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Department of Applied Psychology

Couple and Family Therapy Doctoral Program
1CFT 7401-A: Doctoral Professional Seminar I23
Fall 2024

Course Credits: 3
Instructor: Markie L. C. Twist, Ph.D., CSE , LMFT(IA, NV), LMHC (IA),
(she/her/they/them)4
Telephone: 907.301.7553 (text first before trying by phone)
Office: Virtual office hours by appointment
Email: [email protected]
Instagram/Threads: @dr_markie
YouTube: http://www.youtube.com/channel/UCmeHr6ruJDeUaG7AVxV3CFQ
Meeting Dates: Online August 19-December 20, 2024
Synchronous Online Meetings:
August 14 – Individual supervision meetings in 30 minute blocks
August 21 – 11am-2pm Eastern (group supervision)
August 28 – 11am-2pm Eastern (individual/dyadic in 1 hr blocks)
September 4 - 11am-2pm Eastern (group supervision)
September 11-13 (individual as needed) (Residency)
September 18 11am-2pm Eastern (individual/dyadic in 1hr blocks)
September 25 11am-2pm Eastern (group supervision)
October 2 11am-2pm Eastern (individual/dyadic in 1hr blocks)
October 9 11am-2pm Eastern (group supervision)
October 16 11am-2pm Eastern (individual/dyadic in 1hr blocks)
October 23 11am-2pm Eastern (group supervision)
October 30 11am-2pm Eastern (individual/dyadic in 1hr blocks)
November 6 (individual as needed) (ASTO conference)
November 13 (individual as needed) (SSSS conference)
November 20 11am-2pm Eastern (group supervision)

1Allmaterials for this course will be housed in a shared AUNE google drive – link will be provided.
2Before participating in this course, each student will need to electronically sign the meaningful learning
environment agreements which includes: an academic integrity agreement and digihealth agreement.
3Syllabi and course outline adapted from:

Markie Twist’s Antioch University New England, CFT 7401-A, Fall 2021 Course Syllabus
Monique Willis’s Antioch University New England, CFT 7401-B, Fall 2021 Course Syllabus
4Land Acknowledgment: “I wish to acknowledge the sovereignty of the indigenous custodians of the land

on which I am currently residing and their Elders past and present, which, as I am situated in what
colonizers call “Nevada,” includes the Nuwu (Southern Paiutes), Wa She Shu (Washoe), Numu (Northern
Paiutes), and Newe (Western Shoshone), and the Hualapai.”
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November 27 (individual as needed) (break)

December 4 - 11am-2pm Eastern (individual/dyadic in 1hr blocks)
December 11 – Individual Supervision Meetings
December 18 (individual as needed) (semester ending)

COURSE DESCRIPTION

This seminar involves the advanced practice component in which students provide
systemic individual, couple, and family therapy within the program's clinic or a local
clinical/work setting. Family social context (privilege and oppression) will be part of the
clinical focus. Students will demonstrate their theory of therapy and provide a clinical
presentation of their work and their self-as- therapist evaluation. Students will
demonstrate engaged learning through projects contributing to professional knowledge.

Students enrolled in Internship will be required to use Supervision Assist (SA). SA will
be used to record sessions at internships as SA is compliant with The Health Insurance
Portability and Accountability Act (HIPAA). Students should not be transporting
recorded client materials from their internship sites or recording on their personal
devices. SA will also be used by students and their supervisors to record clinical and
supervision hours and to complete semester evaluations including the Antioch Skills
Evaluation Device (ASkED), dispositional assessments, and midterm and end of
semester evaluations. All paperwork related to the internship site will be located within
the student’s SA account. The site and Antioch supervisors will be given access to the
student’s SA information so that they can electronically sign all forms and monitor the
intern’s progress.

Student therapists within the program’s clinic can schedule clients, as space permits,
throughout the week Monday, Tuesday, Wednesday, and Thursday. Please refer to the
AUCFTI Handbook for times when the Clinic is open. Do not see clients unless there is
another CFT Clinic colleague (student, faculty, or staff) in the Clinic - this is mandatory.

Family social context (privilege and oppression) will be part of the clinical focus.
Students will demonstrate their theory of therapy and provide a clinical presentation of
their work with a focus on self-as-therapist evaluation. Students will demonstrate
engaged learning through projects contributing to professional knowledge.

SUPERVISION FEES

Fees for this supervision are paid through your fees for the course through the
university.

SUPERVISION PHILOSOPHY

As am approved clinical supervisor, I believe that having a clear understanding of one’s

philosophy of supervision is helpful to the supervisee and supervisor, and ultimately and
the client. My philosophy, informed by research on what enhances supervisee
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satisfaction, begins with the relationship between the supervisor and the supervisee.
Research has shown that through a solid working alliance between the therapist and
client outcomes such as satisfaction and therapy effectiveness are bolstered.
Systemically, it follows that through a strong supervisory relationship similar outcomes
will be fostered between the supervisor and supervisee.

For me, a genuine supervisory relationship starts with the establishment of a

supervision contract. In the development of my supervisory contract, I state general
goals that I want to see reach fruition through the supervisory relationship; particularly
that through the supervision experience, that supervisees grow as developing clinicians
and that they do so through clinical experiences that are both challenging and
rewarding. Additionally, I value the goals that the supervisee develops for themself in
the contracting process.

To help facilitate these goals, I believe in a few foundational principles, which include: a
focus on the supervisory relationship as a key to learning and transformative change
(with attention to the various levels of societal and clinical systems; encouragement of
empowerment through a balance between collaborative and hierarchical supervisory
techniques; and a commitment to ethical ideals), an attention to the self-of-the-person in
the various members of the clinical system, and an employment of an eclectic
theoretical approach to supervision, with primary focus on humanist, postmodern,
feminist, and culturally-based lenses.

Through these principles a strong working alliance and hence supervisory relationship is
established. Through this relationship my supervisee is satisfied with supervision, as
well as their work with clients, and in turn their clients are satisfied with their therapy.

Clinical and Supervision requirements: Students are expected to begin seeing

clients in the CFT Clinic or a local clinical/work setting. Each student therapist should
aim to complete about 150-200 clinical hours within the first academic year. It is
expected that student therapists be engaged in clinical work 5-10 hours per week; or
more if needed and/or desired. At least half of the supervision hours must be live/video
supervision. At least half of your supervision hours must be individual (no more than two
supervisees per supervisor).

COAMFTE competency: Addresses ACA 4: demonstrate skill in working with diverse

populations across the lifespan through direct clinical work or in supervision of the
therapy of others; demonstrate skills in clinical supervision. Addresses ACA 2:
demonstrate an advanced understanding and application of multiple family and couple
models and empirically-supported interventions.

COURSE RESOURCES AND MATERIALS

Required Readings:
American Association for Marriage and Family Therapy. (2015). AAMFT Code of Ethics.
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Alexandria, VA: Author

http://www.aamft.org/imis15/Content/Legal_Ethics/Code_of_Ethics.aspx
AUCFTI Clinic Handbook. (2018). Located on Sakai in the Resources section of the
AUNE CFT Clinic site
CFT PhD Advanced Practical Experience Handbook 2019-20. (2019). Located on Sakai
in the Resources section of the Field Experience Resources site

NOTE: All assigned readings need be read before class so you can actively relate to
lectures, discussion, and complete relevant coursework. Lectures will supplement and
extend the readings to provide you with further learning opportunities, so they will not
cover every point in the readings. Throughout the semester, readings could be added
or deleted.

