Department of Educational and Clinical StudiesCounselor Education ProgramPreparing Professionals for Changing Educational Contexts

College of EducationDepartment of Educational and Clinical Studies

CED 741: Counseling PracticumSpring Semester 20173 Credit Hours

INSTRUCTORKatrina Harris, Ph.D.Class Location: CEB 228Class Time: Tuesdays 1:00pm – 2:30pmOffice: CEB 110APhone: (702) 895-2912Email: use Blackboard LearnOffice hours for Spring 2016: By Appointment Only

I. COURSE DESCRIPTIONCounseling Practicum consists of direct observation, feedback, and experience inindividual counseling and group work techniques. Students will complete a minimum of 40 hours of individual counseling and group work with clients in a community or school setting. Students will work with a minimum of four (4) clients throughout the semester and will lead at least one group. Prerequisites: CED 701, CED 715, and CED 727. METHOD OF INSTRUCTION: Supervised practical application.

II. COURSE OBJECTIVESObjectives for this course were developed to reflect the standards of the Council forAccreditation of Counseling and Related Educational Programs (CACREP) core program standards. CACREP core standards addressed in this course include:

CACREP 2. F. 5. f 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.

CACREP 2. F. 5. g, h, i 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.

CACREP 2. F. 5. a, c Counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions.

CACREP 2. F. 2. d, f A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions.

CACREP 2. F. 1. g, h A general framework for understanding and practicing.

CACREP 2. F. 5. e, 2. F. 1. j Integration of technological strategies and applications within counseling and consultation processes.

CACREP 2. F. 1. i, 2. F. 5. d Ethical and legal issues in counseling.

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CACREP 3. F. Completion of a minimum of 100 clock hours of supervised practicum.

CACREP 3. G. 40 hours of direct service with clients including individual counseling and 10 hours of group work.

CACREP 3. H. Weekly interaction with an average of one hour per week of individual and/or triadic supervision over the course of the semester by a program faculty member or an approved supervisor working under the supervision of a program faculty member.

CACREP 3.I. An average of one and one hours per week of group supervision over the course of the semester by a program faculty member or a supervisor under the supervision of a program faculty member.

CACREP 3.C. Evaluation of performance throughout the semester will occur including a formal evaluation after completion of all hours.

A. KnowledgeUpon completion of this course, counselors in training will understand:1. Core elements of effective counseling (CACREP 2. F. 5. f);2. Stages of the counseling process (CACREP 2.F.5.c) ;3. Procedures for conceptualizing client concerns (CACREP 2.F.5.g);4. Facilitating counseling goals (CACREP 2. F. 5. i);5. Use of various affective, cognitive, behavioral, and systemic interventions (CACREP 2. F. 5. h & j);6. Termination and evaluation of counseling interventions (CACREP 2. F. 5. h, i, j).7. Integration of technological strategies and applications within counseling and consultation processes (CACREP F. 5. e, 2. F. 1. j);and8. Ethical and legal issues in counseling (CACREP II. 2. F. 1. i, 2. F. 5. d).

B. SkillsUpon completion of this course, counselors-in-training will be able to:1. Establish and maintain a counseling relationship (CACREP 2. F. 5. d);2. Skillfully utilize attending, active listening, and empathic responding (CACREP2. F. 5. g);3. Identify and conceptualize client concerns (CACREP 2. F. 5. g);4. Identify and co-construct appropriate goals for counseling (CACREP 2. F. 5. i);5. Evaluate the counseling process (CACREP 2. F. 5. j); and6. Effectively terminate counseling (CACREP 2. F. 5. j).

C. DispositionsThis class provides direct observation, feedback, and experience in individualcounseling and group work techniques that will guide student’s in their counselingpractice to include:1. A tutorial form of instruction to help students develop counseling skills with individual and/or triadic and group supervision;2. Opportunities to work with clients who represent the ethnic and demographic diversity of the community;3. Fostering professional and ethical counseling relationships; and4. Valuing the client’s ability for self-directed growth within a facilitative counseling relationship.

