Developing and Maintaining Counselor Education Laboratories

Developing and Maintaining Counselor Education Laboratories Second Edition A Product of the Association for Counselor Education and Supervision 2010 A. Keith Mobley, Ph.D. Jane E. Myers, Ph.D. Editors TABLE OF CONTENTS Professional Standards 1. Counselor Education Laboratories: Lessons from the Literature -- Mobley & Myers 2. Evolution of the CACREP Standards -- Wittmer 3. Understanding the CACREP Clinical Standards – Bobby & Urofsky 4. The CACREP Learning Environment Standards – Sweeney Leadership of Counselor Education Training Clinics 5. The Position of the Clinic Director -- Miller 6. Clinic Directorship: A Multifaceted Role -- Foster 7. Comments on “Clinic Directorship: A multifaceted Role” – Stockton Legal and Ethical Issues in Counselor Education Training Clinics 8. Legal Issues for Counselor Education Training Clinics -- Remley 9. Ethical Dilemmas and Counselor Education Clinics: Still More Questions than Answers -- Pate 10. A Response to Pate – Herlihy & Christensen 11. Crisis & Risk Management Practices in Counseling Program Clinics – Barrio Minton Technology and Funding 12. Technology Enhanced Counselor Training Clinics – Jencius 13. Designing Counselor Ed Clinics for the 21st Century: Addressing Purposes, Space, and Use of Technology-- Granello 14. Funding Training Clinics -- Helm, O’Halloran, & Kahlo Counseling Supervision in Training Clinics 15. Counseling Laboratories and Entry-Level Students: Pre-Practicum and Practicum Experiences in an On-Campus Clinic-- Wester 16. Preparation of Clinical Supervisors in One Counselor Education Program – Osborn, Guillot, West, & Bubenzer 17. In-House Training Clinic: An Ideal Setting for Training Doctoral Students in Supervision-- Borders 18. The Role of Live Supervision in Counselor Education Training Clinics –Young, Lindsey, & Kolodinsky The Role of Training Clinics 19. Counselor Education Clinics as Community Resources -- Yznaga 20. Counselor Education Clinics as Community Resources – A Response Chapter -- Gee 21. Multiple Roles or Conflict of Interest? Training Clinics as Mental Health Providers – Black & Murdoch 22. Designing and Operating a Multidisciplinary Training Clinic: An Evolving Challenge -- Harper & Bryan Emerging Issues 23. Distance Education and Clinical Training -- Lawson & Welfare 24. Distance Education and Clinical Training by Lawson and Welfare: An Essay Response – Gill 25. The Future of Counselor Education Training Laboratories -- Kleist & Feit Appendix – Clinic Snapshots and Sample Clinic Materials Counselor Education Laboratories: Lessons from the Literature A Keith Mobley Jane E Myers Since the first edition of this book was published in 1994, there have been many notable changes in the field of counseling and counselor education. Perhaps most notably, all 50 states have obtained licensure for professional counselors, ASCA has developed a National Model for school counseling, professional counselors were recognized in most states as qualified providers and the number of counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) has expanded exponentially to over 200 institutions operating more than 500 programs. As the helping professions shift to emphasize evidenced-based practices, there has been no other time in history when the clinical training of counseling students has been more relevant. Accordingly, we have identified these changes s the most relevant to counselor education laboratories, as well as many additions to the counseling literature on counselor education training clinics. However, the dearth of information on on-site training clinics persists and much of this existing literature is produced and published by related disciplines rather than originating in counselor education. Our search rendered 21 contributions to the literature on educating masters level clinicians at on-campus training facilities since the 1994 edition of this book. The topics generally have been in two categories: legal and ethical issues (e.g., the application of HIPAA in training clinics, ethics) and conducting research within academic facilities (e.g., treatment outcomes/effectiveness, client/supervisee preferences, application of evidenced-based practices). Although the literature related to administering counselor 1 education training clinics remains scant, these two categories were identified in the previous edition of this book, and clearly remain the most salient and relevant to publish. However, only inferences can be made according to what remains absent in the literature. First, it is likely that manuscripts that are anecdotal and not based upon empirical data aren’t as publishable in the scientific literature. Accordingly, we hope that this book is an outlet and resource to which counselor educators might refer when developing or maintaining clinical training facilities within their department and that it might prompt further discussion on these topics. We also believe there are implications for greater alignment and increased organization among those counselor educators who have leadership or responsibility for departmental clinics. Second, the rapidly changing environment of counselor education may have created a lag in what has been included into the relevant literature. For example, the language of the 2009 CACREP standards have been interpreted by many to de-emphasize the importance of having the clinical learning environment to be located on campus. Also, technology has developed to the degree that many clinics provide supervision quite differently, from the use of digital recordings, to unique supervision interventions, or even at a distance. Therefore, we have identified several other salient categories for counselor education laboratories that are informed by counselor educators that may not be included in the professional literature: purpose or role of the clinic and professional responsibility, legal and ethical issues, funding, supervision, and technology. In presenting these categories, we recognize that there is a paradox: we are better equipped than at any time in the past to administer on-site training facilities via the contributions to the literature, such as the first edition of this book, the expansion of 2 scholarly literature on this subject, and the networking of program faculty involved in operating department-sponsored training clinics through the Association for Counselor Education and Supervision Clinic Director’s Interest Network. However, we remain relatively uninformed by the empirical literature on administering counselor education clinics. Instead, although we reflect upon professional standards, we come from an intuitive, problem-focused position to operate our clinics idiosyncratically according to the culture and needs of the departments, universities, and communities in which we reside. To the extent possible we report current literature throughout this book, while identifying gaps and research needs. Moreover, we present the evolution of the CACREP standards as originally written by Dr. Joseph Witmer in the first edition, as well as the current (2009) CACREP standards in chapters by Dr. Carol Bobby and Dr. Tom Sweeney respectively. The historic context of the standards and the way that they have evolved and been interpreted are critical to the development and maintenance of counselor education laboratories today. Hopefully, greater understanding of the application of the current standards and much needed studies to inform the continued development of on-campus clinical training efforts in counselor preparation will evolve in the next decade. Main Issues in Counselor Education Laboratories Purpose or Role of the Clinic and Professional Responsibility Two age-old questions exist: What is the principle role of a training clinic: counselor training or client care? How might these overlap and when might they conflict? The purpose of the training clinic needs to be clarified because professional and ethical issues arise due to the special nature of clinics that are part of training programs. The most significant question to be answered is whether the primary purpose is training 3 or service, or research. This question is especially significant when community clients are seen in the clinic. One of the first issues to be considered when establishing an on- campus clinic is what to do with clients during term breaks. If the clinic operates according to the academic calendar, facilities may be locked or utilities turned off when the university is closed. During semester breaks, students may be unavailable to see clients, and faculty may be unavailable for supervision. If community service is a priority, formal arrangements must be made with community mental health agencies regarding emergency services for clients. Further, clients must be informed of these procedures. The purpose of the clinic has implications for the types of clientele accepted, the qualifications and expertise of faculty supervisors, and the expertise and training needs of students. Decisions regarding which clients to accept, how to handle waiting lists, and how to conduct intakes and screening must be made. Decisions regarding termination or referral also must be made, and they may be based on the needs of the client or the clinician in training (which may be in conflict), or some other basis. Reassignment of clients may result from (a) completion of a treatment plan, (b) university-related scheduling, such as the end of the term or completion of a practicum or internship, (c) counselor-client

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