Practicum Orientation Practicum Orientation 2010-20112010-2011

Applied Professional PracticeApplied Professional Practice

Clinical Counseling Clinical Counseling

Congratulations!Congratulations!

Introductory Information:Introductory Information:Frances McClain, LCPC (Ms. Mac)Frances McClain, LCPC (Ms. Mac)

Room 4091 312-379-1676Room 4091 312-379-1676Angie Agelopoulos, Psy.D. (Dr. A.)Angie Agelopoulos, Psy.D. (Dr. A.)

Room 4111 312-467-2571Room 4111 312-467-2571Sarah Krcmarik, Psy.D. (Dr. K.)Sarah Krcmarik, Psy.D. (Dr. K.)

Room 4115 312-467- 2367Room 4115 312-467- 2367

Today’s DiscussionToday’s Discussion

• Practicum/Internship OverviewPracticum/Internship Overview: Basic reminders : Basic reminders about requirements and professional behavior/ about requirements and professional behavior/ comportmentcomportment

• Forms and DeadlinesForms and Deadlines: Brief review of documents : Brief review of documents that both you and your supervisor will be that both you and your supervisor will be completingcompleting

• SupervisionSupervision: What to expect in this relationship : What to expect in this relationship & strategies to maximize learning.& strategies to maximize learning.

• Conflict ResolutionConflict Resolution: Common issues that arise : Common issues that arise on internship and methods for problem solvingon internship and methods for problem solving

Training OverviewTraining Overview

• Practicum/internship MUST extend between 9-Practicum/internship MUST extend between 9-12 months12 months

• You will be required to be on site 16-24 hours You will be required to be on site 16-24 hours per weekper week

• Concurrently enrolled in Practicum Seminar for Concurrently enrolled in Practicum Seminar for the academic year and required to complete the academic year and required to complete case conceptualizations for CCE preparation & case conceptualizations for CCE preparation & defense defense

Training OverviewTraining Overview:: YOU can expect . . .YOU can expect . . . YOUR SITE can expect . . .YOUR SITE can expect . . .

To develop foundational clinical skills To develop foundational clinical skills for competent and ethical professional for competent and ethical professional practice: including interviewing, practice: including interviewing, assessment, relational, and assessment, relational, and therapeutic intervention skills therapeutic intervention skills

To receive quality supervision for To receive quality supervision for your clinical work and support as you your clinical work and support as you develop your professional identitydevelop your professional identity

You will provide clinical and You will provide clinical and administrative tasks within the agencyadministrative tasks within the agency You to be accountable and to You to be accountable and to demonstrate an appropriate work ethic demonstrate an appropriate work ethic You to maintain high standard of You to maintain high standard of ethical and professional behavior ethical and professional behavior You to be an active participant in your You to be an active participant in your learning: i.e. to ask questions in learning: i.e. to ask questions in supervision, candidly discuss your supervision, candidly discuss your clinical work, be open to feedback, and clinical work, be open to feedback, and take initiative to become a team player take initiative to become a team player within the organization within the organization

Professional Comportment: Professional Comportment: ContinuedContinued

• Recall that you are a guest on siteRecall that you are a guest on site

• Training entails a full range of Training entails a full range of responsibilities, i.e. case managementresponsibilities, i.e. case management

• Boundaries: Difference between personal Boundaries: Difference between personal and professional selfand professional self

• Be aware of your presentation outside of Be aware of your presentation outside of school/practicum: Facebook, MySpace, school/practicum: Facebook, MySpace, Google, Blogging, etc.Google, Blogging, etc.

You

The Mental Health Field

The Chicago School

Future Students

Professional Comportment: Professional Comportment: Keep in Mind . . . .Keep in Mind . . . .

Required Documents and Due Required Documents and Due DatesDates

Training Forms

Training Agreement: due within TWO WEEKS of start date

Hour Log: due at the end of each semester

Student Evaluation: site supervisor AND seminar leader

Site Evaluation: turned in by

student within 2 weeks of end date

First Document: Training First Document: Training AgreementAgreement

• The only written contract between you and the The only written contract between you and the sitesite

Provides the opportunity to review expectations Provides the opportunity to review expectations and to develop a shared understanding of your and to develop a shared understanding of your role on site, short-term and long-term goals, role on site, short-term and long-term goals, responsibilities, etc.responsibilities, etc.