LEARNING OUTCOMES AND COURSE OBJECTIVES

Program and Student Learning Outcomes:

As a member of this practicum, you will:
• Revise/develop your personalized learning (therapy focused) plan this semester.
This learning plan should be tailored to your own learning style and goals for
further developing her therapy skills this semester
• Further develop your ability to conceptualize, reflect upon, and share your ideas
about the process of therapy and mental health with your colleagues and your
clients
• Talk with the group about your “Theory of Therapy” paper and how it informs
your personal learning goals for this year
• Develop a plan to complete your hours for the LMFT (if applicable)

Supervisee Individual Goals:

In addition to these general objectives, and in the spirit of collaboration, these objectives
and individual goals of importance for the supervisee will be discussed and further
determined at the time of early meetings. It is important for the working alliance between
you and I that we agree mutually on your goals in supervision and the practicum. As the
supervisory working alliance develops, so does your confidence and competence. As
the clinician and supervisor benefit from the working alliance, isomorphically, so do the
clients. Part of the development of the individual goals of the supervisee will come from
discussion of the supervisee’s previous experiences, as outlined in the Supervisee
Background Questionnaire, which is to be completed during early supervision meetings,
as well.

1.____________________________________________________________________

2.____________________________________________________________________

3.____________________________________________________________________

PROFESSIONAL ETHICS
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Both students and faculty are expected to abide by the American Association for
Marriage and Family Therapy (AAMFT) Code of Ethics (2015). Available online at:
https://www.aamft.org/Legal_Ethics/Code_of_Ethics.aspx. Please, familiarize yourself
with these ethical guidelines.

ANTIOCH UNIVERSITY POLICIES

Antioch University is committed to building a vibrant and inclusive educational

environment that promotes learning and the free exchange of ideas. Our academic and
learning communities are based upon the expectation that their members uphold the
shared goal of academic excellence through honesty, integrity, and pride in one’s own
academic efforts and respectful treatment of the academic efforts of others.

All students are expected to comply with Antioch University policies, including the Title
IX Sexual Harassment and Sexual Violence Policy and the Student Conduct Policy. To
access academic, student, and other university policies are available online:
http://aura.antioch.edu/au_policies/

Academic Dishonesty and Plagiarism:

Policy 6.105 Student Academic Integrity

As a community of scholar-practitioners, Antioch New England promotes the principles

of academic integrity. Accordingly, plagiarism and other forms of academic dishonesty
are grounds for disciplinary measures.

“Plagiarize” is defined in Webster's New Collegiate Dictionary as “...to steal and pass off
(the ideas and words of others) as one's own; to use (a credited production) without
crediting the source; to present as new and original an idea or product from an existing
source...”

Plagiarizing includes not only taking direct quotes from written or oral sources without
citation, but also paraphrasing others' ideas.

Students are expected to be responsible for their actions and to conduct themselves in
accordance with the policies, procedures, rules and regulations of the university.
Violations of the policy shall be grounds for disciplinary action, including possible
suspension or expulsion from university programs. The university reserves the right to
administer the policy and proceed with the hearing process even if the student
withdraws from the university, is no longer enrolled in classes, or subsequently fails to
meet the definition of a student while a disciplinary matter is pending.

Audio or Video Recording of Classes:

Your instructor may identify times when recording a class session may have educational
or academic value. In these cases, the recordings will be used and shared by your
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instructor in accordance with the Guidelines for Lecture Capture and Audio/Video
Recording. The Guidelines provide information about when it is necessary for faculty to
obtain permission to use and/or share class recordings. Students will be asked to
provide their verbal consent to have the sessions recorded. Faculty may not share or
transfer the recordings to third parties outside the class without students’ written
consent. Students who receive copies of recorded classes may use the recordings for
their own personal educational purposes only; for the duration of the course. Students
may not share or transfer the recordings to third parties outside the class under any
circumstances.

ACCESS TO DISABILITY SUPPORT SERVICES

Support for Students with Disabilities:

Disability Support Services
Antioch University is committed to providing reasonable accommodations to qualified
students with disabilities in accordance with Section 504 of the Rehabilitation Act of
1973 and the Americans with Disabilities Act of 2008, as amended. Students with
disabilities may contact the Disability Support Services office to initiate the process and
request accommodations that will enable them to have an equal opportunity to benefit
from and participate in the institution's programs and services. Students are encouraged
to do this as early as possible, since reasonable accommodations are not retroactive.
The Disability Support Services office is available to address questions regarding
reasonable accommodations at any time. The Disability Support Services 6.101 may be
viewed online at http://aura.antioch.edu/policies_600_1x/1/

For more information, please contact Fran Ziperstein, Director of Student Disability
Services, [email protected] or leave a message at 603 283-2438. The Office for
Student Disability Services is located in the Student Services suite.

Personal Assistance:
In accordance with ethical guidelines of the governing bodies in the field of counseling
and marriage and family therapy, the instructor does not see students for personal
counseling. If you feel you need assistance in this manner, please contact The
Psychological Services Center, 603.352.1024. For further information, please visit The
Psychological Services Center website: https://www.antioch.edu/centers-
institutes/psychological-services-center/. Finally, any concern with regard to course
content needs to be addressed with the instructor as early as possible (preferably
during the first work week of the class).

SUPPORT FOR RESEARCH AND AUDIOVISUAL SERVICES

The AUNE Library’s services and collections support our low-residency graduate
students, wherever their learning takes them. Professional and personal research
support is available in person or via email, phone, or Zoom. Course-specific sessions
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and workshops on topics of interest are offered throughout the semester. For more
information about the AUNE Library, visit the website.

The library’s curriculum-focused collection includes print and electronic books and
journals, and online research databases. Items not held in the local collection may be
obtained through Interlibrary Loan at no cost to students. The library also offers basic
training and support on a collection of circulating audio-visual equipment.

Your librarian, Pippin Macdonald ([email protected]), is available to discuss

topics, research strategies, citation management, and more.

Support for Writing and Presentations:

The AUNE Writing Center, located in the CRR next to the library, provides free peer
feedback for all parts of the writing process, including brainstorming and starting an
assignment; organizing and structuring a draft; revising at the paragraph and sentence
level; polishing near- final work; integrating your sources, and more. The AUNE Writing
Center also helps with Power Points, Prezis, Resumes, Cover Letters, and CVs.

• You can talk with peers in the AUNE Writing Center face-to-face, via phone, or
by skype. Check the center’s hours, make appointment, and access resources
via the Writing Center guide at: http://libguides.antioch.edu/writing.
• For written feedback on your work, you can submit your writing to the Virtual
Writing Center, which is available to all AU students. You can find directions for
uploading papers to the VWC at
https://www.antioch.edu/resources/students/virtual-writing-center/. Peer
consultants respond to papers in the order they are received, and you will
typically receive a response in 24-48 hours.

See Academic Catalog for more support services

CLASS POLICIES

Professional Dispositions Required of AUNE CFT PhD Students:

In addition to successful academic progress and satisfactory performance in practicum
and internship, graduate students in the Couple and Family Therapy program must
consistently demonstrate behavioral dispositions congruent with professional standards
of the field, and Interpersonal Effectiveness and Professional Behavior.

