Field Experience

Greetings!

Thank you for your interest in the practicum program at Rapha Christian Counseling. The Rapha Field Experience and Practicum Program is for those students in the final semesters of their graduate level counseling program from an accredited university. The following is some information about our program that might by helpful to you, along with a questionnaire that can be printed out and returned (also, please include a resume. When we receive your questionnaire you will be contacted to set up an interview time. After all the interviews have been conducted for the semester we will notify everyone of the results. Openings for practicum students vary from semester to semester; we have found that typically two to three times the number of applicants as we do positions.

Let us also mention some of the specific requirements that can impact a person's schedule:

• There must be time available to see clients during some evenings and/or Saturdays (Saturdays are one of the main days that practicum students see clients).
• Staff Meeting attendance is necessary, those are held on Thursday mornings from 10:30 to 11:45 a.m.
• Supervision is also held on Thursdays from 9:00 until 10:30 a.m.
• There will also be requirements for the student to lead or co-lead groups or seminars (using supplied materials) at various times during the semester.

The selection process will include, but is not limited to:

• Work and/or life experiences
• Ability to connect with people (social skills)
• Your own emotional health, i.e., open to feedback, aware of deficits you are actively working on, has a support system, etc.
• Clinical skills (conceptualizations of problems, treatments, intervention skills, etc.)
• An active maturing relationship with Christ, and desire to work and grow in an Integrative Christian Counseling environment.

For your convenience, we would like to invite you to download and print your application from this web site and mail it to our main office. We appreciate your request for application to the program. Feel free to call if you have any questions.

Sincerely,

Todd Linder, M.Ed., L.P.C.
Executive Director

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PURPOSE OF RCC
The foundation of RCC is anchored in its four-fold purpose statement:

THERAPY - RCC offers clinically professional counseling from a biblical perspective.

EDUCATION - RCC also provides education the therapeutic issues that impact life, focusing on ways to overcome problems in those areas. A wide array of seminars, workshops, and city-wide conferences are offered throughout the year.

LIFESTYLE - RCC exists to model through each counselor a lifestyle of behaviors that reflect a commitment to Christ, a passion for life, and a high value on continued education and improvement.

CONSCIENCE - RCC desires to act as a conscience to the psychiatric world and counseling community to demonstrate the two sides of love: the firm conviction of moral absolutes and the acceptance, compassion, love, and acknowledged value of all people.

PHILOSOPHY OF RCC
The development of RCC's strategy is guided by 3 philosophical principals:

1. Every counselor at RCC has the responsibility to:

- keep up with newest information in the field
- maintain a consistent walk with Christ
- offer your knowledge and expertise to the community
- access a support system to help with personal issues that inevitably will arise in each of our lives.

2. Counselors at RCC need to be acutely aware that they represent God and are His ambassadors.

3. The needs of the clients always come first. Therapists are never to meet personal needs through their clients. A relationship of integrity is critical to the therapeutic process.

THE STRATEGY

The strategy of RCC has both a market focused strategy and an internal focus.

Market-focused strategy

Relationship- all the research indicates that it is the nature of the relationship that allows therapy to progress in a positive direction. This relationship will be one that is described as one of integrity.

The relationship of integrity is built on the following 6 principles:

1. All people (not just ones with insurance) matter to God; therefore they matter to RCC
2. All clients needs are put first within the context of the counseling session.
3. Ethical standards developed by the various helping professions discipline are adhered to.
4. A referral network will be consistently updated to have the ability to refer clients to issue specific workshops, seminars, etc. for them to benefit most.
5. Treatment goals will be consistently evaluated and updated as treatment progresses.
If clients are seen by an student then the practicum student consent form will be given.

Internally-focused strategy

Realizing that counselors have emotional needs, RCC exists to provide a support system for the counselors who work here. Counselors are expected to be involved in their own as well as other's growth and emotional development. RCC is committed to excellence both in its service to others and in its support for its counselors.

The growth of the counselors and their support of coworkers are built upon the following principles:

1. Counselors are expected to know their own temperaments and consistently look for ways to enhance knowledge of themselves.
2. As Christians we believe certain spiritual gifts are given to us and we have a responsibility to become aware of what they are and to utilize them.
3. As a member of the RCC family our responsibility is to not only our clients but to our fellow counselors.
4. Every counselor has the responsibility to ask for help if/when they experience any form of a crisis point in their own life.

In summary, the ministry of Rapha Christian Counseling is to be an ability-based, passion-driven, gifts-guided group of Christians who are committed to the four-fold purpose statement of RCC.

