COUNSELING AND GUIDANCE DEPARTMENT

COUN 6370 Syllabus

Counseling Internship II
INSTRUCTOR NAME
TERM:
TELEPHONE NUMBER:
EMAIL:
MEETING TIMES AND LOCATION:
OFFICE LOCATION:
OFFICE HOURS:

*Do not hesitate to send me an email if we need to talk so we can agree on a convenient time for a phone call, connect session,
or a meeting.

Response Time:
Generally, I will respond to emails within 24 hours of receiving them. If I plan to be away from my computer for
more than a couple of days, I will let you know in advance. Any technical questions can be referred to Blackboard
Support.
I will update the online grades each time a grading session has been complete—typically seven days following the
completion of an activity. You will see a visual indication of new grades posted on your Blackboard home page
under the link to this course.

Textbook and/or Resource Material

Required Texts:
Hodges, S. (2011). The Counseling Practicum and Internship Manual. New York:
Springer Publishing Company.

Recommended Texts:
American Psychological Association (2009). Publication manual of the American Psychological
Association (6th ed.) Washington, DC: Author.

RECOMMENDED TEXTBOOKS FOR COUNSELOR PREPARATION COMPREHENSIVE EXAMINATION (CPCE):

**PASSING THE CPCE IS GRADUATION REQUIREMENT, AND MAY INITIALLY BE ATTEMPTED DURING COUN 6365 PRACTICUM I. IN EDINBURG, THE
CPCE IS SCHEDULED FOR THE THIRD SATURDAY IN SEPTEMBER AND THE FIRST SATURDAY IN FEBRUARY. IN BROWNSVILLE, THE CPCE IS SCHEDULED
FOR THE SECOND SATURDAY IN NOVEMBER AND THE SECOND SATURDAY IN APRIL. THE CPCE IS SCHEDULED AT BOTH CAMPUSES THE THIRD
SATURDAY IN JULY. STUDENTS MUST TAKE THE CPCE AT THEIR HOME CAMPUS, UNLESS GRADUATION IS DEPENDENT ON THE THIRD AND FINAL
ATTEMPT. MAKE PLANS ACCORDINGLY.**

GREGOIRE, J., & JUNGERS, C. M. (2007). THE COUNSELOR’S COMPANION: WHAT EVERY BEGINNING COUNSELOR

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 COUNSELING AND GUIDANCE DEPARTMENT

NEEDS TO KNOW. (1ST ED.). NEW YORK, NY: ROUTLEDGE. ISBN: 978-0805856842
HTTP://[Link]/DP/0805856846/?TAG=MH0B-
20&HVADID=3486451804&HVQMT=P&HVBMT=BP&HVDEV=C&REF=PD_SL_487XA9U87S_P

ROSENTHAL, H. G. (2008). ENCYCLOPEDIA OF COUNSELING: MASTER REVIEW AND TUTORIAL FOR THE NATIONAL
COUNSELOR EXAMINATION AND STATE EXAMS. (3RD ED.). NEW YORK, NY: ROUTLEDGE. ISBN: 978-0415958622
HTTP://[Link]/ENCYCLOPEDIA-COUNSELING-EXAMINATION-PREPARATION-
COMPREHENSIVE/DP/0415958628/REF=SR_1_1?S=BOOKS&IE=UTF8&QID=1463678319&SR=1-
1&KEYWORDS=ENCYCLOPEDIA+OF+COUNSELING%3A+MASTER+REVIEW+AND+TUTORIAL+FOR+THE+NATIONAL

HELWIG, A. A. (2015). STUDY GUIDE FOR THE NCE AND CPCE. (7TH ED.). BROOMSFIELD, CO:
AUTHOR. ISBN: 978-0964837775 HTTP://[Link]/STUDY-GUIDE-NATIONAL-COUNSELOR-
EXAMINATION/DP/0964837773/REF=SR_1_1?S=BOOKS&IE=UTF8&QID=1463678461&SR=1-
1&KEYWORDS=STUDY+GUIDE+FOR+THE+NATIONAL+COUNSELOR%E2%80%99S+EXAM

Course Description and Prerequisites

A study of selected counseling theories and supervised experience in individual, group, and family counseling.
Required client contact hours are completed at external internship sites in our community. This course must be
taken within last six hours of the program. This course is designed to provide a supportive, structured learning
environment for acquiring clinical experience and on-the-job training. The internship is a time to build a
framework of new professional counseling skills on a foundation of the material learned in the program
courses, life experiences, and personal values. It is a time to develop and enhance professional competencies.

Course topics include but are not limited to counseling skills; record keeping; legal and ethical issues; collaboration
techniques; suicide assessment and intervention; and designing, implementing, and evaluating courses/programs
for clients/students.

Prerequisites:
COUN 6301, 6310, 6311, 6313, 6314, 6327, 6328, 6340, 6345, 6368, 6304, 6365 and program approval.

Learning Objectives/Outcomes for the Course

Course Objectives
1. Students will be introduced to the practicum and internship program requirements, and will gain further
understanding of the counseling profession related to counseling identity, professional organizations, getting
licensed, and occupational outlook. Students will improve and refine counseling and guidance skills used in
individual, group, marriage and family, and career counseling. Apply and integrate knowledge and counseling
skills in school and clinical mental health settings.

2. Students will gain an understanding of the process for selecting and applying for practicum and internship, and
the interview process.

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 COUNSELING AND GUIDANCE DEPARTMENT

3. Students will gain a further understanding of ethical and legal issues in counseling, as related to competent
ethical practice for counselors, understanding the health insurance portability and accountability act, informed
consent, confidentiality and privileged communication, technology and client records, boundary issues and dual
relationships in counseling, and liability insurance.

4. Students will gain a further understanding of clinical issues in practicum and internship, as related to building the
therapeutic alliance, using clinical forms, utilizing counseling techniques, maintaining clinical records, and closing
the session.

5. Students will gain further knowledge and experience in clinical writing skills, writing case notes, and will gain
skills to accurately assess counseling effectiveness via outcome instruments, participate in community outreach and
service delivery beyond the classroom and training lab, develop treatment plans, evaluate strengths and weaknesses
related to interpersonal and counseling skills, and gather client information, including psychosocial history and
assessments related to treatment effectiveness.

6. Students will gain knowledge and experience in classroom and site supervision, as well as models of supervision
and case conceptualization.

7. Students will gain experience in researching current trends and issues affecting the counseling profession.
Students will gain further knowledge and experience in multicultural issues related to counseling.

8. Students will learn wellness strategies and ways to manage stress during practicum and internship. Students will
develop greater sensitivity to the dynamics of the counseling process through self- and peer evaluations.

9. Students will gain further knowledge and preparation in crisis assessment, intervention, safety planning, working
with suicidal clients, working with homicidal clients, duty to warn, assessing danger to others, abuse and neglect,
recommended resources for suicide prevention, and crisis hotlines.

10. Students will learn ways they can protect themselves while in practicum and internship by understanding
predictors of client violence, dealing with aggressive behaviors, diffusing violence, and workplace prevention
plans.

Alignment of Course Objectives to National and State Standards

CACREP 2016 Common Core (F) – This course is designed to meet CACREP standards and enable students
to demonstrate knowledge of the following:

1. CACREP Standard II-F-1-b: The multiple professional roles and functions of counselors across specialty
areas, and their relationships with human service and integrated behavioral health care systems,
including interagency and inter-organizational collaboration and consultation.
2. CACREP Standard II-F-1-e: Advocacy processes needed to address institutional and social barriers that
impede access, equity, and success for clients.

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3. CACREP Standard II-F-1-g: Professional counseling credentialing, including certification, licensure, and
accreditation practices and standards, and the effects of public policy on these issues.
4. CACREP Standard II-F-1-i: Ethical standards of ACA and related entities, and applications of ethical and
legal considerations in professional counseling.
5. CACREP Standard II-F-1-k: Strategies for personal and professional self-evaluation and implications for
practice.
6. CACREP Standard II-F-1-l: Self-care strategies appropriate to the counselor role.
7. CACREP Standard II-F-1-m: The role of counseling supervision in the profession.
8. CACREP Standard II-F-2-a: Multicultural and pluralistic trends including characteristics and concerns
between and within diverse groups nationally and internationally.
9. CACREP Standard II-F-2-b: Theories and models of multicultural counseling, cultural identity
development, and social justice and advocacy.
10. CACREP Standard II-F-2-h: Strategies for identifying and eliminating barriers, prejudices, and processes
of intentional and unintentional oppression and discrimination.
11. CACREP Standard II-F-3-i: Ethical and culturally relevant strategies for promoting resilience and
optimum development and wellness across the lifespan.
12. CACREP Standard II-F-5-b: A systems approach to conceptualizing clients.
13. CACREP Standard II-F-5-c: Theories, models, and strategies for understanding and practicing
consultation.
14. CACREP Standard II-F-5-d: Ethical and culturally relevant strategies for establishing and maintaining in-
person and technology-assisted relationships.
15. CACREP Standard II-F-5-f: Counselor characteristics and behaviors that influence helping processes.
16. CACREP Standard II-F-5-g: Essential interviewing and counseling skills.
17. CACREP Standard II-F-5-h: developmentally relevant counseling treatment or intervention plans
18. CACREP Standard II-F-5-i: development of measurable outcomes for clients
19. CACREP Standard II-F-5-j: evidence-based counseling strategies and techniques for prevention and
intervention
20. CACREP Standard II-F-5-k: strategies to promote client understanding of and access to a variety of
community-based resources
21. CACREP Standard II-F-5-l: Suicide prevention models and strategies
22. CACREP Standard II-F-6-g: Ethical and culturally relevant strategies for designing and facilitating groups
23. CACREP Standard II-F-7-c: procedures for assessing risk of aggression or danger to others, self-inflicted
harm, or suicide
24. CACREP Standard II-F-7-d: procedures for identifying trauma and abuse and for reporting abuse
25. CACREP Standard II-F-7-e: use of assessments for diagnostic and intervention planning purposes
26. CACREP Standard II-F-7-f: Basic concepts of standardized and non-standardized testing, norm-referenced
and criterion-referenced assessments, and group and individual assessments.
27. CACREP Standard II-F-7-l: Use of assessment results to diagnose developmental, behavioral, and mental
disorders.
28. CACREP Standard II-F-7-m: Ethical and culturally relevant strategies for selecting, administering, and
interpreting assessment and test results
29. CACREP Standard II-F-8-e: Evaluation of counseling interventions and programs.

