Appalachian State UniversityHPC 6900: Internship in Professional School Counseling

Instructor: Dr. Cynthia Crawford, NCC, NCSC, LPCFall, 2012

Office Hours: As posted and by appointment (crawfordcs@appstate.edu) Course OverviewThe internship is the final and most comprehensive field-based experience in the professional school counseling program. Taken after successful completion of practicum, the primary goal of the internship experience is to provide students with a supervised opportunity to perform the activities typically identified with the profession of school counseling. The internship is a learning experience, and the intern is viewed as a counselor-in-training. Hence, training and learning are centered around the needs of the counselor-in-training. Although not an employee of the school, the intern is expected to demonstrate behavior consistent with practicing school counselors. Successful completion of internship is a culminating prerequisite for recommendation for school counselor licensure.

The internship class provides an opportunity for interns to develop and apply their knowledge and skills in a school counseling setting. Interns become actively involved in implementing a comprehensive developmental school counseling program through counseling, consultation, and coordination with respect to the diversity of culture, race, religion, gender, lifestyle, and socio-economic status of the populations they serve. Student interns will receive individual and group supervision from site and faculty supervisors, with opportunity for continuous feedback.

General Course Objectives1. Students will complete a 600-clock hour internship in a school setting.2. Students will demonstrate competencies in the following areas: individual counseling,

group counseling, classroom presentations, parent and teacher consultation, program planning, program coordination, appraisal, professional development.

3. Students will implement components of the ASCA National Model within their internship experience.

4. Students will increase their self-awareness with regard to ways in which they respond to ethical and professional decisions.

5. Students will gain information about school and community resources available to meet the needs of students and parents within their school setting.

6. Students will learn about the resources offered by their national and state school counseling association and have opportunity to participate in professional associations.

7. Students will become familiar with the school counselor appraisal instrument employed at their level of professional concentration.

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Content Areas: Students in HPC 6900 will enhance their knowledge and skill development in the following CACREP content areas:

1. Foundations2. Counseling Prevention and Intervention3. Diversity and Advocacy4. Assessment5. Research and Evaluation6. Academic Development7. Collaboration and Consultation8. Leadership

Knowledge and Skill Outcomes:HPC 6900 Internship in Professional School Counseling meets the following CACREP common core and CMHC and/or NC specialty requirements:D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]D.2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]D.3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]D.5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]F.1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]F.2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]

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F.3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]F.4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]H.1. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]H.2. Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]H.3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]H.4. Makes appropriate referrals to school and community resources. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]H.5. Assesses barriers that impede students' academic, career, and personal/social development.I.2. Applies models of program evaluation to assess effectiveness of program objectives (needs assessments, program goals) for school counseling programs. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]I.3. Develops evaluation procedures to assess counseling outcomes (pre-post tests, behavioral observation, program evaluation). [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]I.4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]J.1. Applies relevant research findings to inform the practice of school counseling. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. [As evidenced by signature of site supervisor on ‘Internship Competency

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Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]J.3. Analyzes and uses data to enhance school counseling programs. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]L.1. Conducts programs designed to enhance student academic development. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]L.2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]L.3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]N.1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]N.2. Locates resources in the community that can be used in the school to improve student achievement and success. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]N.3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]N.4. Uses peer helping strategies in the school counseling program. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]N.5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]P.1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. [As evidenced by signature of site supervisor on ‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]P.2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance, and advisor/advisee programs for teachers). [As evidenced by signature of site supervisor on

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‘Internship Competency Achievement Checklist” on page 24-25 in this syllabus and on pages 11-12 in PSC Handbook.]

Infusion of Counseling Related Research:Students in HPC 6900 will complete assigned activities and read supplemental peer-reviewed journal articles as assigned on a meeting to meeting basis by the instructor on topics driven by group discussion and evident deficits in knowledge on a particular subject. Topics include, but are not limited to: successful parenting programs, ASCA model efficacy, and special populations of children/students in schools.