GENERAL OBJECTIVES OF THE PRACTICUM EXPERIENCE

RCC works with area universities to provide a training facility for practicum students. This relationship serves two purposes: to provide for RCC clients and to provide training and experience in counseling for the students. The staff of RCC makes every effort to facilitate growth and skill development through training seminars and direct supervision.

All practicum students are requested to give 15 hours per week in service to the agency (This number may vary depending on the requirements of your practicum program).

The preferred breakdown of hours:

9 hours of direct counseling per week
2-3 hours of paperwork
1-2 hours of agency staff meeting
1-2 hours of direct supervision

The overall objective of the Practicum experience is to help students learn and apply knowledge, principles, and techniques of counseling in accordance with the values and ethics of the profession.

During the Practicum supervision the student has the opportunity to:

1. Demonstrate the personal and professional attitudes needed to work with clients and staff from a variety of backgrounds.

2. Observe and evaluate operating programs as to the purposes and effectiveness in relation to the population they are designed to serve.

3. Demonstrate the effective use of counseling theory and practice by integrating appropriate skills with clients in the work setting.

4. Develop resources from agencies, business and industry, educational institutions, and individuals in the community that can be utilized in meeting client's needs.

5. Demonstrate the ability to function consistently with the standards appropriate to Irving Christian Counseling.

6. Demonstrate needs assessment skills, program planning and implementation skills as appropriate to the profession.

RESPONSIBILITIES OF THE AGENCY

1. The agency's administrator will designate a staff member to serve as the on-site supervisor for the practicum student.

2. In order to achieve maximum benefit, the student should be exposed to a variety of appropriate aspects of the agency. Ideally, the student needs to have experiences in conducting individual, group and family counseling sessions, consultation with staff and parents, and other activities that vary with the agency's function.

3. Supervisory and orientation tasks may take relatively more time in the beginning stages of the practicum. However, the practicum should benefit RCC as much as it does the student. Although students are in training, they should have sufficient skills to perform many of the on-going agency tasks. If a student lacks initiative, skills, or other qualities essential to effectively functioning on the job, the university supervisor should be contacted immediately.

4. To the extent possible, the agency provides adequate office space, access to telephone, and clerical assistance to the student so that they can complete assigned responsibilities.

RESPONSIBILITIES OF THE STUDENT

The student is at a point in time where his/her learned skills must be translated into action, and the practicum experience allows the student to develop his/her confidence and ability to deal effectively with a myriad of counseling and related situations. The pre-requisite course work has been completed. It is the responsibility of the faculty in the counseling program to determine if the student has the personal and professional skills, attitude, judgment and maturity to participate productively in supervision activities. The student is expected to spend a specified number of hours functioning in the practicum setting.

The student will:

1. Contact the agency to set up an appointment to discuss practicum possibilities after receiving authority from the university supervisor.

2. Complete assignments and arrange for consultations with supervisor.

3. Maintain a professional commitment to the agency; observe rules and policies of the agency such as: dress appropriately, be punctual, and display responsible conduct.

4. Demonstrates the development and implementation of professional values, skills and knowledge.

5. Maintain client confidentiality. Abide by the ethical standards appropriate to the agency setting.

6. Make proper referrals. Professional ethics demand that cases beyond one's expertise be referred to the proper person or agency for help. Discuss such cases with your on-site supervisor and notify the university supervisor if needed.

7. Evaluate performance and learning related to the educational objectives of the practicum experience.

The practicum counselor should be prepared to make maximum use of the supervision sessions. The following are suggestions which are intended to help make supervision sessions productive:

1. Conceptualize the case to be discussed in outline form.

2. Edit the interview tape, noting particular parts that need to be discussed. These selected sections should represent aspects that concern the counselor as well as those areas in which the counselor did well.

3. Formulate concerns peculiar to the counselor's own personality which appear to interfere with counseling effectiveness. The supervisory session is an opportunity to explore such personal concerns. To maximize counselor effectiveness, it is strongly suggested that outside personal concerns be dealt with before attempting to counsel others.

CONFIDENTIALITY AND ETHICAL PRACTICE

Complete confidentiality of all counseling interviews and records must be maintained. The release of any information, verbal or written, is prohibited without prior written consent of the client except in the cases when the client is clearly a danger to himself or others.

Being a practicum student in a professional setting may raise some questions about invasion of privacy and confidentiality. Students are held responsible for protecting the rights of their clients. They are expected to abide by RCC regulations regarding records, gaining information, including taping, is for staffing purposes only and is kept in strict confidence. In addition, each student must obtain professional liability insurance to protect themselves and RCC. The ethical standards of the American Association for Counseling and Development are the standards by which the practicum student action shall be judged. The practicum student is expected to respond in an ethical manner in all client and/or agency contacts or relationships. Practicum students are also expected to support the rules and regulations of RCC. Each practicum counselor will be expected to develop a professional standard of behavior by avoiding the following:

1. Discussing clients or cases in public areas outside of the Agency.
2. Playing tapes loudly so that they can be overheard.
3. Leaving recorder, notes, tests, or tapes lying around where unauthorized persons can read them.
4. Removing records from counseling site.