These dispositions and behaviors, include, but are not limited to respect for faculty,
staff, and fellow students both inside and beyond the classroom, adherence to ethical
standards of the American Association for Marriage and Family Therapy, demonstrated
openness to diverse perspectives, and the ability to accept feedback, follow directions
and guidelines set out by CFT faculty and field site supervisors.

Failure to meet the proscribed standard will result in remedial measures from CFT faculty
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to promote professional disposition. Failure of a CFT student to modify behavior may

result in dismissal from the program.

For more detail refer to the CFT Program Guide in Sakai.

Disclosure of Personal Information:

The Commission on Accreditation for Marriage and Family Therapy Education
(COAMFTE) requires the program to have established policies for informing applicants
and students regarding disclosure of their personal information (COAMFTE Standard
140.02, 2003). With this standard in mind, I would like to highlight that in this course
personal disclosures may occur. Each student should decide for him/herself what
information to disclose. Students are advised to be prudent when making self-
disclosures. The program cannot guarantee confidentiality of student disclosures given
the group environment, although personal comments should be considered private and
confidential and remain only in the classroom unless an exception to confidentiality
applies.

The AAMFT Code of Ethics states in standard 4.7 (2001) that Marriage and family
therapists do not disclose supervisee confidences except by written authorization or
waiver, or when mandated or permitted by law. In educational or training settings where
there are multiple supervisors, disclosures are permitted only to other professional
colleagues, administrators, or employers who share responsibility for training of the
supervisee. Verbal authorization will not be sufficient except in emergency situations,
unless prohibited by law. With this in mind, the program would like to highlight that
clinical supervisors who share responsibility for supervisees will share relevant
information without a written waiver in an effort to provide a quality standard of
supervision, maintain coherent training throughout the program, and ensure client care.

Student therapists working at the Antioch University Couple and Family Therapy
Institute (AUCFTI) can schedule clients, as space permits, throughout the week
Monday, Tuesday, Wednesday, and Thursday. Please refer to the AUCFTI
Handbook for times when the AUCFTI is open. Do not see clients unless there is
another CFT Clinic colleague (student, faculty, or staff) in the AUCFTI - this is
mandatory.

Confidentiality:
Personal and case-related details are to be kept confidential. This means you do not
share details of what is divulged in class if they are of a personal/sensitive or
professionally protected nature. This also means that you do not use publicly-available
software for presenting of clinical material (i.e., prezi.com or similar) in class.

Attendance and Participation:

Because each student’s class attendance and participation are essential to the learning
process, both for the student and for others in the class, students are expected to attend
every class meeting. Faculty will keep attendance records. All absences must be
discussed with the faculty member. Make-up work will be assigned. It is presumed that
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students will miss class only for urgent reasons, such as illness, family emergencies,
hazardous driving conditions, unavoidable work assignments, or vital family obligations.
It is each student’s responsibility to assess the urgency of each situation. Insufficient
attendance may result in the forfeit of credit.

Three absences are allowed in a course lasting fifteen weeks. One absence is tolerated
in a course lasting eight weeks. Faculty will assign work to make up for lost class time.
Four absences in a fifteen week course will automatically result in no credit given unless
students initiate a conversation with the instructor requesting special consideration, and
the instructor decides that an exception to policy is warranted. Given the unique hybrid
model of this class, missing any portion of the face-to-face time is unacceptable. That
time simply cannot be made up due to the highly experiential process.

For online courses, “attending class” means logging on to the course. Students are
expected to attend class every week or as specified by the instructor. For the purposes
of online work, an absence is defined as “not logging on at least once during a standard
seven-day calendar week.”

Effective learning is not a passive process. You are expected to engage in an active
and engaging learning environment, so it is imperative for each student to come having
carefully read and studied all assigned materials. Again, being prepared means that you
have completed all assigned readings and have thoughtfully considered the material in
ways that allows you to engage in meaningful dialogue with your colleagues. We are
engaged in the learning process together. We have all had different experiences in the
past and have acquired varied knowledge bases; therefore, we will approach issues
from different perspectives. Everyone has something to contribute and we will all learn
from each other.

Refer to the Academic Catalog for more detail

Course Attendance and Participation:

Before participating in this course, each student will need to electronically sign the
meaningful learning environment agreements which includes: an academic integrity
agreement and digihealth agreement.

As an online course, with hybrid components, students are responsible for having
access to the Internet in order to complete the required assignments. The platform we
will be using for the course is the university-based Sakai platform. For online courses,
“attending class” means logging on to the course. Students are expected to attend class
every week or as specified by the instructor. For the purposes of online work, an
absence is defined as “not logging on at least once during a standard seven-day
calendar week.” Effective learning is not a passive process. You are expected to
engage in an active and engaging learning environment, so it is imperative for each
student to come having carefully read and studied all assigned materials. Again, being
prepared means that you have completed all assigned readings and have thoughtfully
considered the material in ways that allows you to engage in meaningful dialogue with
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your colleagues. We are engaged in the learning process together. We have all had
different experiences in the past and have acquired varied knowledge bases; therefore,
we will approach issues from different perspectives. Everyone has something to
contribute and we will all learn from each other.

Given the unique hybrid model of this class, missing any portion of the face-to-face time
online is not readily acceptable. That time simply cannot be made up due to the highly
experiential process. Faculty will keep attendance records. All absences must be
discussed with the faculty member. It is presumed that students will miss class only for
urgent reasons, such as illness, days of personal observation, family emergencies,
hazardous driving conditions, unavoidable work assignments, or vital family obligations.
It is each student’s responsibility to assess the urgency of each situation. Insufficient
attendance may result in the forfeit of credit. Any student missing class quizzes,
examinations, or any other class or lab work because of days of personal observation
(i.e., spiritual, philosophical, religious, etc.) shall be given an opportunity during that
semester to make up missed work. The make-up will apply to the day of personal
observation absence only. Furthermore, any student who has difficulty affording
groceries or accessing sufficient food to eat every day, or who lacks a safe and stable
place to live, and believes this may affect their performance in the course is urged to
contact the AUNE Student Services for support ([email protected]).
Furthermore, please notify this professor if you are comfortable in doing so. This will
enable them to provide any resources that they may possess. It shall be the
responsibility of the student to notify the instructor no later than the end of the first week
of classes of their intention to participate in days of personal observation, which do not
fall on state holidays or periods of class recess. This policy shall not apply in the event
that administering a test or examination at an alternate time would impose an undue
hardship on the instructor or the university which could have been avoided. Students
are responsible for all class work even if there are legitimate reasons for their absence.
Thus, students need to obtain all materials for a missed class session. If an emergency
arises, messages can be left through email 24 hours a day. Tardiness and unexcused
absences for class activities will have a negative effect on your learning and likely your
grade (i.e., each tardiness to class activities is worth a deduction in points, each activity
unattended is worth a point deduction).

Refer to the Academic Catalog for more detail

Course Communications:
I strive for respectful communications with students and expect the same from them
with me and towards each other. Thus, we all have a responsibility to conduct
ourselves in all communications in ways that are thoughtful and do not interfere with
the rights of folks to learn or instructors to teach.

