1.1.2 Understand theories and techniques of individual, marital, couple, family, and group
psychotherapy
1.2.1 Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status,
culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social
context).
1.2.2 Consider health status, mental status, other therapy, and other systems involved in
the clients’ lives (e.g., courts, social services).
1.3.1 Gather and review intake information, giving balanced attention to individual, family,
community, cultural, and contextual factors.
1.3.7 Solicit and use client feedback throughout the therapeutic process.
1.5.2 Complete case documentation in a timely manner and in accordance with relevant
laws and policies.
2.1.1 Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.5 Understand the current models for assessment and diagnosis of mental health
disorders, substance use disorders, and relational functioning.
2.2.2 Systematically integrate client reports, observations of client behaviors, client
relationship patterns, reports from other professionals, results from testing
procedures, and interactions with client to guide the assessment process.
2.2.3 Develop hypotheses regarding relationship patterns, their bearing on the presenting
problem, and the influence of extra-therapeutic factors on client systems.
2.2.4 Consider the influence of treatment on extra-therapeutic relationships.
2.2.5 Consider physical/organic problems that can cause or exacerbate
emotional/interpersonal symptoms.
2.3.1 Diagnose and assess client behavioral and relational health problems systemically and
contextually.
2.3.6 Assess family history and dynamics using a genogram or other assessment
instruments.
2.3.7 Elicit a relevant and accurate biopsychosocial history to understand the context of
the clients’ problems.
2.3.8 Identify clients’ strengths, resilience, and resources.
2.3.9 Elucidate presenting problem from the perspective of each member of the
therapeutic system.
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2.4.2 Assess ability to view issues and therapeutic processes systemically.
3.2.1 Integrate client feedback, assessment, contextual information, and diagnosis with
treatment goals and plan.
3.3.1 Develop, with client input, measurable outcomes, treatment goals, treatment plans,
and after-care plans with clients utilizing a systemic perspective.
4.3.3 Reframe problems and recursive interaction patterns.
4.4.1 Evaluate interventions for consistency, congruency with model of therapy and theory
of change, cultural and contextual relevance, and goals of the treatment plan.
Competencies measured on the Clinical Assessment
1.2.1 Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status,
culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social
context).
1.2.2 Consider health status, mental status, other therapy, and other systems involved in
the clients’ lives (e.g., courts, social services).
1.2.3 Recognize issues that might suggest referral for specialized evaluation, assessment, or
care.
1.3.1 Gather and review intake information, giving balanced attention to individual, family,
community, cultural, and contextual factors.
1.3.8 Develop and maintain collaborative working relationships with referral resources,
other practitioners involved in the clients’ care, and payers.
2.1.1 Understand principles of human development; human sexuality; gender
development; psychopathology; psychopharmacology; couple processes; and family
development and processes (e.g., family, relational, and system dynamics).
2.1.2 Understand the major behavioral health disorders, including the epidemiology,
etiology, phenomenology, effective treatments, course, and prognosis.
2.1.3 Understand the clinical needs and implications of persons with comorbid disorders
(e.g., substance abuse and mental health; heart disease and depression).
2.1.5 Understand the current models for assessment and diagnosis of mental health
disorders, substance use disorders, and relational functioning.
2.1.7 Understand the concepts of reliability and validity, their relationship to assessment
instruments, and how they influence therapeutic decision making.
2.2.2 Systematically integrate client reports, observations of client behaviors, client
relationship patterns, reports from other professionals, results from testing
procedures, and interactions with client to guide the assessment process.
2.2.3 Develop hypotheses regarding relationship patterns, their bearing on the presenting
problem, and the influence of extra-therapeutic factors on client systems.
2.2.5 Consider physical/organic problems that can cause or exacerbate
emotional/interpersonal symptoms.
2.3.1 Diagnose and assess client behavioral and relational health problems systemically and
contextually.
2.3.2 Provide assessments and deliver developmentally appropriate services to clients, such
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as children, adolescents, elders, and persons with special needs.
2.3.4 Administer and interpret results of assessment instruments.
2.3.5 Screen and develop adequate safety plans for substance abuse, child and elder
maltreatment, domestic violence, physical violence, suicide potential, and
dangerousness to self and others.