III. RESULTSStudents will demonstrate attainment of course objectives through:1. Regular attendance, consistent preparation for class, and participation in individual and group supervision and discussions;2. Successful performance on a basic counseling skills videotaped assignment; and3. Submission of two videotapes and written critiques of counseling sessions (1st session and 4th or 5th session with client), demonstrating effective counseling skills

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and techniques.

SPECIAL NOTEThis syllabus contains the policies and expectations I have established for CED 741 Counseling Practicum. Please read the entire syllabus carefully before continuing in this course. These policies and expectations are intended to create a productive learning environment for all students. However, only with your willing participation and commitment can this class be a meaningful and successful experience for you and your classmates. You can and should, of course, expect me to do my best to help you acquire the basic techniques and dispositions you need to become an effective counselor.

The Department of Educational and Clinical Studies Counselor Education Program requires high levels of academic success and excellent interpersonal skills. Students are regularly evaluated throughout the program for academic progress and demonstration of appropriate interpersonal skills, professional demeanor, and social and ethical judgment necessary for a successful career as a professional counselor. If concerns arise about a student for academic and/or interpersonal reasons, the faculty will meet to evaluate the severity and nature of the concern and will suggest an appropriate course of action. Such remedial actions may include: desisting temporarily from course work, repeating courses, seeking personal counseling, performing volunteer work in a human services setting, or withdrawal from the program permanently. The Counselor Education Program faculty reserves the right to make recommendations based on their professional judgment concerning student needs and concerns.

COURSE EXPECTATIONSA. Because this is a graduate-level course, the expectation is that you will conduct yourself at a level

suitable of a graduate student and appropriate for graduate learning. The work that you submit should be of graduate-level quality (e.g., free of grammatical errors, well thought out ideas that are supported by research/literature, creative, etc.) and suitable for submission for publication. Please write in a professional manner. Please remember who your audience is when submitting your work. Work that is deemed inappropriate or unacceptable at the graduate level will be returned and no grade will be issued.

B. Submitting Required Assignments: Required assignments and their submission deadlines are described in this syllabus. All assignments must be in accordance to the latest publication and formatting standards of the American Psychological Association (APA). Assignments are due no later than the start of class on the due date. Unless otherwise noted, assignments are to be submitted electronically through the Blackboard site in Microsoft Word format ONLY, no other format is acceptable (e.g., pdf, rtf, pages, etc.). The number of required pages for your assignments does NOT include your cover page, abstract, and references page. Your papers are to be double-spaced, typed in 12-point font, and use 1-inch margins. Failure to comply with the proper formatting style will result in a reduction of your grade for the assignment.

When submitting your assignments, be sure to name your Word files in the following way: “Last name—Name of the assignment.” Assignments that are not labeled appropriately will be sent back to the student and must be re-submitted via the Blackboard site. Students who must resubmit their assignments may be assessed a late penalty. Late assignments are dropped 1 letter grade for each day they are late. No assignment is accepted after 2 days. Please see the assignment descriptions and schedule sections for specific criteria related to each assignment. Please talk to me beforehand if you foresee any problems with submission deadlines and assignments.

IV. RECOMMENDED TEXTS:Capuzzi, D., & Stauffer, M. D. (2008). Foundations of addictions counseling. Boston: Pearson.Christner, R. W., & Mennuti, R. B. (Eds.). (2009). School-based mental health: A practioner’s

guide to comparative practices. New York: RoutledgeOaklander, V. (1988). Windows to our children. Highland, NY: The Gestalt Journal Press.Sklare, G. B. (1997). Brief counseling that works: A solution-focused approach for school counselors.

Thousand Oaks, CA: Corwin Press.

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V. COURSE REQUIREMENTS, ASSIGNMENTS, AND EVALUATION PROCEDURES

1.Participation and Leadership. Because specific counseling skills will be discussed, demonstrated, and practiced during each class session, class attendance and participation are critical in this class. Missing classes or arriving late will impact your development and will reduce your grade. Students with more than one (1) absence or two (2) late arrivals may not receive a grade higher than a “B.” Students should notify the professor prior to any anticipated absences. Students are responsible for all materials, information, and assignment(s) covered on the days they are absent. It is suggested that you contact a classmate to get pertinent class notes, handouts, etc. in the event of an absence. Please review the section on “Active Learning” for information on the participation expectations of this class. This includes using the online Blackboard website to access supplementary materials necessary for the class.

