School Counseling Internship Competency Checklist Updated Spring 2012

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1 School Counseling Internship Competency Checklist Updated Spring 2012 Form #3 Intern Name: Semester/Year: Internship #: Site: University Supervising Faculty: Site Supervisor: Rating scale: 1 inadequate demonstration of skill (i.e., below expectation for Internship level) 2 adequate demonstration of skill (i.e., meets expectation for Internship level) 3 exceptional demonstration of skill (i.e., above expectation for Internship level) Please Note: Sections I-IV to be completed by site supervisor every semester. Final section completed by faculty supervisor every semester. Counseling, Assessment and Intervention Planning Skills (Section I) 1. Intern demonstrates basic counseling skills (see Counseling Skills list). DOE: DG-P, C-K, CAR-P 2. Intern demonstrates advanced counseling skills (see Counseling Skills list). DOE: DG-P, C-K,P, CAR-P 3. Intern is able to distinguish between developmentally appropriate behavior, mental health issues, and crisis or trauma reactions. DOE: HD-K, C-K,P 4. Intern selects appropriate intake and assessment strategies that can be used to evaluation students academic, career, personal, and social development and/or difficulties displayed in the school or home settings. DOE: C-P, CAR-K,P, A-K,P 5. Intern is able to identify barriers that impede students academic, career, personal or social development and has the knowledge and skills to work with diverse populations. DOE: C-K,P, CAR-P 6. Intern writes intervention goals that are appropriate to client needs, that are consistent with the problem conceptualization, and that are worded in measureable language. DOE: C-K,P 7. Intern uses intervention strategies that are appropriate to identified goals and consistent with the counseling orientation will be used in practice. DOE: C-K,P 8. Intern demonstrates knowledge of strategies for helping students identify strengths and to cope with environmental and developmental difficulties, and maintains an orientation towards wellness and prevention. DOE: HD-K, DG-K,P, C-K,P, CAR-P 9. Intern plans and provides individual prevention and intervention services to promote the academic, career, personal and social development of students. DOE: HD-K, C-K,P, CAR-P 10. Intern plans and provides counseling group work to promote prevention and intervention in the academic, career, personal and social development of students. DOE: DG-K,P, C-K,P, CAR-P 11. Intern plans and provides classroom group work to promote prevention and intervention in the academic, career, personal and social development of students. DOE: DG-K,P, CAR-P Counseling, Assessment and Intervention Planning Skills (Section I) 12. Intern applies relevant research findings to inform practice, particularly literature that identifies theories and practice approaches that are effective to use in schools and with special and diverse populations.

2 13. Intern identifies and uses an appropriate assessment practices for measuring intervention outcomes. Intern is engaged in formative assessment to guide on-going interventions. 14. Intern maintains regular and appropriate contact with other professionals working with the client (for consultation and collaboration). DOE: C-P, CAR-P, P-K, CC-K,P 15. Intern makes appropriate referrals to school and/or community resources. DOE: CC-K,P 16. Intern maintains appropriate and confidential records of counseling work in a way that is consistent with ethical and legal guidelines and is appropriate for practice in the setting. DOE: DG-P, C-P, CAR-P, P-K, A-K,P 17. Intern demonstrates a knowledge of and ability to abide by ACA and ASCA ethical and legal standards. DOE: DG-P, DOE: C-K,P, CAR-K,P, P-K Contextual and Practice Skills (Section II) 1. Intern demonstrates knowledge and the ability to assess and manage suicide risk and other immediate crisis situations. DOE: C-K,P, P-K 2. Able to use de-escalation techniques with students as appropriate. DOE: C-K,P 3. Intern demonstrates knowledge of family systems theories and is able to put this knowledge into practice when working with families. 4. Intern demonstrates knowledge of parenting and is able to put this into practice when working with clients and their families. 5. Intern is able to read and interpret testing and school related assessment measures to students, parents, and teachers. DOE: CAR-K,P, A-K,P 6. Intern implements strategies and activities to prepare students for a full range of post-secondary options and opportunities. DOE: CAR-K,P 7. Plans and uses differentiated strategies and knowledge of pedagogy in individual, group, and classroom work so as to meet a variety of student needs. DOE: DG-P, CAR-K,P 8. Intern is familiar with school polices and protocols related to: custody record-keeping referrals crisis response student registration and add/drop student assistant and other collaborative school-based teams special education services including 504 parent-teacher conferences standardized assessments commonly used in the school/district coordinated health school health program (CSHP) DOE: C-K,P, CAR-K,P, P-K, A-K,P, CC-K,P N.A. (*No Opportunity) Contextual and Practice Skills (Section II) N.A. (*No Opportunity) 9. Intern demonstrates an understanding of the process/is able to make refers to the Department of Children and Family Services (DCF) as appropriate regarding concerns of suspected child abuse and neglect. DOE: C-K, P-K, CC-K,P 10. Intern is familiar with and participates in planning related to the school or district comprehensive developmental guidance plan, the ASCA National Model, the Vermont School Counseling Program Model, and the Vermont 2 P age