CACREP 2016 School Counseling (SC) – This course is designed to meet CACREP SC Standards and
enable school-counseling-specialization students to demonstrate knowledge of the following:

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 COUNSELING AND GUIDANCE DEPARTMENT

1. CACREP V-G-1-b: Models of school counseling programs.

2. CACREP V-G-2-a: School counselor roles as leaders, advocates, and systems change agents in P-12
schools.
3. CACREP V-G-2-b: School counselor roles in consultation with families, P-12 and postsecondary school
personnel, and community agencies.
4. CACREP V-G-2-e: School counselor roles and responsibilities in relation to the school emergency
management plans, and crises, disasters, and trauma.
5. CACREP V-G-2-g: Characteristics, risk factors, and warning signs of students at risk for mental health and
behavioral disorders.
6. CACREP V-G-2-i: Signs and symptoms of substance abuse in children and adolescents as well as the signs
and symptoms of living in a home where substance use occurs.
7. CACREP V-G-2-k: Community resources and referral sources.
8. CACREP V-G-2-n: Legal and ethical considerations specific to school counseling.
9. CACREP V-G-2-m: Legislation and government policy relevant to school counseling
10. CACREP V-G-3-c: Core curriculum design, lesson plan development, classroom management strategies,
and differentiated instructional strategies.
11. CACREP V-G-3-d: Interventions to promote academic development
12. CACREP V-G-3-f: Techniques of personal/social counseling in school settings
13. CACREP V-G-3-h: Skills to critically examine the connections between social, familial, emotional, and
behavior problems and academic achievement.
14. CACREP V-G-3-m: Strategies for implementing and coordinating peer intervention programs.

CACREP 2015 Clinical Mental Health Counseling (CMHC)—This course is designed to meet CACREP
CMHC Standards and enable clinical mental health counseling specialization students to demonstrate
knowledge of the following:

1. CACREP V-C-1-b: Theories and models related to clinical mental health counseling.
2. CACREP V-C-1-c: Principles, models, and documentation formats of biopsychosocial case
conceptualization and treatment planning.
2. CACREP V-C-2-a: roles and settings of clinical mental health counselors.
3. CACREP V-C-2-b: etiology, nomenclature, treatment, referral, and prevention of mental and emotional
disorders
4. CACREP V-C-2-c: mental health service delivery modalities within the continuum of care, such as
inpatient, outpatient, partial treatment and aftercare, and the mental health counseling services networks.
5. CACREP V-C-2-d: diagnostic process, including differential diagnosis and the use of current diagnostic
classification systems, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) and the
International Classification of Diseases (ICD).
6. CACREP V-C-2-e: Potential for substance use disorders to mimic and/or co-occur with a variety of
neurological, medical, and psychological disorders
7. CACREP V-C-2-f: Impact of crisis and trauma on individuals with mental health diagnoses.
8. CACREP V-C-2-j: Cultural factors relevant to clinical mental health counseling.
9. CACREP V-C-2-i: Legislation and government policy relevant to clinical mental health counseling
10. CACREP V-C-2-k: professional organizations, preparation standards, and credentials relevant to the
practice of clinical mental health counseling.

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11. CACREP V-C-2-l: legal and ethical considerations specific to clinical mental health counseling.
12. CACREP V-C-2-m: record keeping, third party reimbursement, and other practice and management issues
in clinical mental health counseling.
12. CACREP V-C-3-a: intake interview, mental status evaluation, biopsychosocial history, mental health
history, and psychological assessment for treatment planning and caseload management.
12. CACREP V-C-3-b: techniques and interventions for prevention and treatment of a broad range of mental
health issues.
13. CACREP V-C-3-c: strategies for interfacing with the legal system regarding court-referred clients.
14. CACREP V-C-3-d: strategies for interfacing with integrated behavioral health care professionals.
15. CACREP V-C-3-e: strategies to advocate for persons with mental health issues.

TExES Competencies—This course is designed to meet TExES competencies and enable school-counseling-
specialization students to demonstrate the following competencies:

Competencies covered throughout this program:

Competency 001 (Human Development)
The school counselor understands processes of human development and applies this knowledge to provide a
developmental guidance program, including counseling services that meets the needs of all students.

Competency 002 (Student Diversity)

The school counselor understands human diversity and applies this knowledge to ensure that the
developmental guidance and counseling program is responsive to all students.

Competency 003 (Factors Affecting Students)

The school counselor understands factors that may affect students’ development and school achievement and
applies this knowledge to promote students’ ability to achieve their potential.

Competency 004 (Program Management)

The school counselor understands how to plan, implement, and evaluate a developmental guidance program,
including counseling services that promotes all students’ success.

Competency 005 (Developmental Guidance Program)

The school counselor knows how to provide a comprehensive developmental guidance program that promotes
all students’ personal growth and development.

Competency 006 (Counseling)

The school counselor understands how to provide effective counseling services to individuals and small
groups.

Competency 007 (Assessment)

The school counselor understands principles of assessment and is able to use assessment results to identify
students’ strengths and needs, monitor progress, and engage in planning to promote school success.

Competency 008 (Collaboration with Families)

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The school counselor knows how to communicate effectively with families and establish collaborative
relationships that enhance work with students.

Competency 009 (Collaboration with Others in the School and Community)

The school counselor understands how to work collaboratively with other professionals and with community
members to promote positive change and to facilitate student learning.

Competency 010 (Professionalism)

The school counselor understands and complies with ethical, legal, and professional standards relevant to the
profession.

Texas Education Agency (TEA) Standards—This course is designed to meet the following TEA Standards:

Standard I. Learner-Centered Knowledge: The certified school counselor has a broad knowledge base.
The certified school counselor must know and understand:
(2) counseling and consultation theories and practices;
(3) career development theories and practices;
(4) assessment principles and procedures, including the appropriate use of tests and test results;
(7) learners' developmental characteristics and needs and their relevance to educational and career choices;
(8) legal and ethical standards, practices, and issues;
(9) the characteristics and educational needs of special populations;
(10) theories and techniques in pedagogy and classroom management;
(11) the integration of the guidance and academic curricula;
(12) the roles and responsibilities of the counselor in a developmental guidance and counseling program that is
responsive to all students; and

Standard II. Learner-Centered Skills: The certified school counselor applies the knowledge base to
promote the educational, personal, social, and career development of the learner. The certified school
counselor must:
(1) develop processes and procedures for planning, designing, implementing, and evaluating a developmental
guidance and counseling program
(2) provide a proactive, developmental guidance program based on the needs of students;
(3) counsel individuals and small groups using appropriate counseling theories and techniques in response to
students' needs;
(4) consult with parents/guardians, teachers, administrators, and other individuals as appropriate to enhance
their work with students;
(5) coordinate resources for students within the school and community;
(6) demonstrate proficiency in teaching small and large groups by actively engaging students in the learning
process;
(7) participate in the selection, use, and interpretation of assessments and assessment results
(8) use varied sources of information about students for assessment purposes
(9) use counseling-related research techniques and practices to address student needs; and
(10) advocate for a developmental guidance and counseling program that is responsive to all students.

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 COUNSELING AND GUIDANCE DEPARTMENT

Standard III. Learner-Centered Process: The certified school counselor participates in the development,
monitoring, and evaluation of a developmental school guidance and counseling program that promotes
learners' knowledge, skills, motivation, and personal growth. The certified school counselor must:
(1) collaborate with others in the school and community to implement a guidance curriculum that promotes
learners' development in all domains, including cognitive, social, and emotional areas;
(2) facilitate learners' ability to achieve their potential by helping them set and attain challenging educational,
career, and personal/social goals based on various types of information;
(3) use both preventive and intervening strategies to address the concerns of learners and to help them clarify
problems and situations, set goals, explore options, and implement change;
(4) implement effective referral procedures to facilitate the use of special programs and services; and
(5) act as a consultant and/or coordinator to help learners achieve success inside and outside of school.