PRACTICUM STUDENTS FOR RCC

1. COUNSELING REQUIREMENTS

A. COUNSEL WITH CLIENTS

B. FOLLOW UP ON CLIENT SCHEDULING

2. SUPERVISION

A. MEET WITH SUPERVISOR ON A WEEKLY BASIS TO DISCUSS CASES AND STUDENT'S DEVELOPMENT

B. MEET WITH STAFF ON A WEEKLY BASIS FOR STAFF MEETING TO INCREASE SKILLS, INTERACT WITH OTHER PROFESSIONALS, AND BECOME AN INTEGRAL PART OF THE AGENCY.

C. Ph.D. STUDENTS ARE EXPECTED TO SUPERVISE A MASTER'S LEVEL STUDENT AS AN ADDITIONAL RESPONSIBILITY AND HIGHER LEVEL OF COMPETENCE AND DEVELOPMENT.

D. RECORD EACH SESSION ON A SESSION SUMMARY FORM THAT MEETS LEGAL AND ETHICAL STANDARDS.

E. BE FAMILIAR AND PREPARED TO DISCUSS ONE'S CASELOAD AT STAFF MEETING AND WITH INDIVIDUAL SUPERVISOR.

AGENCY ORIENTATION

The agency supervisor also assesses the student's progress, consults with the student regarding strategies and procedures, consults with the university supervisor, and completes written evaluations of the student during supervision. The agency supervisor has significant influence in the outcome of the supervision experience. The supervisor's relationship with the student is a matter of vital importance. It should serve as a model; exemplifying professional behavior in daily counseling activities. The supervisor insures that relevant work experiences, on-site feedback, counseling and consultation are provided for the student counselor.

Typically, the Agency Administrator or Office Manager will:

1. Provide an orientation with the agency and staff for the student. This should included such items as: agency policies, structure, personnel, and resources, and scheduling of offices. An orientation meeting will be held prior to the internship experience for all students at a time agreed upon by all concerned.

2. Provide access to agency manuals, policy statements, and files as needed.

3. Assist the student in refining details of practicum activities appropriate to the specific setting.

Typically, the agency supervisor will:

1. Provide structure for the student to achieve practicum objectives.

2. Establish regularly scheduled supervisory meetings with the student. The supervisor uses this time to listen to tapes, provide feedback, plan tasks and discuss other aspects of the practicum experience with the student.

3. Critique observed and recorded interviews. The supervisor shall have access to all taped interviews by the student.

4. Complete a final evaluation of the student.

5. Initiate immediate contact with the university supervisor if problems are encountered with the student during the placement.

SUPERVISION

At Rapha Christian Counseling supervision represents our attempts to ensure that our clients receive good therapy. Good therapy, to us, means that there are no legal or ethical issues unresolved and the client receives the best clinical treatment possible.

To aid the students to give the best clinical treatment possible we attempt to help the students to integrate theory and practice. This is done by:

1. Co-therapy, so they can work and learn from more experienced therapists.

2. 1 and a half hour weekly sessions with a supervisor.

3. 1 hour weekly staff meetings in Irving.

4. A library with many resources to further equip oneself - audio, video, books, journals, etc.

The development of a therapist is a complex process, easier with some, more difficult with others, based on the therapist's age, life experiences, willingness to learn, etc. There are some guidelines that we, the supervisors, follow so that we may evaluate a student's progress. Our model is based on a stage model. It is as follows:

Three Stages of Development of a Therapist

1. Stagnation 2. Confusion 3. Integration

The issues to be considered and evaluated are:

1. Issues of competence, skills, technique mastery.
2. Issues of emotional awareness, knowing oneself, feelings.
3. Issues of autonomy, self, independence, self-directedness.
4. Issues of identity, consistency.
5. Issues of respect for individual differences, tolerance, acceptance.
6. Issues of purpose and direction, setting goals, direction.
7. Issues of personal motivation, personal meaning and reward.
8. Issues of professional ethics, values.

STANDARDS FOR COUNSELING SUPERVISORS

1. Professional counseling supervisors are effective counselors whose knowledge and competencies have been acquired through training, education, and supervised employment experience.

2. Professional counseling supervisors demonstrate personal traits and characteristics that are consistent with the role.

