EDCO 645A:Field Work in Counseling

Fall 2010, Tuesday 4:15-6:50

WPH 204

Instructor: Soni Kim, Psy.D.E-mail:

Phone: (562) 988-3162Office Hours: by appt.

Masters Office: WPH 600Phone:(213) 740-3255Hours: 9-5 Mon-Fri

Rossier School of Education Theme:
“The Rossier School of Education focuses on redefining excellence in urban education through research, teaching and service in the areas of leadership, learning, accountabilityanddiversity.”
Course Overview
Fieldwork is a Credit/No Credit course which requires at least a "B" average to obtain Credit. This course is designed for advanced practice in counseling adults, couples, and families with mental/emotional/behavioralproblems through professional supervision and weekly consultation with counseling faculty. Format includes caseworkconsultation, videotape instruction, role playing, and some directed teaching. Course topicsinclude, but not limited to case conceptualization, treatment planning, phases and stages of the counseling process, case management, note-keeping, confidentiality, legal and ethical issues, termination,and working with culturally diverse individuals.
Course Objectives
This course will provide students with:
1. Clinical supervision and didactic instruction to both guide and support the development ofprofessional practice with adults, couples and families.
2. Discussion, examination, and instruction in the primary counseling procedures used in the counseling setting, including intake interview, diagnostic assessment, developing therapeutic relationships, case conceptualization, case management, and termination.
3. Experience in meeting the mental health needs of adults, couples, families, and children who come from culturally/ethnically diverse backgrounds.
4. Training in a variety of counseling modalities, strategies, and interventions.
5. Training in the effective use of supervision sessions.
6. Professional experience in the practical application of ethical and professional guidelines for counseling.
7. Supervision for the development of self in the counseling process.
Course Requirements
Prerequisites: Classified Standing: completion of EDCO 560; completion or concurrent enrollment in EDCO 503 (Ethics & Law) and 546 (Psychopathology); consent of MFT Director; signed "4-way" contracts with agency; proof of malpractice insurance.
1. Prompt attendance and class participation: Since this class is primarily a lab, regular, timely attendance is essential. Students are expected to attend all sessions of all classes. Students with more than two unexcused absences may risk failure. This policy exists because the MFT program is one of professional preparation. In addition to acquiring theoretical knowledge, students are expected to acquire professional values, to integrate knowledge from a range of courses, to develop professional skills and be socialized into the profession. The faculty of this School of Education are convinced that this cannot be accomplished through independent study alone. Thus, attendance at classes is required unless legitimate and special reasons exist for absences or tardiness. Any such absences or tardiness should be discussed directly with the course instructor prior to the class time. In some circumstances, extra credit can be completed to help the student not lose points. These arrangements should be made prior to absences whenever possible.
University of Southern California policy permits students to be excused from class, without penalty, for the observance of religious holy days. This policy also covers scheduled final examinations that conflict with students’ observance of a holy day. Students must make arrangements in advance to complete class work which will be missed, or to reschedule an examination, due to holy days observance.
2. Formal video or audiotape presentation and Theoretical paper: The oral presentation shall be approximately 5-10 minutes in length and include the following information, if relevant:
  • Identifying data
  • Chief complaint(s)
  • Relevant history of problem(s)
  • Relevant personal/family history
  • Health/medical history
  • Employment history
  • Mental health/drug and alcohol history
  • Relational/sexual history
  • Mental status exam
  • Theoretical Conceptualization of the Case (overview of theory as needed)
  • Diagnostic impression (all 5 Axes)
  • Tentative treatment plan
All of this information should be included in a handout to be distributed to the class.
Following the oral presentation, about 5 minutes of the session will be presented to class, with about 15 minutes reserved for discussion.
Note: If you are audiotaping a session, please include a transcription of at least 20-25 consecutive responses (see Resource B in Russell-Chapin/Ivey text, p. 38).
A paper that conceptualizes the client from a specific theoretical perspective will be submitted at the time of presentation. The conceptualization should include how treatment can proceed from the specific chosen perspective. This paper should be approx. 2 to 3 pages in length.
3. Personal Journal: Journal should include thoughts, reactions, reflections, feelings regarding the work with clients and colleagues. The assignment is not a chronological account, but rather a tool for reflection about your professional development. Utilize various topics from The Therapist’s Guide to guide your reflections as it is prescribed in the syllabus. You may consider addressing the following concerns:
  • Family dynamics
  • Working cross-culturally and diverse populations
  • Normal versus psychopathological functioning
  • The process of change
  • Relevant legal and ethical issues
  • Countertransference
  • Your strengths and growth edges
  • Development and articulation of theoretical orientation
4. Book Review: Read Letters to a young therapist and write a 2 page book review, highlighting what aspects the author address that are most meaningful to you in this stage of your training.
Textbooks
Halber, D. & Vess Halber K. (2010). Developing Your Theoretical Orientation in Counseling
Pipher, M. (2003). Letters to a young therapist. New York: Basic Books.
Course Competencies:
Students will be expected to demonstrate the following by the end of the semester:
  1. Establish and maintain a safe, therapeutic environment for clients and
  2. Maintain a confidential and supportive atmosphere in this supervision group
  3. Demonstrate well-developed case management skills, diagnostic and observational skills
  4. Assess client(s) for diagnostic information, potential risk factors, and for possible referral to other health professionals
  5. Demonstrate well-developed termination and referral skills
  6. Demonstrate increased awareness, sensitivity and competency to address the concerns of difficult client situations/problem areas, as well as gender, ethnic, and culturally diverse concerns
  7. Assess for risk of suicidality, homicidal ideation or intent, child and elder abuse. Be familiar with reporting requirements.
  8. Participate in the process of revealing one’s work, seeking and giving feedback
  9. Demonstrate well-developed engagement and intervention skills with clients
  10. Conduct behavior in a professional manner

