Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)

Practicum & Internship Seminar I CC 597
Internship Seminar II CC 598
Monday 1:00 PM – 3:50 PM
3 Credit Hours
Fall 2014/Spring 2015
Course Introduction
Instructor: Dr. Sheila Cuomo
Office Hours: You can schedule an appointment with me or meet 30 minutes before class
Phone: 240-460-2901
E-mail: scuomo@thechicagoschool.edu or sheilacuo@msn.com
Course Website: https://secure.ecollege.com/tcspp/index.learn?action=login
Official Course Description
This applied experience is an opportunity for students to demonstrate understanding of key concepts in
counseling psychology and professional counseling in a work setting. Training includes a variety of
activities that a professional counselor is expected to perform, such as interviewing and intakes;
individual, group, and family counseling; psychoeducational presentations and staff/case conference
time. Registration in CC 597 /CC 598 requires attendance in weekly seminars in the fall and spring
semester. This seminar is taken contiguously with the clinical training field placement experience.
Chicago School Institutional Learning Goal Addressed
Scholarship—Students will demonstrate a comprehensive conceptualization of their clinical cases by
applying evidence based research.
Diversity—Students will demonstrate understanding of the role of individual and multicultural identities
in the therapeutic relationship. Issues of culture are pervasive throughout the course.
Professional Behavior—Competency is evidenced by the ability to apply ethical and professional
standards to the therapeutic relationship.
Professional Practice—Competency is evidenced by the ability to apply effective assessment and
interventions while forming professional therapeutic relationships.
Program Competency Addressed
Assessment—Competency is demonstrated by: utilizing both informal and formal assessment tools; an
ability to formulate a valid diagnosis; and demonstration of effective communication of
assessment results and recommendations.
Consultation & Education—Competency is demonstrated by effective written and oral presentation
skills. Further demonstration is shown by peer consultation, giving and receiving feedback, and
the development of productive relationships with colleagues.
Ethical & Professional Behavior—Competency is evidenced by the ability to apply ethical and
professional standards to interactions with clients, peers, supervisors, and clinical team
members. Competency is further evidenced by the understanding of legal obligations that may
or may not conflict with ethical guidelines.
Individual & Cultural Differences—Competency is the recognition and understanding of race, ethnicity,
gender, sexual orientation, socioeconomic status, age, religious belief, ability/disability,
privilege, prejudice, oppression, and sociopolitical structures. It is further evidenced by one’s

Practicum/Internship & Seminar Syllabus Page 2 of 20
ability to self-reflect on one’s personal culture and its impact on held values, relationships,
and worldview.
Intervention—Competency is demonstrated by the ability to develop and present theoretical case
formulations, while also recognizing the limits of one’s chosen theoretical formulation.
Competency is further indicated by the development and implementation of the treatment
plan and strategies.
Relationship—Competency is indicated by the development of a therapeutic alliance with clients.
Competency is also shown by the development of a constructive relationship with supervisors
so that one is open to feedback. The student will also demonstrate accurate self-reflection.
Research & Evaluation—Competency is indicated by the ability to organize, synthesize, and interpret
scholarly information. This information must guide the case formulation, treatment plan, and
therapeutic interventions.
ACA Code of Ethics
As counselors in training it is expected that you will abide by the American Counseling Association
(ACA) Code of Ethics. A copy can be found:
http://www.counseling.org/resources/codeofethics/TP/home/ct2.aspx
F.8. Student Responsibilities
F.8.a. Standards for Students
Counselors-in-training have a responsibility to understand and follow the ACA Code of Ethics
and adhere to applicable laws, regulatory policies, and rules and policies governing
professional staff behavior at the agency or placement setting. Students have the same
obligation to clients as those required of professional counselors. (See C.1., H.1.)
F.8.b. Impairment
Counselors-in-training refrain from offering or providing counseling services when their
physical, mental, or emotional problems are likely to harm a client or others. They are alert to
the signs of impairment, seek assistance for problems, and notify their program supervisors
when they are aware that they are unable to effectively provide services. In addition, they
seek appropriate professional services for themselves to remediate the problems that are
interfering with their ability to provide services to others. (See A.1., C.2.d., C.2.g.)
CONFIDENTIALITY & TECHNOLOGY:
Students are responsible for maintaining the security of the recorded counseling sessions. Students
must keep recordings and any client specific paperwork in a secure location. Students may not send the
recordings electronically to supervisors and/ or instructors. Recordings that are saved electronically
must be password protected. Students are responsible for destroying the recorded sessions.

