Previous edition cataloged under John Charles Boylan.

Includes bibliographical references and index.

Machine generated contents note: SECTION I PREPRACTICUM -- ch. 1 Preparing for Practicum and Internship -- Becoming a Professional Counselor -- Steps to Becoming a Professional Counselor -- Accreditation Standards for Practicum and Internship -- CACREP Standards for Practicum and Internship -- CORE Standards for Practicum and Internship -- CACEP Standards for Initial and Final Practicum -- APA-CoA Standards for Practicum and Internship in Counseling Psychology -- AAPC Standards for Practicum and Internship for Pastoral Counselors -- Counselor Certification -- National Certified Counselor (NCC) -- NBCC Specialty Certifications -- Certified Rehabilitation Counselor (CRC) -- Canadian Certified Counsellor (CCC): CCPA -- Registered Professional Counsellor (RPC): Canadian Professional Counsellors Association -- Other Specialty Counseling Certifications -- State Licensure for Counselors and Psychologists -- Prepracticum Considerations --

Contents note continued: Checklist of Questions to Be Researched and Answered Before Practicum Site Selection -- Phases of Practicum and Internship -- Development Reflected in the Program Structure -- Development Reflected in the Learning Process -- Development Reflected in Supervisor Interaction -- Implications -- Summary -- References -- ch. 2 Securing a Practicum/Internship Site -- Guidelines for Choosing a Practicum/Internship Site -- Criteria for Site Selection -- Professional Staff and Supervisor -- Professional Affiliations of the Site -- Professional Practices of the Site -- Site Administration -- Training and Supervision Values -- Theoretical Orientation of the Site and Supervisor -- Client Population -- Negotiating the Practicum/Internship Placement -- Typical Questions Asked at the Interview -- Getting Oriented to Your Field Site -- Role and Function of the Practicum/Internship Student -- Summary -- References -- SECTION II BEGINNING TO WORK WITH CLIENTS --

Contents note continued: ch. 3 Starting the Practicum -- Beginning the Practicum Experience -- Getting Started: Where Do I Begin? -- I've Taken the Classes, but Do I Really Know What to Do? -- What if I Say Something Wrong? -- How Do I Know When to Use the Right Techniques? -- But I'm Just a Rookie! (Learning to Trust Yourself and Your Inner Voice) -- When in Doubt, Consult! (Your Faculty and Site Supervisors Are There to Help You) -- Preparing to Meet With Your First Client -- The Health Insurance Portability and Accountability Act (HIPAA) -- Informed Consent -- Sample Informed Consent and Disclosure Statement -- Establishing a Therapeutic Alliance -- The Initial Session With the Client -- Structured and Unstructured Interviews -- Basic and Advanced Helping Skills -- Procedural and Issue-Specific Skills -- Structuring the Initial Session -- Closing the Initial Session -- Pretherapy Intake Information -- Intake Summary -- Client Record Keeping -- Progress Notes --

Contents note continued: The DAP Format -- The SOAP Notes Format -- Record Keeping and the School Counselor -- Documenting Practicum Hours -- Summary -- Note -- References -- ch. 4 Assessment and Case Conceptualization -- Initial Assessment -- Gathering Family History Data -- Gathering Personal History Data -- Obtaining Information From Others -- Goals of Assessment -- Processes and Categories for Assessing Client Problems -- Assessing the Client's Mental Status -- Mental Status Categories of Assessment -- Diagnosis in Counseling -- DSM-5 -- Elimination of the Multiaxial Assessment System -- Subtypes and Specifiers -- Other Specified and Unspecified Designation -- DSM-5 Codes and Classification -- Sharing Assessment Information With the Client -- Gathering Additional Data -- Assessing the Client's Progress -- Reporting Therapeutic Progress -- Implications -- Case Conceptualization -- Case Conceptualization Models -- The "Linchpin" Model -- The Inverted Pyramid Model --

Contents note continued: The Integrative Model -- Summary -- References -- ch. 5 Goal Setting, Treatment Planning, and Treatment Modalities -- Goal Setting in Counseling -- Goals and the Stages of Change Model -- Types of Goals -- Developing a Treatment Plan -- A Review of Philosophy, Theories, and Theory-Based Techniques of Counseling -- Identifying Your Theory and Technique Preferences -- Extending the Counselor's Theory-Based Techniques -- Solution-Focused Brief Therapy -- Strategic Solution-Focused Therapy -- Cognitive Restructuring Brief Therapy -- Rational Emotive Brief Therapy -- Coping Skills Brief Therapy -- Third-Wave Therapies -- Mindfulness-Based Therapy (MBT) -- Mindfulness-Based Stress Reduction (MBSR) -- Mindfulness-Based Cognitive Therapy (MBCT) -- Acceptance and Commitment Therapy (ACT) -- Dialectical Behavior Therapy (DBT) -- Summary -- References -- SECTION III SUPERVISION IN PRACTICUM AND INTERNSHIP -- ch. 6 Group Supervision in Practicum and Internship --