Grading
Unlike other graduate courses that emphasize the accumulation of knowledge through active reading and discussion, fieldwork is a performance-based course. Students are evaluated according to demonstrated learning of appropriate professional skills. Thus, the timely completion of all required work does not necessarily insure a Pass.Input from the onsite supervisor in both oral and written forms, as well as class assignments, participation and review of clinical skills will be used to determine satisfactory progress and credit for this class. The intent of this standard is an ethical duty for the integrity of the marriage and family profession.
Note: Consistent use of poor therapeutic judgment, direct emotional harm to clients, and involvement in dual relationships or other major ethical, legal, or moral infractions will be cause for immediate disciplinary action.
Attendance at all class meetings is required. Professional demeanor requires that students be on time for class. Case discussion/presentations can be frequently disrupted if students are late for class. Course grades will be based on the combination of participation, video tape presentations, depth of journal entry, self evaluation, and overall evaluation of therapeutic skills, and professionalism.
Students cannot receive a passing grade in this course if they are discharged from their practicum placement or if they cannot complete their practicum during the semester for personal reasons. A total of 240 hours of face-to-face client contact is required for practicum. It would be best to accomplish this evenly in three semesters, although it is understood that the intensity will increase progressively as time passes. Please keep your instructor informed of your progress toward this goal.
Confidentiality: You are reminded that the content of all class discussions, case presentations, and small group discussions are confidential and you should be sensitive about respecting and maintaining both client and colleague confidentiality.Be sure to black out or use pseudonyms for all submitted work.
Grading Criteria and Process:
Points/Percentage
Consistent participation ……………………………………………..20
Video or audio tape presentation
(with transcriptions as needed)……………………………………….25
Book Review…………………………………………………………15
Evaluation of therapeutic skills and
Interventions (ongoing) ………………………………………20
Personal journal ……………………………………………………...20
Points/Percentage ………………………….…………………. 100
Late Assignments
In order to be fair to everyone in class, assignments should be turned in within the first 10 minutes of class on the date they are due. Any assignments turned in after that point will lose one full letter grade (10%), and an additional 10% for every week they are late, unless the student has been excused by the instructor. Please inform the instructor before class if you must miss class or if an assignment will be late, due to an emergency. Whenever possible, students should arrange to have their work turned in on time by one of their colleagues or via e-mail. If this is not possible, in the case of documented excusable absence, students may make arrangements with the instructor to make up missed work or turn in late assignments. If an emergency situation prevents students from completing all requirements in the course, students should see the instructor about how to proceed with retaking the course at a better time. Students should provide written documentation to validate emergencies (e.g., doctor’s note).
Students must hand in all assignments by the end of the final exam time in order to receive a passing grade for this course. If all assignments are not handed in, students will receive a failing grade for the course regardless of how they well they did on other assignments.
Academic Accommodations
Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-7766.
Incompletes
IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed incomplete.
Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course, even within the designated time.
Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an “IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average.
Academic Dishonesty (
Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without appropriate acknowledgment. Paraphrasing (putting the material in your own words, etc.) is usually acceptable as long as the original reference is cited, and you do not imply that the ideas or thoughts are your own. You must always use quotation marks and a citation when using someone else’s words verbatim.
Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the use of any dishonest, deceptive, or fraudulent means. Action will be taken if an instructor suspects a student of cheating.
When working with other students, be sure you turn in your own original work with your own original thoughts. Each student’s work should be unique and reflect his/her own thought processes.

Course Schedule

Week / Date / Topic / Readings / Assignments due
1 / 8/24 / Class introduction
2 / 8/31 / Halbur discussion / Halbur, Ch 1 / Journal
3 / 9/7 / Case presentations with Glenn Heap, MFT
4 / 9/14 / Halbur discussion / Halbur, Ch 2 / Journal
5 / 9/21 / Halbur discussion / Halbur, Ch 3
6 / 9/28 / Halbur discussion / Halbur, Ch 4 / Journal
7 / 10/5 / Halbur discussion / Halbur, Ch 5
8 / 10/12 / Case presentations 1 & 2 / Mid-Semester Site Evaluation Due
Journal
9 / 10/19 / Pipher Book Review and Discussion / Book review due
10 / 10/26 / Case Presentations 3 & 4 / Journal
11 / 11/2 / Case presentations 5 & 6
12 / 11/9 / Case presentations 7 & 8 / Journal
14
13 / 11/16 / Case presentations 9 & 10
14 / 11/23 / Case Presentations 11 & 12 / Journal
1
15 / 11/30 / Case Presentation 13
14
16 / 12/3 / Wrap up of class / Final Site and Supervisor Evaluations Due