a. Active Participation. Active participation means that you bring your insights and contribute them to the class discussion. It also means engaging actively with the thoughts of your colleagues, listening carefully, responding openly to, and making connections with others’ contributions. Therefore, attendance in class is essential. Although I know that circumstances sometimes prevent attendance, it is your responsibility to minimize absences.

b. Quality Participation: is based on the professor’s assessment of the student’s involvement in bringing noteworthy materials and actively participating in class. The information or material is informative and provokes insightful discussions in class. This must be observed on a consistent basis outside of the structured activities arranged by the professor. Quantity of participation is based on the professor’s assessment of the amount of the student’s involvement by bringing into class cogent information (e.g., professional articles) and active participation that contributes to the topics covered in class sessions.

Please note that you will receive a grade of “0” for any absences that occur on days when assignments or presentations are due. Simply submitting the paperwork is not sufficient. On average, you should be asking 4-5 relevant questions as assessed by the professor during each class session and offering 2-3 insightful remarks on the topic(s) for that day.

2. VideotapingIn accordance with CACREP standards for counseling supervision, practicum and internship students must have opportunities to regularly videotape counseling contact with clients. In the school setting, this involves videotaping individual and small group counseling as well as large group guidance activities.

3. Case Studies:Measurement Procedure: Students will present 2 case studies. Students will show a portion of their counseling session demonstrating effective counseling skills and techniques that corresponds with a written (1-2 pages) case presentation outline. The outline should include the following areas:

Case Study Outline:Client age/grade Session # Background information about clientPresenting issuesPrevious interventions, counseling, etc… that client has receivedIntervention plan (goals)Theory utilizedTechniques/interventions that are theory appropriate used in this session

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Proposed modification to the intervention plan (if needed)Areas of counselor strengthsAreas of counselor concerns

Failure to adhere to the case study outline will result in a deduction of 10 points.

Students must also provide a transcript of each of their interventions during the counseling session with better responses provided. Directions for creating a transcript along with the self-evaluation rubric and the counseling tape rubric will be available on Blackboard Learn.

Measurement Procedure: Students will be evaluated based on the counseling tape rubric, grade performance indicators, and the degree to which they present information in a professional, articulate, and well-conceptualized manner. (Each case study is worth 150 pts (300 pts total).

4. First Reflection. The focus of your first reflection is for you to start thinking about the “practicum experience” and your skill set as you prepare to work with clients. This reflection should be between 2-4 pages of text (i.e., not including cover page) and adhere to the most current APA writing manual standards. The following prompts may guide you in this reflection:

a. What specific skills have you learned (in your classes) thus far that will help you establish therapeutic relationships with your clients?

b. As you move into Practicum what are some of your expectations? What are you the most apprehensive about? What are you the most excited about? What concerns do you have?

c. How do you plan to overcome challenges and setbacks?d. How will you assess your skills and effectiveness as a “counselor in training”?

Please go beyond a basic and “surface level” report; share your personal experiences and perspectives. Due Date: Week 2, January 24, 2017 via Blackboard Learn. (100 pts)

5. Students will maintain a journal of their practicum experience. Journals will be submitted on a bi-weekly basis (via Blackboard Learn) and should be typed, double-spaced, and at least two paragraphs in length. Measurement Procedure: Students will be evaluated based on the degree to which journal entries are written in an articulate, professional, and well-organized manner. (25 pts each (6), 150 pts total).

6. Each student will create a written list of goals (at least 4) they have for practicum for the semester (please see class schedule for due date). Goals should be developed collaboratively with the Practicum Site Supervisor. For this assignment you must specifically outline what you will do/want to do to achieve each goal, and how you will know (i.e., evidence) that you have achieved each goal. Students will create a table to assist with creating, implementing, and achieving goals (see WebCampus). Mid-semester, students will submit a detailed summary of the progress they have made. Papers should be approximately 3-4 pages in length and adhere to APA standards. Students are expected to develop goals that are measurable and have specific outcomes. Semester goals are due via BlackBoard Learn (via the “Assignment” Tab) on January 31st. Students will electronically submit (i.e., via Blackboard) a self-evaluation and detailed summary of the progress they have made towards accomplishing the goals that they identified at the beginning of the semester. Document if and/or how you have accomplished each goal and what you did to accomplish said goal. Again, include insights, challenges, lessons learned, or anything else that you experienced during the semester through your pursuit of completing your practicum. Papers will be evaluated based on content, depth of reflection, clarity, and organization. Goals paper is due on March 28th . (50 pts.)