Please Remember To:Please Remember To:

• Provide your supervisor’s e-mailProvide your supervisor’s e-mail

• Clarify expectations for “in/out” times, set Clarify expectations for “in/out” times, set training days, procedures for “calling out,” training days, procedures for “calling out,” lunch hours, weekend hours, etc. lunch hours, weekend hours, etc.

• Identify the number of days you will be Identify the number of days you will be allotted for vacation time allotted for vacation time

• Fill out all sections and have your Fill out all sections and have your supervisor sign!supervisor sign!

Second Document: Hour LogSecond Document: Hour Log

• The Hour Log mirrors the application form for The Hour Log mirrors the application form for Illinois LicensureIllinois Licensure

• Develop a system for logging your activities at Develop a system for logging your activities at the onset of practicumthe onset of practicum

• You should gradually build up to 40-60% direct You should gradually build up to 40-60% direct client contactclient contact

• You should have approximately 250-300 hours You should have approximately 250-300 hours after first semesterafter first semester

• Total hours at the completion of internship Total hours at the completion of internship MUST be at least 700 hours MUST be at least 700 hours

Most Frequently Asked Questions:Most Frequently Asked Questions:

What happens if I don’t have enough hours What happens if I don’t have enough hours when I turn in the mid-year hour log?when I turn in the mid-year hour log?

Should my supervisor be logging Should my supervisor be logging my hours too?my hours too?

Can I make up hours over holiday Can I make up hours over holiday breaks?breaks?

What happens if I want to move out of state and What happens if I want to move out of state and the licensure requirements differ from Illinois?the licensure requirements differ from Illinois?

What if I finish 700 hours before the agreed What if I finish 700 hours before the agreed upon end date on my training agreement?upon end date on my training agreement?

Practicum EvaluationsPracticum Evaluations

• Evaluation forms are completed by your Evaluation forms are completed by your practicum seminar leader and site practicum seminar leader and site supervisor through the database twice per supervisor through the database twice per yearyear

• Your supervisor MUST have an email Your supervisor MUST have an email addressaddress

Evaluations ContinuedEvaluations Continued

• You must review the evaluation with your You must review the evaluation with your supervisor and sign before submission. supervisor and sign before submission.

• Final practicum grades are obtained by Final practicum grades are obtained by combining seminar leader and site combining seminar leader and site supervisor evaluationssupervisor evaluations

• You will receive “In Progress” (IP) as a You will receive “In Progress” (IP) as a grade until all forms are submitted, grade until all forms are submitted, reviewed, and processedreviewed, and processed

Site EvaluationSite Evaluation

• Due within two weeks of your end dateDue within two weeks of your end date

• Your opportunity to provide candid, Your opportunity to provide candid, “confidential” feedback about your site in a “confidential” feedback about your site in a constructive and appropriate mannerconstructive and appropriate manner

• Your ratings and comments will be used Your ratings and comments will be used to review site quality and as a resource for to review site quality and as a resource for future students as they research sitesfuture students as they research sites

Forms and Announcements on EGO

• http://ego.thechicagoschool.edu/s/843/three-column.aspx• Scroll down the page until you see the “LOGIN “ tab on the left-hand side;

click on “LOGIN”• Sign in using your Chicago School username and password and then click

Login; first-time users need to register by clicking on the “complete a quick registration first” tab in the middle of the page

• Now that you are signed in, scroll down the page until you see “MY COMMUNITIES” on the left-hand side of the page; click on “MY COMMUNITIES”

• At this next page scroll down until you see the “Applied Professional Practice” tab in the middle of the page; click on “Applied Professional Practice”

• You are now on the EGO Applied Professional Practice Page; on the left-hand side you will see a tab titled “MACC APP Students;” click on this specific tab to go directly to the MACC EGO Page; after clicking on the “MACC APP Students” tab, it will bring you to the MACC Information Page where you will see upcoming important information posted; on the left-hand side of this page, you will also see four separate tabs that are specific to MACC students – you will reference MACC Students on Internship and MACC Students on Internship- Forms and Resources

Voluntary Forms

• MACC student survey

• Consent to be contacted by students searching for practicum (December)

Making the Most of Your Making the Most of Your SupervisionSupervision

Part 2: Practicum Part 2: Practicum

OrientationOrientation

Purposes of SupervisionPurposes of Supervision

• To foster the supervisee’s professional To foster the supervisee’s professional developmentdevelopment

• To ensure client welfareTo ensure client welfare

Bernard & Goodyear, 2004Bernard & Goodyear, 2004

Supervision Defined:Supervision Defined:

• An intervention provided by a more senior An intervention provided by a more senior member of a profession to a more junior member member of a profession to a more junior member of that same profession.of that same profession.

