Course Syllabus
HR 5283 - Clinical Practicum
Faculty Contact Information
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
This practicum course involves supervised application of counseling/therapy processes with clients. It will include weekly small group and individual supervision using video-recorded client sessions. Throughout this course, you must complete a minimum of 100 clock hours total, including at least 40 direct client contact hours and 60 hours of indirect work.
Course Prerequisites
- HR 5533 - Counseling Theories in CMHC
- HR 5883 - Introduction to the Counseling Profession
- HR 5452 - Ethical Issues in Human Relations Counseling
- HR 5663 - Psychopathology
- HR 5613 - Assessment and Evaluation in Counseling
- HR 5483 - Diagnosis in Human Relations Counseling
Other Prerequisites
Acceptance in Candidacy and departmental consent.
Course Materials
Recommended
- DSM-5 TR (5th edition, text revision)
- This manual can be accessed through the OU Library by using your OU 4x4 and password.
Course Delivery Format
Synchronous and Asynchronous Online: Learning occurs online and in real time, using technology such as web-conferencing software for synchronous Live Sessions. Discussions, assignments, assigned reading, and other activities are for asynchronous engagement. This course is delivered across a 16-week semester with weekly 90-minute Live Sessions via Zoom.
Methods of Instruction
The following will be used in the delivery of this course:
- Independent readings
- Lecture
- Synchronous discussion (Live Sessions)
- Presentations
- Videos
- Technological resources
- Online content (Canvas)
- Asynchronous discussion
Minimum Technology Requirements
Participating in OU Online programs requires specific technologies. To participate in class and navigate other technological requirements, you will need the following:
- Computer with webcam
- Microsoft Office
- Google Chrome/Firefox
- Reliable Internet
- OU Email
Consider the following tips:
- To be effective in your courses you will need regular access to a computer and a stable internet connection.
- Although mobile devices (i.e., smart phones) are great for checking your grades or watching a video, OU does not recommend relying on them as your primary method for taking a course online or face to face.
- Many times, professors will add course media and assignment drop boxes to Canvas and you need reliable access.
- Computer labs are available on campus in the OU library and rooms can be reserved for privacy.
- Most town libraries will also have access to technology labs in your hometown.
- You can watch and participate in online courses on your smartphone, but it may make reading the PDFs provided more difficult. We recommend a larger device to access online course content.
- Weather, or shelter-in-place mandates may require at home access to technology. Weather may be unpredictable and can cause alternate sources of class time such as an online zoom meeting. Accessing a webcam and microphone is important.
- Online courses typically have opportunities for students to use audio/video to submit assignments or participate in activities. These accessories will increase course interactivity and can connect you to your instructors as well as your fellow classmates.
For more support contact the OU Instructional Technology Service Portal
You are expected to:
- Check your OU email daily and OU Canvas for updates on classes.
- Use word processing programs such as Microsoft Word or Google Docs for assignments.
- Send or receive email attachments and communicate with your instructor or advisor.
- Search databases for research in the library resources.
Learning Outcomes & CACREP Standards
Practicum Experience
| Learning Outcome | CACREP Standard |
|---|---|
|
The multiple professional roles and functions of counselors across specialty areas |
3.A.2 |
|
Counselors’ roles, responsibilities, and relationships as members of specialized practice and interprofessional teams, including (a) collaboration and consultation, (b) community outreach, and (c) emergency response management |
3.A.3 |
|
Ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling across service delivery modalities and specialized practice areas |
3.A.10 |
|
Self-care, self-awareness, and self-evaluation strategies for ethical and effective practice |
3.A.11 |
|
Purpose of and roles within counseling supervision in the profession |
3.A.12 |
|
The influence of heritage, cultural identities, attitudes, values, beliefs, understandings, within-group differences, and acculturative experiences on help-seeking and coping behaviors |
3.B.3 |
|
Critical thinking and reasoning strategies for clinical judgment in the counseling process |
3.E.2 |
|
Case conceptualization skills using a variety of models and approaches |
3.E.3 |
|
Consultation models and strategies. |
3.E.4 |
|
Application of technology related to counseling |
3.E.5 |
|
Ethical and legal issues relevant to establishing and maintaining counseling relationships across service delivery modalities |
