SCCO 693 School Counseling Internship Spring 2014

Transcription

1 SCCO 693 School Counseling Internship Spring 2014 Dr. Karla Diehl 207 Frampton Hall Office hours: M,T,W: 3:30-5:00 H: 12:30-1:30 COURSE DESCRIPTION: An academic as well as experiential class in which the student is responsible for providing 500 clock hours of counseling services to young people enrolled in grades K- 12. Supervised experience in elementary, junior high (middle) school and secondary school counseling. A total of 6 graduate credits required and may be taken over a one or two semester time period. Represents an integration of learned guidance and counseling skills as well as the relation of theory to practice. Taken during the last semester(s) of a student s program of study. Prerequisites: completion of core School Counseling courses, passing grade on comprehensive examination and permission of the Program Coordinator. COURSE PURPOSE: The Council for Accreditation for Counseling and Related Educational Programs (2009) recommends a clinically based component for counselor education programs. The purpose of this internship component is to afford students the opportunity to apply the knowledge and skills learned in the course of their graduate program to actual counseling activities within the K-12 school setting. The internship course is designed to meet the following Unit Outcomes: Dedicated Professional Educational Advocate Reflective Decision Maker Continuous Assessor Collaborative Bridge-Builder REQUIRED TEXT: Littrell, J. & Peterson, J. (2005) Portrait and Model of a School Counselor. New York: Lahaska Press. RESOURCES: Journal of Counseling & Development Professional School Counselor Ethical Codes for American Counseling Association and American School Counselor Association

2 COURSE OUTCOMES KNOWLEDGE OF 1. Responsibilities and duties of a K-12 counselor. 2. Appropriate interventions for student issues and concerns. 3. Appropriate professional behavior in the school setting. 4. Appropriate use of consultation and referral procedures. 5. Appropriate ethical guidelines in all counseling activities. 6. Formal testing and evaluation materials and procedures in the public schools SKILLS 1. Conducting individual counseling sessions. 2. Conduct an assessment of a school environment 3. Conducting large and small group activities. 4. Utilizing developmentally appropriate guidance materials and activities 5. Conducting a needs assessment and planning strategic intervention for a student based on an issue from the diversity spectrum 6. Ability to articulate the role of the counselor in promoting awareness and support for diversity issues within the school setting 7. Conducting counseling activities and professional and personal interactions in accordance with the ACA & ASCA Codes of Ethics. 8. Utilizing effective written communication skills in professional work DISPOSITIONS 1. Willingness to be a team player within the school setting. 2. Openness to feedback from supervisors. 3. Willingness to examine personal dynamics as they enter the internship situation. 4. Openness to accepting diverse clientele and issues 5. Willingness to conduct oneself according to the ACA & ASCA Codes of Ethics. ASSESSMENTS 1. Integrative paper, evaluations, environ/asca analysis (DP, EA, RDM) 2. Transcripts, evaluations. (CA, RDM, EA) 3. Evaluations, class discussion, integrative paper. (DP, RDM) 4. Journal, evaluations, integrative paper. (CCB, RDM) 5. Evaluation, class discussion (DP, RDM) 6. Evaluation, class discussion (CA) 1. Transcript/critique. (DP, RDM) 2. Environmental /ASCAanalysis (DP, EA, 3. Guidance unit, videotape, feedback from site supervisor, site visit. (EA, CA) 4. Feedback from site supervisor (EA) 5. Diversity needs assessment & strategic plan (DP, RDM, CBB) 6. Class discussion, integrative paper, advocacy project (DP, RDM) 7. Evaluation, class discussion, integrative paper. (DP, RDM) 8. Integrative paper, evaluation, all other written work (DP) 1. Journal, integrative paper, evaluations. (DP, CBB) 2. Journal, evaluations. (DP, RDM) 3. Integrative paper, transcript critique & review, journal. (RDM) 4. Integrative paper, evaluations, class discussion, journal. (DP, RDM) 5. Integrative paper, evaluations, class discussion (DP, RDM) INTASC: 3,4,5,6, 8,9,10 CACREP: 1,2,3,5, 7,8 INTASC:1-10 CACREP 1-8 MTTS: I,II,III,V INTASC: 2,3,9,10 CACREP: 1-8 MTTS: II 2