Standard IV. Learner-Centered Equity and Excellence for All Learners: The certified school counselor
promotes academic success for all learners by acknowledging, respecting, and responding to diversity
while building on similarities that bond all people. The certified school counselor must:
(1) understand learner differences, including those related to cultural background, gender, ethnicity, and
learning styles, and know ways to create and maintain a positive school environment that is responsive to
all learners;
(2) advocate for a school environment in which diversity is acknowledged and respected, resulting in positive
interactions across cultures; and
(3) facilitate learning and achievement for all students, including special populations, by promoting a
cooperative, inclusive, and purposeful learning environment.

Standard V. Learner-Centered Communications: The certified school counselor, an advocate for all
students and the school, demonstrates effective professional and interpersonal communication skills.
The certified school counselor must:
(1) demonstrate effective communication through oral, written, and nonverbal expression;
(2) use knowledge of group dynamics and productive group interaction;
(3) support responsive interventions by effectively communicating with parents/guardians, teachers,
administrators, and community members;
(4) facilitate learners' access to community resources;
(5) develop and implement strategies for effective internal and external communications;
(6) facilitate parent/guardian involvement in their children's education;
(7) develop partnerships with parents/guardians, businesses, and other groups in the community to facilitate
learning; and
(8) work effectively as a team member to promote positive change for individuals, groups, and the school
community.
Standard VI. Learner-Centered Professional Development: The certified school counselor continues
professional development, demonstrating a commitment to learn, to improve the profession, and to
model professional ethics and personal integrity. The certified school counselor must:
(1) use reflection, self-assessment, and interactions with colleagues to promote personal professional
development;
(3) strive toward the highest level of professionalism by adhering to and modeling professional, ethical, and
legal standards;
(4) apply research-based practice to improve the school guidance and counseling program; and

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 COUNSELING AND GUIDANCE DEPARTMENT

(5) continue professional development to improve the school guidance and counseling program.

Activity and Percentage of Final CACREP TEA Program SLO Course

Grade Outcomes Standards Objectives
Assessed

Case Study and Article Presentations, II-F-1-b, II-F-2-h, I. 1 SLO4: Course

Counseling Demonstrations, Class II-F-5-g, V-G-2-a, Counseling objective:
Discussions and Experiential Activities V-G-3-c, V-G-3-d, graduate 3,4,5,7,9
10% V-G-3-h, V-G-3-m, students will
V-G-3-f, V-G-2-m demonstrate
V-C-1-b, V-C-2-a, knowledge,
V-C-2-c, V-C-3-d, techniques, and
V-C-3-b. V-C-2-i, interventions for
V-C-2-e prevention and
treatment to
work with
diverse
populations in
various settings.

Group Proposal and Facilitation II-F-1-b, II-F-2-h, I. 2, 3, 7, SLO4: Course

(Internship I) II-F-5-g, V-G-2-a, 8, 9, 10, Counseling objective:
10% V-G-3-c, V-G-3-d, 11, 12, 13; graduate 3,4,5,7,9
V-G-3-h, V-G-3-m, II. 1, 2, 3, students will
Or V-C-1-b, V-C-2-a, 6, 10; demonstrate
V-C-2-c, V-C-3-d, III. 2, 3; knowledge,
Community Outreach Activity V-C-3-b. V-C-2-i, IV. 1, 2, 3; techniques, and
(Internship II) V-C-2-e V. 1, 2, 5; interventions for
10% VI. 3 prevention and
treatment to
work with
diverse
populations in
various settings.

Individual Counseling Videos/Audios, II-F-1-b II-F-1-e II- I. 2, 8; SLO4: Course

Session Summary, & Tape Scripts, and F-1-i: II-F-1-k II-F- II. 3; Counseling objective:
Site Visit/Observations 2-a II-F-2- II-F-2-h III. 2, 3; graduate 3,4,5,7,9
40% II-F-3-i: II-F-5-b V. 1; students will
II-F-5-f II-F-5-g II- VI. 3, 4 demonstrate
F-5-h II-F-5-j II-F- knowledge,
5-k II-F-7-c: II-F- techniques, and
6-g II-F-5-lV-G-2- interventions for

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 COUNSELING AND GUIDANCE DEPARTMENT

a, V-G-3-c, V-G-3- prevention and

d, V-G-3-h, V-G-3- treatment to
m, V-C-1-b, V-C-2- work with
a, V-C-2-c, V-C-3- diverse
d, V-C-3-b. V-C-2- populations in
i, V-C-2-e various settings.

Midterm and Final Evaluations II-F-1-b, V-G-2-a, VI. 1 SLO4: Course

10% V-G-2-n, V-G-2-b, Counseling objective:
V-G-2-e, V-G-3-h, graduate 1, 2, 5,
students will
demonstrate
knowledge,
techniques, and
interventions for
prevention and
treatment to
work with
diverse
populations in
various settings.

Clinical Portfolio (a-p) (including II-F-1-b, II-F-1-e, VI. 1 SLO4: Course

logs/evaluations), II-F-1-g, II-F-1-i, Counseling objective:
15% II-F-2-a, II-F-2-b, graduate 1, 2, 3, 5, 7,
II-F-2-h, II-F-5-b, students will
II-F-5-c, II-F-5-d, demonstrate
II-F-8-e, II-F-5-g, knowledge,
II-F-5-l, II-F-7-f, II- techniques, and
F-7-l, II-F-5-f, II-F- interventions for
1-k, II-F-1-l, II-F-1- prevention and
m, II-F-3-i, II-F-5- treatment to
h, II-F-5-i, II-F-5-j, work with
II-F-5-k, II-F-7-m, diverse
II-F-7-c, II-F-7-d, populations in
II-F-7-e, II-F-6-g, various settings.
V-C-1-b, V-C-1-c,
V-C-2-a, V-C-2-b,
V-C-2-c, V-C-3-e,
V-C-2-f, V-C-2-j,
V-C-2-k, V-C-2-l,
V-C-2-m, V-C-3-a,
V-C-3-b, V-C-3-c,
V-C-3-d, V-C-2-d.
V-C-2-i, V-C-2-e

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 COUNSELING AND GUIDANCE DEPARTMENT

Counseling Development Plans, Personal II-F-1-b II-F-1-e II- VI. 1 SLO4: Course
Reflection paper, and Reflective Journals F-1-i: II-F-1-k II-F- Counseling objective:
15% 2-a II-F-2- II-F-2-h graduate 1, 2, 3, 4, 5,
II-F-3-i: II-F-5-b students will 6, 7, 8, 9
II-F-5-f II-F-5-g II- demonstrate
F-5-h II-F-5-j II-F- knowledge,
5-k II-F-7-c: II-F- techniques, and
6-g II-F-5-lV-G-2- interventions for
a, V-G-3-c, V-G-3- prevention and
d, V-G-3-h, V-G-3- treatment to
m, V-C-1-b, V-C-2- work with
a, V-C-2-c, V-C-3- diverse
d, V-C-3-b. V-C-2- populations in
i, V-C-2-e various settings.
II-F-1-b, V-G-2-a,
V-G-2-n, V-G-2-b,
V-G-2-e, V-G-3-h,

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

1. Students will be SLO5: Counseling Standard I. II-F-1-b, II-F-1-e, II-F-
introduced to the graduate students Learner-Centered 1-g, II-F-1-i, II-F-2-a,
practicum and internship will demonstrate Knowledge: The II-F-2-b, II-F-2-h, II-F-
program requirements, knowledge and certified school 5-b, II-F-5-c, II-F-5-d,
and will gain further proficiency in counselor has a II-F-8-e, II-F-5-g, II-F-
understanding of the CACREP core broad knowledge 5-l, II-F-7-f, II-F-7-l, II-
counseling profession counseling areas base. F-5-f, II-F-1-k, II-F-1-l,
related to counseling such as career (7) learners' II-F-1-m, II-F-3-i, II-F-
identity, professional development, developmental 5-h, II-F-5-i, II-F-5-j,
organizations, getting human growth and characteristics II-F-5-k, II-F-7-m, II-F-
licensed, and
development, social and needs and 7-c, II-F-7-d, II-F-7-e,
occupational outlook.
and cultural their relevance II-F-6-g, V-C-1-b, V-C-
Students will Improve
and refine counseling and
diversity, and to educational 1-c, V-C-2-a, V-C-2-b,
guidance skills used in assessment. and career V-C-2-c, V-C-3-e, V-C-
individual, group, choices; 2-f, V-C-2-j, V-C-2-k,
marriage and family, and (8) legal and ethical V-C-2-l, V-C-2-m, V-
career counseling. Apply standards, C-3-a, V-C-3-b, V-C-3-
and integrate knowledge practices, and c, V-C-3-d, V-C-2-d. V-
and counseling skills. issues; C-2-i, V-C-2-e
(12) the roles and
responsibilities of the
counselor in a
developmental
guidance and