Method of Instruction:Internship group supervision sessions include small and large group discussion, lecture, student presentations, participation in group activities and role plays, and field experiences.Required Text:

Studer, J.R., & Diambra, J.F. (2010). A guide to practicum and internship for school counselors-in-training. New York: Routledge. ISBN: 978-0-415-99747-8 (paperback)

Recommended Resources:ASCA National Model Workbook (available online only through ASCA website)American Counseling Association (2005). Code of Ethics and Standards of Practice.American School Counselor Association (1998). Ethical standards for School Counselors.American School Counselor Association (2004). ASCA National Standards for Students.American School Counselor Association. Role Statement for School Counselors. Additional research-based readings may be announced in class.

Supervision:School counseling interns will be supervised by a university faculty member and an on-site supervisor within the school system. The on-site supervisor shall be a licensed school counselor with a minimum of two years counseling experience. Interns are responsible for scheduling and completing a minimum of one hour per week in individual face-to-face supervision with the on-site supervisor. Additionally, supervision sessions with the university supervisor are required. Primarily, this takes the form of regularly scheduled group supervision sessions. Second, individual supervision sessions with the university supervisor may be required (weekly, bimonthly, or monthly) as deemed necessary by the university supervisor. Third, interns will receive live supervision during a minimum of one on-site visit by the university supervisor (except in the case that interns are place at long-distance internship sites, per approval by the department; in this case, other arrangements will be made). The roles of both the university and on-site supervisor involve the professional development of the school counseling intern and are defined in the field placement handbook.

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Student Performance Evaluation Criteria and Procedures:Students will earn grades of S (Satisfactory) or U (Unsatisfactory). All course requirements must be met satisfactorily in order to earn a grade of "S." Formal exit criteria will be evaluated during an end of the semester conference with the university supervisor. These criteria are based on the functions identified by the North Carolina School Counselor Performance Appraisal Instrument and the objectives of the school counseling program. A summative evaluation verifying satisfactory completion of competencies and job functions will be documented by the university supervisor, and an evaluation of school counseling skills will be obtained from the on-site supervisor. Final grade determination is the responsibility of the university supervisor after consulting with the on-site supervisor.

Course Requirements:1. Competency Checklist and Internship Checklist: Students are expected to satisfactorily

meet the requirements listed on the "Competency Checklist" in the Internship/Field Placement Handbook and the companion checklist included in this syllabus (in addition to attending all group supervision sessions and attending two peer site visits).

2. Peer Site Visits: Students are expected to visit 2 colleagues' school counseling internship sites. These visits allow the opportunity for students to gain insight about ways in which schools and their school counseling programs are similar or different – as well as expose students to different styles of counseling and program management. Students should arrange peer site visits with one another, gain approval from their schools and supervisors, schedule the visits on times/days wherein peers can observe a variety of interventions, and provide driving directions to one another at least one week prior to the site visit. One of the two visits must be to a school that is outside the said intern's area of concentration (e.g., an elementary school intern should make a peer visit to at least one secondary school, and vice-versa) and last a minimum of four clock hours per visit.

Each intern should complete a written reflection summarizing each of the experiences and documenting personal reactions from the peer visit. Please see the end of this syllabus for "Peer Visit Written Reflection" form. The Reflection may be submitted electronically to the university supervisor for the purposes of meeting weekly deadlines, but a printed copy (signed by all necessary parties) should be turned into the university supervisor at the group sessions for the purposes of documentation (audit). Please note that the form requires the signatures of the counseling intern you visit and their site supervisor – therefore, you will want to take this form with you to the visitation site on the day of your site visit.

3. Weekly Reflection/Documentation: Students will submit one written Weekly Reflection per week documenting the date of the week of internship completed, direct and indirect hours completed at the time of submission, verification of at least one hour of individual

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supervision, and a brief (one page or less) summary of the week's internship experience. A copy of this form is provided in this syllabus. One copy for each week of internship service should be submitted to the university supervisor on Friday afternoon via email in a Word doc that should be labeled as such: “JohnDoeReflection083012”. The signed paper copy (one for each week) is to be submitted at each class meeting; the original copy should be retained by the intern for their own records.