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7. Students will select a special topic in counseling that is directly related to their practicum experience and prepare an in class presentation (will provide further explanation in class). Examples of topics include cyber bullying, suicide, anxiety, depression, working with groups, etc. Each student (presenter) must include a summary of the topic and a description of how the topic impacted the their practicum experience. See schedule for due dates (100 pts)

8. Final Reflection Paper. Your final reflection paper should focus on what you have learned about counseling and about yourself through the experience of this class. As part of this reflection, consider the following: What did you learn about yourself? What new skills did you learn? How are you different now because of your practicum experiences? Reflect on your personal growth throughout the semester and discuss how your views about the client-counselor relationship have or have not changed. There is no maximum page requirement for this final reflection. However, it is important that you take advantage of this opportunity to include the things that are important to you; most papers will be typically between 3 to 4 pages. Please be sure to follow APA standards. Due Date: Week 16 May 2, 2017 via Blackboard Learn. (100 pts)

9. Final Exam. In lieu of a final exam, I will hold final consultative meetings starting from April 25th until, May 2nd 2017. Details will be provided in class.

10. Site supervisor feedback and evaluation will count towards the students’ final grade. (100 pts.) Please see Grade Performance Indicators below.

11. Students will adhere to information in the UNLV CED Intern Handbook. In addition, students will inform site supervisors and provide access the UNLV CED Intern Handbook and the Site Supervisor Handbook. Both can be found through the department webpage. Weekly log forms, the Practicum Agreement form, and Evaluation forms for the site supervisor and intern are found on the CED Field Experience site (unlvcoe.org/ced). Practicum log forms are due each week and all log forms must be completed by the end of the semester in order to receive a grade. Failure to submit all log sheets and site evaluations by the due date will result in the lowering of your final grade by one full letter grade. No exceptions.

12. Professional Liability Insurance. All students enrolled in Internship MUST provide p r o o f of holding Professional Liability insurance prior to working with any clients. Please see the Internship Handbook for more details. Students must bring proof of their valid Professional Liability insurance policy to the first week of class or prior to any client contact, whichever is sooner.

13. Third Rail Issues Avoidance: Third rail issues are student behaviors that interfere with the flow of the course. Some of these behaviors include, but are not limited to: side bar conversations during class time, returning late from break, reading or doing other work during class time, being diverted in discussing other topics during specific small group exercises, etc. It is important to recognize that these issues will lower deportment and participation grades. This caution here is the only notification the instructor will make during the semester.

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VI. GRADING: Final course grades will be assigned based on the following percentage distribution of 900 total points:

A = 90% 100% 100%95% (–) = 90%94% 900 - 810 points

B = 80% 89% (+) = 87%89% (–) = 80%83% 809 - 720 points

C = 70% 79% (+) = 77%79% (–) = 70%73% 719 - 630 points

D = 60% 69% (+) = 67%69% (–) = 60%63% 629 - 540 points

F = 59% & below (+) = 57%59% (–) = 50%53% 539 - & below

Assignments and Activities Points1. Participation and Leadership Expected2. Required Hour Logs, Internship Agreement, Contract Expected3. Learning Goals Paper

50

4. Journals150

5. Taped Case Presentations150a. Tape 1

b. Tape 2 1506. First Reflection Final Reflection

100100

7. Special Topic Presentation 1008. Site Supervisor Feedback 1008. Final Exam/Meeting ExpectedTotal 900

The following performance indicators will also be used to assess individual course assignments, performance at your site, and personal interactions with clients to determine your final grade.