Course Requirements
1. Training Hours: Requires a minimum of 700 clock hours of on-site supervised training,
including at least one hour of individual supervision from a licensed mental health clinician (e.g.,
LPC, LCPC, LCSW, LMFT, licensed psychologist) per week. The first 100 hours of the student’s
training experience is considered their “practicum” requirement and the subsequent 600 hours
their “internship.” The student is required to provide 280 direct client service hours over the
course of the internship training.
Students are expected to keep track of their practicum/internship hours each week. A tracking
tool will be provided. At the end of each semester students will enter their hours in the Evaluation
and Hour Log in the Applied Professional Practice database.
2. Clinical Competency Exam (CCE):
The Counseling Competency Examination (CCE) is comprised of three (3) distinct components
(written report, recorded session, oral presentation) with the purpose of demonstrating proficiency
in the core competencies of the academic program as well as the application of clinical work as
demonstrated in the recorded sessions. This examination illustrates that a student has acquired the
counseling skills necessary to graduate from the program. Students must pass the fall semester
practice CCE in order to pass the Practicum Seminar course (CC597). The final CCE is completed
during the spring semester (CC 598). The student must successfully pass the final CCE in order to
fulfill the requirements for the Internship Seminar course (CC598). Students must pass CC597 and
CC598 to graduate from the program. The CCE is the capstone project for the program and
represents one of the most significant elements of the Masters in Counseling Psychology
curriculum.
Additional information on the CCE will be provided and discussed in class.
Students may conceptualize their cases through a variety of theoretical perspectives (e.g.,
cognitive-behavioral, psychodynamic, humanistic, systems). Foundational competency in a theory
should be demonstrated before integration is made. Integration is encouraged for the Final CCE.
All conceptualizations will include a list of the scholarly references used to formulate the case.
One week prior to the oral presentation (practice and Final CCE), you must submit your
written CCE report (hardcopy), recording and/or packet of supporting material.
The instructor has the option to require students to re-do any portion(s) of the practice CCE
and/or final CCE.
3. Students must maintain the confidentiality of all materials by removing any identifying information
from written materials and recordings. All materials containing any client information must be
destroyed (e.g., shredded). Prior to presenting a case in seminar, students must provide the
professor with a Confirmation of Signed Consent & Release Form indicating that they have
secured an appropriately executed consent for release of information allowing the use of case
material for seminar presentation purposes. Students may not include a copy of the actual release
of information. The CCE packet cannot contain any actual signature or name of a client as that is a
breach of confidentiality.
Students will discuss specific informed consent requirements with the professor at the beginning of
this seminar, and they are also expected to talk about this matter in detail with their site
supervisors at the earliest possible time.
4. Within two weeks of the start of the Fall Semester, it is expected that students will print out their
Clinical Training Agreement and provide a copy to course Instructor. Contact information for
student, site supervisor, and seminar professor will be exchanged. Seminar professor and/or
Director of Applied Professional Practice will make contact with supervisor.

5. Forms: Students should review all forms required by the Office of Applied Professional Practice
(e.g., Training Agreement, Evaluation and Hour Log).
At the end of each semester, the Applied Professional Practice Department reviews and electronically
signs the Practicum/Internship Evaluation and Hour Log completed and submitted by the student,
practicum/internship site supervisor and practicum/internship seminar professor. Students are also
expected to print out and complete a Self-evaluation using the Site Supervisor/Seminar Leader
Evaluation Form in the Applied Professional Practice database (due November 25th and April 7th).
At the end of the Spring semester (CC598), students must also complete a Site Evaluation Form.
All of these forms are available in the Applied Professional Practice Database, and all required
documents must be completed and electronically signed before a passing Practicum and Internship
Seminar grade can be issued. There are no exceptions to this policy.
6. Personal Theoretical Perspective Presentation: Each student will identify and describe which
counseling theoretical perspective(s) that they currently identify as their orientation and present this
in class in a 15 minute presentation on September 30th. Student should describe how they apply the
theory to their own personal counseling style. In preparing the presentation students should consider
how that theory may be applied to a therapeutic relationship and/or clinical vignette.
7. Internship Self-Appraisal Paper (Due March 17th): Counselors are in the process of “becoming”; a
developmental, evolving process. Thus, it is valuable to periodically and intentionally take a first-
person look at how you are developing. This is an opportunity for you to reflect upon and evaluate
yourself in the following areas and to set goals for the coming semester. For each area, evaluate your
development as well as your need for improvement, and then discuss special problems or obstacles
which you have encountered during this first phase of training. Use APA style, in 5 – 7 pages (excluding
the cover page), to complete your paper.
a. How has the internship experience affected your philosophical system about how people learn,
develop, and change?
b. How has the internship experience affected your theoretical orientation and the emergence of
your own personal counseling theory?
c. Are you aware of your counseling style? How would you describe it?
d. How has the internship experience affected you as a person (views of people from different
backgrounds, level of understanding of human behavior, etc.)?
e. How has the internship experience influenced you as a counselor? How do you see the
profession now versus in the past? How would you like to see yourself in terms of becoming a
professional counselor?
f. What has been successful for you when you are working with your clients?
g. What are some of the areas that you would like to improve or to work on?
h. How do you perceive your supervision experiences – on-site supervision and at-school seminars?
i. How would you like to utilize your various forms of supervision to improve your professional
effectiveness and further stimulate your development?