4. Internship forms: Students are expected to have completed all necessary forms required at the beginning of the semester, as well as evaluation forms at midterm, and other forms required (including multiple evaluation forms) at the end of the semester. Please refer to the Field Experience Handbook for these forms.

5. Internship contracts: Internship contracts should be completed by students and their site supervisors and submitted to the university faculty supervisor via mail prior to their first day on-site. Remember, interns cannot be on-site until after this form is signed and on file in the HPC department. Signed contracts can be mailed to: Cynthia Crawford, ASU Box 32075, ASU, Boone, NC 28608. Interns are expected to follow the school calendar in the districts in which they are placed – not the ASU calendar. Therefore, contracts need to be received in the HPC office prior to the first day of public school classes.

6. Internship goals: Specific, measurable internship goals based on the components of the ASCA National Model shall be submitted in written form and signed by the internship student and site supervisor. Due no later than the projected date of the second group supervision meeting. Please see the sample goal sheet provided in this syllabus.

7. Case Presentations: Students will prepare three tape-based case presentations portraying their counseling practice with a student client with whom they are working. A mid-term and final presentation shall be presented during group supervision sessions, with the third presentation at the time of the faculty supervisor's site visit. The student will present at least 10 minutes of taped session to the group during the presentation along with a 5-minute written transcription of the taped counseling session. Proper transcription format is included in this syllabus. The student may choose both the 10 minutes of audiotape and the 5 minutes that she/he wishes to transcribe. However, the goal of supervision is improvement of clinical skills – therefore, the student should choose one “shining moment” and one “growing edge moment” to play/transcribe for the group during the course of the semester.

Statement of Informed ParticipationCounselor-trainees will be prepared to actively participate in class discussions and activities – both in supervision meetings as well as on-site. Participation assumes that the counselor-trainee has prepared the material before class/school workday, has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning.

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The instructor reserves the right to remove a counselor-trainee from the course for consistent lack of informed participation. In the case that the student intern earns a failing grade or grade of “Incomplete” in the internship course, that student will need to leave the program.

Liability Insurance Students are required to carry professional liability insurance. Interns are automatically covered by ASU's Liability Insurance upon registration. Additional information regarding insurance offered through ACA or ASCA is available in the departmental office. Students must also have received clearance from an ASU Criminal Background Check and a TB test within the past year.

Student Responsibilities : 1. The internship requires a minimum of 600 clock hours with a minimum of 240 clock

hours of direct service work as defined in the Field Experiences Manual for Counselor Education. The remaining 360 clock hours are spent in other counseling-related activities at the site. Please note that all internship hours should be completed by the end of final exams for the relevant semester. In the event that adverse weather prevents the student from completing the required clock hours, the internship experience may need to be extended (in accordance with the public school calendar). Students may not graduate until the internship is satisfactorily completed.

By the 2nd Group Supervision Session:2. Bring evidence of negative TB test results.3. Provide site contact information, including written driving directions detailing the route

from the RCOE to the site—see contact information sheet in this syllabus.4. Develop and submit a minimum of five (5) individual learning goals for the internship

experience. These goals should be based upon the concrete, measurable and obtainable activities over the course of the internship experience, and based upon the ASCA National Model Framework. A minimum of one goal should be addressed for each of the four main components: Foundation, Delivery System, Management, and Accountability. Additional key themes to address may include: counseling skills, self-awareness, case conceptualization skills, professional involvement, group facilitator skills, professional networking, etc.

General Documentation:5. Maintain written case notes of clients seen during internship (See case notes form at the

end of the syllabus).6. Complete and submit all required forms per Internship/Field Experience Handbook. 7. Present 3 tapes/presentations of counseling sessions to include both oral and written case

presentations formats (guidelines for case presentations are included in this syllabus) – two tapes and one live supervision.