3 COURSE EVALUATION/GRADES Classroom Presentation Skills 20 Counseling Skills 20 Diversity Assessment/Intervention Plan 10 Environmental Analysis 10 Integrative Paper 15 Portfolio & Professionalism 25 Guidance Unit 25 ASCA Analysis 25 Advocacy Project Required and not graded: Internship Journal Site Visits Internship Time Log COURSE ACTIVITIES: 1. Audiotapes/Transcripts and Clinical Reports: You will produce a minimum of four (4) transcribed audio tapes and two additional taped sessions with the clinical reports.. These tapes are to be available for critique during class time or with the instructor prior to class. Transcripts will be due one transcript at a time. You are not to do the next transcript until you have received feedback on the previous one. You may send transcripts to my office or home and then set up a time to go over them. Make two copies of each transcript and bring your copy to the meeting. No transcripts will be accepted during finals week and no visits will be scheduled during that week. 2. Video Tapes: You will present two video tapes of your work in group/classroom activities related to counseling or a guidance unit. You are to write up a lesson plan and critique of what you did along with suggestions for modification as appropriate. This tape will be viewed and critiqued by the class as a learning activity. 3. Guidance Unit: You will develop one guidance unit which will be implemented (at least in part) during the internshi The unit to be developmentally appropriate for your students and fit within the curriculum of the counseling program at your internship site. Details to be given in class. 4. Internship Journal: You will keep a internship journal which documents the necessary hours and more importantly your growth during the course of the internship experience. We will discuss the specifics of this journal in our first class this semester. This will be helpful to you in writing your integrative paper for the close of the semester. 5. Diversity Needs Assessment/Intervention Plan: You will be assessing a student, planning and implementing an intervention strategy to assist their academic and/or psychosocial development. Details to be given in class. 3

4 6. Environmental Analysis & Needs Assessment: For this assignment you engage in an assessment of the school environment and identify the school counseling needs in that particular school. This will be done at each of your internship sites. Specific details will be given during the initial internship meeting. 7. Integrative Paper: Don t panic!!! You will write a 5-8 page paper which encapsulates your internship experience and identifies your strengths as a counselor and areas for future growth. You will also have the opportunity to reflect on the program and provide feedback/suggestions for what you would like to have experienced but did not, courses most beneficial and suggestions for change. Specific details will be given during the first internship placement. 8. Internship Time Log: You will keep a internship time log to document internship hours. I will use this log at the end of the semester to validate your hours. 9. Site Visits: I will be out to observe your progress at least twice during the semester. If there are problems I may see you more often. It is YOUR responsibility to set up these visitations in conjunction with my schedule and your school situation. Failure to do so will result in lowering your grade by one letter grade. I will not make any visits during the last week of classes or finals week, so you need to be mindful in your scheduling of these visits. 10. Portfolio: Details will be given during the first or second internship meeting. 11. ASCA Analysis: For one site you are to do an evaluation of the school s comprehensive guidance program. You will compare the school program against the ASCA model and then make recommendations as to how the school can better follow the model. The write-up will be in two sections: First, a discussion of how well the school is following the ASCA model and then second, a discussion of how the school can improve in following the model. 12. Advocacy Project; You will research a group in your school that has a special need and construct a plan to advocate for this group in the school, community, and political levels. EVALUATION PROCEDURES: Your final grade will be based on the following criteria: 1. Counseling Skills: Core counseling conditions and basic relationship building Ability to identify counseling themes Ability to focus and sustain the counseling session Ability to summarize counseling session 4