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

counseling program
that is responsive to
all students;
2. Students will gain an SLO4: Counseling Standard III. II-F-1-b, V-G-2-a, V-G-
understanding of the graduate students Learner-Centered 2-n, V-G-2-b, V-G-2-e,
process for selecting and will demonstrate Process: The V-G-3-h,
applying for practicum knowledge, certified school
and internship, and the techniques, and counselor
interview process. interventions for participates in the
prevention and development,
treatment to work monitoring, and
with diverse evaluation of a
populations in developmental
various settings. school guidance and
counseling program
that promotes
learners'
knowledge, skills,
motivation, and
personal growth.
The certified school
counselor must:
(1) collaborate with
others in the
school and
community to
implement a
guidance
curriculum that
promotes
learners'
development in
all domains,
including
cognitive, social,
and emotional
areas;
(2) facilitate learners'
ability to achieve
their potential by
helping them set
and attain
challenging
educational,

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

career, and
personal/social
goals based on
various types of
information;

3. Students will gain a SLO5: Counseling Standard I. II-F-1-b, V-G-2-a, V-G-

further understanding of graduate students Learner-Centered 2-n, V-G-2-b, V-G-2-e,
ethical and legal issues in will demonstrate Knowledge: The V-G-3-h,
counseling, as related to knowledge and certified school
competent ethical proficiency in counselor has a
practice for counselors, CACREP core broad knowledge
understanding the health counseling areas base.
insurance portability and such as career (8) legal and ethical
accountability act, development, standards,
informed consent, human growth and practices, and
confidentiality and
development, social issues;
privileged
and cultural
communication,
diversity, and
technology and client
records, boundary issues assessment.
and dual relationships in
counseling, and liability
insurance.

4. Students will gain a SLO4: Counseling Standard III. II-F-1-b, II-F-2-h, II-F-
further understanding of graduate students Learner-Centered 5-g, V-G-2-a, V-G-3-c,
clinical issues in will demonstrate Process: The V-G-3-d, V-G-3-h, V-
practicum and internship, knowledge, certified school G-3-m, V-G-3-f, V-G-
as related to building the techniques, and counselor 2-m V-C-1-b, V-C-2-a,
therapeutic alliance, interventions for participates in the V-C-2-c, V-C-3-d, V-C-
using clinical forms, prevention and development, 3-b. V-C-2-i, V-C-2-e
utilizing counseling treatment to work monitoring, and
techniques, maintaining with diverse evaluation of a
clinical records, and populations in developmental
closing the session.
various settings. school guidance and
counseling program
that promotes
learners'
knowledge, skills,
motivation, and
personal growth.
(3) use both
preventive and

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

intervening
strategies to
address the
concerns of
learners and to
help them clarify
problems and
situations, set
goals, explore
options, and
implement
change;
(4) implement
effective referral
procedures to
facilitate the use
of special
programs and
services; and
(5) act as a consultant
and/or
coordinator to
help learners
achieve success
inside and outside
of school.

SLO4: Counseling Standard V. II-F-1-b, II-F-2-h, II-F-

5. Students will gain graduate students Learner-Centered 5-g, V-G-2-a, V-G-3-c,
further knowledge and will demonstrate Communications: V-G-3-d, V-G-3-h, V-
experience in clinical knowledge, The certified school G-3-m, V-G-3-f, V-G-
writing skills, writing techniques, and counselor, an 2-m V-C-1-b, V-C-2-a,
case notes, and will gain interventions for advocate for all V-C-2-c, V-C-3-d, V-C-
skills to accurately assess prevention and students and the 3-b. V-C-2-i, V-C-2-e
counseling effectiveness treatment to work school,
via outcome instruments, with diverse demonstrates
participate in community populations in effective
outreach and service various settings. professional and
delivery beyond the
interpersonal
classroom and training
communication
lab, develop treatment
skills. The certified
plans, evaluate strengths
and weaknesses related to school counselor
interpersonal and must:
counseling skills, and

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

gather client information, (1) demonstrate
including psychosocial effective
history and assessments communication
related to treatment through oral,
effectiveness. written, and
nonverbal
expression;
(2) use knowledge of
group dynamics
and productive
group interaction;
(3) support
responsive
interventions by
effectively
communicating
with
parents/guardians,
teachers,
administrators,
and community
members;
(4) facilitate learners'
access to
community
resources;
(5) develop and
implement
strategies for
effective internal
and external
communications

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

6. Students will gain SLO4: Counseling Standard IV. II-F-1-b, II-F-2-h, II-F-
knowledge and graduate students Learner-Centered 5-g, V-G-2-a, V-G-3-c,
experience in classroom will demonstrate Equity and V-G-3-d, V-G-3-h, V-
and site supervision, as knowledge, Excellence for All G-3-m, V-G-3-f, V-G-
well as models of techniques, and Learners: The 2-m V-C-1-b, V-C-2-a,
supervision and case interventions for certified school V-C-2-c, V-C-3-d, V-C-
conceptualization. prevention and counselor promotes 3-b. V-C-2-i, V-C-2-e
treatment to work academic success
with diverse for all learners by
populations in acknowledging,
various settings. respecting, and
responding to
diversity while
building on
similarities that
bond all people. The
certified school
counselor must:
(1) understand
7. Students will gain SLO4: Counseling learner differences, II-F-1-b, II-F-2-h, II-F-
experience in researching graduate students including those 5-g, II-F-1-l II-F-1-m II-
current trends and issues will demonstrate related to cultural F-3-I II-F-2-h II-F-2-b
affecting the counseling knowledge, background, gender, II-F-1-k II-F-1-i
profession. Students will techniques, and ethnicity, and V-G-2-a, V-G-3-c, V-
gain further knowledge interventions for learning styles, and G-3-d, V-G-3-h, V-G-3-
and experience in prevention and know ways to create m, V-G-3-f, V-G-2-m
multicultural issues treatment to work and maintain a V-C-1-b, V-C-2-a, V-C-
related to counseling. with diverse 2-c, V-C-3-d, V-C-3-b.
positive school
populations in environment that is V-C-2-i, V-C-2-e
various settings. responsive to all
learners;
8. Students will learn SLO4: Counseling Standard VI. II-F-1-b, II-F-2-h, II-F-
wellness strategies and graduate students Learner-Centered 5-g, II-F-1-l II-F-1-m II-
ways to manage stress will demonstrate Professional F-3-I II-F-2-h II-F-2-b
during practicum and knowledge, Development: The II-F-1-k II-F-1-i
internship. Students will techniques, and certified school V-G-2-a, V-G-3-c, V-
develop greater interventions for counselor continues G-3-d, V-G-3-h, V-G-3-
sensitivity to the prevention and professional m, V-G-3-f, V-G-2-m
dynamics of the treatment to work development, V-C-1-b, V-C-2-a, V-C-
counseling process with diverse demonstrating a 2-c, V-C-3-d, V-C-3-b.
through self- and peer populations in commitment to V-C-2-i, V-C-2-e
evaluations.
various settings. learn, to improve
the profession, and
to model

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

SLO5: Counseling professional ethics
graduate students and personal
will demonstrate integrity. The
knowledge and certified school
proficiency in counselor must:
CACREP core (1) use reflection,
counseling areas self-assessment,
such as career and interactions
development, with colleagues to
human growth and promote personal
development, social professional
and cultural development;
diversity, and (3) strive toward the
assessment. highest level of
professionalism
by adhering to
and modeling
professional,
ethical, and legal
standards;

9. Students will gain SLO4: Counseling Standard VI. II-F-1-b, II-F-2-h, II-F-
further knowledge and graduate students Learner-Centered 5-g, V-G-2-a, V-G-3-c,
preparation in crisis will demonstrate Professional V-G-3-d, V-G-3-h, V-
assessment, intervention, knowledge, Development: The G-3-m, V-G-3-f, V-G-
safety planning, working techniques, and certified school 2-m V-C-1-b, V-C-2-a,
with suicidal clients, interventions for counselor continues V-C-2-c, V-C-3-d, V-C-
working with homicidal prevention and professional 3-b. V-C-2-i, V-C-2-e
clients, duty to warn, treatment to work development,
assessing danger to with diverse demonstrating a
others, abuse and neglect, populations in commitment to
recommended resources
various settings. learn, to improve
for suicide prevention,
the profession, and
and crisis hotlines.
to model
professional ethics
and personal
integrity. The
certified school
counselor must:
(1) use reflection,
self-assessment,
and interactions
with colleagues to
promote personal

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

professional
development;
(3) strive toward the
highest level of
professionalism
by adhering to
and modeling
professional,
ethical, and legal
standards;

10. Students will learn SLO4: Counseling Standard VI. II-F-1-b, II-F-2-h, II-F-
ways they can protect graduate students Learner-Centered 5-g, V-G-2-a, V-G-3-c,
themselves while in will demonstrate Professional V-G-3-d, V-G-3-h, V-
practicum and internship knowledge, Development: The G-3-m, V-G-3-f, V-G-
by understanding techniques, and certified school 2-m V-C-1-b, V-C-2-a,
predictors of client interventions for counselor continues V-C-2-c, V-C-3-d, V-C-
violence, dealing with prevention and professional 3-b. V-C-2-i, V-C-2-e
aggressive behaviors, treatment to work development,
diffusing violence, and with diverse demonstrating a
workplace prevention populations in commitment to
plans.
various settings. learn, to improve
the profession, and
to model
professional ethics
and personal
integrity. The
certified school
counselor must:
(1) use reflection,
self-assessment,
and interactions
with colleagues to
promote personal
professional
development;
(3) strive toward the
highest level of
professionalism
by adhering to
and modeling
professional,
ethical, and legal
standards;

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE OBJECTIVES PROGRAM SLOS TEA STANDARDS CACREP STANDARDS

Course Technology

Computer Hardware

To participate in this online course, you should have easy access to a computer less than 5-years old with high-speed
internet connection via cable modem, LAN or DSL. To ensure you are using a supported browser and have required plug-ins
please refer to Supported Browsers, Plugins & Operating Systems for Blackboard Learn from Blackboards resource page.