• EvaluativeEvaluative• Extends over timeExtends over time• Has the simultaneous purposes of enhancing the Has the simultaneous purposes of enhancing the

professional functioning of the more junior person, professional functioning of the more junior person, monitoring the quality of professional services monitoring the quality of professional services offered to the clients that are seen, and serves as offered to the clients that are seen, and serves as the gatekeeper for those who are to enter the the gatekeeper for those who are to enter the particular professionparticular profession

Bernard & Goodyear, 2004Bernard & Goodyear, 2004

Supervision Defined:Supervision Defined:

• Provides supervisee with feedback about their Provides supervisee with feedback about their performanceperformance

• Offers them guidance about what to do in times of Offers them guidance about what to do in times of confusion and needconfusion and need

• Allows them the opportunity to get alternate views and Allows them the opportunity to get alternate views and perspectives about client dynamics, interventions, and perspectives about client dynamics, interventions, and treatmentstreatments

• Contributes to the process of forming a therapist Contributes to the process of forming a therapist “identity”“identity”

• Serves as a secure base for supervisees, letting them Serves as a secure base for supervisees, letting them know that they are not alone in their learning and know that they are not alone in their learning and performingperforming

Stenack & Dye (1982)Stenack & Dye (1982)

Supervisor’s RoleSupervisor’s Role

• Teacher- Teacher- Identify counseling interactions, identify Identify counseling interactions, identify appropriate interventions, teach, demonstrate, or model appropriate interventions, teach, demonstrate, or model interventions, explain rationale behind strategiesinterventions, explain rationale behind strategies

• Counselor- Counselor- Explore trainees feelings during Explore trainees feelings during counseling/supervision session, facilitate self-exploration counseling/supervision session, facilitate self-exploration of confidence/worries, help trainee define personal of confidence/worries, help trainee define personal competencies/areas for growth, provides opportunities competencies/areas for growth, provides opportunities for trainees to process their own affect or defensesfor trainees to process their own affect or defenses

• Consultant- Consultant- Encourage brainstorming of strategies, Encourage brainstorming of strategies, provide alternative interventions/conceptualizations, provide alternative interventions/conceptualizations, allow trainee to structure the supervision sessionallow trainee to structure the supervision session

Ideal Qualities in a SupervisorIdeal Qualities in a Supervisor

• Responsive to needs and interestsResponsive to needs and interests

• EmpathicEmpathic

• Supportive and ChallengingSupportive and Challenging

• AvailableAvailable

• Dedicated to trainee’s professional growthDedicated to trainee’s professional growth

• EthicalEthical

• Provides constructive feedbackProvides constructive feedback

Bernard & Goodyear, 2004; Bernard & Goodyear, 2004; Stewart & Alpert, 1983Stewart & Alpert, 1983

Evaluation and AnxietyEvaluation and Anxiety

• Evaluation in helping professions hits Evaluation in helping professions hits close to homeclose to home

• Power differentialPower differential

• Anxiety related to work with clients and Anxiety related to work with clients and work with supervisor, which affectswork with supervisor, which affects– Supervisee learningSupervisee learning– Supervisee performanceSupervisee performance– Supervisee-supervisor interactionsSupervisee-supervisor interactions

Bernard & Goodyear, 2004Bernard & Goodyear, 2004

Ladany et al., 1996Ladany et al., 1996

What Supervisees Fail to DiscloseWhat Supervisees Fail to Disclose

90% failed to disclose negative 90% failed to disclose negative feelings towards a supervisorfeelings towards a supervisor

44% failed to disclose clinical 44% failed to disclose clinical mistakesmistakes

36% failed to disclose negative 36% failed to disclose negative reactions to the clientreactions to the client