In this course we will meet online for asynchronous and synchronous communication.
Asynchronous communication involves those which include breaks in communications
as in paper-based and video submitted assignments that then must be graded and
returned later, voice mail messages that need to be returned, online communications
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such as discussion board postings, accessing of websites, e-mailing, and posting via
social networking sites. Synchronous communication involves those that occur in real-
time like online in-class meeting times and during online office hours, as well as phone
calls, and via online communications like instant messaging, Internet chats, and video
calling. Please note, that in this course you will NOT be required to use online social
media like social networking sites, however, there will be times when the use of such
communication is an option if the student so wishes to communicate in this manner.

Of the possible forms of communication, the surest means of contacting me is during

office hours, or via email. My response time on e-mailing replies is typically 48 hours,
but please realize there may be times when my response is not as timely, especially
during weekends. Please, be aware that I do hold virtual office hours, which means
that if you email during this time period you will receive an immediate response.

Supervision Assist:
All students will use Supervision Assist (SA) to obtain approval of their practicum site,
maintain clinical and supervision hours records, record and view sessions, and
complete all evaluations. Although the student, their AUNE supervisor, and their site
supervisor will be working closely as a team, the responsibility for an updated SA
student account is ultimately the student’s. Examples of this may be the need to help
orient their site supervisor to the (SA) site, or reminding the supervisor to sign off on
weekly supervision/clinical hours. No student will begin a practicum until all forms
have been completed or uploaded on SA, and the site has been approved.

Students are strongly urged to practice recording via SA at their practicum site prior to
submitting the recording for review during practicum. It is important that video
recordings of client sessions via Supervision Assist are recorded and maintained at a
high standard (i.e. video – clear with appropriate camera placement; audio – clear,
smooth, and transparent). Acceptable videos are required to receive a passing grade for
the course. Some students have found that additional (inexpensive) equipment is
needed in order to have better sound quality in their recordings (e.g. microphones,
adapters, etc.).

Zoom Policy:
While you are attending class by Zoom, you will be held to the same professional
dispositional standards as you would any other in-person class. Please keep the
following in mind:

• Although we cannot guarantee confidentiality, please respect the confidentiality

of other classmates and take precautions when using Zoom in public spaces.
• Professionalism extends to dress and settings. Please dress appropriately and
be aware of your surroundings when logging into class.
• Due to safety concerns, you are not to Zoom into class while driving. Please
schedule your activities around the Zoom class, so that you can be settled in a
distraction free environment prior to logging in.
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Computer and Internet Access:

Reliable access to a computer and the internet is mandatory. Please develop a plan
now so that if issues related to your computer and internet occur there will be no or very
limited interruption in your access and engagement to the course. Please also keep in
mind the increased potential of discussing confidential information so that your plan be
sensitive to the nature of privacy. In addition, if you experience technical difficulties with
Sakai, you can contact Antioch’s help desk at https://helpdesk.antioch.edu/ or 1-866-
662-0056 24-hours a day, 7-days a week.

Refer to the Academic Catalog for more detail.

Incompletes:
On rare occasions (e.g., medical or family emergencies), students might find completing
their coursework within the given semester extremely challenging. If students cannot
complete the required work by the due date they may request an extension of work due
which will result in an incomplete grade from their instructor. The following must occur
before an extension is granted: 1) appropriate written documentation, 2) request
submitted in writing to instructor before the due date; and 3) the student must be able to
maintain active participation in class attendance and discussion in addition to any
partnered work. This extension of time is granted by the instructor and is not an
automatic right. It must be requested before the due date of the required work. If
approved, the work will be due at least two weeks before the end of the following term
(or earlier) on the date agreed upon between the student and the instructor. According
to Satisfactory Academic Progress policy, grades of Incomplete are counted against
SAP calculation and may place students on Academic Warning.

Individual faculty members do not have the authority to award extended time beyond
the final due date. If an incomplete grade is not submitted by the deadline, it will be
changed to a No Credit. Students would then need to register for the class again to earn
the credit.

Refer to the Academic Catalog for more detail.

Extensions:
Papers and projects are due on the date listed in the course schedule. Any unavoidable
extensions must be requested by the student in advance of the due date; it is up to the
instructor’s discretion to offer extensions. Assignments submitted after the due date will
result in reduced points for the assignment. Failure to complete all requirements of the
course will result in a No Credit for the course.

In the event of an emergency, you should contact your professor in advance or ASAP in
order for an extension to be considered.

*** Grades will not be awarded until all paperwork is completed and signed by the
student therapist's supervisor***
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Verification Requirements:
Written assignments are expected to demonstrate students’ ability to communicate at a
professional level. All written assignments must be typed, and the font should be
equivalent to Times Roman 12 point in size. Margins should be one inch. Typing should
be double-spaced. All papers and references should follow APA 7th edition format.
Electronic submissions in Word are preferred.

Respectful Classroom Culture:

In order to facilitate students’ learning and the open discussion of course topics, it is
necessary that we maintain a respectful, safe and accepting classroom culture. This
begins with honoring the dignity of others no matter their race, gender, sexual
orientation, socioeconomic status, national origin, religious beliefs, or physical and
cognitive ability. Additionally, a willingness to learn from the experiences of others and
be open to the constructive feedback of peers is necessary for maintaining a productive
learning environment. It is expected that all students will act in a way that maintains and
enhances this classroom culture.

AUNE AP DEPARTMENT SOCIAL JUSTICE STATEMENT

Diversity and Inclusion Statement:

The Applied Psychology Department is committed to building a learning community
where diverse perspectives are welcome, respected, and regarded as valuable
resources for enriching and strengthening our capacity for empathy, reflection, and
critical thinking. While the course materials and experiential activities presented in the
course are intended to be inclusive of historically underrepresented voices, overt and
covert biases of privileged views may still be dominant. We encourage you to offer any
suggestions to enhance a more inclusive, comprehensive learning environment
especially for those whose voices have been marginalized

Civility Pledge:
I acknowledge that racism, sexism, heterosexism, classism, ableism, ageism, nativism,
and other forms of interpersonal and institutionalized forms of oppression exist. I will do
my best to better understand my own privileged and marginalized identities and the
power that these afford me. I will keep an open mind, listen, and respect everyone. I will
share personal experiences in the context of the course topic. I understand that what I
share is kept confidential unless otherwise agreed upon. I trust that I am not regarded
as a representative spokesperson for a given group of people. If I feel my coursework is
being impacted by my experiences, I will reach out to my professors, peers, Department
Chair, or the Chief Student Services Officer, Linda Drake Gobbo at
[email protected]

SUPERVISION STYLE
My preferred supervisory style is one of being evidence-based and collaborative. In
consideration of the evidence-based literature on best practices for supervision, it is
through a solid working supervisory alliance that change within the supervisee and
 14

isomorphically within the client occurs. In addition, through the establishing of a strong
working alliance supervisees have higher levels of satisfaction. Thus, a solid working
alliance in supervision is my ultimate goal. I believe this occurs through a collaborative
stance. Therefore, from a collaborative perspective, we will discuss ideas that you have
with your cases and how to apply your ideas with clients, as well as suggestions that I
have as the supervisor for working with clients therapeutically and effectively. There will
also be times where directives will be given. When a directive is provided, it needs to be
followed. There will be an opportunity for discussion around the purpose of the
directives and suggestions in supervision, however, to reiterate when a directive is
given it MUST be followed. Directives are typically provided when there is a legal and/or
ethical responsibility, and/or when there is a clinical necessity for a particular
therapeutic decision. It is critical that the supervisee understand the intent of both
suggestions and directives to help with their training, out of respect for the licensure and
credentials of the supervisor, and out of adherence to the legal, ethical and clinical
responsibilities of the profession.

