Student Scope & Mentoring Structure Guide
What Students Can Do · What They Cannot Do · Dual Mentor Framework
Integrated with the 8-Week Voice Up Planning & Readiness Guide
What Is Voice Up
Voice Up is a structured personal and professional development system that helps people turn lived experience and purpose into tangible, real-world impact. Every week, participants answer focused questions, reflect in writing, build something concrete, and meet with a mentor — creating a consistent rhythm of growth, output, and accountability.
Voice Up is not clinical treatment. It does not diagnose, assess, or label participants. It is a purpose-to-action pathway that bridges identity clarity with practical, measurable outcomes — validated in accredited graduate programs, engaged nearly 3,000 participants across 900+ cities globally, and produced a 10.4% conversion rate of participants into verified creators of institutionally adopted, real-world impact.
2,941
Participants Engaged
5,385
Verified Program Events
27
Verified Impact Producers
The Three Roles
Art Fuller, Voice Up Founder
Program guidance; purpose development; 60-minute weekly structured mentoring; accountability for deliverables; documentation review; competency coaching.
Non-clinical program scope only. Does not provide clinical supervision or verify practicum hours.
Voice Up Team — Licensed Clinical Social Worker (LCSW)
A member of the Voice Up team trained in delivering the Safe Space Method with students. Provides clinical and practicum oversight; CSWE competency evaluation; practicum hour verification; university compliance documentation; formal mid-point and summative evaluations.
Clinical and practicum scope. Responsible for all clinical oversight, Safe Space Method delivery, and licensure-aligned supervision.
MSW, MPH, or equivalent
Non-clinical project-based work: education, research, advocacy, resource development, community conversation. Weekly log submissions, reflection, and deliverable completion.
No clinical license required. All activities documented for practicum portfolio per CSWE standards.
Section 1: What Students Are Authorized to Do
All Voice Up student activities fall exclusively within six non-clinical categories.
✓ AUTHORIZED STUDENT ACTIVITIES — NON-CLINICAL SCOPE
Education: Developing and sharing age-appropriate, evidence-based awareness resources — burnout guides, children's mental health materials, toolkits, and curricula using accessible, non-clinical language.
Research: Conducting literature reviews, case study analysis, and policy research. Students read, synthesize, and translate academic knowledge — they do not generate clinical findings or diagnose conditions.
Advocacy: Creating social media campaigns, policy briefs, and community outreach materials to build public awareness and make the case for institutional change.
Resource Development: Creating guides, toolkits, curricula, and written materials for distribution through schools, libraries, athletic departments, or other community partners.
Community Conversation: Structured, non-clinical conversations with community members — athletes, parents, educators, coaches, and stakeholders. These are never clinical interviews or therapeutic interactions.
Professional Development: Documented reflection, competency growth tracking, and participation in structured mentoring sessions. Students build their practicum evidence portfolio through weekly logs and CSWE competency self-assessments.
Examples of Authorized Activities by Week
| Week | Authorized Activity Examples |
|---|---|
| 1 | Writing a personal story narrative; developing a professional purpose statement; having a conversation with a fellow athlete or field professional to gather perspective |
| 2 | Reading and summarizing peer-reviewed literature; identifying research gaps; translating academic findings into accessible language |
| 3 | Reviewing NCAA policies, state legislation, or school mental health frameworks; mapping community resources; building an advocacy statement |
| 4 | Completing a reflective growth journal; preparing a self-assessment for supervisor consultation; receiving and documenting feedback |
| 5 | Conducting structured community conversations with waivers signed; completing a DEI audit of project materials; gathering perspectives from coaches or child advocates |
| 6 | Drafting core resource materials (guides, toolkits, curricula); sharing drafts for feedback; revising based on community input |
| 7 | Launching a social media awareness campaign; writing a policy brief; connecting work to institutional advocacy goals |
| 8 | Finalizing resource deliverables; presenting to cohort; completing summative self-assessment and 90-day action plan |
Section 2: What Students Are NOT Authorized to Do
These restrictions are non-negotiable program requirements that protect participants, protect students, and ensure compliance with university practicum standards.
⚠ PROHIBITED STUDENT ACTIVITIES — OUTSIDE CLINICAL SCOPE
Therapy of any kind: Students do not provide individual therapy, group therapy, psychotherapy, or any form of therapeutic treatment — in person, virtual, written, or via social media.