2.3.7 Elicit a relevant and accurate biopsychosocial history to understand the context of
the clients’ problems.
2.3.9 Elucidate presenting problem from the perspective of each member of the
therapeutic system.
2.4.4 Assess the therapist-client agreement of therapeutic goals and diagnosis.
3.1.1 Know which models, modalities, and/or techniques are most effective for presenting
problems.
3.1.3 Understand the effects that psychotropic and other medications have on clients and
the treatment process.
3.1.4 Understand recovery-oriented behavioral health services (e.g., self-help groups, 12step programs, peer-to-peer services, supported employment).
3.2.1 Integrate client feedback, assessment, contextual information, and diagnosis with
treatment goals and plan.
3.3.1 Develop, with client input, measurable outcomes, treatment goals, treatment plans,
and after-care plans with clients utilizing a systemic perspective.
3.3.6 Manage risks, crises, and emergencies.
3.3.7 Work collaboratively with other stakeholders, including family members, other
significant persons, and professionals not present.
3.3.8 Assist clients in obtaining needed care while navigating complex systems of care.
3.4.3 Evaluate level of risks, management of risks, crises, and emergencies.
4.1.2 Recognize strengths, limitations, and contraindications of specific therapy models,
including the risk of harm associated with models that incorporate assumptions of
family dysfunction, pathogenesis, or cultural deficit.
4.3.1 Match treatment modalities and techniques to clients’ needs, goals, and values.
4.5.1 Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other
disciplines who are involved in the case).
5.2.1 Recognize situations in which ethics, laws, professional liability, and standards of
practice apply.
5.3.4 Develop safety plans for clients who present with potential self-harm, suicide, abuse,
or violence.
5.3.5 Take appropriate action when ethical and legal dilemmas emerge.
5.3.6 Report information to appropriate authorities as required by law.
5.4.1 Evaluate activities related to ethics, legal issues, and practice standards.
Competencies measured on the Treatment Plan
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1.1.2 Understand theories and techniques of individual, marital, couple, family, and group
psychotherapy.
1.1.4 Understand the risks and benefits of individual, marital, couple, family, and group
psychotherapy.
1.2.3 Recognize issues that might suggest referral for specialized evaluation, assessment, or
care.
1.3.2 Determine who should attend therapy and in what configuration (e.g., individual,
couple, family, extrafamilial resources).
1.3.3 Facilitate therapeutic involvement of all necessary participants in treatment.
1.3.6 Establish and maintain appropriate and productive therapeutic alliances with the
clients.
1.3.7 Solicit and use client feedback throughout the therapeutic process.
1.4.1 Evaluate case for appropriateness for treatment within professional scope of practice
and competence.
2.1.4 Comprehend individual, marital, couple and family assessment instruments
appropriate to presenting problem, practice setting, and cultural context.
2.1.6 Understand the strengths and limitations of the models of assessment and diagnosis,
especially as they relate to different cultural, economic, and ethnic groups.
2.3.2 Provide assessments and deliver developmentally appropriate services to clients, such
as children, adolescents, elders, and persons with special needs.
2.3.3 Apply effective and systemic interviewing techniques and strategies.
3.1.1 Know which models, modalities, and/or techniques are most effective for presenting
problems.
3.2.1 Integrate client feedback, assessment, contextual information, and diagnosis with
treatment goals and plan.
3.3.1 Develop, with client input, measurable outcomes, treatment goals, treatment plans,
and after-care plans with clients utilizing a systemic perspective.
3.3.2 Prioritize treatment goals.
3.3.3 Develop a clear plan of how sessions will be conducted.
3.3.6 Manage risks, crises, and emergencies.
3.3.9 Develop termination and aftercare plans.
3.5.3 Write plans and complete other case documentation in accordance with practice
setting policies, professional standards, and state/provincial laws.
4.1.1 Comprehend a variety of individual and systemic therapeutic models and their
application, including evidence-based therapies and culturally sensitive approaches.