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8. Maintain a time log and typed weekly reflection that includes a description of your field experience activities, the date of the field experience, the amount of time spent (direct and indirect contact), reflections on the experience, and questions that you may have as a result of the experience. You will submit a copy of your Weekly Reflection/ Documentation sheets to the faculty supervisor for review at each group supervision session.

Supervision & Site Visits:9. Attend and actively participate in scheduled group supervision sessions.10. Coordinate site visits between site supervisor and faculty supervisor. 11. Coordinate and participate in peer site visits (2).12. Prepare for and attend individual supervision sessions with the faculty supervisor as

deemed necessary throughout the semester. This may include additional tapes and transcriptions to be due to the faculty supervisor at least 48 hours prior to the scheduled meeting.

Career Readiness:13. Create a resume and cover letter for peer review – due at the seventh (or last) group. 14. Create either a paper or online professional portfolio – due at the seventh (or last) group.

Memberships associated with the Profession of Counseling:Students are encouraged to join state and national professional organizations and keep up to date with publications such as the Journal of Counseling and Development and Professional School Counseling.

Web Sites (by organization/topic) The ethical codes & information found at these sites are relevant knowledge for this course:

American Counseling Association: www.counseling.orgAmerican School Counselor Association www.schoolcounselor.org North Carolina School Counselor Association www.ncschoolcounselor.orgNational Board for Counselor Certification: www.nbcc.orgAssociation for Play Therapy: www.a4pt.org

WeatherIn the event of serious weather problems that could affect the safety and well-being of students and/or the instructor traveling from off-campus, the instructor will consult with the department chair and make a decision regarding whether supervision class will be held. In the event that class is postponed, students will be contacted via ASU email. Students are responsible for checking messages before leaving for class and/or calling the instructor at home if in doubt (843) 860-3350. Classes postponed due to inclement weather will be rescheduled or compensated for through other arrangements, assignments, or supervision.

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Religious ObservanceStudents are allowed a minimum of two excused absences each academic year for religious observances. Students are responsible for requesting an excused absence no later than three weeks after the first class day of the term. Students will have the opportunity to make up tests or other work missed.

Disability ServicesAppalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Attendance Policy It is the policy of Appalachian State University that class attendance is an important part of a student's educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes.

In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class.Faculty, at their discretion, may include class attendance as a criterion in determining a student's final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus

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A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. This will be viewed as a “drop”, meaning that the student will need to wait until the following semester to re-enroll in Internship. Further, if a class meets only one time per week - e.g., a laboratory or an evening class - the student must attend the FIRST meeting of that class or risk losing her or his seat.

Academic Integrity CodeI. Introduction

Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment.

II. The Academic Integrity CodeStudents attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link:http://studentconduct.appstate.edu/

Course Calendar:The course calendar appears below. Please note that, due to inclement weather uncertainties, group supervision may be rescheduled for three hours EVERY Thursday evening (as per the ASU academic calendar) and therefore that all student interns should block off in their personal calendars every Thursday evening of the semester for the purposes of meeting the class-meeting requirement during this semester.

Tentative Course Calendar

Date Class # Due Notes04/16 A Organizational meeting08/23 1 Obtain a digital recording device that you will use to videotape the

individual counseling sessions, for which you have received written parent permission to tape.