Technical Knowledge Requirements

You are expected to be proficient with installing and using basic computer applications and have the ability to send and
receive email attachments.

System Requirements/Software

• Mozilla’s Firefox (latest version; Macintosh or Windows)

• Google Chrome (latest version; Macintosh or Windows)
• Adobe’s Flash Player & Reader plug-in (latest version).
• Apple’s QuickTime plug-in (latest version). A free download is available at
• Virus protection UTRGV Software link
• Microsoft Office UTRGV Software link

List other tools, resources, and materials needed by the student for success in the course.

Technical Assistance
If you need technical assistance at any time during the course or to report a problem with Blackboard you can:

• Visit the Blackboard Student Help Site

• Submit a Blackboard Help Ticket
• Help Contact Information ( UTRGV’s Blackboard Support):

Brownsville Campus Edinburg Campus

Location: Rusteberg Hall Room 108 Location: Education Building Room 2.202
Phone: 956-882-6697 or 956-882-6792 Phone: 956-665-5327
Monday – Thursday 7:30AM – 7:00PM Monday – Thursday 7:30AM – 7:00PM
Friday: 7:30 AM – 6:00PM Friday: 7:30 AM – 6:00PM

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 COUNSELING AND GUIDANCE DEPARTMENT

Major Requirements, Demonstration of Mastery and

Evaluation
Assignments and Assessments
Course Requirements

PROGRAM REQUIREMENTS

• Students must attend one seminar from the Counseling and Guidance Faculty Seminar Series offerings
each semester. Students may attend more than one seminar; however, only one is required per
semester regardless of the number of hours they are enrolled. Seminar dates TBA.

A. Students must turn in a one-page reflection paper based on their seminar experience.

• Students must read one book from the UTRGV Counseling and Guidance Program reading
list. Students may read more than one book on the list each semester; however, only one is required
per semester regardless of the number of hours they are enrolled.

A. Students must turn in a one-page reflection paper based on the book they read.

FIELD EXPERIENCE REQUIREMENTS

Throughout the collective field experience in COUN 6365 Practicum, COUN 6369 Internship
I and COUN 6370 Internship II, students must accrue a minimum of 10 direct hours of
group counseling experience.

COURSE REQUIREMENTS
Instructional Methods and Activities:

Clinical experience (simulation, video exercises, and case studies)

Supervision (group and individual/triadic)
Field experience (on-the-job training)
Traditional experiences (group discussion and demonstrations)

The 600 clock hour internship (Standard III.H) occurs in a clinical mental health setting or a school setting,
under the clinical supervision of a site supervisor as defined by Section III, Standard C.1 - 2. The requirement

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 COUNSELING AND GUIDANCE DEPARTMENT

includes a minimum of 240 direct service clock hours. The 600 hours are divided into 2 semesters of
coursework.

1. Complete a minimum of 300 hours of counseling internship I and a minimum of 300 hours for internship
II.

A. School Counseling Specialization

• At least One hundred and twenty (120) direct hours must be completed in the school
setting. Student counselors must adhere to procedures for permission, record keeping, social-media
cites, dress code, and limits of confidentiality set by the school district in which they complete
practicum hours. Students who are not currently employed by the school district in which they plan to
practice must see the instructor for information on the criminal background check and approval for
fieldwork. If you are a teacher at your site you are not to service students in your classroom; this is to
avoid dual relationships.

• One hundred and eighty (180) hours must consist of indirect counseling services. Up to 25% of
indirect hours may be accrued outside of the site. (Note: an overflow of direct hours may count
towards indirect hours)

CACREP Standards: II-F-1-b, II-F-1-e, II-F-1-g, II-F-1-i, II-F-2-a, II-F-2-b, II-F-2-h, II-F-5-b, II-F-5-c, II-F-
5-d, II-F-8-e, II-F-5-g, II-F-5-l, II-F-7-f, II-F-7-l, II-F-5-f, II-F-1-k, II-F-1-l, II-F-1-m, II-F-3-i, II-F-5-h, II-F-5-
i, II-F-5-j, II-F-5-k, II-F-7-m, II-F-7-c, II-F-7-d, II-F-7-e, II-F-6-g, V-G-1-b, V-G-2-a, V-G-2-b, V-G-2-e, V-
G-2-g, V-G-2-i, V-G-3-m, V-G-2-n, V-G-3-c, V-G-3-d, V-G-3-h, V-G-2-k. V-G-3-f, V-G-2-m

TEA Standards: I. 2; II. 3, III. 2, 3; V. 1, 2, 5; VI. 4

B. Clinical Mental Health Counseling Specialization

• One hundred and twenty (120) hours of direct counseling must be completed at an approved site in the
community. The student is encouraged to seek hours of client contact in community agencies specializing
in the student’s field of interest, provided the agency meets requirements for supervision.
• Students may accrue hours at a second site with special permission from the instructor and approval from
the site supervisor. This only applies for external sites that are skill level appropriate for internship students.

• One hundred and eighty (180) hours must consist of indirect counseling services. (Note: an overflow of
direct hours may count towards indirect hours)

CACREP Standards: II-F-1-b, II-F-1-e, II-F-1-g, II-F-1-i, II-F-2-a, II-F-2-b, II-F-2-h, II-F-5-b, II-F-5-c, II-F-
5-d, II-F-8-e, II-F-5-g, II-F-5-l, II-F-7-f, II-F-7-l, II-F-5-f, II-F-1-k, II-F-1-l, II-F-1-m, II-F-3-i, II-F-5-h, II-F-5-
i, II-F-5-j, II-F-5-k, II-F-7-m, II-F-7-c, II-F-7-d, II-F-7-e, II-F-6-g, V-C-1-b, V-C-1-c, V-C-2-a, V-C-2-b, V-C-
2-c, V-C-3-e, V-C-2-f, V-C-2-j, V-C-2-k, V-C-2-l, V-C-2-m, V-C-3-a, V-C-3-b, V-C-3-c, V-C-3-d, V-C-2-d.
V-C-2-i, V-C-2-e

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 COUNSELING AND GUIDANCE DEPARTMENT

2. Attend group supervision (done during class time) as scheduled on syllabus. Students are to obtain at least
24 group supervision hours. Students will have opportunities to staff their most difficult cases in-group
supervision. The following format should be used when presenting cases:

Subjective information - Describe reasons for presenting the case to clarify whether the greatest
assistance is needed in client assessment or treatment planning.
Objective information – Present background information on the client, including a summary of work
done to date and any reports or test results from other clinicians, as they relate to the presenting problem.

Assessment – Provide a tentative DSM-V Diagnostic Impression. Be sure to include symptoms,

conceptualizations, insights, developmental struggles, and environmental context.

Plan – Provide a summary of work done up to this point and a proposed treatment plan.

*SOAP was taken from McAuliffe (1992).

CACREP Standards: II-F-2-h, II-F-5-b, II-F-5-f, II-F-7-f, V-G-3-h, V-G-2-n, V-G-2-k, V-G-2-a, V-C-1-c, V-
C-2-a, V-C-2-b, V-C-3-e, V-C-3-b, V-C-2-l.

TEA Standards: I. 2, 8; II. 3; III. 1, 2, 3; V. 1, 2, 5; VI. 3

3. Attend weekly individual/triadic supervision sessions with site supervisor. Supervision guidelines, roles,
and responsibilities will be reviewed in the first supervision session and meeting times will be set the first
week of class.

CACREP Standards: II-F-2-h, II-F-5-b, II-F-5-f, II-F-7-f, V-G-3-h, V-G-2-n, V-G-2-k, V-G-2-a, V-C-1-c, V-
C-2-a, V-C-2-b, V-C-3-e, V-C-3-b, V-C-2-l.

TEA Standards: I. 2, 8; II. 3; III. 1, 2, 3; V. 1, 2, 5; VI. 3

4. Each student will receive one or more site visits throughout the semester. Students are expected to be
conducting direct services (individual counseling, group counseling, or guidance lesson) to clients while
instructor is conducting the site visit. Student’s skills will be evaluated by the instructor. Instructor site
visits must occur within the first six weeks of the semester for school counseling specialization students.

CACREP Standards: II-F-1-b, II-F-2-h, II-F-5-g, V-G-2-a, V-G-3-c, V-G-3-d, V-G-3-h, V-G-3-m, V-C-1-b,
V-C-2-a, V-C-2-c, V-C-3-d, V-C-3-b.

