CEP 670: Behavioral Health Practicum
Spring 2010
Wednesday 9-11 AM / O’Donnell Hall 205a
FACULTY:
Nick Barneclo, Ph.D. Pat Sandau-Beckler, Ph.D.
Office: 330 N. Campo St. Professor, Social Work
Phone: (575) 650-0843 Office: (575) 646-4830
COURSE DESCRIPTION:
Behavioral Health Practicum is a supervised service-learning experience within community-based, interdisciplinary, primary care settings that serve medically underserved and high risk groups. The focus on service-learning, in comparison to general experiential learning, places the greatest emphasis on reciprocally learning from one’s patients and developing the best possible balance between service and learning objectives (Seifer, 1998).
COURSE OBJECTIVES AND ACTIVITIES:
OBJECTIVES: CP and MSW Interns will gain an enhanced self-efficacy regarding their counseling skills and knowledge base in multidisciplinary primary care settings. CP and MSW Interns will gain an enhanced understanding of culturally appropriate healthcare practices and integration of disciplines.
Ø Each CP and MSW Intern will engage in a minimum of 12 hours (CP) and 4 hours (MSW) respectively per week of experience at a multidisciplinary primary care setting where they will participate in integrated health care activities.
Ø CP and MSW interns will have a minimum of 45 contacts (face-to-face meetings with clients) during the semester and will track the contacts on a spreadsheet provided by the instructor. Each week, students will report on progress in supervision.
Ø Each CP and MSW Intern will participate in regularly scheduled group supervision and individual supervision with an emphasis on observing and then collaboratively contributing to each other’s work.
Ø CP and MSW Interns will attend one or two training seminars led by outside consultants and each Intern will actively engage in the training.
Ø CP and MSW Interns will perform one written case conceptualization (using the format at the back of this packet) and present this case in group supervision.
Ø CP and MSW interns will demonstrate proficiency in using the IPQ and will use with clients at their respective practicum/internship sites; in addition, the IPQ will be administered to the client discussed in one’s case conceptualization.
Ø CP and MSW Interns will create a pamphlet or brochure providing patient/client education. This brochure ideally will build on the knowledge gained from the biopsychosocial paper written during the previous semester.
Grading will be S/U. Dr. Barneclo is the instructor of record. Final grades will be determined in consultation with Dr. Beckler as well as in conjunction with on-site supervisors. Interns will be apprised of their progress as a part of their Individual and Group Supervision should there be any concern, but are encouraged to engage in discussion relative to their progress at any time with any and all immediate supervisors.
NOTE: This course has been identified by the CEP Department as an experiential course. This means that the major focus of evaluation will be determined by the supervising faculty's professional judgment of the intern’s mastery of the objectives earlier identified. These objectives have been identified as necessary prerequisites to assure an intern’s ability to function effectively in the future professional role implied by successful completion of this course. Interns who do not adequately demonstrate these competencies will receive grades reflecting the deficiencies.
SUPERVISION SCHEDULE (Spring, 2010):
Classes begin for the Spring 2010 Semester on Wednesday, January 20th, at which time individual and group supervision will commence. Individual Supervision days/times/locations will be arranged during the first class.
The Practicum Supervision will be organized as follows:
Dr. Barneclo will have group supervision/seminar weekly for the bilingual MSW and CP students. Dr. Barneclo will provide the individual supervision for the CP students.
Dr. Beckler will have group supervision/seminar weekly for the monolingual CP and MSW students and will provide the individual supervision for all the MSW students.
TENTATIVE CALENDER FOR SPRING SEMESTER, 2010
WEEK OF: 1/20: Group Supervision / Introduction to course, schedule individual
supervision times and provide contact information on individual
placement for practicum. Begin individual supervision. Administer
a pre-test for bilingual supervision section.