3.E.6 |
|
Culturally sustaining and responsive strategies for establishing and maintaining counseling relationships across service delivery modalities |
3.E.7 |
|
Counselor characteristics, behaviors, and strategies that facilitate effective counseling relationships |
3.E.8 |
|
Interviewing, attending, and listening skills in the counseling process; |
3.E.9 |
|
Counseling strategies and techniques used to facilitate the client change process; |
3.E.10 |
|
Strategies for adapting and accommodating the counseling process to client culture, context, abilities, and preferences; |
3.E.11 |
|
Goal consensus and collaborative decision-making in the counseling process; |
3.E.12 |
|
Developmentally relevant and culturally sustaining counseling treatment or intervention plans; |
3.E.13 |
|
Development of measurable outcomes for clients; |
3.E.14 |
|
Evidence-based counseling strategies and techniques for prevention and intervention; |
3.E.15 |
|
Record-keeping and documentation skills; |
3.E.16 |
|
Principles and strategies of caseload management and the referral process to promote independence, optimal wellness, empowerment, and engagement with community resources; classification, effects, and indications of commonly prescribed psychopharmacological medications; |
3.E.17 |
|
Classification, effects, and indications of commonly prescribed psychopharmacological medications; |
3.E.18 |
|
Suicide prevention and response models and strategies; crisis intervention, trauma-informed, community-based, and disaster mental health strategies; |
3.E.19 |
|
Crisis intervention, trauma-informed, community-based, and disaster mental health strategies; |
3.E.20 |
|
Processes for developing a personal model of counseling grounded in theory and research; |
3.E.21 |
|
Students complete supervised counseling practicum experiences that total a minimum of 100 hours over a full academic term that is a minimum of eight weeks consistent with the institution’s academic calendar. |
4.Q |
|
Practicum students complete at least 40 hours of direct service with actual clients that contributes to the development of counseling skills; |
4.R |
|
Throughout the duration of the practicum, each student receives individual and/or triadic supervision on a regular schedule that averages one hour a week by:
|
4.S.1 4.S.3 |
|
Throughout the duration of the practicum, each student receives group supervision on a regular schedule that averages 1½ hours per week and is provided by a counselor education program faculty member. |
4.T.1 |
Clinical Mental Health Counseling Track
| Learning Outcome | CACREP Standard |
|---|---|
|
Practice intake interview, mental status evaluation, biopsychosocial history, mental health history, and psychological assessment for treatment planning and caseload management |
5.C.4 |
|
Utilize techniques and interventions for prevention and treatment of a broad range of mental health issues |
5.C.5 |
|
Know strategies advocate for people with mental, behavioral, and neurodevelopmental conditions |
5.C.8 |
Grades
Breakdown
| Activity | CACREP Standards | Description | Percentage |
|---|---|---|---|
| Supervision Agreement |
3.A.3; 3.A.11; 3.A.12; 3.E.4; 3.E.6; 4.C; 4.F; 4.H; 4.J; 4.S |
Submission of Supervision Agreement | 5% |
| Professional Disclosure Statement |
3.A.1; 3.A.2; |
Submission of Professional Disclosure Statement | 5% |
| Practicum Goal Statement | 3.A.2; 3.A.3; 3.A.10;3.A.11; 3.A.12; 3.B.3; 3.E.2. | Written assignment | 2.5% |
| *Attendance & Participation | 3.A.12; 3.E.2; 3.E.3; 3.E.4; 3.E.5; 3.E.6; 3.E.7; 3.E.8; 3.E.9; 3.E.10; 3.E.11; 3.E.12; 3.E.13; 3.E.14; 3.E.15; 3.E.16; 3.E.17; 3.E.18; 3.E.19; 3.E.20; 3.E.21; 4.R; 4.S.1; 4.S.3; 4.T.1 |
|
20% |
| Counseling Session Videos |
3.E.2; 3.E.5; 3.E.6;3.E.9; 3.E.10; 3.E.11; 3.E.12; 3.E.13; 3.E.14; 3.E.15; 3.E.16; 3.E.17; 3.E.18; 3.E.19; 3.E.20; 3.E.21; |
2 counseling session recordings | 20% |
| *Case Presentation | 3.E.3; 3.A.10; 3.B.3; 3.E.2; 3.E.3; 3.E.4; 3.E.7; 3.E.8 | Presentation based upon 1 of the student's cases in clinical experience | 20% |
| Reflection Paper | 3.A.2; 3.A.11; 3.E.2; 3.E.7; 3.E.8 | Written assignment | 2.5% |
| E-Portfolio | Covers Sections 3 and 4. | Collection of various documents | 5% |
| Final Faculty PCPE | Covers Sections 3 and 4. | Final evaluation submitted by your university group supervisor. | 20% |
| Total | 100% |
*Indicates Key Performance Indicator (KPI). This is an intentional formative assessment to assure you take away the core information necessary to be a successful professional counselor.
Scale
| Percentage | Letter Grade |
|---|---|
| 80–100% | Pass |
| 79% or below | Fail |
Course Components
Expectations for Students
Clock Hours:
A minimum of 100 clock hours is required to complete the practicum. The breakdown for these hours should resemble the following:
- Direct Service: At least 40 hours
- Students must lead or co-lead a group during either practicum or internship and submit the Group Leadership Attestation Form afterwards.