25% failed to disclose thoughts or 25% failed to disclose thoughts or feelings of attraction towards the feelings of attraction towards the clientclient

Ladany et al., 1996Ladany et al., 1996

Why Supervisee Fails to DiscloseWhy Supervisee Fails to Disclose

• 62%: perceived to be unimportant62%: perceived to be unimportant

• 51%: negative feelings such as 51%: negative feelings such as shame/embarrassmentshame/embarrassment

• 50%: poor alliance with supervisor50%: poor alliance with supervisor

• 46%: impression management46%: impression management

Characteristics of a High Quality Characteristics of a High Quality SuperviseeSupervisee

*Listens well*Listens well*Takes notes during supervision- is prepared for supervision*Takes notes during supervision- is prepared for supervision*Takes note of patterns in therapy and in supervision*Takes note of patterns in therapy and in supervision*On time for supervision*On time for supervision*Completes paperwork in a timely manner*Completes paperwork in a timely manner*Makes sure audio/videotape is ready*Makes sure audio/videotape is ready*Does not minimize mistakes they may think they have *Does not minimize mistakes they may think they have

made in therapymade in therapy*Completes charting/paperwork in accordance with agency *Completes charting/paperwork in accordance with agency

standardsstandards

Characteristics of a High Quality Characteristics of a High Quality SuperviseeSupervisee

*Discusses effective and ineffective interventions, with *Discusses effective and ineffective interventions, with regard to specific theoryregard to specific theory

*Comes with specific topics to discuss*Comes with specific topics to discuss*Discusses relevant empirical research and literature *Discusses relevant empirical research and literature

regarding casesregarding cases*Reflects on role in agency*Reflects on role in agency*Willingness to learn*Willingness to learn*Willingness to self-reflect*Willingness to self-reflect*Active, as opposed to passive*Active, as opposed to passive*Flexible*Flexible

An “Active Supervisee” Should:An “Active Supervisee” Should:

• Discuss roles, expectations, learning styleDiscuss roles, expectations, learning style

• Discuss supervisor’s style, teaching, Discuss supervisor’s style, teaching, supervision philosophysupervision philosophy

• Define goalsDefine goals– Clearly stated, observable outcomes, specific Clearly stated, observable outcomes, specific

action steps to reach goal, specific action steps to reach goal, specific procedures for evaluation procedures for evaluation (formative/summative), goals may shift (formative/summative), goals may shift throughout the training yearthroughout the training year

Conflict ResolutionConflict Resolution

Practicum Seminar Leader

Student

Site Supervisor

AppliedProfessionalPractice

You should ABSOLUTELY come to You should ABSOLUTELY come to APP if... APP if...

• You are not receiving supervisionYou are not receiving supervision• You are receiving poor supervision You are receiving poor supervision

(i.e. focused upon administrative tasks)(i.e. focused upon administrative tasks)• You are overworked or underworkedYou are overworked or underworked• You have ethical concerns or dilemmasYou have ethical concerns or dilemmas• Any perceived harassment or hostile work Any perceived harassment or hostile work

environmentenvironment• You are overwhelmed and experiencing You are overwhelmed and experiencing

academic, emotional, or behavioral disturbancesacademic, emotional, or behavioral disturbances

Other Problems that Arise: Supervisor Other Problems that Arise: Supervisor

or Seminar Leader Complaintsor Seminar Leader Complaints • Supervisor complaints about professional Supervisor complaints about professional

comportmentcomportment• Poor use of supervisionPoor use of supervision• Lack of clinical developmentLack of clinical development• Personality conflictsPersonality conflicts• Conflicts between recommendations made Conflicts between recommendations made

by site supervisor and practicum seminar by site supervisor and practicum seminar leaderleader

Colloquia Colloquia

• Watch for notification of scheduled Watch for notification of scheduled colloquiumcolloquium

• Suggest topicsSuggest topics

Good Luck!Good Luck!

• Use your resources!Use your resources!

• Don’t wait until a problem snowballs Don’t wait until a problem snowballs before asking for helpbefore asking for help

• Be mindful of what is required of your Be mindful of what is required of your internship!internship!

• Be proactive! But not aggressive!Be proactive! But not aggressive!

• Don’t just complain try to be part of the Don’t just complain try to be part of the resolution!resolution!