College of Arts, Humanities, and Social Sciences Catalog 2016

61 Each portfolio is intended to address major training and academic goals of the program. The portfolio process represents a steppingstone experience for students as they prepare to undertake their internship or dissertation. Successful completion of each successive portfolio indicates that the student is able to plan, undertake, and complete increasingly sophisticated projects, requiring independence of both thought and motivation. 1. Clinical Portfolio The Clinical Portfolio is intended to provide an opportunity for students to demonstrate their clinical competence, creativity, and theoretical clarity, in a manner and setting similar to that which could be expected in a job interview situation. It is an assessment of the student learning outcome associated with advanced clinical theory and practice. It should be viewed as the culmination of the on-site clinical training aspect of the doctoral program, and it is designed to allow students to demonstrate the full range and depth of their clinical skills and theoretical knowledge. To submit a Clinical Portfolio for faculty review, a student must have successfully completed the minimum of four (4) required internal practicum courses, or be enrolled in the fourth. Student’s wishing to enhance their clinical skills or theoretical knowledge may do so with additional practicums, clinical work, or supervision before submitting their Clinical Portfolio. Clinical Portfolio Components The following are the 4 components to the Clinical Portfolio:  Statement of Treatment Philosophy (5-7 pages, double spaced; APA formatted)  Case Study (Written, single case from inception to treatment completion/ evaluation)  Video presentation (45 min–1 hour, professional audience)  Verbatim transcription of the video clips with identifying information removed Statement of Treatment Philosophy The Statement of Treatment Philosophy document should be between 5-7 pages, double spaced, and should adhere to all applicable APA formatting conventions. In this document, students should articulate their current overall philosophy of treatment as it applies to their work in the field of marriage and family therapy. This philosophy statement assumes that the student under review is still in a formative stage of development in terms of their clinical skills. Thus, it is important for the student to talk honestly and openly about the ways they assess their own current stage(s) of development. This statement may differ from the case study or video materials presented in the other parts of the Portfolio, but if it is, it would be important for the statement to address how these disconnects are part of the overall development of the student. An important part of this statement is the honesty, maturity, integrity, and clarity with which the student describes their journey throughout the years of clinical training they have received in the course of the program, as well as the accuracy of any theoretical assertions they make. The evaluation form for this part of the written component is located on the CAHSS website. Single Case Study In this section of the written component of the portfolio, the student is asked to describe, in writing, their experience as a primary therapist with a single case, from inception and introduction to completion and evaluation. The purpose of this section of the portfolio is to allow the student to describe in great detail the how they managed a case from beginning to end, and in the process of doing so, giving insight into the theories, techniques, approaches, assumptions, supervision, and feedback that guided them through the process.