TEA Standards: I. 2, 3, 7, 8, 9, 10, 11, 12, 13; II. 1, 2, 3, 6, 10; III. 2, 3; IV. 1, 2, 3; V. 1, 2, 5; VI. 3

5. Students will be required to complete a pre and post self-assessment for this course which will be included
in the portfolio. Copies of this pre and post self-assessment will be given to the instructor.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

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 COUNSELING AND GUIDANCE DEPARTMENT

TEA Standards: VI. 1

6. Students must attend one seminar from the C & G Faculty Seminar Series offerings each
semester. Students may attend more than one seminar; however, only one is required per semester
regardless of the number of hours they are enrolled in. Attending a seminar may count as indirect hours in
practicum and internship courses.

A. Students must turn in a one-page reflection paper based on their seminar experience.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: VI. 1, 5

7. Students must read one book from the UTRGV Counseling and Guidance Program reading list. Students
may read more than one book on the list each semester; however, only one is required per semester
regardless of the number of hours they are enrolled in.

A. Students must turn in a one-page reflection paper based on the book they read.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: VI. 1, 5

8. Students must document weekly logs to accurately reflect direct hours, indirect hours, and supervision in a
timely manner. The hours accrued must be validated by your site supervisor and university supervisor.
Students must turn in a copy of their weekly logs signed by site supervisor and documentation supporting
hours to their instructor each week.

Particularly, the logs of school-counseling-specialization students should reflect the following activities:
individual counseling (including crisis intervention, suicidal intervention), group counseling, guidance
curriculum (i.e., guidance lessons and school-wide projects addressing all learners’ needs related to (i)
each developmental stage, (ii) special needs, and (iii) multicultural backgrounds in a diversity
acknowledged school environment), consultation (with parents, school personnel, etc.), appraisal (e.g.,
testing, needs assessment), advisement, placement (education, career), referral, recordkeeping,
professional development, committee, program management, relevant team duties.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: I. 2, 3, 4, 7, 9, 10, 11, 12: II. 1, 2, 4, 5, 6, 7, 8, 9, 10; III. 1, 2, 3, 4, 5; IV. 1, 2, 3; V. 3, 4, 5, 6,

7, 8; VI. 5

9. Each student should submit two (2) counseling videos/audios, or a video/audio and a site visit, or two (2)
site visits by the instructor, which demonstrate skills of individual counseling related to (a)
intake/psychosocial history, (b) goal setting, (c) research-based intervention strategies addressing clients’
needs/issues, and/or (d) termination. Informed consent forms must be completed before taping. In

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 COUNSELING AND GUIDANCE DEPARTMENT

addition to the videotape, relevant written materials (case summary, tape transcript, etc., as specified by the
instructor) should be included and will be evaluated. Videos may be selected to be reviewed for
instructional purposes during group supervision.

CACREP Standards: II-F-1-b, II-F-2-h, II-F-5-g, V-G-2-a, V-G-3-c, V-G-3-d, V-G-3-h, V-G-3-m, V-C-1-b,
V-C-2-a, V-C-2-c, V-C-3-d, V-C-3-b.

TEA Standards: I. 2, 8; II. 3; III. 2, 3; V. 1; VI. 3, 4

10. Obtain professional liability insurance. Students will not be allowed to see clients until liability
insurance had been secured.

11. Abide by all policies set forth in Practicum/Internship Handbook, including submission of Site Supervisor
agreement, practicum/ethics agreement, and mid-semester evaluation by site supervisor.

TEA Standards: I. 8; VI 3

12. Students will develop a comprehensive counseling development plan. Students will complete a
comprehensive counseling development plan to address limitations and areas needing growth. The plan
will consist of specific learning goals and objectives.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: VI. 1

13. Complete personal reflection paper to be turned in at the end of the semester. Papers should be 6-9 pages
in length. See “Format for Personal Reflection Paper” in the assignment guidelines folder located on
Blackboard.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: VI. 1

14. Complete a résumé, which should include your counseling field experience and be suitable for an entry
level counseling job search.

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

TEA Standards: VI. 1

1. Students are responsible for maintaining a comprehensive clinical portfolio with the following
sections:
a. Documentation of Professional Liability Insurance
b. Off-site supervisor contracts (School Counseling Specialization and Community

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 COUNSELING AND GUIDANCE DEPARTMENT

off-site Internships)
c. Direct/Indirect Daily and Weekly logs
a. Direct Logs-Clinical Site
b. Direct Logs-Other
c. Indirect Logs-Clinical Site
d. Indirect Logs-Other (Transcription, research, preparation for counseling
sessions)
d. Weekly Supervision Meeting Agendas/Notes/Logs
a. Site(s) Supervision
b. Group supervision (class)
e. Pre-Self Assessment & Post-Self Assessment
f. Comprehensive Counseling Internship Development Plan-(Updated)
g. Group Proposal or Community Outreach Activity
h. On-site supervisor mid-term and final evaluations from each supervisor
i. Off-site supervisor mid-term and final evaluations (School Counseling
Specialization and Clinical Mental Health Specialization)
j. Evaluations of Site Supervisor(s)
k. Instructor Site Visits
l. Video/Audio Transcriptions with counseling session summary
m. Resume (updated)
n. Practicum & Internship Handbook
o. Related Ethical Codes
p. Other (documentation of professional development or conferences)

Portfolios are subject to review at any time by the course instructor. Students can expect portfolios to be
reviewed regularly in individual supervision.

Students are also responsible for maintaining a comprehensive clinical folder to be turned in to your instructor
for program record keeping (for audit purposes from CACREP) with the following sections:
1. Documentation of Professional Liability Insurance
2. On and off-site contacts and agreements
3. Direct and indirect services logs
4. Weekly supervision logs (group, clinical, and site)
5. Pre-self-assessment and Post-self-assessment of basic helping skills and procedural skills
6. On-site mid and final evaluation by site supervisor
7. Evaluation of site supervisor
8. Instructor site visits
9. Video/Audio transcriptions with counseling session summary
10. Copies of the LPC documentation forms

CACREP Standards: II-F-1-b, V-G-2-a, V-G-2-n, V-G-2-b, V-G-2-e, V-G-3-h, V-C-2-a, V-C-2-l.

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 COUNSELING AND GUIDANCE DEPARTMENT

15. Students will create a group counseling program proposal, and will use it to facilitate group counseling
sessions. A summary of your counseling sessions will be turned in. INTERNSHIP I STUDENTS ONLY

16. Students will be required to organize and facilitate a community outreach activity. Students will be
responsible for marketing, organization, and facilitation of the event. Ideas for activities will be provided
in class. University resources may be used to support the activity. A write up on the process and activity
will be required. Guidelines will be discussed in class. INTERNSHIP II STUDENTS ONLY

17. Students are expected to abide by all relevant ethical codes, including but not limited to those set forth by
the American Counseling Association, the American School Counselor Association, the American
Association for Marriage and Family Therapists, the Association for Specialists in Group Work, the Texas
State Board of Examiners for Licensed Professional Counselors, as well as any others associated with the
type of counseling intervention being provided. Confidentiality also applies to all issues or comments
made in the classroom. Failure to comply with ethical standards will result in consequences deemed
appropriate by the Counseling and Guidance program faculty, including dismissal from the
program.

TEA Standards: I. 8; VI 3

18. Internship students will demonstrate an understanding of case conceptualization and effective interventions
across diverse populations and settings by presenting a case study using media (powerpoint, etc) with the
following information: Background information, diagnostic impressions, hypothesis (why is the presenting
problem occurring?), treatment goals (with goals, objectives, and strategies), community resources, major
content of sessions with client (this can include the strategies you are using in session with client), recent
developments, and future directions.

19. Counseling Demonstration and Experiential Activity

Students are expected to attend, participate, and engage in ALL classes. This requirement includes, but is
not limited to, engaging in in-class assignments, group discussions, peer observations, and group exercises.
Attendance and assignments of the C & G Faculty Seminar Series and reading list will be included
in the activity grade. It should be noted that attendance and punctuality is expected and will be excused
only under special circumstances as determined by the instructor. Given that meaningful learning often
takes place in discussion and interaction with others where students express and articulate their ideas,
participation is a crucial aspect of this course.

CACREP Standards: II-F-1-b, II-F-2-h, II-F-5-g, V-G-2-a, V-G-3-c, V-G-3-d, V-G-3-h, V-G-3-m,
V-C-1-b, V-C-2-a, V-C-2-c, V-C-3-d, V-C-3-b.

TEA Standards: VI. 1

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 COUNSELING AND GUIDANCE DEPARTMENT

COURSE ORGANIZATION & ONLINE TOOLS

Course Structure:
This course will be delivered entirely face to face with online available through the course management system Blackboard
Learn. You will use your UTRGV account to login to the course from the My UTRGV site and under applications click on
Blackboard Learn.

Learning Modules/Units/Weeks/Chapters

The course is organized into weeks of instruction, as outlined in the Course Schedule and Due Dates below. Each week is
listed by its main topic and contains required readings, videos, mini lectures, discussion forum assignments, essay and
framework assignments, and collaborative assignments that you complete working in teams.
Note: Most materials used in conjunction with the course are subject to copyright protection.