08/30 2 Bring course syllabus, handbook, ASCA Workbook/

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Bring personal calendars (we will record spring break dates)Bring computers to class, as we will be setting up WIMBA

09/06 3 Evidence of negative TB test results (copy)Site contact information sheetLearning goals for semester (copy)School Scavenger Hunt (copy)Weekly reflection and documentation copy

09/13 Make Up Meeting date for class meeting #309/20 4 Class Meeting # 409/27 No Class: SACES Conference10/04 5 Class Meeting # 510/11 ASU Fall Break10/18 Make Up Meeting for class meeting #510/25 6 Class Meeting # 611/01 Make Up Meeting for class meeting #611/08 NCSCA Conference: NO CLASS (Credit for Attending Conference)11/15 7 Class Meeting # 711/22 State Holiday11/29 7 Due: Summary of Internship Supervisory Data sheet- copy

Competency Checklists (2) (handbook & syllabus) School Population Diversity Survey Site Eval form HPC Eval form NC DPI Form S (super-important!) Student Eval of Site Supervisor form Student Eval of University Supervisor form Site Supervisor Eval of Student Performance

12/06 Optional Class Make Up Day

Appalachian State University

Human Development & Psychological Counseling

HPC 6900: Internship in Professional School Counseling

Attendance Sign-Up Sheet

August 04/16/12

Internship

08/23/12

Course

08/30/12

Class

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Orientation

Class Meeting

Introduction

Class Meeting # 1 (Attendance Required)

Meeting # 2

(Attendance Required)

September 09/06/12

Class Meeting # 3

1.

2.

3.

4.

5.

6.

09/13/12

Make-Up Meeting for Class Mtg. # 3

1.

2.

3.

4.

5.

6.

09/20/12

Class Meeting #4

1.

2.

3.

4.

5.

6.

09/27/12

No Class:SACES Conference

October 10/04/12

Make-Up for

10/11/12 10/18/12

Class

10/25/12

Make-Up for

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Class Meeting #4

1.

2.

3.

4.

5.

6.

ASU Fall Break

NO CLASS

Meeting # 5

1.

2.

3.

4.

5.

6.

Class Meeting # 5

1.

2.

3.

4.

5.

6.

November 11/01/12

Class Meeting # 6

1.

2.

3.

4.

5.

6.

11/08/12

NCSCA Conference

NO CLASS

Credit for Attending Conference: 2.5 hrs.

11/15/12

Make-Up for Class Meeting #6

1.

2.

3.

4.

5.

6.

11/22/12

Thanksgiving

NO CLASS

11/29/12

Class Meeting # 7

1.

2.

3.

4.

5.

6.

December 12/06/12

Class Meeting # 8:

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CACREP requires an average of 1.5 hours of group supervision per week, over the course of the internship. We have 13 weeks (13 X 1.5 = 19.5 hrs). You are required to attend two class meetings each month, a minimum of 8 classes, each lasting 2.5 hours. You are responsible for planning and monitoring your required group supervision hours.

Case Presentation Sign Up:

Class Meeting #3:Case Pres #A1____________________________________________________________Case Pres #B1____________________________________________________________

Class Meeting #4:Case Pres #C1____________________________________________________________Case Pres #D1____________________________________________________________Case Pres #E1____________________________________________________________

Class Meeting #5

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Case Pres #F1____________________________________________________________Case Pres #G1____________________________________________________________Case Pres #A2____________________________________________________________

Class Meeting #6Case Pres #B2____________________________________________________________Case Pres #C2____________________________________________________________Case Pres #D2____________________________________________________________

Class Meeting #7Case Pres #E2____________________________________________________________Case Pres #F2____________________________________________________________Case Pres #G2____________________________________________________________

Class Meeting #8 *** BRING RESUME*** / *** BRING PORTFOLIO***

Internship Counselor Trainee Goals

Outline your proposed field experience goals using the ASCA National Model Framework (below) by listing the activities you will complete during the internship experience.

Goal Area Observable GoalStatement (Activity)

Date Accomplishe

d

Confirmatory Initials

Foundation

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Management

Delivery

Accountability

Supervision I will engage in a minimum of one hour per week of direct supervision with my site supervisor.