- Indirect Service: At least 60 hours
- Individual Site Supervision: 16 hours minimum (or 14 in Summer; included as part of your indirect hours)
- Group Supervision: 24 hours minimum (or 21 in Summer; included as part of your indirect hours)
Total minimum hours: 100 hrs.
Client Contact:
Students are expected to maintain the assigned number of weekly contact hours and record the sessions (as video or audio) as instructed by the faculty supervisor.
Group Supervision:
Students will meet for group supervision every week for 1.5 hours. During this time, a variety of activities will occur, including discussion of on-site issues, recorded session presentations, discussion of ethical issues, and peer supervision. Students should also meet weekly with their on-site supervisor.
Individual Supervision:
Students will meet 2 times with their faculty supervisor for individual supervision this semester. At these sessions, students' progress toward their goals will be addressed, as well as a discussion for their midterm and final evaluations.
Logging Hours:
Maintain the log form in which students will keep track of their onsite counseling and supervision hours.
Case Management:
Students must follow all guidelines for case management required by their site.
Mid-term Evaluation:
At mid-term, the site supervisor must complete the PCPE. It is the student’s responsibility to turn in their site supervisor’s evaluation form to their university supervisor. It is also the student’s responsibility to provide the supervisor with enough time to complete the form and have them review it with the student before the due date. During the semester, feedback will be sought from the site supervisor, and the Clinical Coordinator will conduct a visit with the site at some point over the calendar year.
Final Evaluation:
Both the site supervisor and the university supervisor will provide a final evaluation of the student using the PCPE. It is the student’s responsibility to turn in their site supervisor’s evaluation to their university supervisor. It is also the student’s responsibility to provide the supervisor with enough time to complete the form and have them review it with the student before the due date. A final evaluation is considered 'passing' if the average score equals 2.5 or higher. A 'not passing' evaluation indicates that the student has not demonstrated competence in the skills that are necessary for continued success in the graduate program. It is up to the instructor's discretion whether further remediation is required, including the option of assigning an 'I' or 'U' grade for the course.
Student Evaluation of Site and Site Supervisor:
The student must complete the formal Evaluation of the Site and Site Supervisor. It is the student’s responsibility to turn in their evaluation to their university supervisor.
Ethical Behavior:
Students are required to comply with the ethical standards of the American Counseling Association (ACA) and their State's Composite Board of SWs, LPCs, and MFTs.
Professional Behavior:
Potential counseling effectiveness cannot be assessed in the same manner as academic performance in typical college classes. Students must communicate effectively, be open-minded, tolerate ambiguity, exhibit a high degree of patience, acceptance of diversity, and demonstrate emotional stability and self-acceptance. Counseling faculty at OU will evaluate students’ professional and personal aptitude at the end of every Fall and Spring term. Students are required to meet with their advisor to discuss the outcome of the evaluations. This process is designed to enhance communication and mentoring within the program.
Students are expected to be able to adhere to the following professional performance criteria:
- Openness to new ideas
- Flexibility
- Cooperativeness with others
- Willingness to accept and use feedback
- Awareness of own impact on others
- Ability to deal with conflict
- Ability to accept personal responsibility
- Ability to express feelings effectively and appropriately
- Attention to ethical and legal considerations
- Initiative and motivation
Respect confidentiality:
Active involvement in class meetings and activities entails a level of personal self-disclosure. Because of the nature of the vulnerability inherent in this, and the trust and openness required, it is extremely important that confidentiality be maintained. Revealing any personal information about classmates, gained from class meetings or activities, is a breach of confidentiality. Additionally, for that reason, class meetings may not be recorded. This level of respect for confidentiality is required for class discussions as well as self-reflective journaling and skill practice.
Supervision Agreement
You will read and complete the Supervision Agreement; discuss it with your site supervisor during your first individual supervision session; and submit the completed and signed Supervision Agreement.
Professional Disclosure Statement
You will read and use the Professional Disclosure Statement Development Guide to help you create a personalized Professional Disclosure Statement by editing the Professional Disclosure Statement Student Template.
Practicum Goal Statement
You will submit an APA-style (no title page, abstract, or reference page necessary) three to five-page self-assessment that will include the following:
- reflection on current counseling skills;
- current theoretical orientation;
- counseling style;
- strengths;
- difficult client problem areas you are concerned about/struggle with;
- areas of needed development;
- any personal experiences you believe may enter into your work as a counselor and your thoughts and feelings about what this might mean for you;
- questions and concerns you have about your site or your role as a counselor;
- questions, concerns, or excitements regarding supervision;
- any other fears or anxieties you may be experiencing.
Attendance & Participation
Learning in this course is based on interaction and participation. CACREP specifies minimum clock-hour requirements in terms of individual supervision and group supervision. Credit will not be awarded unless these standards are met.