Contents note continued: Identifying Counseling Skill Areas -- Skill Area One Counseling Performance Skills -- Basic and Advanced Counseling Skills -- Theory-Based Techniques -- Procedural Skills -- Professional and Issue-Specific Skills -- Skill Area Two Cognitive Counseling Skills -- Skill Area Three Self-Awareness/Multicultural Awareness Skills -- Self-Awareness Skills -- Multicultural Awareness Skills -- Skill Area Four Developmental Level -- Self-Assessment in the Skill Areas -- Sample Supervisee Goal Statement -- Concepts in Group Supervision -- Group Supervision in Practicum -- Sample of Course Objectives and Assignments in Group Practicum -- Activities in Group Supervision -- Peer Consultation -- Evaluation of Practicum in Group Supervision -- Formative Evaluation -- Summative Evaluation -- Transitioning Into Internship -- Recommended Skill Levels for Transitioning Into Internship -- Group Supervision in Internship -- Group Supervision Models in Internship --

Contents note continued: The SPGS Model -- The Structured Group Supervision (SGS) Model -- Evaluation in Group Supervision of Internship -- Summary -- References -- ch. 7 Individual Supervision in Practicum and Internship -- Role and Function of the Supervisor in Practicum and Internship -- Administrative and Clinical Supervision -- The Supervisor--Supervisee Relationship -- What Is "Lousy" Supervision? -- Overarching Principles -- General Spheres -- Approaches to Individual Supervision -- Models Grounded in Psychotherapy Theory: The Psychodynamic Model -- Developmental Models: The Integrated Developmental Model -- Process Models: The Discrimination Model -- The Triadic Model of Supervision -- The Clinical Supervision Process -- Informed Consent in Supervision -- Sample of a Supervisor Informed Consent and Disclosure Statement -- Forming a Supervision Contract -- Sample Supervision Contract -- The Supervision Session Format -- Supervising the Developing Counselor-in-Training --

Contents note continued: Evaluation of Individual Supervision in Practicum and Internship -- Summative Evaluation in Practicum -- Sample of a Midpoint Narrative Evaluation of a Practicum Student -- Summative Evaluation in Internship -- Documenting Internship Hours -- Summary -- References -- SECTION IV PROFESSIONAL PRACTICE TOPICS -- ch. 8 Selected Topics on Ethical Issues in Counseling -- Definitions: Ethics, Morality, and Law -- Ethical Codes for Counselors -- Websites for Ethical Codes and Related Standards for Professional Organizations -- Codes of Ethics: Similarities -- Ethical Decision Making -- Principle-Based Ethics and Ethical Decision Making -- Virtue-Based Ethics and Ethical Decision Making -- Self-Tests After Resolving an Ethical Dilemma -- The Use of Technology in Counseling -- Summary -- References -- ch. 9 Selected Topics on Legal Issues in Counseling -- The Law -- Classifications of the Law -- Types of Laws -- The Steps in a Lawsuit -- Elements of Malpractice --

Contents note continued: Why Clients Sue -- Risk Management and the Counselor -- Liability Insurance -- Privacy, Confidentiality, and Privileged Communication -- Release of Information -- When the Counselor Must Breach Confidentiality -- The Law and the Duty to Protect: The Suicidal Client -- The Law and the Duty to Warn: The Potentially Dangerous Client -- Mandatory Reporting: Suspected Child Abuse and Neglect -- Mandatory Reporting: Suspected Harm to Vulnerable Adults -- The Law and the Practice of Counsellor--Client Confidentiality in Canada -- Managed Care and the Counselor -- Client Records -- Summary -- References -- ch. 10 Working With Clients in Crisis and Other Special Populations -- Understanding Crisis and Trauma -- The Kanel Model of Crisis Intervention -- The James and Gilliland Model of Crisis Intervention -- Crisis Intervention in Schools -- School Counselors as Prevention Consultants for Crises -- Suggestions for a School-Based Training on Crisis Response --

Contents note continued: Post-Crisis: Understanding Children's Responses -- The High-Risk Client: Understanding and Assessing Harm to Self -- Defining Suicide and Debunking Common Myths -- Warning Signs for Suicide -- Risk Assessment for Suicide -- Assessment Point 1 Desire to Die -- Assessment Point 2 Capacity to Commit Suicide -- Assessment Point 3 Suicidal Intent -- Assessment Point 4 Buffers Against Suicide -- Evaluating Suicide Risk: Putting It All Together -- Suicide Risk Assessment Instruments -- Intervention and Planning -- Ethical and Legal Mandates Relating to Danger to Self -- Professional School Counselors -- Professional Counselors -- Suicide Risk Assessment and Prevention in Schools -- Basics of Suicide Prevention Programs in Schools -- Learning About and Responding to Potentially Suicidal Students -- Suicide Risk Assessment for Students -- The High-Risk Client: Potential Harm to Others -- The Tarasoff Case: The Events -- Implications of the Tarasoff Case --