Counselor Trainee: ____________________________________ Date: _______

Site Supervisor: ______________________________________ Date: _______

Faculty Supervisor: ___________________________________ Date: _______

Internship Site Contact Sheet

Intern Name: __________________________________________________________________

Intern School Site Name: _________________________________________________________

Site Supervisor: ________________________________________________________________

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Phone Number and Email where Site Supervisor can be reached swiftly and directly:________________________________________________________________________________________

Site Principal/Assistant Principal: __________________________________________________

School Mailing Address: _________________________________________________________

School Phone Number: __________________________________________________________

Explicit Driving Directions to the School from RCOE: ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Description of Site and Primary Duties of PSC Site Supervisor at School Site:

ES MS HS K-8 K-12

504 EC RTI EOG EOC

CGLP GRP IC Parent Conf SSTeam____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Confidential Case Notes

Student Client: (First Name or Initials) _______________________________________ Date of Session: (Day of Week, Month/Day/Year) ______________________________Session #: ____________________ Type of Session: __________________________Start Time: ___________________ Stop Time: _______________________________

Presenting Problem:

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Referred by:

Session Goals:

Impressions / Observations:

Date and Plan for Next Meeting:

Counselor Signature: ________________________________________

Site Supervisor Signature: ____________________________________

Weekly Reflection and Documentation Form for Internship*** To be used in conjunction with “School Counseling Internship Log” (Handbook)***

Name________________________________ Date________________________

Total # of Hours for the Semester: Total _________ (Direct _________ Indirect ________)

Reflection of the Week's Activities: (activities/tasks and meaning made from experiences)

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I provided one hour of supervision this week to this student intern on __/ /_ at __:__ CACREP Content Areas addressed were (please circle one or two that were discussed):

Individual counseling and interventions Research/Evaluation of programDiversity and advocacy Student assessmentCollaboration/consultation w/stakeholders School leadershipFoundations/professional identity Academic development

___________________________________ ___________________Site Supervisor Signature Date___________________________________ ___________________Student's Signature Date

Peer Site Visit Written Reflection

Name_____________________________________ Date of Visit ____________________

Name of School Site Visited_____________________________________________________

Name of Classmate/Peer Assigned to this School ___________________________________

Site Visit began at ________________ AM/PM and ended at ________________ AM/PM

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Written Reflection Regarding Peer Site Visit:

___________________________________ ___________________Student's Signature Date

___________________________________ ___________________Peer/Classmate Signature Date

___________________________________ ___________________Classmate’s Site Supervisor’s Signature Date

Peer Site Visit Written Reflection

Name_____________________________________ Date of Visit ____________________

Name of School Site Visited_____________________________________________________

Name of Classmate/Peer Assigned to this School ___________________________________

Site Visit began at ________________ AM/PM and ended at ________________ AM/PM

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Written Reflection Regarding Peer Site Visit:

___________________________________ ___________________Visiting Student's Signature Date

___________________________________ ___________________Peer/Classmate (Home Campus) Signature Date

___________________________________ ___________________Classmate’s Site Supervisor’s Signature Date

Guidelines for Oral & Written Case Presentation:

The purpose of the case presentation is to provide opportunities for interactive group feedback. Presenting interns should enter group supervision with a prepared case to staff with peers. The presentation should include: the case presentation note (one copy per class member), 10 minutes of tape presentation of the session, and a typed transcription of 5 minutes of the counseling session (client anonymity protected). Your introduction and review of the tape should take no more than 15 minutes- to be followed by 10 mins of group feedback/discussion.

Case Presentation Format

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1. Presenting Problem:

State the client's perception of the problem, indicate when it surfaced, and how it is currently influencing the client. Include any related problems and circumstances.

2. Developmental History:

Describe the pertinent developmental history of the client and any related family dynamics, including a genogram. For school counseling, include academic history.

3. Current Environment:

Describe the individual's current circumstances, including support system(s), significant relationships, parental involvement, career and/or school involvement, significant interests and other activities, etc.

4. Process Impressions:

Describe the client's behavior in the counseling setting. Include your impressions, affective reactions, etc.

5. Clinical Impressions:

Include your assessment of the problem (diagnosis, if appropriate). You may use whatever theoretical system you choose.