Discussion Forums

You will find the following discussion forums in the course Blackboard site:

• General Help: Post any questions or comments you may have about course mechanics or technical issues to this
forum.
• Forums related to collaborative and discussion assignments, as described in Learning Module sections

Forums versus Email

If you have a question about course content or mechanics, I encourage you to post it to the General Help discussion
forums. Doing so gives students in the course an opportunity to help one another and allows everyone to benefit
from answers to your questions. Of course, don’t hesitate to email me directly if your concern is of a personal
nature.

My role in discussion forums is that of a facilitator. I will occasionally correct misconceptions and/or redirect conversations
that need redirecting. I may also post comments following the completion of discussion indicating my general impressions of
the comments and conclusions.

Assignments

Unless indicated otherwise in Weekly materials, you will submit Assignments listed above as hard-copy and in person to its
respective assignments area. The due dates in Assignments match the due dates in the schedule below.
GRADING POLICIES
State the course grading policy. Include graded assignments, weighting, and how late work will be treated. All major
graded assignments should be described, at least briefly. UTRGV’s grading policy is to use straight letter grades (A, B, C,
D, or F).

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 27
 COUNSELING AND GUIDANCE DEPARTMENT

UTRGV University Policies

UTRGV Policy Statements
The UTRGV disability accommodation, mandatory course evaluation statement and sexual harassment statement are
required on all syllabi. Additional policy statements are optional, such as those covering attendance, academic integrity, and
course drop policies.

STUDENTS WITH DISABILITIES: Required on all syllabi. Do not modify.

If you have a documented disability (physical, psychological, learning, or other disability which affects your academic
performance) and would like to receive academic accommodations, please inform your instructor and contact Student
Accessibility Services to schedule an appointment to initiate services. It is recommended that you schedule an appointment
with Student Accessibility Services before classes start. However, accommodations can be provided at any time. Brownsville
Campus: Student Accessibility Services is located in Cortez Hall Room 129 and can be contacted by phone at (956) 882-7374
(Voice) or via email at ability@[Link]. Edinburg Campus: Student Accessibility Services is
located in 108 University Center and can be contacted by phone at (956) 665-7005 (Voice), (956) 665-3840 (Fax), or via email
at ability@[Link].

MANDATORY COURSE EVALUATION PERIOD: Required on all syllabi. Do not modify.

Students are required to complete an ONLINE evaluation of this course, accessed through your UTRGV account
([Link] you will be contacted through email with further instructions. Online evaluations will be available
Nov. 18 – Dec. 9, 2016. Students who complete their evaluations will have priority access to their grades. Online evaluations
will be available:

Oct 5 – Oct 12 for Module 1 courses

Dec 1 – Dec 7 for Module 2 courses
Nov 18 – Dec 8 for full fall semester courses

ATTENDANCE:
Students are expected to attend all scheduled classes and may be dropped from the course for excessive absences. UTRGV’s
attendance policy excuses students from attending class if they are participating in officially sponsored university activities,
such as athletics; for observance of religious holy days; or for military service. Students should contact the instructor in
advance of the excused absence and arrange to make up missed work or examinations.

SCHOLASTIC INTEGRITY:
As members of a community dedicated to Honesty, Integrity and Respect, students are reminded that those who engage in
scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and expulsion from
the University. Scholastic dishonesty includes but is not limited to: cheating, plagiarism, and collusion; submission for credit
of any work or materials that are attributable in whole or in part to another person; taking an examination for another
person; any act designed to give unfair advantage to a student; or the attempt to commit such acts. Since scholastic
dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be
strictly enforced (Board of Regents Rules and Regulations and UTRGV Academic Integrity Guidelines). All scholastic
dishonesty incidents will be reported to the Dean of Students.

SEXUAL HARASSMENT, DISCRIMINATION, and VIOLENCE:

In accordance with UT System regulations, your instructor is a “responsible employee” for reporting purposes under Title IX
regulations and so must report any instance, occurring during a student’s time in college, of sexual assault, stalking, dating
violence, domestic violence, or sexual harassment about which she/he becomes aware during this course through writing,
discussion, or personal disclosure. More information can be found at [Link]/equity including confidential resources

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 28
 COUNSELING AND GUIDANCE DEPARTMENT

available on campus. The faculty and staff of UTRGV actively strive to provide a learning, working, and living environment
that promotes personal integrity, civility, and mutual respect in an environment free from sexual misconduct and
discrimination.

COURSE DROPS:
According to UTRGV policy, students may drop any class without penalty earning a grade of DR until the official drop date.
Following that date, students must be assigned a letter grade and can no longer drop the class. Students considering
dropping the class should be aware of the “3-peat rule” and the “6-drop” rule so they can recognize how dropped classes
may affect their academic success. The 6-drop rule refers to Texas law that dictates that undergraduate students may not
drop more than six courses during their undergraduate career. Courses dropped at other Texas public higher education
institutions will count toward the six-course drop limit. The 3-peat rule refers to additional fees charged to students who
take the same class for the third time.
UTRGV uses a 4.0 system. The following grades are used to designate achievement in coursework. Their corresponding
grade values and points are indicated.
A 90-100% Excellent 4 grade points per hour
B 80-89% Good 3 grade points per hour
C 70-79% Satisfactory 2 grade points per hour
D 60-69% Below
1 grade point per hour - may not be assigned in graduate classes
Average
F 59% and
Failure 0 grade points per hour
below
P Passing not considered in calculating grade points or attempted hours
NP No Pass not considered in calculating grade points or attempted hours
IP not considered in calculating grade points or attempted hours; for remedial courses
In Progress
only
I Incomplete not considered in calculating grade points or attempted hours
CR not considered in calculating grade points or attempted hours; however, hours are
Credit
counted in total earned hours
NC No Credit not considered in calculating grade points or attempted hours
DR Course
not considered in calculating grade points or attempted hours
Dropped
W Withdrawal
not considered in calculating grade points or attempted hours
from School

Course and Program Policies

Class Participation:

Students are expected to attend, participate and engage in ALL classes. This includes, but is not limited to, participating in in-
class assignments, group discussions, peer observations, and group exercises. Attendance and assignments of the C & G
Faculty Seminar Series and reading list will be included in the participation grade. It should be noted that attendance and
punctuality is expected and will be excused only under special circumstances as determined by the instructor. Given that

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 COUNSELING AND GUIDANCE DEPARTMENT

true learning takes place in discussion and interaction with others where students express and articulate their ideas,
participation is a crucial aspect of this course.
Make-up Policy: To be determined by UTRGV professor
Written Assignments:
All written assignments must be done according to APA guidelines. The APA Publication Manual (6th ed.) is a
recommended textbook for this class. All work must be typed. Work should be double-spaced, with a 12-point Times New
Roman font. Graduate-level written expression is expected, and grammatical errors and misspellings are subject to a
decrease in grade. If you struggle with your writing, I strongly encourage the use of the writing center on campus. (Grade
will reflect writing style.)
Student Responsibility:
The student is ultimately responsible for becoming familiar with all graduate and program requirements and general
information listed in the catalog for the [Link]. Degree in Counseling & Guidance. The student is also responsible for
becoming familiar with any certification and licensure requirements, application processes, and deadlines that apply to
him/her.
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all
class work and assignments by reading assigned material before class and turn in required assignments on time. Students
should give themselves plenty of time to study for exams beforehand; cramming the day of or the night before is not
recommended.
Student Professionalism
Professionalism can best be described as the ability to manage your emotions and handle relationships. In other words, a
professional is a socially skilled or emotionally intelligent person. Goleman (1995) best describes this concept: “emotional
intelligence - abilities such as being able to motivate oneself and persist in the face of frustrations; to control impulse and
delay gratification; to regulate one’s mood and keep distress from swamping the ability to think; to empathize and to hope”
(p.34). Students are expected to exercise professionalism at all times.
Evaluation of your coursework may be affected by unprofessional behavior (e.g., cheating, plagiarism, breaking
confidentiality, unwillingness to work with peers, consistently not being prepared for class, excessive tardies/absences,
and/or other related behaviors). The consequences of these behaviors may range from (but not limited to) a simple
reprimand to DF grade, a failing final grade, being dropped from the course, or my recommendation to be dropped from
the Counseling and Guidance Program.
Satisfactory Academic Progress (SAP) To be determined by UTRGV
Confidentiality
Confidentiality will strictly be enforced. You will be expected to observe this ethical standard by not
sharing any information of a personal nature shared in class with anyone outside of class. Breach of this
ethical standard will constitute basis for dismissal from the Guidance and Counseling program with a
grade of F in the course.
Due to the nature of the course, absolutely no recording is allowed. All cell phones, IPads, tablets, etc., must be turned off
during class. For emergency cases or other important situations, see your instructor before class begins. Use of laptops must
be limited to class-related activities. Please do not use laptops for e-mail, to check social media, to complete assignments,
etc. during class.
Methods of Instruction
The instruction in this course will be delivered via
• Lecture/PowerPoint
• Experiential Activities/Assessment Administration
• Small Group Discussion
• Large Group Discussion
Attendance Policy

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 COUNSELING AND GUIDANCE DEPARTMENT

Prompt and regular attendance is expected. The student may be asked to drop the class after two absences. More than 3
lapses in punctuality or early dismissal (15 minutes or more) will be equivalent to an absence. More than one absence will
result in the lowering of one letter grade. An excused absence(s) is left to the discretion of the instructor.
Make-Up Policy
The student should, if possible, make arrangements in advance for make-up work. If advance notice is not possible,
arrangements can be made with the instructor for make-up work, provided the absence is explained and legitimate, i.e.
sickness, death in family, etc. Late submissions without legitimate excuses will not receive full credit; each assignment will
drop 5 points for each day it is late.
Work Format
All work submitted must be typed. Work should be double-spaced, with a 12-point Times New Roman font. APA format is
required. Graduate-level written expression is expected, and grammatical errors and misspellings are subject to a decrease in
grade.
Americans with Disabilities Act (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations in this class should notify the
Disability Services Office early in the semester so that the appropriate arrangements may be made. In accordance with
federal law, a student requesting accommodations must provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the
Lightner Center, call 956-882-7374 or e-mail [Link]@[Link].