j. Conclusion: how would you summarize your internship experience? Also include any other
thoughts regarding your internship experience that are relevant to your self-appraisal.
What is a Check-in?
A check-in provides the student time to discuss relevant issues related to internship, their professional
development, clinical cases, needs, etc. Students are required to fully participate during this time.
Students either present their questions/issues and/or provide support and feedback to their peers.
Instructors may also elect to use this time to present information on a topic as it is relevant to class
needs.
Engagement with classmates/feedback on presentations:
Expectation: Provides appropriate peer consultation on case presented, thoughtful feedback given
No credit: No engagement, sitting mute
Full credit: Dialogue that builds upon and continues discussion taking place
Regularity of participation during check-ins:
Expectation: Provides support, suggestions, recommendations
No credit: Never or very rarely offers comments, ideas or questions
Full credit: Offers comments, ideas or questions more than once a class period
Respect for other class members:
No credit: Shows disrespect for others
Full credit: Allows others to complete their ideas and displays courtesy even when disagreeing
with others and additionally encourages and builds up other speakers
Learning Objectives
1. Students will show a capacity for self-reflection regarding their role in the therapeutic process.
Competency: Relationship
Measure: CCE, Participation, Self-evaluation, Self-Appraisal Paper
2. Students will effectively deliver an oral presentation of their cases and CCE.
Competency: Consultation and Education
Measure: Participation, Oral Defense Rubric
3. Students will effectively utilize formal and informal assessment strategies in their clinical work
with their clients.
Competency: Assessment
Measure: Participation, CCE
4. Students will effectively formulate cases according to an appropriate theoretical orientation
and relevant to unique aspects of individual and cultural differences.
Competency: Intervention
Measure: Participation, Theory Presentation, CCE
5. Students will effectively implement and revise treatment strategies in their clinical work with
their clients.
Competency: Assessment
Measure: Participation, CCE
6. Students will effectively apply ethical and professional standards in clinical and professional
situations.
Competency: Ethical and Professional Conduct
Measure: Participation, CCE and Oral Defense Rubric
7. Students will incorporate evidence based research in their Clinical Competency Examination.
Competency: Research and Evaluation
Measure: CCE

Required Texts and eReserve Articles
American Psychological Association (2010). Publication manual of the American Psychological
Association. Sixth edition. Washington, DC: American Psychological Association.
ISBN-10: 978-1-4338-0561-5
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
Arlington, VA: Author.
Meier, S. (2003). Bridging case conceptualization, assessment, and intervention. ISBN 13: 0-7619-2368-3
Bender, S., & Messner, M. (2004). Becoming a therapist. New York, NY: The Guilford Press.
ISBN-10: 1572309431
Barrio, C.A. (2007). Assessing suicide risk in children: Guidelines for developmentally appropriate
interviewing. Journal of Mental Health Counseling, 29(1), 50-66.
Berger, S.S., & Buchholz, E.S. (1993). On becoming a supervisee: Preparation for learning in a
supervisory relationship. Psychotherapy 30(1), 86-92.
Buser, T.J., & Buser, J.K. (2013). The HIRE model: A tool for the informal assessment of nonsuicidal self-
injury. Journal of Mental Health Counseling, 35(1), 262-281.
Granello, D.H. (2010). A suicide crisis intervention model with 25 practical strategies for implementation.
Journal of Mental Health Counseling, 32(1), 218-235.
Granello, D.H. (2010). The process of suicide risk assessment: Twelve core principles. Journal of
Counseling & Development, 88, 363-370.
Hayes, J.A., Gelso, C.J., & Hummel, A.M. (2011). Managing countertransference. Psychotherapy, 48(1),
88-97.
Ingram, B. L. (2006). Clinical case formulations: Matching the integrative treatment plan to the
client. Wiley: Hoboken, New Jersey. ISBN 13: 978-0471743149 (Part I only e-reserve)
Knox, S., Adrians, N., Everson, E., Hess, S., Hill, C., & Crook-Lyon, R. (2011). Clients’ perspectives on
therapy termination. Psychotherapy Research, 21(2), 154-167.
Optional/Recommended Texts
Hodges, S. (2011). The counseling practicum and internship manual: A resource for graduate counseling
students. Spring: New York. ISBN: 978-0-8261-1832-5
Jongsma, A. (2006). The complete adult psychotherapy treatment planner (4th ed.). John Wiley & Sons.
Lukas, S. (1993). Where to start and what to ask: An assessment handbook. Norton: New York.
Wiger, D. E. (2009). The clinical documentation sourcebook: The complete paperwork resource for your
mental health practice. (4th ed.). Wiley: Hoboken, New Jersey ** required for multiple courses
ISBN 13: 978-0470527788