Grade Performance Indicators

A CO establishes effective therapeutic relationships with client and demonstrates proficiency with basic counseling skills. Responses are usually on track and target important client messages. Skillfully helps move client to deeper process levels and utilizes challenging/confrontation when appropriate. Seems very natural, relaxed, and sure of self in session. Effectively conceptualizes client issues and personality processes. Utilizes supervision as a way to grow professionally and openly accepts and implements feedback. Has ability to self-identify areas of strength and areas for growth.

B CO frequently establishes good therapeutic relationships with clients. Makes some mistakes in basic counseling skills yet recovers satisfactorily. Responses are occasionally off track or miss important client messages. Generally seems comfortable and natural in session but occasionally becomes uncertain or uptight about interventions. Occasionally has problems helping move clients to deeper process levels. Attempts to conceptualize client issues and personality processes, but has some difficulty doing so.

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Utilizes supervision as a way to grow professionally and openly accepts and implements feedback. Has ability to self-identify areas of strength and areas for growth but still often relies on supervisor to point these out.

C CO has some difficulty establishing effective therapeutic relationships with clients. Makes mistakes with basic counseling skills and doesn’t recover well. Many responses are off track and miss important client messages. Many times seems uncomfortable and awkward in session. Sessions often lack a clear direction and CO has problems helping clients move to deeper process levels. CO makes attempts at conceptualizing client issues and personality processes when prompted by supervisor, but has extreme difficulty doing so. Supervision time is often spent on reviewing basic counseling skills and CO may have difficulty accepting and implementing feedback. Has much difficulty self-identifying areas of strength and areas for growth and relies on supervisor to point these out.

F CO makes critical mistakes in the counseling process that may be harmful to clients and/or unethical. CO demonstrates poor use of counseling skills and interventions. CO judgment in clinical interventions and conceptualizations is poor. CO misses scheduled client appointments and/or scheduled supervision meetings. CO does not adhere to the ACA Code of Ethics for Counselors. CO does not satisfactorily complete practicum logs and assignments including written case notes and case conceptualizations. CO has extreme difficulty accepting feedback and fails to implement suggestions. CO displays inappropriate emotional and/or behavioral reactions to clients and/or supervisors.

VII. GRADING AND COMMUNICATION POLICIESLate assignments: Late assignments will not be accepted and no credit will be given. This is not negotiable. Do not ask the professor to make exceptions for you.

Grade Inflation/Extra Credit: In recent years academia has evidenced widespread grade inflation. UNLV faculty members are charged with ensuring that grades accurately characterize each student’s level of mastery of course material. At the graduate level, grades of A and A- are awarded to reflect outstanding/excellent performance. Grades of B+ and B reflect good/acceptable performance in the course. Students must receive a B or better in Practicum in order to enroll in CED 751 Internship in Counseling.

Extra credit is a form of grade inflation and WILL NOT BE OFFERED. Do not ask your professor to provide you with alternate assignments or additional work to adjust your grade.

Grading: Assignment grades are NON-NEGOTIABLE. Please carefully review all requirements for assignments. The professor will not honor requests to review assignment grades unless you believe I have made an error in calculation or have recorded your grade incorrectly.

E-mail Policy: I have found e-mail to be ineffective and inefficient in dealing with class related questions and issues. I prefer to deal with students’ course related questions and concerns during regular face-to-face class time or, if necessary, with an appointment during our office hours. If you would like to arrange a meeting, please touch base with me after class to arrange an appointment. Therefore, the only reason you should e-mail me about this course is if you have a personal emergency situation that arises between class meetings that will impact your upcoming class attendance. In this situation, please use the Blackboard Learn e-mail function. I will respond to emails within 48 hours excluding weekends. Emails sent over the weekend will be responded to within 48 hours from the following Monday; additionally, emails sent after 5pm on Fridays will be responded to on the following Monday.

Personal questions, including concerns about your grades or performance, will be handled face-to-face, either after class or with an appointment during my office hours, which should be arranged with me after class meetings. The following are examples of inappropriate reasons to e-mail me: 1) Questions about

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class content; 2) Concerns about your grades or class performance; 3) Questions about quizzes or exams; 4) Questions/clarifications about class assignments or policies etc. Any questions/clarifications regarding course content and assignments will be addressed during class time for the benefit of all students. Again, the only reason you should e-mail me is if a personal emergency situation arises between class meetings.