Through the supervision experience, it is my hope that you grow as a developing

clinician. Your work as a clinician can be both challenging and rewarding and I want the
practicum experience to be one that highlights these experiences for both of us. It is
important that you learn to identify and expand upon your strengths that you bring with
you to this experience. What supervision is NOT about is being a perfect or an expert
clinician; as such it is important that we not set ourselves up to have unrealistic
expectations. Through a collaborative stance, it is important that mutual trust and the
ability to express ideas with your supervisor be developed. In this way, the supervisor
has a chance to grow, as well. This means that I encourage you to present concerns
that you may have with your supervisory or practicum experience with me in a direct
manner. If this is unsuccessful, the Program Director will be notified and included in the
dialogue.

SUPERVISION PARICIPATION, ACTIVITIES, AND PROCEDURES

Attendance, preparation, and participation in supervision meeting discussions are
required. Group staff meetings take place weekly as well as weekly group processing.
Individual Supervision in the form of pairings will take place for 1.0 hour weekly. During
this hour the supervisees will present any and all cases as a whole with priority placed
upon those cases that are high risk or pressing. There may also be weeks where the
supervisees rotate the presenting of one primary case for feedback from the supervisor.
There may also be weeks where the supervisees present a case in live format and the
supervisor conducts live supervision, perhaps solo, paired, or with a team.

If, in the event of an emergency, that an individual meeting cannot be attended; it is the
responsibility of the supervisee to notify the supervisor in a timely manner to re-
schedule the session. The supervisor will notify the supervisee as soon as possible
when they may need to reschedule as well. This notification can occur via email
communication. Out of respect for others in the learning environment, please turn off all
cell-phones and other potentially disruptive devices before the start of any supervision
meetings.
 15

Supervisees are required to record all of their therapy sessions. The digital sessions are
property of the CFT Clinic and your supervision cohort; you, your co-supervisee, and
your supervisor are the only ones allowed to view these sessions.

Supervisees are primarily responsible for ensuring that active case files are maintained
and kept up to date. This includes all case notes being fully written and all contact
regarding the case to be accurately logged, including the appropriate releases of
information with outside agencies. Supervisees are also expected to keep all case files
and sessions in the appropriate locked filing cabinet, and computers respectively, in
clinic office when not in use. Before, during and after our meetings all reports, progress
notes, and other documents must be completed in a timely fashion.

When supervisory case consultation occurs via phone, case presentation, or live
supervision, document it using a Supervisee Record Form, which is to be returned to
the supervisor the following week in supervision. Case presentation will take place orally
and in written format through case presentation (see Case Formulation Form), as well
as through the management and completion of all relevant documents. Supervisees are
expected to act professionally and to adhere to all applicable American Association for
Marriage and Family Therapy (AAMFT) ethical standards. Supervisees must abide by
all CFT Clinic policies and standards (see AUCFTI Clinic Handbook).

During individual paired supervisory meeting supervisees are to present the following:
• A brief overview of each of your cases (when applicable)
• The previous week’s Supervisee Record Form (when applicable)
When it is your turn to present you must also come prepared with the following:
• Information on the specific case you wish to discuss with the Case
Formulation Form completed.
• A clip of the case you have selected that is cued and ready to show (10
minutes) and the case file.
When you have completed your presentation you are to complete the following:
• Review and or update the treatment plan according to what was decided and
is relevant to the client’s case.
• Supervisee Record Form.
When you are mid-semester of your semester practicum complete the following:
• SA evaluation forms
When you have completed your semester practicum complete the following:
• SA evaluation forms

SUPERVISEEE FEEDBACK
Again, I believe supervision is a collaborative process as such it is important that the
relationship between the supervisor and supervisee be one that is based on mutual trust
and the ability to express ideas in a respectful manner. As such, supervisees will also
be given an opportunity to evaluate the supervisor in a formal manner at two points
during the practicum experience. The first formal evaluation of the supervisor will take
place mid way through the practicum experience and will involve the completion of a SA
 16

evaluation form, which will be completed and returned to the supervisor via SA and
discussed. Another formal evaluation will take place at the end of the practicum
experience, which will include a second SA evaluation form.

EVALUATIVE CRITERIA

Antioch University New England uses a credit/no credit system supplemented by faculty
evaluation of four dimensions of student learning in all courses, Supervised
Independent Study, and master’s projects. The four dimensions evaluated are:

1. Class participation
2. Mastery of course content
3. Quality of documentation (papers, tests, and oral presentations)
4. Overall course performance (a summative category)

One of the following evaluative descriptors will be assigned in each of the four
dimensions assessed:

• Outstanding
• Excellent
• Very Good
• Good
• Satisfactory
• Unsatisfactory

Refer to The Evaluative Descriptors for Courses and Supervised Independent Studies
Form in the syllabus and in the Academic Catalog.

Additional guidelines for each dimension are included below:

Class participation:
• active engagement with the learning process in classroom
• active participation in class discussions and activities
• appropriate contribution of relevant examples from readings and life experiences
• preparation for class by reading and completing assignments
• collegial interactions with faculty and peers
• informed, relevant, and respectful participation in class discussions

Mastery of the course content:

• increasing development of the attitudes, skills, knowledge, and behaviors of a
mid-level clinician in training; or increasing development of the attitudes, skills,
knowledge, and behaviors of an entry-level clinician in training
• analytical, critical, and cogent discussion of the course materials
• demonstrated in-depth understanding of course subject material
 17

Documentation:
• graduate level writing and communications
• accurate use of APA style
• professional presentation of core concepts and critical analyses
• writing reflecting depth of thought and integration of course material
• writing reflecting self-awareness, exploration, critical thinking, and personal
engagement with course content

Overall Evaluation: Class Participation 25%, Integration of Theory & Practice 25%,
Personal & Interpersonal Skills 25%, Documentation/Presentation 25%.

For each of these dimensions one of the following evaluative ratings will be given:
Outstanding, Excellent, Very Good, Good (all acceptable graduate level work)
Satisfactory with Concerns, Unsatisfactory (unacceptable graduate level work)

*The Evaluative Descriptors for Courses and Supervised Independent Studies Form can
be downloaded from http://www.antiochne.edu/resources/forms/

Additional guidelines for each dimension are included below:

REQUIRED ASSIGNMENTS:
NOTE: All assignments must be completed to receive course credit. Before a grade is
awarded all clinical paperwork must be completed and signed by the student’s
supervisor. This includes updated case notes, treatment plans, transfer summaries,
clinical and supervision hours records, supervisor evaluations, etc.

