College of Arts, Humanities, and Social Sciences Catalog 2016

62 This component of the Portfolio will be evaluated by the faculty review committee using a rating scale that evaluates the student based on the criteria indicated on the current evaluation form found on the CAHSS website. Video Segments Presentation This section of the Clinical Portfolio is designed to allow the student to demonstrate through video segments, the correlation between theory and their actual clinical practices. Each student is required to produce and display between 5-7 video segments that demonstrate the connections between their theory/philosophy and their actual therapeutic conduct in the room. For each segment presented, the student will describe the theoretical concept, construct, or technique that they believe most accurately reflects the actions that the audience is about to view. Students should preface the clips with ample information so the audience will be able to follow well, as in a professional presentation. The concepts, constructs, or techniques that the student describes and shows video clips displaying can come from any of the classes, courses, or supervision they receive during their training in the program. The clips can be arranged to represent a single clinical point of view, or they may be arranged to represent a wide variety of the clinical approaches the student has used in the course of their training. This part of the Portfolio should be representative of a range of work that best demonstrates the student’s acquisition of clinical and theoretical skills during the program, regardless of theoretical approach. It is expected that students will conduct themselves in a professional and collegial manner throughout the preparation of materials as well as throughout the presentation. The process for selecting, editing and developing a video presentation is an involved process that should be organized through the BTI office manager. The entire process may take 2 full months to complete due to the time needed to secure time and space with the media service staff. Students should start early in the term for which they are registered in order to complete the process. The committee will consist of members of the full time family therapy faculty, selected on a random, rotating basis. Once selected, the members of the committee will receive all portfolio materials for review. The clinical portfolio will be open to DFT students and faculty only and scheduled for a maximum of one and one half hour. As a professional presentation, it is important that the student allocate the time for presentation and questions accordingly. Punctuality, time keeping, and facilitation are important parts of professional presentations. The review will be publically announced to the Department of Family Therapy community, and open for only DFT faculty and students to attend. These events are not only a review of the student’s portfolio of clinical work, but also an opportunity for active conversation with, and about, the clinical work of their colleagues of the dissertation. Care should be taken regarding appropriate dress, professional demeanor, clarity of presentation, and respect for clients and colleagues. Upon completion of successfully passing the public presentation, the faculty review committee considers all of the materials presented in light of:  The evaluation rubrics attached to those materials;  The manner in which they were presented;  The overall professionalism of the presenter, including dress, manner, tone, etc.; final defense, and  The manner and substance of the ways in which the presenter handled questions, criticisms, theoretical disagreements, or ethical concerns raised by reviewers or members of the audience during the course of the review.