Please note that “flaming”, “thrashing” or otherwise inappropriate, disrespectful, or unprofessional e-mail communications will be shared with the ECS faculty, ECS Department Chair, and the COE Dean and appropriate action will be taken. If you are unable to communicate something in person, then you should not put it into an e-mail.

VIII. DISABILITY RESOURCE STATEMENTThe Disability Resource Center (DRC) determines accommodations that are “reasonable” in promoting the equal access of a student reporting a disability to the general UNLV learning experience. In so doing, the DRC also balances instructor and departmental interests in maintaining curricular standards so as to best achieve a fair evaluation standard amongst students being assisted. In order for the DRC to be effective it must be considered in the dialog between the faculty and the student who is requesting accommodations. For this reason faculty should only provide students course adjustment after having received this “Academic Accommodation Plan.” If faculty members have any questions regarding the DRC, they should call a DRC counselor.

UNLV complies with the provisions set forth in Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. The DRC is located in the Student Services Complex (SSC-A), Room 143, phone (702) 895-0866, fax (702) 895-0651. For additional information, please visit: http://drc.unlv.edu/.

IX. RELIGIOUS HOLIDAYSAs indicated by UNLV policy, any student missing classes or other assigned work due to a religious holiday observation shall have the opportunity to make up that work during the term. If you intend to miss a class because of a recognized religious holiday, please inform me two weeks in advance.

X. ETHICAL BEHAVIOR Students will abide by the American Counseling Association (ACA) Ethical Guidelines. It is your responsibility to be familiar with the guidelines. Ethical violations are serious and may lead to disciplinary action, which could include separation from the counseling program.

XI. PROFESSIONAL BEHAVIOR AND ATTENDANCEAttendance policy: Due to the interactive and experiential nature of counseling coursework, prompt and regular class attendance is critical for successful course performance. Beyond one absence, each additional absence will result in the lowering of your final course grade by one full letter grade for each absence. Beyond one tardy will result in the lowering of your final grade by one full letter grade. In addition, after a second class absence, students are required to conference with the professor and the department chair to discuss attendance difficulties before returning to class. Students missing three or more classes will automatically receive a failing (F) grade.

If you must miss a class, send a mail message in Blackboard Learn to your professor prior to the class meeting, indicating your absence, the date you are missing class and the reason for your absence.

Please arrive to class on-time: Punctuality is an expected behavior of professional counselors. Tardiness beyond 15 minutes will be recorded as an absence. Leaving class early will also be recorded as an absence.

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Practicum Site: Students will adhere to all policies, procedures, and operational guidelines of their community agency or CCSD school site. In addition, students are expected to arrive at their practicum site on time and exhibit professional behavior including professional dress attire.

Cell phone and electronic devices: Please turn off all electronic devices (including lap tops and tablets) during class time. Making or receiving phone calls, text messages, or instant messages during class is not professional behavior and you will be asked to leave class and an absence recorded.

Dropping/Withdrawing from the Class: If you choose to formally drop/withdraw from this class, you will not be permitted to continue attending class meetings and I will not authorize any petitions for you to be re-enrolled into the class.

Guests/children: Because of the sensitive nature of class material and peer interaction, no guests, including children, will be permitted in the classroom.

XII. ACADEMIC INTEGRITY AND COPYRIGHTUNLV, the College of Education, and the Department of Educational and Clinical Studies demand a high level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments and procedural steps for dealing with academic integrity are delineated within the UNLV Student Academic Misconduct Policy which is available online at: http://studentlife.unlv.edu/judicial/misconductPolicy.html

Academic Misconduct is defined as any of the following:

A. Using the words or ideas of another, from the Internet or any source, without proper citation of the sources, commonly called plagiarism.

B. Receiving external assistance during an examination or any academic exercise for credit unless expressly permitted by the instructor. This includes, but is not limited to:

1. Providing or receiving aid not permitted by the instructor in connection with any academic assignment;

2. Unauthorized use or possession of camera telephones, text messages, computer disks, audio recorders, calculators, solution materials, photocopies, materials from previous classes, commercial research services, notes or other means to copy or photograph materials used or intended for academic evaluation not authorized by the instructor for use during the academic evaluation or assignment;

3. Communication in any manner with another student not permitted by the instructor during an examination;

4. Working with others on graded coursework, including in-class and take-home examinations, unless expressly permitted by the instructor; or

5. Possessing, reading, buying, selling or using any materials intended for an academic evaluation or assignment in advance of its administration without the knowledge and consent of the instructor.