3 Framework of Standards. DOE: DG-K,P, C-K,P, CAR-K,P, A-K,P, CC-K,P 11. Intern is familiar with and participates in planning related to the school or district Vermont Crisis Intervention manual. DOE: DG-K,P, C-K,P, CAR-K,P, A-K,P, CC-K,P 12. Intern plans and/or uses peer helping and other special program-related strategies when appropriate. DOE: DG-K,P, CAR-K,P 13. Advocates for the learning and academic needs of students and provides advocacy and psychoeducation to clients and their families, as appropriate. DOE: C-K,P CAR-K,P, CC-K,P 14. Advocates for policies, practices, and programs in the school that enhance school climate and are responsive to a diverse student population and engages with school personnel, family members, and community agencies to promote the academic, career, social, and personal development of students. DOE: HD-K, P-K, CAR-K,P, A-K,P, CC-K,P 15. Intern participates in relevant school staff (and other) meetings and teams. DOE: C-K, CC-K,P 16. Intern demonstrates an ability to plan and participate in delivering professional development trainings (e.g., workshops, advocacy, and outreach programs) to school personnel and families. 17. Intern understands the relationship of the school counseling program to the academic mission of the school and has strategies for promoting student success. 18. Intern participates in the in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. 19. Intern is able to articulate, model, and advocate for an appropriate school counselor identity. DOE: CC-K,P Personalization Skills (Section III) 1. Intern demonstrates insight into how his/her counseling and work-related style impacts client and demonstrates a flexibility to adapt to client and or setting needs. 2. Intern demonstrates awareness of diversity and multicultural issues including his/her own biases. This awareness is evidenced by conversations with supervisor and peers. 3. Intern participates in regular supervision by being prepared to discuss work and open to feedback and suggestions. 4. Intern recognizes own limitations and seeks additional supervision when unsure of how to proceed. Personalization Skills (Section III) 5. Intern participates in feedback exchange with peers and supervisor (i.e., giving feedback, hearing feedback, and incorporating feedback into subsequent client work) appropriately during supervision sessions. This is evidenced by implementation of feedback with clients and peers. 6. Intern applies feedback from supervision appropriately in subsequent sessions. 7. Intern demonstrates a willingness to work on areas that present a personal or professional challenge. 8. Intern demonstrates good organization and task management skills reports, notes, summaries, and all documents are maintained appropriately and completed by due dates. 9. Intern demonstrates good professionalism by being on time and dressing appropriately, and by conducting him or herself in a manner that is appropriate to the setting. 3 P age

4 Goal Setting (Section V) (goals identified by Intern and supervisors at start of the semester) Comments relevant to strengths of Intern: Comments relevant to areas that are challenging the Intern: 4 P age

5 This checklist should be completed and signed by the Site-Supervisor and the UVM Supervisor and then reviewed and signed by the intern. The original will be kept in the intern s permanent file. Site-Signature UVM Supervisor Signature Intern Signature Date Date Date To be completed by UVM Supervisor at end of the semester: Intern Name: Semester: Passed Internship this semester Did Not Pass Internship this semester Original: Intern s Permanent File Updated Spring 2012 CACREP Standards School Counseling Internship Skills Summary Page 5 P age

6 (To be completed by UVM Faculty Supervisor) Key Assessment SC Internship Competency Checklist Summary Common Core Profess Orientation/Ethical Practice (1) b. (Rating from: Section I 9-11, & II:all) Common Core Profess Orientation/Ethical Practice (1) d. (Rating from: Section III:1-4) Common Core Profess Orientation/Ethical Practice (1) e. (Rating from: Section III:1-7) Common Core Profess Orientation/Ethical Practice (1) i. (Rating from: Section II:13,14) Common Core Profess Orientation/Ethical Practice (1) j. (Rating from: Section I:16,17) Common Core Helping Relationships (5) a (Rating from: Section I:8) Common Core Helping Relationships (5) b (Rating from: Section I:1-16, Section II:1,2 & Section III:1-9) Common Core Helping Relationships (5) c. (Rating from: Section I:1-16 & Section II:1) Common Core Helping Relationships (5) d. (Rating from: Section I:-13) Common Core Helping Relationships (5) f. (Rating from: Section I:14 & Section II:9,15) School Counseling Foundations Knowledge (A) 3. (Rating from: Section II:10,17,18) School Counseling Foundations Knowledge (A) 5. (Rating from: Section II:10,11,18) School Counseling Foundations Skills & Practice (B) 1. (Rating from: Section I:16,17) School Counseling Foundations Skills & Practice (B) 2. (Rating from: Section II:10, 17,18,19) Knowledge (C) 1 (Rating from: Section I:1-17 Section II:1-4) Knowledge (C) 4. (Rating from: Section II:10,11) Knowledge (C) 5. (Rating from: Section I:11,12) Skills & Practice (D) 1. (Rating from: Section I:5 & Section III:2) Skills & Practice (D) 2. (Rating from: Section I:11,12) Skills & Practice (D) 3. (Rating from: Section I:3,5,9,10,11,12) Skills & Practice (D) 4. (Rating from: Section II:1,2) School Counseling Counseling, Prevention & Intervention Skills & Practice (D) 5. (Rating from: Section III:1-7) School Counseling Diversity & Advocacy Skills & Practice (F) 1. Does Not Meet Standard Competency Level Meets Standard Exceeds Standard *No Opportunity 6 P age

