Practicum Orientation 2010-2011

1. Practicum Orientation 2010-2011 Applied Professional Practice Clinical Counseling

2. Congratulations! Introductory Information: Frances McClain, LCPC (Ms. Mac) Room 4091 312-379-1676 Angie Agelopoulos, Psy.D. (Dr. A.) Room 4111 312-467-2571 Sarah Krcmarik, Psy.D. (Dr. K.) Room 4115 312-467- 2367

3. Today’s Discussion Practicum/Internship Overview: Basic reminders about requirements and professional behavior/ comportment Forms and Deadlines: Brief review of documents that both you and your supervisor will be completing Supervision: What to expect in this relationship & strategies to maximize learning. Conflict Resolution: Common issues that arise on internship and methods for problem solving

4. Training Overview Practicum/internship MUST extend between 9-12 months You will be required to be on site 16-24 hours per week Concurrently enrolled in Practicum Seminar for the academic year and required to complete case conceptualizations for CCE preparation & defense

5. Training Overview:

6. Professional Comportment: Continued Recall that you are a guest on site Training entails a full range of responsibilities, i.e. case management Boundaries: Difference between personal and professional self Be aware of your presentation outside of school/practicum: Facebook, MySpace, Google, Blogging, etc.

7. Professional Comportment: Keep in Mind . . . . • The Mental Health Field • The Chicago School • Future Students You

8. Required Documents and Due Dates

9. First Document: Training Agreement The only written contract between you and the site Provides the opportunity to review expectations and to develop a shared understanding of your role on site, short-term and long-term goals, responsibilities, etc.

10. Please Remember To: Provide your supervisor’s e-mail Clarify expectations for “in/out” times, set training days, procedures for “calling out,” lunch hours, weekend hours, etc. Identify the number of days you will be allotted for vacation time Fill out all sections and have your supervisor sign!

11. Second Document: Hour Log The Hour Log mirrors the application form for Illinois Licensure Develop a system for logging your activities at the onset of practicum You should gradually build up to 40-60% direct client contact You should have approximately 250-300 hours after first semester Total hours at the completion of internship MUST be at least 700 hours

12. Most Frequently Asked Questions: What happens if I don’t have enough hours when I turn in the mid-year hour log? Should my supervisor be logging my hours too? Can I make up hours over holiday breaks? What happens if I want to move out of state and the licensure requirements differ from Illinois? What if I finish 700 hours before the agreed upon end date on my training agreement?

13. Practicum Evaluations Evaluation forms are completed by your practicum seminar leader and site supervisor through the database twice per year Your supervisor MUST have an email address

14. Evaluations Continued You must review the evaluation with your supervisor and sign before submission. Final practicum grades are obtained by combining seminar leader and site supervisor evaluations You will receive “In Progress” (IP) as a grade until all forms are submitted, reviewed, and processed

15. Site Evaluation Due within two weeks of your end date Your opportunity to provide candid, “confidential” feedback about your site in a constructive and appropriate manner Your ratings and comments will be used to review site quality and as a resource for future students as they research sites

16. 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

17. Voluntary Forms • MACC student survey • Consent to be contacted by students searching for practicum (December)

18. Making the Most of Your Supervision Part 2: Practicum Orientation

19. Purposes of Supervision To foster the supervisee’s professional development To ensure client welfare Bernard & Goodyear, 2004

20. Supervision Defined: An intervention provided by a more senior member of a profession to a more junior member of that same profession. Evaluative Extends over time Has the simultaneous purposes of enhancing the professional functioning of the more junior person, monitoring the quality of professional services offered to the clients that are seen, and serves as the gatekeeper for those who are to enter the particular profession Bernard & Goodyear, 2004

21. Supervision Defined: Provides supervisee with feedback about their performance Offers them guidance about what to do in times of confusion and need Allows them the opportunity to get alternate views and perspectives about client dynamics, interventions, and treatments Contributes to the process of forming a therapist “identity” Serves as a secure base for supervisees, letting them know that they are not alone in their learning and performing

22. Supervisor’s Role Teacher- Identify counseling interactions, identify appropriate interventions, teach, demonstrate, or model interventions, explain rationale behind strategies Counselor- Explore trainees feelings during counseling/supervision session, facilitate self-exploration of confidence/worries, help trainee define personal competencies/areas for growth, provides opportunities for trainees to process their own affect or defenses Consultant- Encourage brainstorming of strategies, provide alternative interventions/conceptualizations, allow trainee to structure the supervision session Stenack & Dye (1982)

23. Ideal Qualities in a Supervisor Responsive to needs and interests Empathic Supportive and Challenging Available Dedicated to trainee’s professional growth Ethical Provides constructive feedback Bernard & Goodyear, 2004; Stewart & Alpert, 1983

24. Evaluation and Anxiety Evaluation in helping professions hits close to home Power differential Anxiety related to work with clients and work with supervisor, which affects Supervisee learning Supervisee performance Supervisee-supervisor interactions Bernard & Goodyear, 2004

25. What Supervisees Fail to Disclose 90% failed to disclose negative feelings towards a supervisor 44% failed to disclose clinical mistakes 36% failed to disclose negative reactions to the client 25% failed to disclose thoughts or feelings of attraction towards the client Ladany et al., 1996

26. Why Supervisee Fails to Disclose 62%: perceived to be unimportant 51%: negative feelings such as shame/embarrassment 50%: poor alliance with supervisor 46%: impression management Ladany et al., 1996

27. Characteristics of a High Quality Supervisee *Listens well *Takes notes during supervision- is prepared for supervision *Takes note of patterns in therapy and in supervision *On time for supervision *Completes paperwork in a timely manner *Makes sure audio/videotape is ready *Does not minimize mistakes they may think they have made in therapy *Completes charting/paperwork in accordance with agency standards

28. Characteristics of a High Quality Supervisee *Discusses effective and ineffective interventions, with regard to specific theory *Comes with specific topics to discuss *Discusses relevant empirical research and literature regarding cases *Reflects on role in agency *Willingness to learn *Willingness to self-reflect *Active, as opposed to passive *Flexible

29. An “Active Supervisee” Should: Discuss roles, expectations, learning style Discuss supervisor’s style, teaching, supervision philosophy Define goals Clearly stated, observable outcomes, specific action steps to reach goal, specific procedures for evaluation (formative/summative), goals may shift throughout the training year

30. Conflict Resolution Applied Professional Practice

31. You should ABSOLUTELY come to APP if... You are not receiving supervision You are receiving poor supervision (i.e. focused upon administrative tasks) You are overworked or underworked You have ethical concerns or dilemmas Any perceived harassment or hostile work environment You are overwhelmed and experiencing academic, emotional, or behavioral disturbances

32. Other Problems that Arise: Supervisor or Seminar Leader Complaints Supervisor complaints about professional comportment Poor use of supervision Lack of clinical development Personality conflicts Conflicts between recommendations made by site supervisor and practicum seminar leader

33. Colloquia Watch for notification of scheduled colloquium Suggest topics

34. Good Luck! • Use your resources! • Don’t wait until a problem snowballs before asking for help • Be mindful of what is required of your internship! • Be proactive! But not aggressive! • Don’t just complain try to be part of the resolution!