Education | Advanced Practicum in Counseling
G624 | 5008 | Dr. Delgado-Romero

Course Description
This course is designed to enhance students’ development as
counseling psychology practitioners. Its purpose is to provide
intensive supervision and instruction to students at the doctoral
degree level in counseling psychology. The majority of class time
will be spent discussing therapeutic change mechanisms, learning
about the effective assessment, and the treatment of individual,
family, and group clients.  Students are to comply with the
administrative responsibilities required by placements regarding
client care.  Students are required to develop well-written treatment
plans for each client, read and discuss assigned reading material,
and make formal case presentations.  Topics covered in this course
include empirical/evidence based counseling protocols, common factors
in therapeutic change, interpersonal process/therapeutic change
mechanisms in therapeutic interactions, as well as the ethical,
professional, and sociocultural issues associated with the assessment
and treatment of clients.


Wampold, B. E. (2001).  The Great Psychotherapy Debate.  New York:
NY:  Lawrence Erlbaum.

1. Expand the application of counseling theory to practice and
through required readings, practice, and group and individual

2. Develop an understanding of the research evidence to support a
wide range of therapeutic interventions.

3. Investigate the common and specific factors in the therapeutic
change process.

4. Develop an understanding of the common change mechanisms related
to successful therapeutic interventions.

5. Develop a systems approach to mental health provision by gaining
knowledge about the influence of community and agency dynamics on
client demography and service utilization.

6. Develop skills in crisis intervention, especially as related to
potential suicide or homicide intervention.

7. Learn the process of ethical decision-making in regard to clinical
and therapeutic events.

During the course of the practicum, you are required to:

1. Be on site for 8-12 hours per week.  An additional time will be
required to see clients (to a total of 16 hours/week).

2. Attend individual supervision with the instructor.

3. Keep up-to-date chart/case notes, completing treatment plans
in a timely manner and performing all other administrative duties
required of your site.

4. Participate in regular individual supervision with the course
instructor (if working in the Center) or the site supervisor (if off

5. Demonstrate proficiency in counseling techniques and in developing
systematic approaches to intervening with clients through clear,
complete, comprehensive, and defensible treatment plans that are
based in the clinical research evidence.

6. Demonstrate responsivity to such issues as age, race, culture, and
gender in the context of the counseling relationship.

7. Behave in accordance with the Ethical Codes of the American
Psychological Association

8. Students taking G624 for Advanced Field Placement (1 semester
hour) are required to complete the following assignments:

(a) Class attendance:  You are required to attend an initial class.

(b) Informal case presentation:  Make one case presentation of a
client at your placement site. The presentation should last 15-20
minutes and include the following elements:

(1)  Description of the client’s view of the presenting problem.
(2)  Therapist description of presenting problem
(3)  Treatment plan
(4)  Diagnostic impressions (DSM-IV multiaxial diagnosis)
(5)  Evaluation of process and outcome goals (evaluate each on a –3-
significant negative progress to 0- no progress, to +3-significant
positive progress)


1. Class attendance and participation (includes discussion of cases
and readings, presenting tapes and client material) (20%)

2. Quality of interventions with clients (60%)

3. Professional Behavior (10%)

Final Grades and Points
90-100 points A
80-89 points  B
70-79 points  C
60-69 points  D
50-59 points  F

Advanced Placement students will be evaluated according to attendance
and participation in class (10%) and the feedback received from the
site supervisor (90%).

The following readings are useful sources of information for your
work in this class.

Alle-Corliss, L., & Alle-Corliss, R. (1999).  Advanced practice in
human service agencies.  Pacific Grove, CA:  Brooks/Cole.

Bergin, A. E., Garfield S. E. (1994).   Handbook of psychotherapy and
behavior change.  New York: Wiley.

Barlow, D. (1985).  Clinical handbook of psychological disorders:  A
step-by-step treatment.  New York:  Guilford.

Brown, S. D., Lent, R. W. (2000).  The Handbook of Counseling
Psychology.  New York, NY:  Wiley.

Chambless, L. D., Sanderson, W. C., Shoham, B., Bennett-Johnson, S.,
Pope, K. S., Crits-Christoph, P., Baker, M., Johnson, B., Woody, S.
R., Sue, S., Beutler, L., Williams, D. A., & McCurry, S. (1996). An
update on empirically validated therapies.  The Clinical
Psychologist, 49(2), 5-18.

Dawes, R.  M., (1994).  House of cards: Psychology and psychotherapy
built on myth.  New York: Free Press.

Henry, W.  (1998).   Science, politics, and the politics of science:
The use and misuse of empirically validated treatment research.
Psychotherapy Research, 8, 126-140.

Julien, R. M. (1995).  A primer of drug action:  A concise,
nontechnical guide to the actions, uses, and side effects of
psychotropic drugs (7th edition).  New York:  W. H. Freeman.

Keltner, N. L., & Folks, D. G. (1997).  Psychotropic drugs (2nd
edition).  St. Louis, MO:  Mosby. McMullin, R. E. (1986).  Handbook
of cognitive therapy techniques.  New York:  Norton.

Orlinsky, D.  E., Grawe, K., & Parks, B.  K.  (1994).  Process and
outcome in psychotherapy-NOCH EINMAL.  In A.  E.  Bergin & S.  L.
Garfield (Eds.), Handbook of psychotherapy and behavior change (pp.
270-378) New York: Wiley.

Roth, A., Fonagy, P., Parry, Glenys, P., Target, M. (1996).  What
works for whom?  A critical review of psychotherapy research.  New
York, NY:  Guilford Press.

Sexton, T.  L., & Whiston, S.  C.  (1994).  The status of the
counseling relationship:  An empirical review, theoretical
implications, and research directions.  The Counseling Psychologist,
22 (1), 6-78.

Sexton, T.  L., & Whiston, S.  C.  (1996).  Integrating counseling
research and practice [Special feature on "Counseling outcome
research: Implications for practice"].  Journal of Counseling &
Development, 74, 588-589.

Sexton, T. L. (1996).  The relevance of counseling outcome research:
Current trends and practical implications.  Journal of Counseling and
Development, 74, 590-600.

Sexton, T. L., Whiston, S. C., Bleuer, J. C. Walz, G. R. (1997).
Integrating Outcome Research into Counseling Practice and Training.
Alexandrea VA:  American Counseling Association.

Sue, S. (1988).  Ethnicity and culture in psychological research and
practice.  In. J. D. Goodchilds (Ed.) Psychological perspectives on
human diversity in America (51-85).  Washington, D. C.:  American
Psychological Association.

Wampold, B. E., Lictenburg J. W , & Waehler, C. A.  (in press).
Principles of empirically supported intervention programs in
counseling psychology.  The Counseling Psychologist.

Wile, D. B. (1972).  Negative countertransference and therapist
discouragement.  International Journal of Psychoanalytic
Psychotherapy, 1,