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COCO 726: Internship in Counseling

HUNTER COLLEGE, CUNY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS

COCO 726 INTERNSHIP IN COUNSELING



COURSE  DESCRIPTION:
This course is designed for students to gain additional counseling skills and self-awareness about how their personal qualities, needs, motivations, and values can either facilitate or interfere with effectiveness as a counselor.

PRE-REQUISITES:
All courses except COCO 711 and COUNS 720 are prerequisites.

STUDENT PRIVACY STATEMENT
At times, students may disclose personal information through class discussions.  It is expected that the class will respect the privacy of their classmates.  The information disclosed in the class will not be repeated or discussed with other students outside of the course.

COURSE OBJECTIVES
Students should develop an awareness of self as a helping professional, including an ability to critically examine your own clinical work, as well as provide appropriate feedback to your peers. Students should be able to conceptualize client cases, including possible cultural factors, generate theoretically grounded hypotheses, and utilize micro-skills most appropriate for your clients and setting. Students should demonstrate an awareness of how to assess for and address critical clinical issues, including depression, suicidality, neglect, and abuse. Students should demonstrate an awareness of the professional and ethical codes of conduct in mental health and an understanding of how the codes relate to themselves and their clients. Students should demonstrate an awareness of how racial and cultural factors might impact their clients and culturally appropriate clinical interventions for addressing.

METHODS OF INSTRUCTION
The course is taught in a seminar-type format. The course instructor will facilitate discussion among students and each week students are required to present to the class a clinical case from their fieldwork site.

REQUIRED READINGS
American Counseling Association Code of Ethics: www.counseling.org

Ethical Standards for School Counselors: www.schoolcounselor.org

Code of Professional Ethics for Rehabilitation Counselors: www.crccertification.com

Ethical Principles of Psychologists and Code of Conduct: www.apa.org

RECOMMENDED READINGS
Baird, B. N. (2005).  The Internship, Practicum, and Field Placement Handbook: A Guide for the Helping Professions (4th edition). New Jersey: Pearson Education, Inc.

DeSole, L. M., Nelson, A., & Young, L. L. (2006).  Making Contact: The Therapist’s Guide to Conducting a Successful First Interview. Boston: Pearson Education, Inc.

COURSE REQUIREMENTS
Students will simultaneously be enrolled in the Internship course at Hunter and engaged in counseling at a fieldwork site for at least twenty hours each week for a total of 300 on site hours per semester. At the fieldwork site students must have at least 120 client hours each semester, that is, on average 8 hours of client sessions per week in addition to other site activities such as supervision, meetings, observation, trainings, case note writing, etc… Students are also required to have at least two tape-recorded two counseling sessions each semester. The site supervisor must provide weekly individual supervision to the student. In addition, the supervisor will complete a written evaluation of the student by the end of the semester. Please refer to the Hunter College field work manual to review domains being evaluated. In addition to graded assignments at the end of the semester the following items must be submitted: supervisor evaluation, student evaluation, log of site hours, log of clinical hours into EDIMS. You will not receive a grade unless these items are completed.

EVALUATION/GRADE ASSIGNMENT
1. Attendance Policy

Students who incur more than two absences could have their grade lowered, could be asked to repeat the course, or could fail the course.  These penalties are at the discretion of the professor. Participation shall count as 25% of the final grade.

2. Class Participation
Active participation is required and is an additional way for the instructor to evaluate students’ learning. Participation includes the following:
(a)  Open discussion within the group regarding theory, content and process of the counseling sessions.
(b) Disclosure of client issues for which you need assistance from the instructor and peers
©  Facilitate the growth and development of self and others by providing and accepting regular constructive feedback.

3. Case Presentation and Transcription
Two transcriptions are required: one in the beginning of the semester and one towards the end of the semester (week 10). Students are required to present a client case and should be prepared with the following: 1) a tape recorder, 2) audio-tape to be handed into the Professor, 3) copies of the transcription for the class (without analysis), 4) 1 copy of the transcript with analysis for the Professor. Students should transcribe a segment of an audio-taped session that is approximately 10 pages in length (including all three parts). 

4. Written Fieldwork Site Report
A short double-spaced typewritten paper which may include mission, philosophy, population, services, assessments provided, issues of confidentiality, and your role in the site.  The report should also include the procedure for handling clinical crises. You may be presenting this information in class.

5. Case Notes
Students are required to complete weekly session notes for one session each week.  Notes for each session you conduct with a client should be made soon after your meeting and include the following:
(a) One paragraph that summarizes the session you conducted. 
(b) Identity goals for the client session and how the goal is linked to client’s presenting issues.
(c) Identify goals for your own self-growth you had for the session and how this goal relates to your core challenges.  
(d) Identify if you accomplished goals during the session.  If you accomplished the goals give evidence to support your judgment; if you did not accomplish your goals identify what got in the way of accomplishing your goal.
(e) Identify plan for next session and how plan is related to client’s core issues. .

