COUN/PSYCH 6516



COU 8801-8804

Doctoral Internships I-IV

I. COURSE TITLE

Doctoral Internships I-IV (3 semester hours each)

II. PREREQUISITES

Admission to Doctor of Professional Counseling degree program to begin the first course in the clinical training sequence; successful completion of the earlier course in the sequence in order to continue

III. COURSE DESCRIPTION

This course will provide the professional counselor with ongoing supervised clinical training throughout the doctoral program. Supervised hours may be used to satisfy requirements for various credentials including licensure and certification. The clinical training is intended to facilitate movement from basic competence to master clinical competence and supervisory competence. The clinical training sequence also affords opportunities for increasingly complex case conceptualization and mastery of a specialization. During the last internship (COU 8804), the professional counselor will demonstrate clinical proficiency at the master therapist level.

IV. RATIONALE

The primary focus of this course is to develop master clinical competency, building upon basic skills development at the Master’s degree level of training. Opportunities will be created to improve case conceptualization skills, which are known to differentiate novice, entry level, and master clinicians. In addition, the professional counselor will gain supervised clinical hours that can be applied to various credentials, such as licenses and certifications. It is intended that each doctoral student will pursue clinical training in a meaningful specialization or vocation based on integration of knowledge and skills particular to specific problems, populations, and settings. During the last internship (COU 8804), the professional counselor will complete a clinical proficiency by submitting in writing and presenting a case in an area of specialized practice.

Clinical Training Sequence

The Clinical Training sequence of courses facilitates movement from general competence toward attainment of specialized skills as a master therapist or clinician. This sequence complements the Specialization sequence, which addresses development of knowledge and attitude in the area of specialization. There is a progression in the courses toward higher order clinical judgment, creativity, critical thinking, and integration. Progression is manifested in increasingly comprehensive, integrative, and conceptually complex clinical case studies. The sequence concludes in attainment of highest standards in clinical supervision.

COU 8801 Doctoral Internship I: Professional Practice (CACREP); development of skills needed to be successful through providing effective services in general community practice according to experience and training, emphasizing relationship skills; pursuit of licensure or another credential as needed; presentation of a comprehensive clinical case conceptualization

COU 8802 Doctoral Internship II: Professional Practice (CACREP); development of skills needed to be successful through providing effective services in specialized practice according to experience and training, emphasizing integrative treatment and theory-based practice ; pursuit of licensure or another credential as needed; presentation of an integrative clinical case conceptualization

COU 8803 Doctoral Internship III: Professional Practice (CACREP); development of skills needed to be successful through providing effective services in specialized practice according to experience and training, emphasizing evidence based interventions and common factors; pursuit of licensure or another credential as needed; presentation of an integrative systems-oriented clinical case conceptualization

COU 8804 Doctoral Internship IV: Professional Practice (CACREP); development of skills needed to be successful through providing effective services in specialized practice according to experience and training, emphasizing the art and science of professional counseling, including multitheoretical psychotherapy; pursuit of licensure or another credential as needed; presentation of a potentially publishable clinical case study

COU 8805 Clinical Supervision: Supervision (CACREP Doctoral Learning Outcome); development of skills needed to be effective in technical supervision of general practice and specialized counseling and therapy according to experience and training, emphasizing person of the therapist, clinical proficiency, supervisee model of practice, best practices, psychotherapy integration, and clinical case conceptualization; pursuit of a credential for a clinical supervisor; presentation of clinical supervision case in an area of specialization

While the courses in the Clinical Training Sequence are clearly competency-based with successful attainment of skills and practices forming the foundation for the next course in the progression, the Doctor of Professional Counseling program embraces ongoing evaluation of competencies in the five areas of CACREP Doctoral Learning Outcomes. The five areas include Supervision, Teaching, Research and Scholarship, Counseling, and Leadership and Advocacy. At the close of each semester change in competency in each area will be determined by administration of Competency Rating Scales.

The original Competencies Checklist used in the initial year of the DPC program are included as a resource for self-report monitoring of molecular skills and integrative treatment approaches.