Class Participation Rubric: Used with permission from Eberly Center for Teaching
Excellence, Carnegie Mellon University

Component Sophisticated Competent Not Yet Competent

Conduct Student shows respect Student shows Student shows little

for members of the respect for members respect for the
class, both in speech of the class and for class or the process
and manner, and for the method of as evidenced by
the method of shared shared inquiry and speech and
inquiry and peer peer discussion. manner.
discussion. Does not Participates Sometimes resorts
dominate discussion. regularly in the to ad hominem
Student challenges discussion but attacks when in
ideas respectfully, occasionally has disagreement with
encourages and difficulty accepting others.
supports others to do challenges to their
the same. ideas or maintaining
respectful attitude
when challenging
others’ ideas.
Ownership/Leadership Takes responsibility for Will take on Rarely takes an
 18

maintaining the flow responsibility for active role in

and quality of the maintaining flow and maintaining the flow
discussion whenever quality of discussion, or direction of the
needed. Helps to and encouraging discussion. When
redirect or refocus others to participate put in a leadership
discussion when it but either is not role, often acts as a
becomes sidetracked always effective or is guard rather than a
or unproductive. effective but does facilitator:
Makes efforts to not regularly take on constrains or biases
engage reluctant the responsibility. the content and
participants. Provides flow of the
constructive feedback discussion.
and support to others.
Reasoning Arguments or positions Arguments or Contributions to the
are reasonable and positions are discussion are
supported with reasonable and more often based
evidence from the mostly supported by on opinion or
readings. Often evidence from the unclear views than
deepens the readings. In general, on reasoned
conversation by going the comments and arguments or
beyond the text, ideas contribute to positions based on
recognizing the group’s the readings.
implications and understanding of the Comments or
extensions of the text. material and questions suggest a
Provides analysis of concepts. difficulty in following
complex ideas that complex lines of
help deepen the argument or
inquiry and further the student’s
conversation. arguments are
convoluted and
difficult to follow.
Listening Always actively attends Usually listens well Does not regularly
to what others say as and takes steps to listen well as
evidenced by regularly check indicated by the
building on, clarifying, comprehension by repetition of
or responding to their asking clarifying and comments or
comments. Often probing questions, questions
reminds group of and making presented earlier,
comments made by connections to or frequent non-
someone earlier that earlier comments. sequiturs.
are pertinent. Responds to ideas
and questions
offered by other
participants.
Reading Student has carefully Student has read Student has read
read and understood and understood the the material, but
the readings as readings as comments often
evidenced by oral evidenced by oral indicate that he/she
contributions; contributions. The didn’t read or think
familiarity with main work demonstrates a carefully about it, or
ideas, supporting grasp of the main misunderstood or
 19

evidence and ideas and evidence forgot many points.

secondary points. but sometimes Class conduct
Comes to class interpretations are suggests
prepared with questionable. inconsistent
questions and critiques Comes prepared commitment to
of the readings. with questions. preparation.

Documentation & Verification Requirements:

• CFT program client file paperwork – these are linked to COAMFTE core
competencies. Clinical paperwork must be updated each week.
o Students must complete their client contact and supervision hour logs in a
timely fashion. Although the most prudent action is to log your hours daily
or weekly, hours for the month need to be completed no later than 3 days
past the end of the that month, in order to not be penalized for
documentation. All students’ hour logs and all client files (including
progress notes, client contact forms, and financial tracking forms) must be
up-to-date
• Develop a supervision contract with site supervisor stating at least 3-4 clinical
and/or learning goals for the semester, how you might achieve those, and how
your AUNE faculty supervisor, Dr. Twist, and the professional seminar group
might support the achievement of these goals. The supervision contract is due at
the beginning of the semester, NLT Wednesday, August 21. We will overtly
discuss your progress on your goals for the semester at two points—mid- and
end-of semester, as well as discussion your perception of your work as a
clinician at these two points via the Supervisee Self-Evaluation (Ivey, n.d.).
• Refine your integrated model of systems-based theory of therapy from last
semester (for use in supervision and as a basis for learning goal 2). Follow the
outline provided in this syllabus. In addition, talk with the group about your
“Theory of Therapy” paper and how it informs your personal learning goals for
this year. Due Wednesday, November 13th
• You and the AUNE supervisor must complete the Antioch University
Dispositional Assessment on SA. Due Wednesday, December 11th
• Demonstrate clinical progress and mastery via Final Case Presentation and
related video. Due Wednesday, December 11th.
• Complete a self-assessment (the Antioch Skills Evaluation Device - ASkED) at
the end of the semester. The site and AUNE faculty supervisors complete the
Antioch Skills Evaluation Device. The student and supervisor discuss their
evaluations; evaluations must be completed on SA no later than Wednesday,
December 11th.

Case Presentations:
Each student should plan on bringing at least 4-5 cases (this can be differing or the
same case over time) and related case presentations for supervision to the professional
seminar supervisor. These cases need to be accompanied by video or audio recording.
In order to help you focus on what you want to get out of your supervision, please type-
up the written Case Presentation Form. Do not plan to talk more than three–five
minutes about the background of the case, the supervisor will ask for more information
 20

if needed. One major focus of the presentation should be expanding your theoretical
clinical knowledge and work. Be explicit in your presentation about your theory and any
new theoretical techniques you are incorporating into your work. Plan to have your
recording cued and to be ready to talk about what you need from supervision.
Plan to focus on telling the supervisor what you are struggling with and what you
want from supervision today. Your supervision and any supervisee peers observing
the case presentation will provide immediate feedback on the case presented using the
ProSem Observation Form.

Theory of Therapy Paper:

Paper Due: November 13th
Paper’s Length: 30 pages maximum – see grading rubric below and use the following
questions to guide you in writing the first draft.
December 13th: Present Theory of Therapy Paper in Supervision meeting

This paper will help you delineate your personal Theory of Therapy. The purpose is to
help you think about couple and family therapy, and who you are (or will be) as a
therapist. Obviously, this is only a snapshot at this early point in your development, and
you will be able to edit this story of yourself over time.

Spend a good paragraph or two on each of the following questions. [Please type your
paper, double-spaced, 1-inch margins, 12-point font, spell-checked and grammar-
checked.] Keep these questions (as an outline) in your first draft to aid readers.
After you have received feedback, you can remove the question prompts and construct
a more professional and cohesive paper using true APA 7th edition rules.

1. What basic assumptions do you hold about people and families and how
therapy aids them?
a. That is, how do people change in therapy?
b. Why is family or couple therapy a preferred modality over individual?
2. Who sets the goals for therapy? Why?
a. What are the important goals for therapy?
b. What is the best way to accomplish these goals?
c. How do you prioritize goals?
d. How do you use assessment instruments and techniques into establishing
goals and monitoring treatment progress?
e. How do you know when to terminate treatment? (take into account
different reasons for termination)
3. How do you see your role as therapist?
a. (If it helps, use a metaphor to describe [e.g., coach, teacher, editor, etc.])
b. Why is this role useful or helpful?
c. How does time and/or time management work within your role?
4. What models of therapy have most influenced your therapeutic approach?
5. What do you see as the client’s role? (relate to metaphor used above)
a. How do they learn about this role?
b. When might this differ?
 21