1/27: Group Supervision / Individual Supervision
Introduce Case Conceptualizations and sign up for presentations
Discussion of Packet of Bilingual/Cultural Materials
2/3: Group Supervision / Individual Supervision
Virginia Longoria Discussion on “Psicoterapia conductual cognitive” in Spanish (tentative)
2/10: Group Supervision / Individual Supervision:
Patricia Juarez from Universidad Autonoma de Ciudad Juarez
Topic: Entrevista Motivacional in Spanish (tentative)
2/17: Group Supervision / Individual Supervision
2/24: Group Supervision/Individual Supervision
3/3: Case Conceptualization Presentation
3/10: Case Conceptualization Presentation
3/17: Case Conceptualization Presentation
3/24: Case Conceptualization Presentation
Last day to drop with “W”
3/31: SPRING BREAK – No Classes
4/07: Case Conceptualization Presentation (if needed)
Begin discussing termination and referral process
4/14: Group Supervision / Individual Supervision
Possible Presenting Speaker
4/21: Group Supervision / Individual Supervision
Multicultural Conference in CEP department
4/28: Group Supervision / Individual Supervision
5/5: All students will meet for group supervision to process the
semester experience. Administer post-test for bilingual section.
Case Conceptualization Format
I. Identifying Data: This section will include all relevant demographic information.
a) age e) living situation
b) sex f) sexual orientation
c) race/ethnicity g) university classification and major
d) relationship status h) general self-presentation
i) number of sessions seen
II. Presenting Problem: This section should include a listing of the problem areas, from the client's perspective, noting particularly the client's view of their order of importance. What do they want from counseling. Suggested items to focus upon:
1) Was there a precipitating set of circumstances? 2) How long has the problem(s) persisted?
3) Has this problem occurred before? What were the circumstances at the time?
III. Relevant History: This section will vary in comprehensiveness according to depth and length of treatment, and will vary in focus according to theoretical orientation and specific nature of the problem(s). Include family, school, work, social, and medical history
IV. Assessment data: Other information obtained in addition to the clinical interviews.
V. Counselor description of the client:
A. Cultural Factors: Address issues of acculturation, identity development and worldview. Be sure to include the impact of diversity/multicultural issues: Age, Language, Religion, Physical Issues, Gender, Affectional/Sexual Orientation, Socioeconomic, Ethnicity, Acculturation Level, and client's history of oppression.
B. Psychosocial and Environmental Factors: This section should include:
a) Elements in the environment which function as stressors to the client, both those centrally related to the problem and more peripheral stressors.
b) Elements in the environment which function as support for the client; friends, family, living accommodations, recreational activities, financial situation.
C. Personality Dynamics
1) Interpersonal Style: This section should include a description of the client's orientation toward others in his/her environment (including in-session behavior) and should include two questions:
Is there an overall posture he/she takes toward others?
What is the nature of his/her typical relationships? Attachment theory may be helpful here.
2) Emotional Factors
a) typical or most common emotional states
b) mood during interview
c) appropriateness of affect
d) range of emotions the client has the capacity to experience or display
e) cyclical aspects of the client's emotional life .
f.) ability to express a wide range of emotions
3) Cognitive Factors: This section will include any data relevant to thinking and mental processes:
a) intelligence
b) mental alertness
c) examples and persistence of negative cognitions
d) examples of positive cognitions
e) nature and content of fantasy life
f) level of insight--client's "psychological mindedness" or ability to be aware and observant of changes in feeling state and behavior and client's ability to place his/her behavior in some interpretive scheme and to consider hypotheses about his/her own and others' behavior .
g) capacity for judgment. Client's ability to make decisions and carry out the practical affairs of daily living.
4) Behavioral and Physical Factors
a) psychosomatic symptoms
b) physical symptoms and diagnosed illnesses
c) medications
d) sexual functioning
e) sleeping and eating patterns
f) substance use
g) exercise level
h) IPQ answers
VI. Theoretical Conceptualization of the client
a. Strengths
b. Developmental analysis
c. Areas of Growth/Optimization
d. Defense structures
e. What are the common themes? What ties it all together? This is a synthesis of all the above data and the essence of the conceptualization. Be sure to employ your chosen theory here. In addition, use the Stages of Change and Motivational Interviewing theory.
VII. Diagnostic Impressions
(Axes I-V) and Defensive Functioning Scale (p. 814)
VIII. Treatment Plan
a. Based on your theory what are your counseling goals and objectives? How will you know when the client is better?
b. Specific interventions attempted or planned.
c. What empirical evidence supports these goals and interventions? Use at least two reference books from the reference list to address your conceptualization and intervention.
IX. Analysis of counseling process. What ethical issues have there been? What has gone well in the therapy process to-date and what has not gone well? Analyze your timing of interventions, the client’s reactions to counseling and the counseling relationship and your reactions to the same.
X. Questions/concerns needing to be addressed in the case presentation.
What is the specific feedback you would like to receive?
