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To be arranged in selected field settings. Experience in applying techniques of counseling with selected populations in a variety of settings depending upon specialization. There will be weekly seminars to discuss clients, roles, and responsibilities of the counselor. Students seeking bilingual extension will do a practicum in a setting in which they can work with Spanish-speaking clients.

COCO 701 and 702.

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.

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.

1. To develop and maintain counseling relationship with clients;
2. To establish, in collaboration with clients/parents/teachers (and other pertinent treatment providers), individual counseling goals and objectives;
3. To be able to conceptualize client cases, generate theoretically grounded hypotheses, and utilize micro-skills most appropriate for your clients and settings.
4. To assist clients with crisis resolution, conflict resolution, and behavior management;
5. To demonstrate an awareness and sensitivity to critical clinical issues including psychological problems (e.g. depression, anxiety, psychotic processes, suicidal/homicidal ideation), environmental stressors (neglect, abuse, bullying, poor social support), and drug/alcohol abuse, and refer when appropriate.
6. To demonstrate an awareness of the professional and ethical codes of conduct in mental health and an understanding of how the codes relate to you and your clients.
7. To facilitate a client’s decision-making and personal responsibility in a manner consistent with the individual’s culture and beliefs;
8. To interpret assessment/evaluation results and diagnostic information to client/family/teacher.
9. To 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.
10. To develop professional writing/documentations skills commensurate with beginning counselors.

The course is taught in a seminar-type format. Weekly sessions will include listening to students counseling session audiotape, case presentations and feedback from instructor and other students.

American Counseling Association Code of Ethics:
Ethical Standards for School Counselors:
Code of Professional Ethics for Rehabilitation Counselors:
Ethical Principles of Psychologists and Code of Conduct:

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.

Students will be expected to be enrolled simultaneously in COCO 719 Individual Supervision course. The students will also be simultaneously enrolled in the Practicum course at Hunter and engaged in counseling at a fieldwork site for at least eight hours each week for a total of 100 on site hours per semester. At the fieldwork site students must have at least 40 client hours each semester, that is, on average 3 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.

1.    Attendance and Class Participation(25%)
It is expected that students will be actively engaged in audiotaping presentations and provide insight, critique, feedback, and reactions. It may include, but is not limited to the following:
• Open Discussion within the group about your concerns as a beginning counselor that may affect your ability to be therapeutic.
• Disclosure of client issues/concerns for which you need assistance from the Professor and from your peers
• Facilitating the growth and development of yourself and others by providing constructive feedback to your peers and being open to receiving feedback on your work from others in the course.

2. Weekly Journal (10% of grade)
The journal is for you to document what you are doing, as well as interactions with clients and/or other professionals, and your reactions, feelings, thoughts, questions, concerns, etc. that arise throughout the practicum. The primary purpose of the journal is to provide you with a tool to document your experience so that you can be prepared to discuss your experience and benefit from supervision/feedback from the class and from your on-site supervisor. It is suggested that students include in their journal feedback/supervision offered. Journal entries should be reflective, thoughtful, and provide the instructor with a sense of how you are reacting to clients.

3. Site Report/Presentation (5% of grade)

This paper is a report about your practicum site and should be no more than four pages (double spaced). The paper should include (but is not limited to) the following: a) Mission and philosophy of the agency/school; b) Population served; d) Services provided; e) Funding source/collaborative partners; f) Staffing patterns/roles; g) Issues of confidentiality; h) Documentation protocol; i) Crisis protocol, j) Outcomes/performance measures; and k) your role. Students should be prepared to present information (5 minutes only – so just highlight important stuff) about their site that covers information provided in the report and any other pertinent information. Please bring handouts for the class (i.e. outline of presentation, agency brochures, intake and/or treatment plan forms, etc.). This is an opportunity to exchange resources/services with your classmates.

4. Case Report (10% of grade)
The case report should cover the following domains: a) Client background (demographic information, psychosocial, medical/psychological history, academic history); b) Reason for referral/services; c) Presenting problem; and d) Questions for discussions. The report is written in paragraph report format with headings. Please do your best to gather information for this report from records, treatment providers, family, client, etc.

5. Two Audio-Taped Sessions/Transcriptions (25% each)
Each student will present one 20 minute tape with corresponding transcription to the class. You should tape an entire one hour session and provide the class with 20 minutes of the tape along with at least a transcription of the 20 minutes. All students must turn in one tape/transcription by early in the semester and the other one shortly after mid-term (10 week). You are responsible for bringing technology to play recording and copies of the transcription for the other students in the class. You must hand in all materials to the Professor at the end of class. A rubric for the tape and the transcription/self-critique will be provided to guide your preparation and insure understanding of grading procedures.

Each of the course requirements will be recorded as a single percentage score. The percentages are as follows:

Grading Evaluation
Attendance & Class Participation  25%
Journal  10%
Site Report/presentation
Case Report  10%
2 audiotapes/transcriptions  50% (25% each)
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100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
82.5 – 87.4% = B
80.0 – 82.4%
77.5 – 79.9%
70.0 – 77.4% = C
0 – 69.9% = F


Week 1 Introduction/Overview of Course. Schedule Student Presentations Professional Issues: Role and Affiliations
Week 2 Ethical and Professional Issues: Crisis Intervention, Safety Issues (suicide, and duty to inform).
Week 3 Case Management Connecting Theory and Practice 1b,1h,3c,5b,A7,A8,B1,C2d
Week 4 Case Management Case records, issues of privacy, competence and record keeping 1b,1h,3c,5b,A7,A8,B1,C2d
Week 5 Case Management Dual relationships and conflicts interests 1b,1h,3c,5b,A7,A8,B1,C2d
Week 6 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 7 Case Management Issues of termination 1b,1h,3c,5b,A7,A8,B1,C2d
Week 8 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 9 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 10 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 11 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 12 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 13 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
Week 14 Case Management 1b,1h,3c,5b,A7,A8,B1,C2d
 Week 15  Case Management 1b,1h,3c,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 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, 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, 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).


K.1.b. professional roles, functions, and relationships with other human service providers;

K.1.d. professional organizations, primarily ACA, its divisions, branches, and affiliates, including membership benefits, activities, services to members, and current emphases;

K.1.e. professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues;

K.1.g. advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients; and

K.1.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

K.5.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;

K.5.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;

K.7.h. an understanding of general principles and methods of case conceptualization, assessment, and/or diagnoses of mental and emotional status; and

K.7.i. ethical and legal considerations.

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

C.1.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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