Contents note continued: What Tarasoff Did Not Require -- Post-Tarasoff -- Risk Assessment for Potentially Dangerous Clients -- Task I Risk Assessment -- Task II Selecting a Course of Action -- Task III Monitoring the Situation -- Clients' Past Criminal Acts -- The Client Who Is Being Abused: Responding, Reporting, and Intervening -- Legal Issues Related to Reporting Child Abuse -- Making a Report Related to Child Abuse -- Interviewing Children Who May Have Been Sexually Abused -- Before the Interview -- Interviewing the Child -- Counseling the Sexually Abused -- The Client Who Is Dealing With Addiction -- Understanding Addiction -- Diagnosing Alcohol and Drug Use -- What Is Treatment? -- What Is Recovery? -- Stages of Recovery -- Counseling Recommendations for Clients With Addiction -- Preventing Relapse -- Summary -- References -- ch. 11 Consultation in the Schools and Mental Health Agencies: Models and Methods -- Definition of Consultation --

Contents note continued: Types of Mental Health Consultation -- Characteristics of Mental Health Consultation -- Dimensions of Internal and External Consultation -- Consultation or Collaboration? -- Assumptions of and Metaphors for Consultation -- The Purchase-of-Expertise Model -- The Doctor--Patient Model -- The Process Consultation Model -- Cultural Issues in Consultation -- School Consultation -- Consultation Models and Practices in Schools -- Sensorimotor -- Concrete -- Formal-Operational -- Dialectic/Systemic -- General Guidelines for Consultation -- Preentry -- Entry Into the System -- Orientation to Consultation -- Problem Identification -- Consultation Intervention -- Assessing the Impact of Consultation -- Resistance to Consultation -- Contracting and the Forces of Change in the Organization -- Summary -- References -- ch. 12 Final Evaluations -- Appendix I The Supervisee Performance Assessment Instrument -- Appendix II Psychiatric Medications -- FORMS --

Contents note continued: Form 2.1 Practicum Contract -- Form 2.2 Internship Contract -- Form 2.3 Student Profile Sheet -- Form 2.4 Student Practicum/Internship Agreement -- Form 3.1a Parental Release Form: Secondary School Counseling -- Form 3.1b Elementary School Counseling Permission Form -- Form 3.2 Client Permission to Record Counseling Session for Supervision Purposes -- Form 3.3 Initial Intake Form -- Form 3.4 Psychosocial History -- Form 3.5 Case Notes -- Form 3.6 Weekly Schedule/Practicum Log -- Form 3.7 Monthly Practicum Log -- Form 4.1 Elementary School Counseling Referral Form -- Form 4.2 Secondary School Counseling Referral Form -- Form 4.3 Mental Status Checklist -- Form 4.4 Therapeutic Progress Report -- Form 5.1 Counseling Techniques List -- Form 6.1 Self-Assessment of Counseling Performance Skills -- Form 6.2 Self-Awareness/Multicultural Awareness Rating Scale -- Form 6.3 Directed Reflection Exercise on Supervision -- Form 6.4 Supervisee Goal Statement --

Contents note continued: Form 6.5 Tape Critique Form -- Form 6.6 Peer Rating Form -- Form 6.7 Interviewer Rating Form -- Form 7.1 Supervision Contract -- Form 7.2 Supervisor Notes -- Form 7.3 Supervisee Notes on Individual Supervision -- Form 7.4 Supervisor's Formative Evaluation of Supervisee's Counseling Practice -- Form 7.5 Supervisor's Final Evaluation of Practicum Student -- Form 7.6 Supervisor's Final Evaluation of Intern -- Form 10.1 Suicide Consultation Form -- Form 10.2 Harm to Others Form -- Form 10.3 Child Abuse Reporting Form -- Form 10.4 Substance Abuse Assessment Form -- Form 12.1 Weekly Internship Log -- Form 12.2 Summary Internship Log -- Form 12.3 Evaluation of Intern's Practice in Site Activities -- Form 12.4 Client's Assessment of the Counseling Experience -- Form 12.5 Supervisee Evaluation of Supervisor -- Form 12.6 Site Evaluation Form.

"Completely revised and updated, the fifth edition of Practicum and Internship is an eminently practical resource that provides students and supervisors with thorough coverage of the theoretical and practical aspects of the practicum and internship process. New in this edition are:an accompanying website with downloadable, customizable forms, contracts, and vitaethoughtful discussion of the DSM-5 and HIPAA guidelines and the most recent CACREP standardsexpanded analysis of the use of technology and social media in counselingexpanded discussions of ethical-decision making and ethical guidelines for informed consent and for supervision contracts in individual settingsnew and updated materials on case conceptualization, assessment, goal setting and treatment planningnew materials reviewing third-wave counseling theories and practices, including MBSR, MBCT, ACT, and DBTdetailed presentation of a skill-based model for counseling training and self-assessment questionnaires and guided-reflection exercises for application and orientation to the model"--