CLINICAL PRACTICE SEQUENCE
Clinical social work is an applied field; acquired knowledge must be transformed into sets of skills for working with clients.
The goal of the doctoral-level practice is to further acquisition and refinement of practice skills that will enable graduates to meet the challenges of independent practice and to provide leadership in teaching these skills to others.
Upon graduation, the Institute expects graduates to be competent in the use of at least one treatment modality other than individual psychotherapy (Couples, Group, Family or Child). The opportunity for working with a variety of cases and exposure to diverse styles of supervision is reflected in the curriculum requirements for the practice sequence. As part of the process of integrating theoretical and clinical skills throughout the practice, special emphasis is placed on the exploration of research, gender and other sociocultural issues relevant to each client.
SOURCE OF CASES
Each student’s practice setting is the source for the selection of most of the nine diagnostic assessment and five treatment cases required. Students have the final responsibility for finding cases that match practice requirements. If a student cannot find the required kind of case from his/her own practice setting, the Institute faculty will assist in finding the applicable case.
CONSULTANTS
All practice consultants are Institute faculty members and as such represent academic and practice excellence in their respective specialization. If a student has been supervised by a clinical consultant or faculty member associated with the Institute prior to enrolling in the program, he/she can receive credit for the supervision after evaluation and approval of the work by the Practice Chair, Student Evaluation Committee and the Dean.
Upon entering the program, each student will be assigned a diagnostic consultant who will access the competency level of the student, and provide consultation for the beginning course of diagnostic evaluation. After completion of the first diagnostic, students may choose their consultants from a roster of qualified faculty.
The practice courses are listed below. These courses include six semesters of treatment courses and six semesters of diagnostic courses.
FIRST YEAR
First Semester (3 credits)
PD 501-Diagnostic assessment (1 credit)
PT 501-Treatment cases (2 credits)
Second Semester (4 credits)
PD 502-Diagnostic assessments (2 credits)
PT 502-Treatment cases (2 credits)
SECOND YEAR
First Semester (3 credits)
PD 601-Diagnostic assessment (1 credit)
PT 603-Treatment cases (2 credits)
Second Semester (4 credits)
PD 602-Diagnostic assessments (2 credits)
PT 604-Treatment cases (2 credits)
THIRD YEAR
First Semester (3 credits)
PD 701-Diagnostic Assessment (1 credit)
PT 705-Treatment cases (2 credits)
Second Semester (4 credits)
PD 702-Diagnostic assessments (2 credits)
PD 706- Treatment Cases (2 credits)
FORMAL CASE PRESENTATION
The formal case presentations are an integral part of the “Comprehensive Examination” and a requirement for moving to Candidacy Status. To fulfill the clinical requirements, students must present a formal case to their Case Presentation Committee which consists of the Chairperson of Practice Committee, the student’s case consultant and an academic/theory faculty member. In a well written case formulation, the students must demonstrate their skills in biopsychosocial assessment and diagnosis, and treatment; their knowledge of the selected theoretical frame of reference which served as the underpinning for the case; and the reason for their selection including neuroscience and sociocultural theories.
After approval by the Case Presentation Committee (a Grade of Pass), students present their case before a gathering of faculty and fellow students. A faculty member will serve as discussant for the case and the audience is encouraged to participate in the discussion. |