3. Professional counseling supervisors are knowledgeable regarding theoretical development.

4. Professional counseling supervisors demonstrate conceptual knowledge of the personal and professional nature of the supervisory relationship and are skilled in applying this knowledge.

5. Professional counseling supervisors demonstrate conceptual knowledge of supervision methods and techniques, and are skilled in using this knowledge to promote counselor development.

6. Professional counseling supervisors demonstrate knowledge of the counselor developmental process and are skilled in applying this knowledge.

7. Professional counseling supervisors demonstrate knowledge and competency in case conceptualization and management.

8. Professional counseling supervisors demonstrate knowledge and competency in client assessment and evaluation.

9. Professional counseling supervisors demonstrate knowledge and competency in oral and written reporting and recording.

10. Professional counseling supervisors demonstrate knowledge and competency in the evaluation of counseling performance.

11. Professional counseling supervisors are knowledgeable regarding research in counseling and counselor supervision and consistently incorporate this knowledge into the supervision process.

The primary goal of supervision is to help therapists become more expert in their therapy performance. Under this goal will be more specific goals established by the therapist and supervisor together.

Consultation in the context of counselor supervision should lead to objectives which are mutually agreed upon by supervisor and counselor. Objectives tend to fall into four main categories.

FOUR CATEGORIES OF OBJECTIVES
Mutually Agreed Upon By Supervisor and Counselor

1. Personal problems that interfere with the Counselor's work

2. Concerns about professional development

3. Acquisition of new skills or improvement of existing competencies

4. Program development, maintenance, and evaluation

Using another developmental stage model one can help evaluate where they fit based on their expectations of their supervisor

Developmental Model of Counselors
Expectations of the Supervisor

Beginning Therapists - want consultation on specific techniques

Intermediate Therapists - want consultation on theoretical models for more complex problems

Experienced Therapists - want consultation on integration of theory and techniques

SUPERVISION GOALS

Supervision goals are a crucial part of the supervision plan, and a well written supervision plan may be the key to more effective supervision, practice, and research. Written supervision goals appear to have three principal components:

A. Clearly stated observable outcomes

B. Specific action steps to reach the goal

C. Specific procedures to evaluate the outcome

"READINESS" to Engage in Therapy

The supervisor must be involved in determining the counselor's preparation for clinical practice. The supervisor must access a counselor's readiness to engage in therapy. Readiness includes, but is not limited to:

- Knowledge of therapy theories, techniques and skills

- Ability to apply that knowledge with clients in a clinical session

- The therapist's motivation for doing therapy/supervision

- Motivation for learning additional therapy skills, techniques & concepts

ETHICAL AND LEGAL ISSUES

Supervisors should determine that their trainees are familiar with all of the principles of the ethical code or codes that pertain to their areas of professional practice.

The topic of dual relationship has been given most extensive overage in the professional literature. Supervisors are admonished not to exploit the unequal power relationship that exists between supervisor and supervisee. This is due, most likely, to the tremendous abuse of the therapy situation by therapists who have had sexual relations with clients. there are at least three types of possible dual relationships between supervisor and counselor:

- Sexual involvement -
This is clear-cut. There is no defensible argument for the ethics of sexual involvement between supervisor and supervisee

- Supervisor becomes the counselor's therapist -
If the supervisor experiences a dual role, one of therapist, and one of supervisor, duality probably exists and steps should be taken to remove one of the two sides.

- Close friendship develops between therapist and supervisor -
This may happen often. When the relationship makes objective assessment extremely difficult or impossible a dual role exist. It is not always necessary to remove a supervisor, but at the least outside consultation should be sought to affirm that evaluation is accurate.

REFERENCES

Bahrick, A.S.; Russell, R.K.; Sacmi, S.W.(1991). "The Effects of
Role induction on Trainees' Perception of Supervision." Journal of Counseling and Development, v. 69, 434-438.

Borders, L.D. and Leddick, G.R.(1987). Handbook of Counseling Supervision. Alexandria, VA: Association for Counselor Education and Supervision.

Bradley, L.J.(1989). Counselor Supervision Principals, Process and Practice. Muncie, IN: Accelerated Development, Inc.

Liddle, H.A.; Breunlin, D.C. and Schwartz, R.C. (1988). Handbook of Family Therapy Training and Supervision. New York: Guilford Press.

Mead, D.E. (1990). Effective Supervision: A Task-oriented Model for the Mental Health Professions. New York: Brunner/Mazel, Inc.

"Standards for Counseling Supervisors." (As adopted by the AACD Governing Council, July 13-16, 1989). Journal of Counseling and Development, v. 69, 30-32.