6. Counseling Goals:

Provide an explicit statement of the counseling goals agreed upon by client and counselor. If there is a written contract, include a copy; also, estimate the number of sessions required.

7. Counseling Plan:

Describe the theoretical approaches you are using with your client to accomplish the counseling goals.

Is there another theory which might be used to meet these goals?

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8. Progress:

Report of progress, difficulties encountered, resistance, and any perceived need for change to a different approach.

9. Case Discussion Questions:

State any questions you would like to have discussed. You are required to play an appropriate tape segment of your client or provide some written dialogue for the purpose of facilitating discussion.

NOTE: Do not use the client's name in the case study; use initials or a fictitious name. Do not write any other identifying information, such as name of school or agency, teacher, doctor, or referring individual; use initials or fictitious names.

Transcript Format(To be turned in with tapes 1 and 3 for Case Presentations)

Follow the sample format below. Be sure to include responses to the criteria for evaluation of counselor responses (the right hand column) which includes:

(1) What is the intent of the response?(2) What happened following the response?(3) What is another alternative response?

Use the split page format as shown on the sample typescript critique. Begin typescripts with a client response and end typescript with client response. Begin evaluative criteria with first counselor response.

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SAMPLE TAPESCRIPT CRITIQUE

VERBATIM DIALOGUE EVALUATIVE CRITERIA 1. What was your intent in saying it? 2. What happened after you said it? 3. Alternative response.

CL: I’ve been having a little trouble with my new job. I’m not getting along well with the people there.

~~~

CO: You’re feeling some concern about fitting in with people at work.

1. To show that I care.2. Good reflection of feeling, client on issue of concern.3. You are upset that you’re not getting along with people at work.

CL: Yes, it does concern me. I was hoping to make some friends, but the two girls in my office don’t get along and I’m caught in the middle.

~~~

CO: Are there people in the office you get along with?

1. To gather info about getting along in setting, looking for positives.2. Could have been stated better, led client off concern.3. You feel trapped between them.

Parroting response Open Question Closed Quest/ProbeReflection Advanced Reflection Inference/ConclusionSummary Empathic validation Assessment

Summary of what you noticed about your counseling during this session. (1-2 paragraphs)

Internship Competency Achievement Checksheet*** To be used in conjunction with “School Counseling Internship Competency Checklist”***

CACREP Competency

#

Competency Skill Dateof

Proof

Verifying Professional

D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms.

D.2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students.

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D.3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development.

D.5. Demonstrates the ability to recognize his or her limitations as a counselor, seek supervision or refer clients when appropriate.

F.1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development.

F.2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students.

F.3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations.

F.4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students.

H.1. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, abilities.

H.2. Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development.

H.3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs.

H.4. Makes appropriate referrals to school and community resources.H.5. Assesses barriers that impede students' academic, career, and

personal/social development.I.2. Knows models of program evaluation for school counseling

programs.I.3. Knows basic strategies for evaluating counseling outcomes

in school counseling (e.g., behavioral observation, program evaluation).

I.4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card).

J.1. Applies relevant research findings to inform the practice of school counseling.

J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences.

J.3. Analyzes and uses data to enhance school counseling programs.L.1. Conducts programs designed to enhance student academic dvlpmtL.2. Implements strategies and activities to prepare students for a full

range of postsecondary options and opportunities.

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L.3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement.

N.1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect success in school.

N.2. Locates resources in the community that can be used in the school to improve student achievement and success.

N.3. Consults with teachers, staff, and community-based organizations to promote student academic, career, personal/social development.

N.4. Uses peer helping strategies in the school counseling program.N.5. Uses referral procedures with helping agents in the community

(e.g., mental health centers, businesses, service groups) to secure assistance for students and their families.

P.1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.

P.2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance, and advisor/advisee programs for teachers).

______________________________________________ (Site Supervisor Signature) __________ (Date)

______________________________________________ (Faculty Supervisor Signature) _______(Date)

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