Clinical assessment, diagnosis, or treatment: Students do not assess mental health conditions, make diagnostic impressions, create treatment plans, or implement clinical interventions.
Direct clinical care: Students do not provide direct services to individuals in a clinical capacity. Community conversations are educational and relational — not clinical encounters.
Crisis intervention: Students do not perform crisis intervention. If a participant discloses a mental health crisis, the student must stop the interaction, express calm care, and activate the escalation protocol.
Clinical advice or counseling: If asked for clinical advice, students must explain they are not a licensed clinician and offer to connect the participant with appropriate licensed resources.
Independent mandated reporter decisions: If a student becomes aware of potential abuse, neglect, or a minor in distress, they must immediately stop the interaction and contact their Licensed Field Supervisor.
The Non-Clinical Language Standard
| Clinical Language — NOT Permitted | Educational Language — Required |
|---|---|
| "Based on what you have described, you may be experiencing burnout." | "Research identifies these as common early signs of burnout in athletes." |
| "I would recommend you see a therapist for this." | "These are some licensed mental health resources available to student athletes." |
| "I think you are struggling with identity loss during your transition." | "Many athletes describe identity shifts during the transition out of sport — here are tools that can help." |
| "Let me help you process what you are feeling." | "I appreciate you sharing that. I am not a clinician, but I can share some resources and connect you with someone who can help." |
| "It sounds like this child might have anxiety." | "This resource helps children learn to recognize and talk about their feelings." |
Section 3: Participant Safety Protocol
Mandatory for all students. Must be reviewed before Week 1 and discussed with the Voice Up Mentor in the Week 1 Mentoring Session.
ESCALATION PATHWAY — ALL SAFETY SITUATIONS
Step 1 — Stop: Do not continue any interaction that raises a safety concern.
Step 2 — Stabilize: Remain calm. Express care. Do not attempt clinical intervention.
Step 3 — Contact Voice Up: Reach them immediately. Provide 988 as a resource.
Step 4 — Notify Voice Up Mentor: Contact Art Fuller at info@voiceup.life.
Step 5 — Document: Record in your Weekly Log what occurred, what you did, and who you contacted.
Section 4: The Two-Mentor Structure
Every Voice Up student is supported by two distinct roles — separate, non-interchangeable, and both essential.
Voice Up Mentor (Art Fuller)
Brings deep knowledge of the Voice Up program framework, structured weekly accountability, and mentorship aligned to the six CSWE competencies — but does not hold clinical licensure and does not provide clinical supervision.
Licensed Field Supervisor (LCSW) — Voice Up Team Member
A member of the Voice Up team trained in delivering the Safe Space Method with students. Provides clinical oversight, practicum hour verification, and university compliance documentation that MSW field education requires — but is not responsible for Voice Up program deliverables or weekly mentoring session content.
Together, the two roles create a complete support structure: one ensures the student's purpose-driven work advances professionally and ethically; the other ensures it meets every standard required for licensure and practicum credit.
Section 5: The 60-Minute Mentoring Session
Every week includes a required 60-minute structured Social Worker Mentoring Session — formal supervision sessions that fulfill MSW field supervision requirements and build toward practicum credit.
MENTORING SESSION REQUIREMENTS
Duration: 60 minutes per session — every week, Weeks 1 through 8. Total: 8 hours of documented field supervision.
Format: One-on-one with Art Fuller (Voice Up Mentor, Non-Clinical) OR the university-designated Licensed Field Supervisor.
Documentation: All sessions must be documented in the Weekly Log at voiceuplab.org/InternHourLogs.
Scheduling: calendly.com/ellingtonbooks-info
CSWE Alignment: Each session is structured around the specific CSWE competencies addressed in that week's activities.