Course Rubric
1. Lack of Professional Competence – “Underqualified”
Action to Be Taken: FAIL/NO PASS
At this level of development, a student has not demonstrated minimal competency in the
understanding, application, or ability to analyze situations or problems, implement
interventions or techniques, differentiate between clinically important and unimportant
details, or apply theory in an appropriate manner. Other examples of an Underqualified level
of performance include, but are not limited to:
 Insufficient or critically incomplete knowledge or understanding of the principle in question.
 An inability to implement or apply basic or “foundation” techniques or skills.
 Choosing or performing techniques or interventions contraindicated for circumstances.
 Inability or unwillingness to receive or utilize feedback or supervision.
 A student at this stage of development would require constant oversight regarding the competency
in question.
2. Less than Expected Professional Competence – “Underdeveloped / Novice”
Action to Be Taken: “PROBATIONARY PASS – REMEDIATE”
At this level of development, a student has demonstrated limited competency in the knowledge
and understanding of how to analyze situations or problems and of intervention skills and the
processes and techniques of implementing them. Due to lack of experience or difficulty
receiving or utilizing guidance or feedback, the use of the specific principles or techniques lack
flexibility - they are not differentiated on a case by case basis, cannot be adjusted given
changing circumstances or result in limited effectiveness. Other examples of a Novice level of
performance include, but are not limited to:
 An ability to recognize only the most clear or obvious of patterns.
 A limited ability to employ meta-cognition to understand one’s own process.
 Simple or over-generalized knowledge of one’s own or others’ cultural differences.
 Concrete or rote application or utilization of feedback or supervision.
 A student at this stage of development would require oversight, as opposed to supervision,
regarding the competency in question.
3. Intermediate/Proficient – “Average Professional Competence”
Action to be Taken: Pass
At this level of development, a student has incorporated theory and research and has coped
with enough applied experiences to recognize important, reoccurring situational components.
A generalization of diagnostic and intervention skills to new situations is limited, but continues
to grow with appropriate levels of support, feedback or supervision. Other examples of an
Intermediate level of performance include, but are not limited to:

 An emerging ability to generate/consider hypotheses regarding clinical phenomena bridging theory
and practice.
 Translating supervision or feedback into similar clinical situations.
 A capacity to establish clinical rapport via empathy, respect, and communicating at an appropriate
developmental or intellectual level for the client/patient.
 Consistent, appropriate professional behavior and awareness of ethical or professional
expectations.
 A student at this stage of development would require typical amounts of oversight regarding the
competency in question for someone at this level of training and integrates supervision feedback
into practice.
4. Highly Developed Professional Competence – “Advanced Professional”
Action to Be Taken: High Pass
At this level of development, a student has a considerable background of experience and can
achieve an efficient grasp of a given circumstance and can zero in on specific and salient
aspects of a clinical situation without wasteful or unnecessary consideration of a large range of
unfruitful, unsubstantiated, or alternative hypotheses or solutions. An expert operates from a
deep understanding of a total situation but can also relinquish erroneous or unsupported
clinical hypotheses when unproved or unconfirmed. Other examples of an Expert level of
performance include, but are not limited to:
 Considerable and objective meta-cognition and self-observation skills and application.
 Concurrent appreciation of individual, subgroup, group, and societal differences, attitudes,
stereotypes, and the historical/socio/political implications thereof.
 Effective integration and application of theory, research, and practice in application of clinical
work.
 Clear understanding of personal and professional limits and strengths.
 A student at this stage of development effectively integrates supervision feedback into practice,
generalizes feedback and learning to a wide variety of situations, and regularly seeks out
appropriate supervision and consultation as needed and to better one’s self.
Learning Objectives
Addressed
Demonstration
Level 1
Demonstration
Level 2
Demonstration
Level 3
Demonstration
Level 4
Students will show a
capacity for self-
reflection regarding their
role in the therapeutic
process
Demonstrates
minimal capacity
for self-reflection
in the therapeutic
process
Demonstrates
some capacity for
self-reflection in
the therapeutic
process
Demonstrates
ample capacity
for self-reflection
in the therapeutic
process
Demonstrates
strong capacity
for self-reflection
in the therapeutic
process
Students will effectively
deliver an oral
presentation of their
case study (CCE)
Oral presentation
of the case study
is poor
Oral presentation
of the case study
is weak
Oral presentation
of the case study
is good
Oral presentation
of the case study
is excellent
utilize formal and
informal assessment
strategies in their
Rarely utilizes
assessment
strategies in
clinical work
Sometimes
utilizes
assessment
Mostly utilizes
assessment
strategies in
clinical work
Always utilizes
assessment
strategies in
clinical work