STATEMENT FOR Students with Disabilities:
If you have (or believe you have) a disability and would benefit from classroom accommodation(s), please contact the Services for Students with Disabilities (SSD) Office located at Garcia Annex [or by telephoning them at 505-646-6840; TTY: 505-646-1918].
If you have a condition that may affect your ability to exit safely from the premises in an emergency or that may cause an emergency during class or when visiting with your course instructor, you are encouraged to discuss any concerns with your instructor.
Student Responsibilities:
1. Register with SSD and obtain accommodation documents early in the semester;
2. Deliver the completed accommodation and testing form(s) to the instructor within the first two weeks of beginning of classes (or within one week of the date services are to commence);
3. Retrieve the signed form(s) from your course faculty and return to SSD within five (5) days of receipt from faculty and at least one week before any scheduled exam; and
4. Contact the SSD Office if the services/accommodations requested are not being provided, not meeting your needs, or if additional accommodations are needed. Do not wait until you receive a failing grade. Retroactive accommodations cannot be considered.
The following regulations apply to removing or changing an “I” grade.
1. Instructors may assign I grades only if the student is unable to complete the course due to circumstances beyond the student's control that develop after the last day to withdraw from the course. Examples of appropriate circumstances include documented illness, documented death or crisis in the student's immediate family, and similar circumstances. Job related circumstances are generally not appropriate grounds for assigning an I grade. In no case is an I grade to be used to avoid the assigning of D, F, U, or RR grades for marginal or failing work.
2. To assign an I grade, the instructor must complete the I Grade Information Form and have the form delivered to the course dean, together with the instructor's grade sheets for the semester. The instructor will state in writing on the I Grade Information Form the steps necessary to complete the remaining course work or the instructor may indicate that the student will be required to re-enroll in the course to receive credit (in which case the I grade will not be removed). The student will sign this document or the course dean will send a copy of the document to the student's official permanent address as recorded in the Registrar's Office.
3. The student is entitled to have the I grade removed from the student's transcript only if the student completes the remaining course work as specified on the I Grade Information Form, in a manner satisfactory to the instructor. The work must be completed within 12 months after the I grade is assigned and prior to the student's graduation, or within a shorter period of time if specified by the instructor on the I Grade Information Form. If the student fails to complete the course work, the instructor may change the I grade to any appropriate grade (including D, F, or U) provided that the instructor stated that this would occur on the I Grade Information Form.
4. I grades can be removed from the student's transcript by the instructor only during the 12-month period following assignment of the I grade or prior to the student's graduation, whichever comes first. To remove an I grade, the instructor must complete a Change of Grade the I Grade Information Form the steps necessary to complete the remaining course work or the instructor may indicate that the student will be required to re-enroll in the course to receive credit (in which case the I grade will not be removed). The student will sign this document or the course dean will send a copy of the document to the student's official permanent address as recorded in the Registrar's Office.
5. The student is entitled to have the I grade removed from the student's transcript only if the student completes the remaining course work as specified on the I Grade Information Form, in a manner satisfactory to the instructor. The work must be completed within 12 months after the I grade is assigned and prior to the student's graduation, or within a shorter period of time if specified by the instructor on the I Grade Information Form. If the student fails to complete the course work, the instructor may change the I grade to any appropriate grade (including D, F, or U) provided that the instructor stated that this would occur on the I Grade Information Form.
6. I grades can be removed from the student's transcript by the instructor only during the 12-month period following assignment of the I grade or prior to the student's graduation, whichever comes first. To remove an I grade, the instructor must complete a Change of Grade Form and file the form with the Registrar. The instructor may assign whatever grade is appropriate for the entire course. This may include grades of D, F, or U. An I grade not changed by the assigning instructor within 12 months and prior to graduation shall remain an “I” grade thereafter.
7. A student may re-enroll and receive credit for any course for which an I grade was previously received, but retaking the course will not result in a removal of the I grade from the student's transcript.
8. The effect of removing an I grade on a student's academic standing (scholastic warning, probation, or suspension) depends on the date the transaction is officially recorded on the student's academic record. If the transaction is recorded before the student begins another semester, the grade replacing the I is included in the grade-point average calculation that establishes the student's academic standing. If the transaction is recorded after the student begins another semester, the new grade's effect on academic standing is based upon its inclusion with grades for the semester in which the student is enrolled.