Standard Session Structure (All 8 Weeks)
| Time Block | Standard Purpose |
|---|---|
| 0:00 – 0:10 | Check-in: Student shares mindset, current experience, or one thing staying with them from the week's work. Mentor reflects back themes. |
| 0:10 – 0:25 | Core Content Review: Discussion of the week's primary activity — research, community engagement, policy work, resource development, or advocacy — aligned to that week's CSWE competencies. |
| 0:25 – 0:40 | Professional Skills Development: Applied practice — translating research, applying ethical frameworks, cultural humility examination, policy case development, or resource review. |
| 0:40 – 0:55 | Scope Confirmation & Ethical Review: Confirmation that all activities remained within non-clinical scope. Identification of any ethical tensions. Application of NASW decision-making framework. |
| 0:55 – 1:00 | Documentation & Next Steps: Confirm Weekly Log documentation items. Identify one commitment to carry forward into next week's work. |
Section 6 & 7: CSWE Competency Framework
All 6 CSWE competencies are addressed across the 8-week program. Every mentoring session targets specific competencies aligned to that week's activities.
| Code | Competency | Primary Weeks | How It Is Developed |
|---|---|---|---|
| C1 | Ethical & Professional Behavior | Weeks 1, 4, 8 | NASW ethics review; ethical incident review; scope confirmation; professional identity development |
| C2 | Engagement with Diversity & Difference | Weeks 2, 5, 6 | Diversity gaps in research; cultural humility practice; DEI audit of resources; representation review |
| C3 | Human Rights & Social Justice | Weeks 3, 5, 7 | Structural barriers mapping; social justice framing; policy advocacy development; equity lens application |
| C4 | Research-Informed Practice | Weeks 1, 2, 3 | Literature review translation; evidence synthesis; accessible language practice; research-to-advocacy connection |
| C5 | Policy Practice | Weeks 3, 6, 7 | Policy analysis; institutional advocacy; policy brief development; outcomes framework for policy adoption |
| C6 | Engagement — Multi-System | Weeks 4, 5, 6, 7, 8 | Community engagement debrief; stakeholder mapping; resource review; summative evaluation; 90-day action planning |
Verified Real-World Impact
The Voice Up model has produced 27 verified producers whose original work was adopted by institutions or communities, directly impacting 1,350+ individuals — under conditions of no financial incentives and after-hours participation.
| Student | Institution | Verified Outcome |
|---|---|---|
| Caroline Maschke | American University | Influenced national legislation on colorectal cancer; met with U.S. Senator; created public advocacy website |
| Emily Metheny | Loyola University Maryland | Book adopted by multiple schools and a local family services agency using Federal Title I funding |
| Alison Wintermute | Hope College | Partnership with Cedar Creek Institute; pre-order of 400 books for community presentations |
| Brian Nelson | Temple University | Neighborhood clean-up in Philadelphia; community mobilization of students including elected official engagement |
| Leehi Machulski | Princeton University | Contributed to development of a student athlete mental and behavioral health app; world-ranked athlete |
| Nabilah Kabia | North Carolina A&T | Implemented program in local school setting for elementary students |
| Sahitya Kommuru | Tufts University School of Medicine | Authored a medical book on PCOS |
Section 8: Quick Reference — Can I Do This?
Student scope decision guide for common situations.
| Situation | Answer | Why |
|---|---|---|
| Write a guide on burnout warning signs in accessible language | ✓ YES | Education — non-clinical resource development |
| Tell a participant what they might be experiencing based on what they share | ✗ NO | Clinical assessment — outside non-clinical scope |
| Have a structured community conversation with a parent or athlete who has signed a waiver | ✓ YES | Community conversation — non-clinical engagement |
| Provide emotional support to a participant who begins to cry during a conversation | ✗ NO — Escalate | Express care, stop the interaction, activate the safety protocol immediately |
| Conduct a literature review and summarize findings for my project | ✓ YES | Research — within non-clinical scope |
| Design a social media campaign raising awareness about athlete mental health | ✓ YES | Advocacy — non-clinical community outreach |
| Interpret a participant's disclosure and decide what support they need | ✗ NO | Clinical assessment — must escalate to Licensed Field Supervisor |
| Discuss NASW ethics, my CSWE competency growth, and project design with Art Fuller | ✓ YES | Part of the 60-minute structured mentoring session |
| Ask Art Fuller to verify my practicum hours for university credit | ✗ NO | Practicum verification requires the Licensed Field Supervisor, not the Voice Up Mentor |
| Write a policy brief connecting my project to institutional change | ✓ YES | Policy practice — advocacy and resource development |
Important Links & Resources
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