Reference no: EM133646628

Homework: Psychology

Overview

Objectives:

A. Create an individual activity plan that addresses the knowledge and skills you would like to learn at your practicum site.

B. Explain the transition from learning counseling theory in a classroom to participating in counseling at a site.

Introduction

Students at this point in the Christian Addictionor Addiction counseling program are on the continuum of orientation, observation (both orientation and observation completed in Pre-Practicum), and participation (Practicum) in their training. These stages will no doubt overlap to some extent in time sequence, and the practicum student is permitted to participate in some agency functions while gradually phasing in others as is determined appropriate by the site supervisor and administration. Time devoted to participation, will allow the student to profit from the practicum experience in given the opportunity to put into practice theory and skills learned in the classroom.

At this first point in the official practicum, an action plan/learning contract needs to be developed in order to maximize the number and type of new knowledge and skills that is possible to acquire on site. It is also necessary to focus on activities in areas, identified as needing further personal development.

In addition to providing practical experience for the counseling student, the sponsoring agency will also benefit from the student's enthusiasm for learning and a willingness to accept guidance and direction from established professionals. Following the orientation and observation phases in pre-practicum, it is anticipated that the student should be ready to function semi-independently and carry out many of the duties and responsibilities of a Christian Addiction or Addiction counselor.

This can be a challenging transition applyingtheory topractice. Students will have the opportunity to determine their strengths and weaknesses. During this transition, supervisors will providestudents opportunity to develop greater strength and security in what they are doing, thus, preparing students to transition to their professional career.

Overall Goals

The primary objective of the supervised Christian Addiction or Addiction counseling practicum is to provide counseling students the opportunity to gain actual on-the-job experience in an agency or institutional setting. Below is a detailed list of what is gained through a practicum:

A. Guides the student toward the development of specific professional skills and technical knowledge relating to the counseling process on addiction. These include the micro-skills introduced duringcoursework.

B. Supplements the knowledge, skills, and attitudes learned in the academic setting.

C. Provides an opportunity for practical application of classroom instruction.

D. Helps the practicum student develop skills in:

1. Case management
2. Location and allocation of resources
3. Screening and intake
4. Referral
5. Coordination of services
6. Discharge planning
7. Working collaboratively to write realistic treatment plans.
8. Implementing HIPAA regulations
9. Presenting a case
10. Crisis intervention
11. Client education
12. Writing progress notes and other documentation
13. Case conceptualization
14. Assessment
15. Applying theoretical orientations
16. Applying theoretical interventions
17. Consulting with other professionals

E. Provides appropriate determination of diagnosis and prognosis of clients.

F. Helps the practicum student develop relationships with supervisors, colleagues, and personnel from other agencies.

G. Provides counseling services within the sponsoring agency.

Supervision

The role of the site supervisor in the practicum is a difficult one and very often is the decisive factor in the success or failure of a practicum student's experience. Supervision involves at least four major dimensions:

1. Planning
2. Homework
3. Observation
4. Evaluation

Practicum students are encouraged to present cases and bring up questions in supervisionthatmay be troubling to them. Theagency supervisor helps with the student's caseload, counseling, professional behavior, and agency contacts.

The homework of new cases, by the agency supervisor can be discussed with the practicum student along with policy and procedure in conducting counseling at the agency (i.e., individual counseling, group counseling, etc.). The practicum student is encouraged to askquestions in reference to agency protocol in servicing the agency's patient population.

The agency supervisor will also help the practicum student to understand intake, assessment, treatment planning and interventions needed to help clients to achieve their objectives and goals to resolve their presenting issues. Along with the aforementioned activities, the practicum student should talk with the agency supervisor frequently to answer clinical, administrative and ethical questions concerning counseling services and the profession.

Observation

Observation of team and case conferences, staff meetings, and counselor visits in the field to client homes, employers, and community resources are also beneficial.

The agency supervisor will be observing students as they perform a wide variety of duties in the practicum. Observation is closely related to evaluation and the two aspects of supervision provide the content of the training sessions between the practicum student and supervisor.

Evaluation is a joint responsibility of the university supervisor and the agency that is providing the practicum. Evaluations may be written, verbal, or both, and should be communicated regularly to the student, rather than once at the end of the practicum. The evaluation should be seen as a feedback mechanism that provides the internwith the opportunity to change and grow as a professional.

Participation

Students should be permitted to engage in as many activities as their individual readiness, time, and supervision allows.

A. With clients: Under supervision, students should participate in intake, diagnostic, vocational and personal adjustment counseling, placement, and follow-up.

B. With other professionals and community agencies: Under supervision, the practicum student should be allowed to communicate with other professional personnel within the agency and with agencies as applicable outside of the practicum agency.

C. Suggested criteria for case selection:

1. The case should be typical or representative of those carried or served by the agency.
2. There should be a clear-cut function and purpose for the counselor.
3. Cases should represent the different types of services rendered by the agency.
4. Size and type of caseload should be reviewed and kept at a workable level.
5. Increasingly complex cases should be assigned as the practicum student gains self-confidence and skill.

Cases of increasing complexity can be assigned, including a variety of problems requiring services outside the agency as student growth and capacity increases. Students should have an opportunity to become totally involved, to test their impressions, and to develop awareness of their relationship skills from initial interview to final contact with the client.

A. Keep the agency practicum supervisor regularly updated on the progress of all cases assigned.

B. Actively learn within the limits of the agency, and actively seek out information.

C. Ask for assistance and supervision when needed so that the client receives adequate services.

D. Keep the university practicum supervisor informed of significant learning experiences, problems, and progress during the practicum.

E. Grievances: Contact the faculty coordinator regarding any difficulties that arise regarding the practicum or the supervision.

Conclusion

The practicum should be viewed with anticipation and excitement. It will be an opportunity to see much of what was learned in hours upon hours of classroom instruction, and to finally have the opportunity to apply concepts that may have been, at best, role-played.