C. Turning in the same work in more than one class (or when repeating a class), unless permission is received in advance from the instructor.

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D. Falsifying information for inclusion in an assigned paper, project or exercise; including inventing or altering data from a laboratory or field project, or creating fictional citations for a paper.

E. Attempting to influence or change any academic evaluation, assignment or academic records for reasons having no relevance to academic achievement. This includes, but is not limited to, bribery, threats and making unauthorized changes to any academic record.

F. Falsifying or misrepresenting hours or activities in relationship to an internship, externship, field experience, clinical activity or similar activity.

G. Acting or attempting to act as a substitute for another, or using or attempting to use a substitute, in any academic evaluation or assignment.

H. Facilitating, permitting or tolerating any of the above-listed items.

Please note that all assignments for this course are to be the sole work of the student.

The University requires all members of the University Community to familiarize themselves with copyright and fair use requirements. You are individually and solely responsible for violations of copyright and fair use laws. The University will neither protect nor defend you nor assume any responsibility for employee or student violations and fair use laws. Violations of copyright laws could subject you to federal and state civil penalties and criminal liability as well as disciplinary action under University policies. To help familiarize yourself with copyright and fair use policies, the University encourages you to visit its copyright web page at: http://www.unlv.edu/committees/copyright

XIII. TUTORINGThe Academic Success Center (ASC) provides tutoring and academic assistance for all UNLV students taking UNLV courses. Students are encouraged to stop by the ASC to learn more about subjects offered, tutoring times and other academic resources. The ASC is located across from the Student Services Complex, #22 on the current UNLV map. Students may learn more about tutoring services by calling (702) 895-3177 or visiting the tutoring web site at: http://academicsuccess.unlv.edu/tutoring/.

XIV. UNLV WRITING CENTEROne-on-one or small group assistance with writing is available free of charge to UNLV students at the Writing Center, located in CDC-3-301. Although walk-in consultations are sometimes available, students with appointments will receive priority assistance. Appointments may be made in person or by calling 895-3908. The student’s Rebel ID Card, a copy of the assignment (if possible), and two copies of any writing to be reviewed are requested for the consultation. More information can be found at: http://writingcenter.unlv.edu/

XV. REBELMAILBy policy, faculty and staff should e-mail students’ Rebelmail accounts only. Rebelmail is UNLV’s Official e-mail system for students. It is one of the primary ways students receive official university communication such as information about deadlines, major campus events, and announcements. All UNLV students receive a Rebelmail account after they have been admitted to the university. Students’ e-mail prefixes are listed on class rosters. The suffix is always @unlv.nevada.edu

CLASS SCHEDULE SPRING 2016

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WEEK DATE ASSIGNMENTS

Week 1 January 17 Introductions/Review of Syllabus/Course Expectations

Week 2 January 24 First Reflection Paper Due/Liability Insurance Due

Week 3 January 31 Journal Due /Student Learning Goals Due Week 4 February 7 Semester Goals Due/Practicum Agreement Due

Week 5 February 14 Case Presentations/Journal Due Week 6 February 21 Case Presentations

Week 7 February 28 Case Presentations/Journal Due Week 8 March 7 Case Presentations/Topic Presentations

Week 9 March 14 Case Presentations/Topic Presentations/Journal Due Week 10 March 21 Case Presentations/Topic Presentations Week 11 March 28 Case Presentations/Topic Presentations/Goals Paper

Due/Journal Due

Week 12 April 4 Case Presentations/Journal Due/Topic Presentations

Week 13 April 11 Spring Break!!! Week 14 April 18 Case Presentations/Topic Presentations

Week 15 April 25 Consultative Meetings/Journal Due Week 16 May 2 Consultative Meetings/Final Reflection Paper Due

****The syllabus and schedule are subject to change at the instructor’s discretion****