V. LEARNING OBJECTIVES

At the conclusion of the course, the student should be able to

A. Demonstrate intentional interviewing and counseling: attending and microcounseling skills, influencing skills, confronting skills, intentional interviewing skills, and focusing skills;

B. Discuss the core dimensions of facilitative communication;

C. Demonstrate evidence based practice skills and case management strategies and functions;

D. Demonstrate common factors in integrative counseling and psychotherapy: extratherapeutic factors, relationship factors, expectancy & placebo factors, and theory model factors;

E. Demonstrate multitheoretical psychotherapy case presentation, assessment and survey components, and case conceptualization skills; and

F. Demonstrate key strategies of multitheoretical counseling and psychotherapy: cognitive psychotherapy, behavioral psychotherapy, experiential-humanistic psychotherapy, biopsychosocial psychotherapy, psychodynamic-interpersonal psychotherapy, systemic-constructivist psychotherapy, multicultural-feminist psychotherapy, and supervision of multitheoretical psychotherapy.

To address these objectives, each week we will meet as a group in the classroom or online to discuss cases, techniques, case management, and key strategies. Students will be provided opportunities to explore personal issues and countertransference reactions in clinical decision making through individual supervision with an approved doctoral clinician supervisor. Each student will practice through demonstration, role play, and supervised experience the skills and strategies needed to move from basic to master clinical competence.

In Doctoral Internship IV (COU 8804), each student will be expected to complete the clinical proficiency assessment by presenting a comprehensive case study consisting of a videotape of critical incidents from the beginning, middle and end of a sequence of counseling (approximately 8-12 sessions), an integrative case conceptualization, and the case file including the treatment plan and other relevant documentation (as authorized by the client or clients). The selected case should reflect demonstration of multitheoretical key strategies, assessment and diagnosis skills, and evidence based techniques consistent with the personal practice theory. Specific feedback will be provided by core and clinical faculty members involved in the clinical proficiency examination.

VI. ACADEMIC STANDARDS

CACREP STANDARDS

CACREP Standard Doctoral III.A-C. CLINICAL EXPERIENCE

A. Doctoral students are required to participate in a supervised doctoral-level practicum of a minimum of 100 hours in counseling, of which 40 hours must be in direct service with clients. The nature of the doctoral-level practicum experience is to be determined in consultation with program faculty and/or a doctoral committee. During the doctoral student’s practicum, supervision will occur as outlined in entry-level standards III.A and III.C–E. The use of student supervisors is not allowed in a doctoral-level practicum.

B. Doctoral students are required to complete doctoral-level counseling internships that total a minimum of 600 clock hours. The 600 hours include supervised experiences in counselor education and supervision (e.g., clinical practice, research, teaching). The internship includes most of the activities of a regularly employed professional in the setting. The 600 hours may be allocated at the discretion of the doctoral advisor and the student on the basis of experience and training.

C. During internships, the student must receive weekly individual and/or triadic

supervision, usually performed by a supervisor with a doctorate in counselor

education or a related profession. Group supervision is provided on a regular schedule with other students throughout the internship and is usually performed by a program faculty member.

STANDARDS OF ACADEMIC INTEGRITY

Mississippi College students are expected to be scrupulously honest. Dishonesty, such as cheating or plagiarism, will be regarded as a serious offense subject to severe penalty, including, but not limited to, loss of credit and possible dismissal. University Policy 2.19, the most recent copy of the graduate catalog, and the current student handbook provide specific information regarding penalties associated with dishonest behavior at Mississippi College.

Plagiarism

No student shall submit as his or her own work any term paper, research paper, thesis or other academic assignment of original work in that in any part is not if in fact his/her own work. Knowingly using the ideas of another person and offering them as one’s own original ideas is prohibited by this policy to the same extent as knowingly using the words of another writer and offering them as one’s own original writing (University Policy 2.19, Mississippi College: Policies and Procedures).

ETHICAL STANDARDS

All of the graduate courses offered by the Department of Psychology and Counseling at Mississippi College adhere to the current standards of the American Counseling Association (ACA). The 2005 ACA Code of Ethics is available for downloading at

Papers and presentations in the course will be guided by the current edition of the Publication Manual of the American Psychological Association. At this time, the sixth edition of the manual is available.