clinical work with their
clients.
strategies in
clinical work
formulate cases
according to an
appropriate theoretical
orientation and relevant
to unique aspects of
individual and cultural
differences.
Case formulation
rarely reflects
appropriate
theoretical
orientation.
Case formulation
sometimes
reflects
appropriate
theoretical
orientation.
Case formulation
mostly reflects
appropriate
theoretical
orientation.
Case formulation
always reflects
appropriate
theoretical
orientation.
implement and revise
treatment strategies in
their clinical work with
their clients.
Rarely
demonstrates
effective revision
of treatment
strategy
Sometimes
demonstrates
effective revision
of treatment
strategy
Mostly
demonstrates
effective revision
of treatment
strategy
Always
demonstrates
effective revision
of treatment
strategy
Students will incorporate
evidence based research
in their Clinical
Competency
Examination.
Does not
incorporate
evidenced based
research into
CCE
Inadequately
incorporates
evidenced based
research into
CCE
Adequately
incorporates
evidenced based
research into
CCE
Effectively
incorporates
evidenced based
research into
CCE

Class Timeline
Class Date
Learning
Objectives Topic Readings and Assignments
****FALL SEMESTER****
Week 1
Introductions
Course overview
Review Practicum/Internship Handbook
Schedule Practice CCE oral presentations
Meier text: Introduction
Students should begin
exploration of which theoretical
framework(s) they will use for
CCE
Week 2 1, 4
Check-in
Introduction to supervision/Self care
Review Theoretical Perspectives
Berger & Buchholz (1993)
Training Agreement submission
deadline (copy should be
submitted to instructor)
Week 3 3
Check-in
Risk Assessment
Granello (July 2010); Granello
(Summer 2010); Barrio (2007);
Buser & Buser (2013)
Week 4 1, 4
Check-in
Discuss CCE Guidelines & Expectations
Review APA Style Guidelines
Student Theory Presentations
Week 5 3
Check-in
Psychosocial History, Behavioral
Observations, Mental Status
Practice Case Presentations
Bender & Messner Chapters 4 & 5
Week 6 4
Check-in
Case Formulation/Conceptualization
Ingram, Part I, p. 1-59
Meier Chapter 2
Week 7 3, 5
Check-in
Diagnosis & Treatment Planning
Meier Chapter 3
DSM-5 (2013) Appendix (p. 809-
816) and Section I (p. 5-24)
Heimsch & Polychronopoulos
(2013). Diagnosis in the
Assessment Process.:
http://ww2.odu.edu/~eneukrug
/
(under DSM 5)
Week 8
1, 3, 4,
5, 6
Check-in
Multicultural Considerations
Meier Chapter 4 & 5
Review AMCD Multicultural
Counseling Competencies:
http://www.counseling.org/reso
urces/competencies/multcultura
l_competencies.pdf

Week 9 1-7
Check-in
Self-Examination and Analysis of
Counseling Process
Meier Chapter 6
2 Case Presentations/Discussion
based on practice CCE
(students) ___________________
Week 10 1-7
Check-in
Bender & Messner, Chapters 7 –
11, p. 105 – 193
(students) ___________________
Week 11 1-7 Check-in
Bender & Messner, Chapters 7-
11, p. 105-193
(students) ___________________
Week 12 1-7 Check-in
3 Case Presentations/
Discussion based on practice CCE
(students) ___________________
Self-Evaluation Due
Week 13 1-7 Individual Meetings with Instructor
Each student will meet
individually with instructor for
feedback on Practice CCE