6. How do you recognize ethical dilemmas, and what is your decision-making

process for dealing with them?
7. How do you know therapy is effective?
a. How do you know whether clients believe your work together has been
effective?
b. How do you determine which effective treatment protocol/model to
implement?
8. How do you attend to self-of-the-therapist issues?
a. How have your personal values, beliefs, life experiences, and theoretical
assumptions had an effect on your philosophy and practice of therapy?
b. What personal or family-of-origin issues should you be aware of when you
provide therapy? What about areas of discomfort or inexperience? In what
ethical ways do you plan to deal with these issues?
c. Are there certain presenting problems for which you should seek
consultation or refer? What are they?
d. How do you plan to renew yourself as a therapist? How do you plan to
keep up with the therapy literature?
9. How do you know when you are thinking systemically, instead of linearly?
a. How do you incorporate mental health diagnosing into your systemic
work?
b. How do you take into account medical issues into your systemic work?
10. How do you incorporate client’s context and the other systems in which their
lives, and your therapy, are imbedded?
a. What gender issues should you be aware of as a therapist? In what ways
might your own gender and the gender of your clients affect the way you
do therapy?
b. How do you as a therapist deal with the power differential in the
therapeutic relationship?
c. How does your current theory of therapy reflect your culture? In what ways
does it not reflect your culture?
d. How does your evolving theory of therapy incorporate issues of culture,
ethnicity, class, sexual orientation, disability, and other aspects of
diversity?
e. In what ways have you learned to work productively with clients from
different cultures and backgrounds?
f. When should cultural differences be accepted in therapy and when should
they be challenged? What is your rationale?
g. In what ways do you change your approach to therapy to “fit” the culture or
unique background of your clients?
11. Given the above (assumptions, goals, roles), how would you describe your
evolving conceptualization of the therapy process?
a. Which assessments fit?
b. What interventions fit?
12. What do you think will be important at different phases of your therapy?
a. Beginning
b. Middle
 22

c. Ending
13. What is your current scope of practice?
a. What are you thinking about studying (during or after this degree) in order
to expand your scope of practice?
b. How do you know when you are working within your scope of practice,
and when you should refer?
14. How do you know what to use supervision for, and what to focus upon in
supervision?
15. What do you see as your next areas of grow
 23

Theory of Therapy Paper Rubric

Student: Grade:

TASK EVALUATIVE RATING NOTES

EVIDENCE OF SYSTEMIC THINKING. O E VG G S U

CLARITY OF PURPOSE AND GOALS FOR O E VG G S U
THERAPY.
CLARITY OF THERAPIST ROLES WITHIN O E VG G S U
CHOSEN MODEL(S).
EVIDENCE OF AWARENESS OF RESEARCH O E VG G S U
RELATED TO CHOSEN SYSTEMIC MODEL(S) OF
THERAPY AND THE IMPACT THAT IT HAS ON
TREATMENT.
CONNECTION BETWEEN OWN THERAPY O E VG G S U
MODEL AND THERAPY PRACTICE;
UNDERSTANDS THE FLOW OF THERAPY.
EVIDENCE OF SENSITIVITY TO CONTEXTUAL O E VG G S U
FACTORS SUCH AS THERAPY SETTING,
CULTURE, ETHNICITY, RACE, SEXUAL
ORIENTATION, AGE, SEX, GENDER,
ECONOMICS, AND SO FORTH.
EVIDENCE OF SENSITIVITY TO ETHICS AND O E VG G S U
LEGAL FACTORS.

INTEGRATED LITERATURE. O E VG G S U
WRITING, FORMATTING & CREATIVITY: O E VG G S U
CLEARLY WRITTEN WITH ENGAGING STYLE ;
APA STYLE REQUIREMENTS ARE SUFFICIENT
FOR DOCTORAL LEVEL GRADUATE WORK;
THERE ARE NO ERRORS IN SPELLING OR
USAGE
EXCEPTIONAL INVESTMENT O E VG G S U
STUDENT DISPLAYED EXCEPTIONAL
INVESTMENT IN THIS ASSIGNMENT AS
EVIDENCE BY DEMONSTRATING MASTERY OF
CONTENT/WRITING THAT EXCEEDS
EXPECTATIONS
OVERALL TOTAL O E VG G S U
 24

O = OUTSTANDING, E = EXCELLENT, VG = VERY GOOD, G = GOOD (ALL ACCEPTABLE GRADUATE

LEVEL WORK), S = SATISFACTORY, U = UNSATISFACTORY (UNACCEPTABLE GRADUATE LEVEL
WORK)
 25

Class Participation Rubric: Used with permission from Eberly Center for Teaching Excellence,
Carnegie Mellon University

Component Sophisticated Competent Not Yet Competent

Conduct Student shows respect Student shows Student shows little

for members of the respect for members respect for the class
class, both in speech of the class and for or the process as
and manner, and for the method of shared evidenced by
the method of shared inquiry and peer speech and manner.
inquiry and peer discussion. Sometimes resorts
discussion. Does not Participates to ad hominem
dominate discussion. regularly in the attacks when in
Student challenges discussion but disagreement with
ideas respectfully, occasionally has others.
encourages and difficulty accepting
supports others to do challenges to his/her
the same. ideas or maintaining
respectful attitude
when challenging
others’ ideas.
Ownership/Leadership Takes responsibility Will take on Rarely takes an
for maintaining the responsibility for active role in
flow and quality of the maintaining flow maintaining the
discussion whenever and quality of flow or direction of
needed. Helps to discussion, and the discussion.
redirect or refocus encouraging others When put in a
discussion when it to participate but leadership role,
becomes sidetracked or either is not always often acts as a guard
unproductive. Makes effective or is rather than a
efforts to engage effective but does facilitator:
reluctant participants. not regularly take on constrains or biases
Provides constructive the responsibility. the content and
feedback and support flow of the
to others. discussion.
Reasoning Arguments or positions Arguments or Contributions to the
are reasonable and positions are discussion are more
supported with reasonable and often based on
evidence from the mostly supported by opinion or unclear
readings. Often evidence from the views than on
deepens the readings. In general, reasoned arguments
conversation by going the comments and or positions based
beyond the text, ideas contribute to on the readings.
recognizing the group’s Comments or
implications and understanding of the questions suggest a
extensions of the text. material and difficulty in
 26

Provides analysis of concepts. following complex

complex ideas that help lines of argument or
deepen the inquiry and student’s arguments
further the are convoluted and
conversation. difficult to follow.

Listening Always actively Usually listens well Does not regularly

attends to what others and takes steps to listen well as
say as evidenced by check indicated by the
regularly building on, comprehension by repetition of
clarifying, or asking clarifying and comments or
responding to their probing questions, questions presented
comments. Often and making earlier, or frequent
reminds group of connections to non-sequiturs.
comments made by earlier comments.
someone earlier that Responds to ideas
are pertinent. and questions
offered by other
participants.
Reading Student has carefully Student has read and Student has read the
read and understood understood the material, but
the readings as readings as comments often
evidenced by oral evidenced by oral indicate that he/she
contributions; contributions. The didn’t read or think
familiarity with main work demonstrates a carefully about it, or
ideas, supporting grasp of the main misunderstood or
evidence and ideas and evidence forgot many points.
secondary points. but sometimes Class conduct
Comes to class interpretations are suggests
prepared with questionable. Comes inconsistent
questions and critiques prepared with commitment to
of the readings. questions. preparation.
 EVALUATIVE DESCRIPTORS
for Courses and Supervised Independent Studies (SISs)