Scholastic Dishonesty
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the
course and expulsion from the University. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion,
submission for credit of any work or materials that are attributable in whole or in part to another person, taking an
examination for another person, any act designed to give unfair advantage to a student, or the attempt to commit such acts.
Since scholastic dishonesty harms the individual, all students and the integrity of the University, policies on scholastic
dishonesty will be strictly enforced. (Board of Regents Rules and Regulations) All scholastic dishonesty incidents will be
reported to the Dean of Students. Do not allow your peers to pressure you to cheat. Your grade, academic standing and
personal reputation are at stake.
Course assignments will be submitted for confirmation of originality using Blackboard’s SafeAssign tool. For more
information on SafeAssign, please visit [Link]
Students’ Academic Responsibilities
Students are expected to be diligent in their studies and attend class regularly and on time. Students are responsible for all
class work and assignments. On recommendation of the instructor concerned and with the approval of the Dean, students
may, at any time, be dropped from courses. This may result in a “W” or “F” on the student’s permanent record.

Build Rapport
If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your
instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an
effective professional. Make sure that you are proactive in informing your instructor when difficulties arise during the
semester so that we can help you find a solution.

Complete Assignments
All assignments for this course will be submitted in person unless otherwise instructed. Assignments and discussions must be
submitted by the given deadline or special permission must be requested from instructor before the due date. Extensions
will not be given beyond the next assignment except under extreme circumstances.

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 COUNSELING AND GUIDANCE DEPARTMENT

Communication Skills
All students must have adequate writing skills to communicate content in a professional and concise manner. Students must
be proficient in their written presentations including strategies for developing ideas, citing scholarly references, writing style,
wording, phrasing, and using language conventions. Students must follow APA guidelines, use non-racist and non-sexist
language, and include sufficient references to support their thesis and ideas in the paper.

Netiquette
Netiquette describes the code of conduct for an online environment. It ensures respect for others and prevents
misunderstandings or unintentional offenses to others. The netiquette described here is amended to ensure your success in
this course.

• When you are typing or submitting a response, do not use all capital letters (caps). Caps is equal to SHOUTING YOUR
MESSAGE.
• Although it is customary to use acronyms (ex. ROFL - rolling on floor laughing, BTW - by the way, or FYI - for your
information) when chatting online, try to avoid using these. There may be those in this course who are not as
experienced as you and may miss out on understanding.
• Although you are encouraged to participate and ask questions, it is asked that you do not spam other users (SPAM
refers to unwanted or excessive email). Before sending mass emails, consider using the discussion board to post
general inquiries or requesting assistance from your instructor.

Insert writing style preference for your course

Time Commitment
Online courses are typically just as time intensive, and may be more rigorous than traditional courses. Many students claim
that online courses require more time and commitment. As you begin this course, you would be wise to schedule 8 or more
hours per week for studying materials and completing assignments.
Falling behind in this course is particularly problematic because the concepts we cover are cumulative. This means that not
becoming proficient with information and objectives presented and assessed in a particular week can lead to low scores for
that week as well as in subsequent weeks.

Attendance Policy

Please be on time for class. Please inform your instructor if you will be unable to attend class or will be attending class late.
Required Reading List for Graduate Students in Department of Counseling and Guidance
This is a reading list for graduate students in the Counseling & Guidance Program. This list contains works, which
we consider classic readings in the profession and which provide a basic theoretical orientation to the field of
psychotherapy and counseling. Familiarity with them will strengthen your own understanding of the graduate
studies in which you are embarking and begin to form a basis for your own library of professional materials. We
recommend that you read one or two books each semester, as they will help you to better prepare for the
comprehensive program exams. These readings can also support your ability to successfully prepare a portfolio
and to complete licensure examinations. You will be required to read 10 books out of this list. As you progress
through your program of study, you may be required to read additional textbooks and other resource materials

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 32
 COUNSELING AND GUIDANCE DEPARTMENT

specific to the various classes in which you are enrolled such as Marriage & Family, Group Counseling, Substance
Abuse, and Career Counseling to name a few.
Enjoy your readings,
Counseling & Guidance Faculty
Axline, Virginia M. (1966). Dibs: in search of self : personality development in play therapy. Victor Gollancz,
London.
Buber, M (1970). I and Thou. New York: Scribners.

Ellis, A. & Harper. R. (1961). A Guide to Rational Living. Englewood Cliffs, N. J.: Prentice-Hall.

Frankl, V.E. (1963). Man’s Search for Meaning. New York: Beacon Press.

Freud, S. (1949). An Outline of Psychoanalysis. New York: Norton.

Jung, C.G. (1933). Modern Man in Search of a Soul. New York: Harcourt.

Maslow, A.H. (1970). Toward a Psychology of Being. (2nd. Edition). New York: Harper & Row.

May, R. (1969). Love and Will. New York: Norton.

Perls, F.S. (1969). Gestalt Therapy Verbatim. Lafayette, California: Real People Press.

Rodgers, C. (1961). On Becoming a Person. Boston: Houghton Mifflin.

Skinner, B.F. (1971). Beyond Freedom & Dignity. New York: Knopf.

Watzlawick, P., Weakland, J,, Fisch, R. (1974) Change: Principles of Problem Formation and Problem
Resolution .
Yalom, Irvin D. (1989). Love's executioner, and other tales of psychotherapy. New York: Harper Perennial.

Calendar of Activities
Tentative Class Schedule

Date Topics Reading Assignment Due

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 33
 COUNSELING AND GUIDANCE DEPARTMENT

Week 1 • Introduction/Orientation Ch 1 Intro to  Ethics Agreement

• Syllabus Review Counseling Profession  Site Supervisor
• Review of Practicum & Information Form
Internship Handbook Ch 2 Selecting &  Evidence of
• Site Supervision- Applying for a Liability Insurance
Practicum experiences. Practicum/Internship  Pre-Self
Expectations for Assessment
Internship Ch 6 Classroom & Site  Student Practicum
Supervision Agreement

Week 2 • Group Supervision Ch 3 Ethical & Legal  Practicum

• 2016 ACA Code of Issues
Ethics Agreement due
Assigned readings on with Supervisor
Black Board Signature

 Journal Entry
 Weekly Logs
 Counseling
Developmental
Plan
Week 3 Assigned readings on  Journal Entry
Black Board  Weekly Logs

Week 4 • Group Supervision Ch 8 Managing Stress  Journal Entry

• Compassion Fatigue During your  Weekly Logs
• Counselor Burn-Out Practicum/Internship
• Counselor Self-Care

Week 5 Assigned readings on  Journal Entry

Black Board  Weekly Logs

Week 6 • Group Supervision Assigned readings on  Journal Entry

• Theory Case Black Board  Weekly Logs
Conceptualization Portfolio Review
 Video/Audio #1
 Set up Midterm
meeting times

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 34
Week 7 Portfolio Review 
Journal Entry

Weekly Logs

Site Supervisor &
DEPARTMENT OF COUNSELING AND GUIDANCE
Instructor Mid-
Term Evaluation
Week 8 Assigned readings on  Journal Entry
Black Board  Weekly Logs

Week 9 • Group Supervision Assigned readings on  Journal Entry

• Theory Case Black Board  Weekly Logs
Conceptualization  Video/Audio #2
Week 10 Assigned readings on  Journal Entry
Black Board:  Weekly Logs

Week 11 • Group Supervision Assigned readings on  Journal Entry

• Theory Case Black Board  Weekly Logs
Conceptualization  Group Proposal
Due
Week 12 Assigned readings on  Journal Entry
Black Board  Weekly Logs

Week 13 • Group Supervision LPC requirements  Journal Entry

• Theory Case  Weekly Logs
Conceptualization  Post Self-
• Close Files Assessment
• LPC Application  Final Evaluation
Due (Site &Clinical
Supervisor)
 Clinical Portfolio
Due
Week 14 Last Group Supervision Individual Final  Journal Entry
Final Semester Meetings and Discuss  Weekly Logs
Individual Meetings w/ Portfolio  Return Portfolio
Instructor

This syllabus subject to change in order to better meet course objectives per discretion of instructor. 35