***** SPRING SEMESTER *****
1/13
1, 3, 4,
5, 6
Check-in
Schedule CCE oral defense presentations
Countertransference
Bender & Messner, Chapters 12 –
16, p. 197 – 290;
Hayes et al. (2011)
1/20 HOLIDAY/No Class
Bender & Messner, Chapters 12–
16, p. 197-290;
Hayes et al. (2011)
1/27
1, 3, 4,
5, 6
Check-in
Termination
Bender & Messner, Chapter 17, p.
291 – 307;
Knox et al. (2011)
Review Oral Defense:
requirements & guidelines
Review Written Report
2/3
1, 3, 4,
5, 6
Check-in
Licensure, Certifications, Credentialing, and
Professional Organizations
(Please be aware that Licensure Law is State
specific. Be sure to research the state in
which you intend to be
licensed. Information available through APP
and Career Services.)
Review links in eCollege
2/10
1, 3, 4,
5, 6
Check-in
2/17
1-7
Check-in
2/24 1-7 Check-in
3/3 1-7 Check-in
50 minute CCE Oral Defenses
(student) ___________________
50 minute CCE Oral Defense
(student) ___________________
3/10 1-7
Check-in
(student) ___________________
(student) ___________________

3/17 1-7 Check-in
(student) ___________________
(student) ___________________
Internship Self-Appraisal Paper
Due
3/24
1-7
Check-in
Discussion of Self-Appraisal Papers
(student) ___________________
Week of 3/31 1-7 Individual Meetings with Instructor
4/7 1-7 Check-in
(student) ____________________
Self-evaluation due
4/14
1, 3, 4,
5, 6
Check-in/
Celebrate!

Grading
End of Fall (CC597): To Pass Fall Seminar, the student must:
1. Pass the Practice CCE
2. Complete satisfactory Theory Presentation
3. Have satisfactory evaluations by the Seminar Leader & Site Supervisor
4. Complete Self Evaluation
5. Consistently attend and participate in all classes
End of Spring (CC598): To Pass Spring Seminar, the student must:
1. Pass the Final CCE
2. Complete satisfactory Self-Appraisal Paper
3. Have satisfactory evaluations by the Seminar Leader & Site Supervisor
4. Complete Self Evaluation
5. Complete Site Evaluation
6. Consistently attend and participate in all classes
The Practicum and Internship Seminars are graded on a Pass/No Pass basis. In order to receive a
grade of pass, students are expected to attend all class sessions, to actively participate and
complete all class assignments in a satisfactory manner, and to receive a recommendation to pass
the course by both the seminar leader as well as the site supervisor. Substandard performance
indicated by either the seminar leader or the practicum site supervisor may result in a No Pass
grade for the Practicum and Internship Seminars. The student must pass the final CCE in order to
receive a passing grade for CC598.
CC597: Students who fail or pass with revisions the Practice CCE will have the opportunity to redo
the practice CCE. Failure to pass the revised CCE will result in a NO PASS for the course.
CC598: Students who fail the Final CCE will receive a NO PASS for the course.
Students who pass with revisions the Final CCE will have the opportunity to redo the Final CCE.
Failure to pass the revised CCE will result in a NO PASS for the course.
Learning
Objective
Assignment Measurement Expected Result
Fall 2013
1- 6 Attendance & Participation Pass/Fail
95% of students will receive a
Pass
4 Theory Presentation Pass/Fail
Pass
1-7 Practice CCE Pass/Fail
Pass
1-7 Seminar Leader Evaluation Pass/Fail
Pass
1-7 Site Supervisor Evaluation Pass/Fail
Pass
1 Self Evaluation Pass/Fail
Pass