OFFICE OF THE REGISTRAR

COURSE UNSATISFACTO SATISFACTORY GOOD VERY GOOD EXCELLENT OUTSTANDING

REQUIREMENT
S RY
Student did not Student was Student Student was active Student raised Instructor could, in
attend class, and/or present in class occasionally raised in class and made points that were all good
gave no sign of and appeared to be questions and/or useful contribu- original, and conscience, have
CLASS attending to what attending to what offered some tions which engaged asked stu- dent to
PARTICIPA went on, and/or took place, but contributions to included real instructor/other conduct a session
TION participated in either did not class discussions. engagement with students in dialog of the class.
ways that were participate Participations was key issues that broke new
inappropriate and actively, or appropriate and represented in the ground. Student
disruptive to the participated in an helpful to the syllabus. Student gave evi- dence of
learning process of inappropriate way. learning of others. gave evidence of considering the
others. Some remediation considering the learning needs of
(specify) needs to learning needs of classmates in
be arranged. classmates in addition to his/her
addition to own learning
his/her own
learning process.
process.
Student either gave Student gave Student gave Student absorbed, Student consistently Student
evidence evidence of evidence of under- showed demonstrated
of not grasping the grasping theoretical understanding and stood and applied mastery of subject insights so original
basic success- the key matter by as to
theoretical concepts to the fully applying the concepts of the using concepts to warrant passing on
MASTERY OF concepts or did extent of key con- cepts of course in a illuminate to future students.
not complete all attempting to the course. particularly clear professional
the course apply the andeffec- situations in an
COURSE assignments. material to tive manner. original way,
Corrective action professional leading to new
CONTENT or remediation is situations, though learning for the
not in an instructor
needed. effective way. and the class.
Some
remediation needed.
Paper(s) Paper(s) were Paper(s) adequate Paper(s) Paper(s) both Paper(s) showed
unacceptable with minimally with particularly clear, competent (or particularly
respect to content, acceptable with respect to content, well-organized, better) in execution, clear and creative
organiza- respect to and/or well and approach
tion, and/or writing content, organization, and written. original/creative in to the topic, an
style organization, and writing their approach
QUALITY OF (specify). Some
writing style; there style. approach to the that’s rarely seen,
remediation were topic; and were
DOCUMENTATI (specify) some problems paper(s) could be of publishable
ON needs to be in one or more of used as a model quality.
arranged. these areas for other students.
(specify), but not so
severe
as to warrant
handing the
paper(s) back.
Some
remediation
(specify) needs
to be arranged.
Student’s work was Student’s Student’s Student solidly Student’s Student’s
performance in performance in fulfilled performance performance in
characterized by the course was the course was course showed originality course was so
such major minimally basically requirements, and over and competent
problems (specify) acceptable; there competent with no integrated course above solid and original that
that no were some major material in competence; instructor
credit for the major problems. a particularly instructor and experienced
OVERALL course can be problems(identify), clear and class learned from student as if
COURSE given. Some though not severe effective student’s he/she were a
corrective enough manner. colleague or
PERFORMANCE action/remediation
(specify) needs to
to be
considered
contributions to the peer taking the
learning process.
be arranged. “Unsatisfactory. course.
” Some
corrective
action/reme-
diation (specify)
needs to be
arranged.
 CASE PRESENTATION FORM

Therapist:______________ Case # _______ # of sessions:____ tape session #:_____ Today’s Date: _________

Family Information (check (✓ ) for client present in therapy):

✓ First Name Age Gender Race/Ethnicity SES Occupation/Major Sexual Orient.
1.

2.

3.

4.

5.

Relevant Background Information for Each Participant:

Other History (length of relationship, etc.): __________________________________________________________

____________________________________________________________________________________________

Presenting Problem: ____________________________________________________________________________

Client Goals: _________________________________________________________________________________

____________________________________________________________________________________________

Risk Assessment (abuse, violence, suicide): _________________________________________________________

____________________________________________________________________________________________

DSM Diagnosis and Who Made It: ________________________________________________________________

Medications: _________________________________________________________________________________

Other Professionals Involved with the Case: _________________________________________________________

____________________________________________________________________________________________

Psychological/Biological Influences: ______________________________________________________________

____________________________________________________________________________________________

Societal/Cultural Influences: _____________________________________________________________________

____________________________________________________________________________________________

Client Strengths: ______________________________________________________________________________

_____________________________________________________________________________________

29
Relational/Systemic Issues:

Life Cycle Stage: ______________________________________________________________________________

Family Influences: _____________________________________________________________________________

____________________________________________________________________________________________

Support Network: ______________________________________________________________________________

Therapy Process:

Nonverbals Noticed/Communication Patterns: _______________________________________________________

____________________________________________________________________________________________

Assessment of Therapeutic Relationship: ___________________________________________________________

Theoretical Approaches Used: ____________________________________________________________________

____________________________________________________________________________________________

Interventions Used and Impact: ___________________________________________________________________

____________________________________________________________________________________________

Your Systemic Hypotheses:

1. __________________________________________________________________________________________

____________________________________________________________________________________________

2. __________________________________________________________________________________________

____________________________________________________________________________________________

3. __________________________________________________________________________________________

____________________________________________________________________________________________

Potential Ethical/Legal Issues: ___________________________________________________________________

____________________________________________________________________________________________

Self-of-Therapist Issues Related to this Case: ________________________________________________________

____________________________________________________________________________________________

What You Need from the Group: _________________________________________________________________

____________________________________________________________________________________________

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 ProSem Observation Form

Your Name: ___________________________________

Observation Date: ____________________

Therapist(s): __________________________________

Case Number: _______________________

Systems Thinking

What patterns do you see?

______________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

List 3 “what/how” questions you would ask based on what you observed.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What is it about the context that you think is important to this case?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What two systems concepts would you use in relation to this case? Explain your answer.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Describe how your subjective experiences/beliefs impact your observations.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Power & Privilege

How might privilege/power be playing a role in the case?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Feminist Issues

How does gender affect the topic of concern identified above?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What socio-political dimensions might be affecting the clients and/or the presenting problem?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Therapeutic Alliance

How would you describe the therapeutic alliance between the therapist and each person in the
session?

______________________________________________________________________________

______________________________________________________________________________

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______________________________________________________________________________

Ethics

What ethical issues were present or might emerge?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

33
 Antioch University New England (AUNE)
Department of Applied Psychology
Marriage & Family Therapy (MA)

Permission to Audio or Video Record Therapy Session

Student Therapists (ST) must work under the supervision of an Approved Supervisor who has
access to recorded evidence of their work. Therapist and their supervisors use these recordings to
improve the ST’s clinical skills. These recordings encrypted are on a HIPAA-secured cloud and
used strictly used for training purposes, they are not part of the client’s clinical record and will be
deleted upon completion of supervision. The client also has the right to view the recording if
they wish, prior to the recording being deleted.
I verify that the student therapist named below has my permission to:

(1) Record our session(s) strictly for the use of providing clinical supervision to the student
therapist;

(2) Release the recording to the Antioch University Supervisor (AUS) named below; and

(3) Delete all recordings upon completion of supervision as indicated below.

Antioch University Student Therapist: _____________________________________________

Antioch University Team members (who will also view recording):

_____________________________________________________________________________
Antioch University Supervisor: Markie Twist, Ph.D., LMFT, LMHC

Family Member Signature: ______________________________________ Date: __________

(first name only)

Family Member Signature: ______________________________________ Date: __________

(first name only)

Family Member Signature: ______________________________________ Date: __________

(first name only)

ST Signature: _________________________________________ Date: __________________

34
 ACKNOWLEDGEMENT AND AGREEMENT
After you have reviewed this supervision contract and established your individual goals for the
semester, please sign below. By signing this, the supervisee is acknowledging that they
understand this document and the agreed upon goals for the semester and that there is
agreement upon the expectations outlined in this supervisory contract. The supervisor also
signs to ensure their understanding of the agreement and goals as well.

_____________________________________________
Supervisee Signature/Date

______________________________________________
Supervisor Signature/Date

35