5 Ability to implement counseling techniques Ability to critique the counseling session 2. Professional Behavior and Presentation Skills: Punctuality Organization Ability to present a classroom/group activity to the students Ability and willingness to consult and refer as appropriate Ability to interact in a professional capacity with school and other personnel Ability to accept and integrate feedback and constructive criticism into professional work Ability to function according to the guidelines of the ASCA Code of Ethics 3. Writing Skills: Ability to organize thoughts and concepts Ability to integrate knowledge and skills Ability to critique skills- identifying strengths and areas for future growth Ability to use correct punctuation, grammar and spelling 4. Completion of the internship assignments When you earn an A all of the following criteria will be considered: 1. You will meet all the course requirements at a superior level. 2. You will demonstrate superior counseling and interpersonal skills with students, staff and parents. 3. Your on-site supervisor and/or university supervisor feel that you could be a successful counselor if asked to begin a counseling position tomorrow. Your evaluations will show top ratings. 4. You will demonstrate a willingness to be open to and show significant improvement based on feedback from all supervisors. 5. You will demonstrate creativity and initiative during your internship, as determined by all supervisors. 6. You will initiate self-assessment and implement changes which will provide you with a strong foundation in school counseling. 7. You will demonstrate knowledge of and follow the ASCA Code of Ethics and standards set forth by the school within which you are doing your internship. When you earn a B the following criteria will be considered: 1. You complete course requirements and demonstrate counseling skills which are above average. 2. Your on-site supervisor and university supervisor give ratings which reflect that your skills are above average but not superior. 3. Your professional behavior is above average. For example, you demonstrate some reluctance to openly look at your own areas for improvement. You do not consistently follow suggestions given to you by your supervisors. You do not set up observation times with me in a timely fashion. 4. You recognize, or are alerted to, potential or existing concerns, but choose not to respond or act upon them in a way that supervisors can observe improvement. 5

6 When you earn a C the following criteria will be considered: 1. The on-site and/or university supervisor(s) have evaluated your skills as average. Your evaluations would indicate that the on-site supervisor has concerns about you being recommended for a counseling position based on your internship performance. You will be aware that you would need to make significant changes during the internship. 2. You have failed to adhere to the ethical and other standards of the ACA, local school district, or university standards. You choose not to act professionally in regards to constructive criticism and suggestions made by your supervisors. For example, you do not integrate feedback on your tapes or you demonstrate inability to do the assignments at a B or A level. Things to keep in mind this semester: You earn your grade; I do not give you a grade. A B in internship will not prevent you from getting a job or functioning effectively as a counselor in the schools. You are beginning counselors. What I am interested in is your growth over the course of the semester, NOT perfection right from the start. If you earn a C in internship you MAY be required to repeat all or part of your internship experience before being recommended for a passing grade for this course. I am available to assist you at any time if you should experience difficulty with your internship. GENERAL EXPECTATIONS: 1. You are expected to function as a professional in your internship setting and to seek assistance from your on-site supervisor and university supervisor as appropriate. I will be your advocate, and I need to know how things are going. When you have questions, problems or dilemmas regarding your internship you need to set up an appointment to talk with me ASAP. We can handle this by phone in some instances. Other situations may require a face-to-face meeting. 2. You are expected to act as a professional in dealing with constructive criticism and feedback from your peers, on-site supervisor and university supervisor. You are encouraged to participate in your evaluations. Your focus needs to be on self-improvement, not self-criticism or making excuses. Feedback is intended to help you recognize and build on strengths as well as acknowledging areas for further growth. 3. You will be given evaluation sheets for final evaluations. You are to initiate the evaluation with your on-site supervisor. Once you have completed the evaluation it is your responsibility to set up a meeting with me to discuss your progress. The completed forms are to be sent directly to me at the University. The University internship professor is responsible for assigning the final internship grade. 6

7 4. You will make two copies of all written work regardless of whether the work is saved on a disk or hard drive. All assignments are to include a cover page and be stapled together PRIOR to being turned in. You are also to make two copies of time logs and evaluations from on-site supervisors PRIOR to turning them in. Number pages in all written work. 5. Attendance is required at all internship class meetings. UNIVERSITY POLICY: Academic Dishonesty: (ala The Pathfinder) Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering testing instruments; falsifying the identity of persons for any academic purpose; offering, giving or receiving unauthorized assistance on an examination, quiz or other written or oral material in a course; or falsifying information on any type of academic record. Plagiarism is the presentation of material which uses hypotheses, conclusions, evidence, data or the like, in a way that the student appears to have done work which he/she did not, in fact do. In cases involving academic dishonesty, a failing grade or a grade of zero for either an assignment and/or a course may be administered. Student s who are expelled or suspended for reasons of academic dishonesty are not admissible to other institutions within the University of Maryland System. Suspension or expulsion for academic dishonesty is noted on a student s academic transcript (p. 96). 7

8 Audio Tape Transcription Scoring Criteria 0-3 Points Ability to initiate the session 0-5 points Variety of basic listening responses utilized Open questions Clarification Paraphrase Reflection of feeling Summary 0-5 points Ability to recognize key themes and respond appropriately 0-2 points Ability to maintain and shift focus as appropriate 0-5 points Ability to summarize and terminate in an appropriate way 0-5 points Ability to critique one s counseling skills effectively (both on the transcript and in the written summary) 0-5 points Ability to integrate supervisor feedback into subsequent counseling sessions Total points Comments & suggestions: 8