Spring 2014
1-6 Attendance & Participation Pass/Fail
Pass
1 Self-Appraisal Paper Pass/Fail
Pass
1- 7 Final CCE Pass/Fail
Pass
1-7 Seminar Leader Evaluation Pass/Fail
Pass
1-7 Site Supervisor Evaluation Pass/Fall
Pass
1 Self Evaluation Pass/Fail
Pass
Additional Policies
Department Policies
Re-doing Assignments: No assignment may be redone for credit.
It is expected that all final assignments will be done by students to the best of their ability and should
be considered their best effort. Allowing assignments to be redone for credit is contrary to the demands
of the counseling profession and undermines students’ motivation to turn in their best work when an
assignment is due. Additionally, failure to adhere to this policy creates inconsistency across courses and
course sections.
Note: this policy does not apply to those situations in which drafts of significant assignments are required
per syllabus requirements. Faculty judgment is reserved for rare situations involving emergencies or
illnesses with regard to this policy.
No extra credit assignments may be given to students to raise a poor or failing grade.
Student Absences:
 Attendance is expected and required.
 In the case of an unavoidable absence, the student should inform the course instructor at least
24 hours prior to or following the absence. Failure to notify the instructor may result in
referral to the department’s Student Development Committee.
 Two unexcused absences or a total of three absences will result in failure (no pass) of the
course.
 Faculty judgment is reserved for emergencies/illnesses, and will be handled on a case-by-case
basis. Appropriate documentation may be required.
 For religious accommodation, students must inform the instructor of the accommodation
request within the first two weeks of a semester.
 For any absence, the student must demonstrate mastery of the material covered during the
missed class. This will most likely include an additional assignment, such as a paper or project.
 The instructor has the right to reduce the participation grade for tardiness.
 For blended online courses, the application of this policy may be modified at the discretion of
the instructor.

Class Cancellations:
 Students will receive notification from the reception desk about any class cancellation (email
notification and a notice posted to the classroom door).
 Students will receive notification from the instructor as to how the content of that missed class
session will be covered.
Late Assignments:
Late assignments will not be accepted and result in a 0 points, unless approved by the professor in
advance. No assignments will be accepted as late unless negotiated with the instructor and accepted
by the instructor at least 1 week before the assignment is due. The assignment grade may be reduced.
The decision rests with the instructor.
Incompletes:
No incompletes will be given except in truly extenuating circumstances and if negotiated in advance
with the instructor. Unfinished work at the end of the term is not a sufficient circumstance to be
granted an incomplete. If the instructor agrees to give a grade of incomplete, it is the student’s
responsibility to insure that the appropriate paperwork is completed and in the instructor’s hands no
later than the last day of the course. Failure to provide required paperwork to the instructor by this
deadline will result in grade based on work turned in to date. NO EXCEPTIONS.
Feedback:
The instructor will provide you with timely feedback within seven-ten days of assignment submission.
Individual Participation Points within role-assigned team projects:
Individuals are assigned grades based upon performance. To receive credit for team assignments,
students are to participate actively with the team and contribute to the exercise. Students are also
graded on the process of team interaction/cooperation. As to process, students will want to review
the Student Handbook on expected code of behavior, so that a safe and positive environment is
maintained.
Confidentiality Requirement:
In accordance with the American Psychological Association’s Ethical Principles of Psychologists and
Code of Conduct, reasonable precautions must be taken to protect confidential information.
“Psychologists do not disclose in their writings, lectures, or other public media confidential,
personally identifiable information concerning their client/patients, students, research participants,
organizational clients, or other recipients of their services that they obtained during the course of
their work, unless 1) they take reasonable steps to disguise the person or organization, 2) the person
or organization has consented in writing, of 3) there is legal authorization for doing so. (APA Ethics
Code 2002, 4.07)
Students may and are often required to relate course content to real world and work
experiences. Whenever these experiences are brought into the learning process, students are to
protect the confidentiality and privacy of any persons or organizations included in their
coursework. Students shall not disclose any information about a person or an organization that enables
their identity unless otherwise approved or authorized as noted in the APA Ethics Code. Failure to do
so may result in referral to the Student Affairs Committee.