You will earn the required points by:
- Completing the Telemental Health training and passing the quiz.
- Turning in your completed Hours Log each week starting in week 2.
- Attending the weekly Live Sessions, which are mandated to last an hour and a half each week, per CACREP Standard 4.T.
- Note: You are not provided an option to make up the Live Session hours in this course due to the nature of the practicum as well as the mandated requirements that must be adhered to.
- Mid-Semester Evaluation
- Final Evaluation
- Student Evaluations, which will consist of:
- Site Supervisor Evaluation
- Site Evaluation
Counseling Session Videos
For supervision purposes, each student must submit 2 recordings of counseling sessions for individual supervision. In addition to the video recording, you will submit a transcript and the session review form.
Evaluation of the videos will consist of written and/or verbal feedback from the instructor. Evaluation will occur during individual supervision sessions.
Note: You are required to work with different clients for your session recording assignments and the case presentation. This allows you multiple opportunities to receive and integrate feedback while strengthening client conceptualization skills through more practice. On the transcript, students are responsible to identify their intention and an alternative response throughout the transcribed segment.
Case Presentation
For this assignment, you will present one case drawn from your work with clients. You should select a client with whom you are having some difficulty and the client should be different then the client/s used in the recorded session videos. Additionally, you will need to complete the following:
- Recording of the session with client
- Case Conceptualization - long narrative form (not the shortened copy you are sharing with peers)
- Session transcription of the video segment
- Session review form
Note: When transcribing your recording, you will need to type dialogue verbatim (i.e., include all pauses, sighs, and repetitive statements) for both you (the counselor) and your client. On the transcript, students are responsible to identify their intention and an alternative response throughout the transcribed segment.
Reflection Paper
For this assignment, you will reflect upon your “Professional Self.” Discuss your learning process over this semester. Think about how you are developing your professional identity and your professional behavior (e.g., as a counselor, a supervisee, a student, a colleague/peer, a group member, and a leader).
Discuss how that identity and behavior represent your strengths, growing edges, and theoretical orientation. Also, include what you have learned this semester about counselor and client wellness. In other words, write about who you are today as a person and professional with a past, present, and future professional career. Make this assignment meaningful for you.
E-Portfolio
The e-portfolio in this course will consist of the following items:
- Resume/CV
- Liability Insurance
- Professional Disclosure Statement
- Practicum Goal Statement and Reflection
- Final Reflection of Practicum Learning Experience
- Informed Consent form used at Clinical Site
- Weekly and Monthly Report of Hours (to be completed and signed by university and site supervisors)
- Site Supervisor Evaluations of Students
- University Supervisor Evaluation Form of Student (Final)
- Student Evaluation of Site Supervisor
- This is due in the final week of this course
- Site Evaluation
- This is due in the final week of this course.
- Final Report of Hours
Note: More details on how to create the e-portfolio to organize the above items will be explained in the Course Resources Module.
Final Faculty PCPE
Your university group supervisor will submit your final PCPE to you and provide a grade based on this evaluation. A final evaluation is considered 'passing' if the average score equals 2.5 or higher. A 'not passing' evaluation indicates that the student has not demonstrated competence in the skills that are necessary for continued success in the graduate program. It is up to the instructor's discretion whether further remediation is required, including the option of assigning an 'I' or 'U' grade for the course.
Course Policies
Communication
🚩🚩 How do you want students to contact you? Do you prefer to be contacted through Canvas or by email? Give students an estimate of when you will reply. Usually 24 hours M-F. Will you check emails over the weekend?
How do you prefer to be addressed (Professor, Dr., by your first name, etc.)? Clearly explain your role and expectations for how you would like students to interact with you and others. This may be especially helpful for learners who may need encouragement to "speak up". 🚩🚩
Feedback
🚩🚩 Please tell students when they can expect feedback and grades on their activities and assignments. You should aim for a one-week turnaround on most assignments. 🚩🚩
Late Policy
🚩🚩 Add information about your late policy or missed work. Will you accept late work? If so, will there be a penalty? 🚩🚩
Plagiarism
🚩🚩Plagiarism is the most common form of academic misconduct at OU. There is no college-level assignment that can be satisfactorily completed by copying. OU's basic assumption about writing is that all written assignments show the student's own understanding in the student's own words. That means all writing assignments, in class or out, are assumed to be composed entirely of words generated (not simply found) by the student, except where words written by someone else are specifically marked as such with proper citation. Including other people's words in your paper is helpful when you do it honestly and correctly. When you don't, it's plagiarism.
For more information about plagiarism, watch this video and then take this short course offered by University Libraries. 🚩🚩
University Academic Policies and Student Support
Access the University Academic Policies Document.
Course Summary:
| Date | Details | Due |
|---|---|---|