9 SCCO 693 School Counseling Internship Classroom Guidance Unit Description of Assignment: You are required to complete two classroom guidance units during the internship semester. Each unit will consist of a minimum of 5 lessons on the topic. You will begin with an overall introduction to the unit and a clear rationale for its existence. You will also state the grade-level(s) most appropriate for this unit and how it is appropriate to that particular developmental level. Each lesson within the unit will be written with the following format: I. Purpose: what is the purpose for presenting this lesson in the classroom? II. III. IV. Objectives: what is it you plan to accomplish with the lesson? List the objectives Outline of the lesson: specifically, from start to finish, what are you doing? Give a step by step account of what is first, what comes next, and so forth. Include approximate time frames for each segment of the lesson. Materials: specifically, what materials are necessary to deliver this lesson? Include all the tools to make the lesson function effectively. V. Assessment: how will you know the objectives have been met? Specify how you will measure whether the students have met the objectives. VI. VII. Plan for remediation: if the students did not meet the objectives, how will you provide additional learning opportunities to help them achieve what you want them to get from your lesson. Plan for Adaptation: (FOR THE ENTIRE UNIT) Choose one particular type of diversity/special need individual or group and tell how you would modify your plans to accommodate the special needs. Each lesson will be written according to the above format. What you want to have is a finished unit which another counselor can pick up, read and present to a similar group. Clarity is essential for others to be able to replicate your ideas. While you do not need to reinvent the wheel in terms of the units and lessons you are using, you need to display your own thinking with respect to the purpose, objectives, narrative outline, assessment, adaptation and plan for remediation. In other words, you may find commercial lessons for an anger management unit, for example, but the way it is put together according to the above format needs to be YOUR work. Rev 8/15/02 9

10 Guidance Unit Scoring Criteria 0-3 pts. Purpose (clear rationale for the unit) 0-5 pts. Objectives (clearly stated, appropriate to the age group) 0-5 pts. Outline (easy to follow, easy for another counselor to replicate) 0-2 pts. Materials (clear listing of necessary materials, easy for another counselor to read and replicate) 0-5 pts. Assessment (clear evidence of how you will assess whether your objectives were met) 0-5 pts. Plan for remediation (clear evidence of thought as to how you will work with students who did not meet the objectives) 0-5 pts. Plan for adaptation: (clear evidence of thought as to how you would adapt this UNIT to a different population) Overall comments and suggestions: 10

11 Guidance Unit Children s Literature One of the two Guidance Units will utilize children s literature and the concept of helping young people enhance their acceptance of diversity. We will be using the same NCATE definition of diversity that is used for the Diversity Assessment and Intervention Plan. NCATE defines diversity as follows: differences among groups of people and individuals based on race, ethnicity, socioeconomic status, gender, language, exceptionalities, religion, sexual orientation, and geographic region in which they live. In addition, it is important to consider the family make-up of the students with whom you work. Their family structure may include a single-parent household due to divorce, death of a parent, or a single mother or father who did not marry the other parent. Grandparents, older siblings and other family members may be raising the child/ren, as well as neighbors or family friends. The child may be adopted, or living in a foster family situation. All of these factors will be find in the K-12 setting. Having read and understood the concept of diversity as outlined above, your Children s Literature Unit will utilize children s books in the lessons to help students better understand some aspect of diversity and begin to (or enhance their ability to) deal with the diversity issue in an accepting manner. You will need to find at least four books dealing with the diversity issue you plan to teach. (I recommend that you find six books that will work with the topic. This allows for flexibility in terms of your lesson, and provides important resources on the topic if the classroom teacher wants to follow-up on your lessons. You will be that much ahead in your future work with a good resource bank of books to use.) The Lewis J. Ort Library at FSU has a Children s Literature Database which you may utilize to find books as well as several shelves full of children s literature on the second floor. (I ll have the web address for you on January 2 nd.) The four chapters I gave you from Children s Literature: Discovery for a Lifetime also suggest books related to various topics. You might check with the onsite supervisor at your schools for suggestions as well. 11