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

The ethics of scientific publication are presented in the Additional information on professional writing may be obtained from

VII. COURSE TOPICS

A. Intentional interviewing and counseling

B. Core dimensions of facilitative communication

C. Therapeutic alliance

D. Evidence based practices

E. Countertransference reactions and personal issues

F. Case management strategies and functions

G. Common factors in effective psychotherapy

H. Multitheoretical psychotherapy case presentation

I. Multitheoretical psychotherapy assessment and survey components

J. Multitheoretical psychotherapy case conceptualization

K. Multitheoretical psychotherapy key strategies

L. Clinical proficiency assessment

VIII. INSTRUCTIONAL METHODS

Instructional methods for this course may include:

A. Interactive lecture (live and teleconference)

B. Self assessment and journal writing

C. Demonstration of techniques and role playing

D. Written assignment

E. Individual and group supervision

F. Videotaping

G. Case presentation

I. REQUIRED PRACTICES

Required practices in this course include completion of 1200 hours of increasingly complex and specialized supervised experience in approved internship sites with approved clinical supervisors. There will be 300 hours in each of the four internship courses with at least 120 hours of direct practice in each course. Students will be required to videotape selected sessions, present case notes and other documentation, and discuss cases in the supervision sessions. The clinical proficiency examination requires preparation and submission of a portfolio of clinical materials and an interview with a panel of core and clinical faculty members.

II. INSTRUCTIONAL MATERIALS

Two optional textbooks for the course may be used to organize lectures, presentations, and other learning experiences.

Brooks-Harris, J.E. (2007). Integrative multitheoretical psychotherapy. Belmont,

CA: Wadsworth.

Eells, T.D. (2007). Handbook of psychotherapy case formulation (2nd ed.). New

York, NY: Guilford Press.

EVALUATION PROCEDURES

Objectives will be assessed through multiple means: completion of assessments and journal writing assignments; satisfactory completion of individual counseling; participation in the process group; development and implementation of ongoing plans for addressing personal behavior change goals and enhancing professional growth and development; and demonstration of course competencies.

Each course requirement or assignment will be scored according to a rubric provided in class. Scores will then be converted to letter grades. Grades will be determined in the following manner.

Presentation of clinical case conceptualization/study 100 points

Submission of clinical case conceptualization/study according to 100 points

format assigned by CADRE leader

Possible points 200 points

Grading scale: Final score: Obtained points/Possible points

100-94 = A

93-87 = B+

86-80 = B

79-73 = C+

72-66 = C

65-59 = D

58 and below = F

Students must pass (80 percent or higher score) the clinical proficiency assessment to complete the clinical training sequence and progress toward the final capstone experiences.

XII. OTHER COURSE REQUIREMENTS

FLEXIBILITY CLAUSE

The aforementioned requirements, assignments, policies, evaluation procedures, etc. are subject to change. Student and instructor experiences and needs, as well as emerging knowledge, will be considered in modifying this course syllabus

POLICIES RELATED TO STUDENTS WITH DISABILITIES

In order for a student to receive disability accommodations under Section 504 of the Americans with Disabilities Act, he or she must schedule an individual meeting with the Director of Student Counseling Services immediately upon recognition of their disability (if their disability is known they must come in before the semester begins or make an appointment immediately upon receipt of their syllabi for the new semester). The student must bring with them written documentation from a medical physician and/or licensed clinician that verifies their disability. If the student has received prior accommodations, they must bring written documentation of those accommodations (example Individualized Education Plan from the school system). Documentation must be current (within 3 years). The student must meet with SCS face-to face and also attend two (2) additional follow up meetings (one mid semester before or after midterm examinations and the last one at the end of the semester). Please note that the student may also schedule additional meetings as needed for support through SCS as they work with their professor throughout the semester. Note: Students must come in each semester to complete their Individualized Accommodation Plan (example: MC student completes fall semester IAP plan and even if student is a continuing student for the spring semester they must come in again to complete their spring semester IAP plan).

Student Counseling Services may be reached by phone at 601-925-7790.

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