7 (Rating from: Section I:5,8, Section II:7,14 & Section III:2) School Counseling Diversity & Advocacy Skills & Practice (F) 2. (Rating from: Section I:5, Section II:13,14) School Counseling Diversity & Advocacy Skills & Practice (F) 3. (Rating from: Section I:5, Section II:13,14) School Counseling Diversity & Advocacy Skills & Practice (F) 4. (Rating from: Section II:3,4,14) School Counseling Assessment Skills & Practice (H) 1. (Rating from: Section I:3,4,5,8 & Section II:7,11) School Counseling Assessment Skills & Practice (H) 2. (Rating from: Section I:4 & Section II:10-12) School Counseling Assessment Skills & Practice (H) 3. (Rating from: Section I:4,5 & Section II:18) School Counseling Assessment Skills & Practice (H) 4. (Rating from: Section I:14,15 & Section II: 8,9) School Counseling Assessment Skills & Practice (H) 5. (Rating from: Section I:5) School Counseling Research & Eval Skills & Practice (J) 1. (Rating from: Section I:7,12) School Counseling Research & Eval Skills & Practice (J) 2. (Rating from: Section I:13) School Counseling Research & Eval Skills & Practice (J) 3. (Rating from: Section I:13 & Section II:18) School Counseling Academic Dev Skills & Practice (L) 1. (Rating from: Section II:17) School Counseling Academic Dev Skills & Practice (L) 2. (Rating from: Section II:6) School Counseling Academic Dev Skills & Practice (L) 3. (Rating from: Section II:7) School Counseling Collab & Consult Knowledge (M) 2. (Rating from: Section I:14 & Section II:8,14,15) School Counseling Collab & Consult Knowledge (M) 3. (Rating from: Section I:8 & Section II:5,8,16) School Counseling Collab & Consult Knowledge (M) 5. (Rating from: Section II:14,15) School Counseling Collab & Consult Knowledge (M) 6. (Rating from: Section II:12) School Counseling Collab & Consult Skills & Pract (N) 1. (Rating from: Section II:11) School Counseling Collab & Consult Skills & Pract (N) 2. (Rating from: Section I:15 & Section II:14) School Counseling Collab & Consult Skills & Pract (N) 3. (Rating from: Section I:14 & Section II:8,14) School Counseling Collab& Consult Skills & Pract (N) 4. (Rating from: Section II:12) School Counseling Collab & Consult Skills & Pract (N) 5. (Rating from: Section I:15 & Section II:8) School Counseling Leadership Skills & Practice (P) 1. (Rating from: Section II:18) School Counseling Leadership Skills & Practice (P) 2. (Rating from: Section II:12) 7 P age

8 Counseling Skill List Basic Counseling Skills Listens carefully and communicates understanding to client Is genuine and warm with client Is respectful of and validates the client Displays appropriate awareness of the client s cultural and social context Displays appropriate awareness of the client s developmental context Appears comfortable with a variety of feelings/and or issues shared by the client as demonstrated by the ability to hold the session in an emotional space. Demonstrates appropriate use of feeling reflections including appropriate delivery and accuracy. Appropriate use of paraphrases, content reflections and summaries including appropriate delivery and accuracy. Appropriate use of questions, probes, and accents including appropriate timing, concreteness, accuracy and brevity. Appropriate pacing of session/ responses. Avoidance of advice-giving and inappropriate problem-solving. Demonstrates ability to address termination issues with client. Advanced Counseling Skills Demonstrates ability to identify patterns and use these as a basis for interventions. Demonstrates use of advanced-level empathy delivered accurately and appropriately. Demonstrates use of advanced-level interpretation delivered accurately and appropriately. Uses humor appropriately for relationship building, genuineness, and to regulate the session. Uses self disclosure rarely and only as appropriate. Appropriate use of immediacy. Appropriate use of confrontation. Offers client feedback, even when it may be difficult for client to hear. Feedback is appropriate and offered respectfully/appropriately. Uses counseling interventions that are consistent with theoretical understandings of client and client concerns. Upholds an orientation towards wellness and prevention when working with client. 8 P age

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