12 Children s Literature Unit Scoring Criteria: 0-3 pts. Purpose (clear rationale for the unit) 0-5 pts. Objectives (clearly stated, appropriate to the age group) 0-5 pts. Outline (easy to follow, easy for another counselor to replicate) 0-2 pts. Materials (clear listing of necessary materials, easy for another counselor to read and replicate) 0-5 pts. Assessment (clear evidence of how you will assess whether your objectives were met) 0-5 pts. Plan for remediation (clear evidence of thought as to how you will work with students who did not meet the objectives) 0-5 pts. Plan for Adaptation (evidence of thought in adapting your unit to a different population) Total points possible: 30 12

13 SCCO 693 Diversity Assessment and Intervention Plan: For this assignment you will need to first read the NCATE definition of diversity (below). Then you will choose a student who is struggling in school (academically, socially or both) due to some aspect of diversity. It may be an Asian American child in a predominantly Caucasian school, or a child for whom English is a second language. You might choose a child who is currently living in a foster care situation, or one who is coping with a handicap of some sort. You will conduct a needs assessment for this child, in collaboration with the classroom teacher/s, parents (if appropriate), principal, on-site supervisor, etc. What is the current concern with this child? How is s/he handling academic and social tasks? What is the corroborating evidence from various sources? What are this individual s strengths? You will then plan an intervention aimed at assisting this individual in ameliorating their difficulty. In doing so you need to incorporate school personnel, parents/family/care-takers, community agencies, etc. Diversity is defined by NCATE (National Council for the Accreditation of Teacher Education) as differences among groups of people and individuals based on race, ethnicity, socioeconomic status, gender, language, exceptionalities, religion, sexual orientation, and geographic region in which they live. 13

14 Diversity Assessment & Intervention Plan Scoring Criteria 0-7 points Diversity Issue (Brief Description of child and the diversity issue, what needs to be considered in working with him/her?) 0-10 points Needs Assessment (Evidence of collaboration with other sources, clear articulation of current concern, statement of student performance in academic and social tasks, corroborating evidence, statement of student strengths) 0-10 points Intervention (Appropriateness of plan, clearly delineated plan for intervention, awareness of developmental needs, incorporation of other school personnel in the intervention, appropriateness of plan for the student s needs) 0-3 points Mechanics (Spelling, punctuation, grammar, written communication skills) Total points: Comments & suggestions: 14

15 Description of Assignment: Classroom Lesson Videotape For this assignment you will write up a classroom lesson using the format for the Guidance Units. This can be a lesson from one of your guidance units. The lesson will be delivered to a classroom and you will video tape the lesson to use in internship class. You will write up a two page maximum summary and critique of the lesson, including strengths and suggestions for modification of the lesson based on their experience with it. You will have the opportunity to share the lesson and your critique of it with the class. Peer feedback and instructor feedback will be given at that time. Evaluation Criteria: Classroom Lesson: The lesson will be scored according to the criteria for the Guidance Unit lessons.: Presentation skills: The presentation will be evaluated according to the following criteria: Ability to initiate and hold the focus of the lesson Ability to manage the classroom in an effective manner Ability to communicate clearly at a level appropriate for the particular age Ability to actively involve students in the lesson Ability to wrap up and bring closure to the lesson. Evaluation for the classroom lesson and the presentation will be qualitative rather than quantitative. Feedback from peers and the instructor will be given during internship class. It is expected that you will also be critiquing your efforts and providing suggestions for modifying the lesson based on their experience with it. 15

16 Internship Site Visit Classroom Lesson Observation Description of Assignment: You will present a classroom lesson to a particular grade and class and will be observed by the University supervisor at the internship site. This lesson may be one from your guidance unit. You are to provide the University supervisor with a copy of the lesson either prior to the visit or at the time of the visit. The same criteria apply for this lesson as for the other assignments. You Typically the site supervisor will also observe the lesson, although this may vary from one site to the next. The classroom teacher may also stay and observe the lesson. Evaluation Criteria: Classroom Lesson: The unit will be scored according to the criteria for the Guidance Unit lessons.: Presentation skills: The presentation will be evaluated according to the following criteria: Ability to initiate and hold the focus of the lesson Ability to manage the classroom in an effective manner Ability to communicate clearly at a level appropriate for the particular age Ability to actively involve students in the lesson Ability to wrap up and bring closure to the lesson. Feedback on the presentation will generally be shared with the student at the time of the site visit. 16

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