4.1.2 Recognize strengths, limitations, and contraindications of specific therapy models,
including the risk of harm associated with models that incorporate assumptions of
family dysfunction, pathogenesis, or cultural deficit.
4.2.1 Recognize how different techniques may impact the treatment process.
4.2.2 Distinguish differences between content and process issues, their role in therapy, and
their potential impact on therapeutic outcomes.
4.3.1 Match treatment modalities and techniques to clients’ needs, goals, and values.
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4.3.3 Reframe problems and recursive interaction patterns.
4.3.4 Generate relational questions and reflexive comments in the therapy room.
4.3.5 Engage each family member in the treatment process as appropriate.
4.3.6 Facilitate clients developing and integrating solutions to problems.
4.3.8 Empower clients and their relational systems to establish effective relationships with
each other and larger systems.
4.3.9 Provide psychoeducation to families whose members have serious mental illness or
other disorders.
4.4.1 Evaluate interventions for consistency, congruency with model of therapy and theory
of change, cultural and contextual relevance, and goals of the treatment plan.
4.4.5 Evaluate clients’ outcomes for the need to continue, refer, or terminate therapy.
4.5.3 Articulate rationales for interventions related to treatment goals and plan, assessment
information, and systemic understanding of clients’ context and dynamics.
5.3.4 Develop safety plans for clients who present with potential self-harm, suicide, abuse,
or violence.
6.1.1 Know the extant MFT literature, research, and evidence-based practice.
6.3.2 Use current MFT and other research to inform clinical practice.
Competencies measured on the Progress Note
1.2.1 Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status,
culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social
context).
1.3.5 Obtain consent to treatment from all responsible persons.
1.3.8 Develop and maintain collaborative working relationships with referral resources,
other practitioners involved in the clients’ care, and payers.
1.5.2 Complete case documentation in a timely manner and in accordance with relevant
laws and policies.
1.5.3 Develop, establish, and maintain policies for fees, payment, record keeping, and
confidentiality.
2.3.1 Diagnose and assess client behavioral and relational health problems systemically and
contextually.
2.3.5 Screen and develop adequate safety plans for substance abuse, child and elder
maltreatment, domestic violence, physical violence, suicide potential, and
dangerousness to self and others.
2.4.4 Assess the therapist-client agreement of therapeutic goals and diagnosis.
2.5.1 Utilize consultation and supervision effectively.
3.1.2 Understand the liabilities incurred when billing third parties, the codes necessary for
reimbursement, and how to use them correctly.
3.2.1 Integrate client feedback, assessment, contextual information, and diagnosis with
treatment goals and plan.
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3.3.1 Develop, with client input, measurable outcomes, treatment goals, treatment plans,
and after-care plans with clients utilizing a systemic perspective.
3.3.3 Develop a clear plan of how sessions will be conducted.
3.3.6 Manage risks, crises, and emergencies.
3.3.7 Work collaboratively with other stakeholders, including family members, other
significant persons, and professionals not present.
3.4.1 Evaluate progress of sessions toward treatment goals.
3.5.3 Write plans and complete other case documentation in accordance with practice
setting policies, professional standards, and state/provincial laws.
4.3.1 Match treatment modalities and techniques to clients’ needs, goals, and values.
4.4.4 Evaluate clients’ reactions or responses to interventions.
4.4.6 Evaluate reactions to the treatment process (e.g., transference, family of origin,
current stress level, current life situation, cultural context) and their impact on
effective intervention and clinical outcomes.
4.5.1 Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other
disciplines who are involved in the case).
4.5.3 Articulate rationales for interventions related to treatment goals and plan, assessment
information, and systemic understanding of clients’ context and dynamics.
5.2.2 Recognize ethical dilemmas in practice setting.
5.2.3 Recognize when a legal consultation is necessary.
5.2.4 Recognize when clinical supervision or consultation is necessary.
5.3.4 Develop safety plans for clients who present with potential self-harm, suicide, abuse,
or violence.
5.3.5 Take appropriate action when ethical and legal dilemmas emerge.
5.5.1 Maintain client records with timely and accurate notes.
5.5.3 Pursue professional development through self-supervision, collegial consultation,
professional reading, and continuing educational activities.
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