6. Written Case Report
Students are required to write a clinical intake report based on a client that they have seen for multiple sessions. The written report will be graded based on:
(a) The completeness of the report (e.g., does it give a thorough picture of the client and client dynamics?)
(b) Writing style and grammar. Your report should be well written.  You should proofread all written work carefully before turning in, and the report should be written in the third person.
(c)  Attention to process (e.g., self-awareness, relationship dynamics)

EVALUATION/GRADE ASSIGNMENT

 

Grading Evaluation
%
Class Participation
 25%
Session Notes  15%
Case Presentation and Transcript
 30%
Case Report
 30%
----------------------------- ----

 100%

 The grading system used by Hunter College will be used for final grades:

%

Grade
100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
=
B+
82.5 – 87.4% = B
80.0 – 82.4%
=
B-
77.5 – 79.9%
=
C+
70.0 – 77.4% = C
0 – 69.9% = F


   
TENTATIVE SCHEDULE FOR COUNSELING SKILLS AND INTERVIEWING TECHNIQUES

WEEK TOPIC CACREP STANDARDS
Week 1 Introduction to Course
Professional Issues: Roles and Affiliations
1b, 1d, 1h, 2h
Week 2 Discussion Connecting Theory & Practice
Assignment: Assigned Chapter and Case Notes every week hereafter
1b, 1h, 2a, 2h, 5a, 5b, 7h, A7, A8, B1, C2d
Week 3 Case Management
Discussion of Ethical and Professional Issues: Dual relationships, Conflicts of Interests
Assignment: Read ACA Guidelines and prepare questions   
1b, 1h, 2a, 2h, 3c, 5a, 5b, A7, A8, B1, C2d
Week 4 Case Management
Professional Issues: Case conceptualization and report writing
1h, 3c, 2h, 5a, 5b, A7, A8, B1, C2d
Week 5 Case Management
Professional Issues: Supervision Issues and Treatment Planning
1h, 2h, 3c, 5a, 5b, A7, A8, B1, C2d
Week 6 Case Management
Professional Issues: Employment
1b, 2h, 3c, 5a, 5b, A7, A8, B1, C2d
Week 7 Case Management
Ethical and Professional Issues: Termination
Assignment: Tape & Transcript #1
1b, 1h, 2a, 3c, 5a, 5b, A7, A8, B1, C2d   
Week 8 Case Management
Professional Issues: Professional Identity
1b, 1h, 2a, 3c, 5a, 5b, A7, A8, B1, C2d
Week 9 Case Management
1b, 1h, 2a, 3c, 5a, 5b, A7, A8, B1, C2d   
Week 10 Case Management
1b, 1h, 2a, 3c, 5a, 5b, A7, A8, B1, C2d
Week 11 Case Management
1b, 3c, 2a, 5a, 5b, A7, A8, B1, C2d   
Week 12 Case Management
1b, 3c, 2a, 5a, 5b, A7, A8, B1, C2d   
Week 13 Case Management
1b, 2a, 3c, 5a, 5b, A7, A8, B1, C2d   
Week 14 Case Management
Assignment: Case Report Due
1b, 2a, 3c, 5a, 5b, A7, A8, B1, C2d   
 Week 15  Termination and Closure of Class  1b, 2a, 3c, 5a, 5b, A7, A8, B1, C2d   

Expectations for Written Proficiency
Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

Integrity and Plagiarism
Hunter College has subscribed to the online company, Turnitin.comTurnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, Turnitin.com is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

Statement of Reasonable Accomodation
In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).

CACREP STANDARDS MET BY THIS COURSE   

K1.b. professional roles, functions, and relationships with other human service providers;

K1.d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases;

K1.e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;

K1.g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and

K1.h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

K2.a. multicultural and pluralistic trends, including characteristics and concerns between and within diverse groups nationally and internationally;

K2.b. attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities;

K2.c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups;

K3.c. human behavior, including an understanding of developmental crises, disability, exceptional behavior, addictive behavior, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior;

K3.d. strategies for facilitating optimum development over the life span; and

K5.a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;

K5.b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

K5.c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;

K7.h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and

K7.i. ethical and legal considerations.

A1.5. knowledge of the school setting, environment, and pre-K-12 curriculum;

C1.d. identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies;

C2.d. issues that may affect the development and functioning of students (e.g., abuse, violence, eating disorders, attention deficit hyperactivity disorder, childhood depression, and suicide)

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