Institutional Classroom Policies:
Students are expected to have read and to adhere to TCS Student Handbook. The following policies
especially pertinent for student learning are listed below.
 Accommodation for Students Disabilities
 Statement of Academic Integrity and Plagiarism
 Professional Comportment
 Ethical, Legal and Professional Conduct
 Use of Computing Resources
Should you have any questions pertaining to these policies, please contact your advisor.
School Policies
Statement of Academic Honesty:
The Chicago School expects its students to function within an environment of trust relative to other
students, faculty, staff, and administration. Moreover, the School expects all students to conduct
themselves ethically, with personal honesty, and with professionalism. Academic dishonesty violates
one of the most basic ethical principles in an academic community, and will result in sanctions imposed
under the School’s disciplinary system. All incidents of academic dishonesty must be immediately
referred to the Program Lead for investigation and intervention. The Student Affairs Committee may be
convened to review the student’s situation. Possible interventions and sanctions may include, but are
not limited to, developing a remediation plan, placing a student on academic warning, suspending or
dismissing a student. Academic dishonesty includes, but is not limited to:
CHEATING: In any form, including but not limited to, giving or receiving aid on tests, giving or
receiving test materials prior to official distribution, or collaborating on assignments or exams
without instructor permission.
PLAGIARISM: The use or reproduction of another’s work without appropriate attribution. The
School expects all students to produce original work in their papers, coursework, dissertation,
and other academic projects and to follow appropriate rules governing attribution.
FABRICATION: Inventing information or citations in an academic or clinical exercise.
Student Email and Use of School Technology:
Each enrolled student is provided a School-sponsored email account. Students are responsible for all
information communicated through email in the same way and to the same extent as if published in
hard copy and distributed through other means. Students must regularly check this account for
information transmitted by various departments of the School. The School will not direct electronic
correspondence from official School email accounts to personal email addresses; students are expected
to utilize the institutional email addresses for all electronic communication about School matters.
A student's continued enrollment in this course indicates his or her agreement to allow graded
assignments to be returned via the Chicago School email account when necessary. In keeping with
FERPA compliance, if a student does not wish to receive graded material over email he or she must
make alternate arrangements with the instructor, such as providing self-addressed stamped envelopes
to receive graded assignments by mail. No graded material will be left for pick-up or sent to a non-
School email account.
Files and email messages that travel using the School’s network are not private. A user’s privacy is
superseded by the School’s requirement to maintain the network’s integrity and the rights of all
network users. For example, should the security of the network be in danger, user files and messages
may be examined under the direction of the Vice President of Administration, or the Director of
Information Technology. The School reserves its right, as owner of the network and the computers in
question, to examine, log, capture, archive, and otherwise preserve or inspect any messages

transmitted over the network and any data files stored on School-owned computers, should
circumstances warrant such actions. All members of the community must recognize that electronic
communications are by no means secure, and that during the course of ordinary management of
computing and networking services, network administrators may inadvertently view user files or
messages.
Policy on Disability Accommodation:
The Chicago School complies with all laws and regulations regarding the access of disabled individuals
to education and works to insure that no qualified student with a disability is denied the benefits of, or
excluded from participation in, any School program or activity. Disabled students may request
reasonable accommodations including but not limited to adaptations in the way specific course
requirements are accomplished, the use of auxiliary equipment and support staff, and other
modifications including testing procedures. This request must be accompanied by appropriate
documentation that establishes that the student has a specific disability and that supports the
accommodation(s) requested. The School reserves the right to select the specific aids and services it
provides, as long as it deems they will be effective for the student and do not fundamentally alter the
Program or academic standards. Such aids and services are determined on a case-by-case basis in
consultation with the student who has identified the need for accommodation. Please see the Director
of Student Services regarding requests for accommodation.
Religious Accommodations:
Students who wish to observe religious holidays must inform their instructors in writing within the first
two weeks of each semester/term of their intent to observe the holiday so that reasonable alternative
arrangements convenient to both students and faculty can be made.
Statement on Final Grades:
Some courses may use online course management software as a key component in the course
experience. Such software may record grades for individual assignments for both the instructor and
the student, as well as tabulate a cumulative grade based on the grading criteria for the course.
However, the only official source for final grades is the Student ePortal.

Applied Professional Practice Grading Policy
The student is required to complete the following steps in order to receive a
grade for the practicum/internship seminar courses (CC597/CC598).
1. Training Agreement must be completed and electronically signed by the student
and the Site Supervisor by no later than the second week of the student’s onsite
placement.
2. Students must complete and electronically sign an Hour Log by the end of the fall
semester and at the end of placement. Students must keep an accurate account of
time spent onsite with detailed activities as required.
3. Students must complete an Evaluation of Site at the end of placement.
If any of the above steps are not met, the student will receive a grade of “IP”. The “IP”
grade will be changed to an “I” after 6 weeks of student noncompliance. Following that
6 weeks of an “I”, the grade will revert to a “NP” and the student will be required to
repeat the practicum placement and seminar class. Note that the “IP” grade may be
used for an extended period of time at the discretion of APP.
In order to receive a passing grade for the seminar class, the student must have a
completed training agreement, passing site supervisor evaluation, passing seminar
leader evaluation, completed hour log with the required total and direct hours, and
evaluation of site. If a student does not pass both the seminar and site evaluation
and/or does not acquire the required amount of hours onsite, then s/he does not pass
the seminar course.

Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)

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