SOAR SCHOOL COUNSELING STUDENT HANDBOOK

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1 SOAR SCHOOL COUNSELING STUDENT HANDBOOK SUPPORTERS OF ACADEMIC RIGOR (SOAR) School Counseling Program COUNSELOR EDUCATION UNIVERSITY OF NORTH FLORIDA DEPARTMENT OF LEADERSHIP, SCHOOL COUNSELING & SPORT MANAGEMENT COLLEGE OF EDUCATION AND HUMAN SERVICES 1 UNF Drive Jacksonville, FL (904) (904) FAX

2 TABLE OF CONTENTS 2 Welcome 4 Contact Information 5 School Counseling Program Faculty Department Chair Description of the School Counseling Program 6 Overview History Mission Vision Philosophy of SOAR Objectives Characteristics of the Program Diversity Technology Accreditations Admissions Process 10 Requirements University for Referral SOAR Program Admission Portfolio-Interview-Speech Second Master s Degree Exceptions Policy Decision Process Transfer Courses Post-baccalaureate Students Equal Opportunity Program of Study 14 Curriculum COEHS Core Requirements Major Requirements Pre-Requites Requirements Suggested Sequence of Courses Exams Field Experiences SDS 6940: Practicum in School Counseling SDS 6832: Internship Career Advising, Appraisal, Advocacy SDS 6830: Internship in Counseling/Coordination of Guidance Services Program Policies 17 Fingerprinting Procedure Incomplete Grades Time Limits Continuous Enrollment Professional Behaviors Ethical Guidelines Liability Insurance and Security Clearance ; 8/14

3 Course Attendance and Punctuality Mandated Reporting Law Student Assessment 20 Advising Disability Student Progress Assessment Procedure for Remediation Student Retention Policy Program Dismissal Appeals Process of UNF Policies Appeals of Courses Appeals of Civil Rights Program Completion 23 Application for Graduation Graduation Requirements State Certification and Certification Exams Credentialing for Employment Endorsement for Employment University and College Resources 25 Library Facilities and Holdings Osprey Accounts Data Analysis and Word Processing Financial Assistance Professional Development 26 Professional Organizations, Involvement and Activities Sigma Phi Epsilon Chapter of Chi Sigma Iota Appendices 27 A. Statement of Understanding 28 B. Second Semester Evaluation 29 C. End Point/Exit Evaluation 33 School Counseling Program of Study 37 Notes 40 3 ; 8/14

4 WELCOME 4 Welcome to the University of North Florida School Counseling Program in Counselor Education. Whether you are an admitted student or an individual investigating various programs, the faculty has designed this Handbook to provide you with specific information about the School Counseling Preparation Program. Included in this manual are history, policies, procedures, courses, and other information to help orient you to our program. Throughout your program, faculty will make every effort to communicate with you through orientation, personal advising, classroom announcements, the internet and s, and the School Counseling bulletin boards. This program is also frequently referred to as School Counselors: Supporters of Academic Rigor, or simply SOAR, or SOAR PROGRAM. Please note the School Counseling Handbook does not replace the UNF Graduate Catalog or other official University documents but rather supplements them. It is important that you familiarize yourself with the entire Handbook at the beginning of your program and that you keep it as a reference throughout your graduate studies. A separate handbook devoted to practicum and internship is also one you should keep to reference throughout your field experiences. The Practicum-Internship Handbook details the required field experiences for you and site supervisors. The School Counseling Program is housed in the Department of Leadership, School Counseling, Sport Management (LSCSM) within the College of Education and Human Services (COEHS). ; 8/14

5 CONTACT INFORMATION 5 The School Counseling Program is located in the College of Education and Human Services (Building 57) in Suite If you have questions or need clarification about the program and/or any aspect of applying to the program, please contact the SOAR Program Coordinator, Kate Worsowicz, at ; or Rebecca A. Schumacher, Program Director. SCHOOL COUNSELING PROGRAM FACULTY Program Leader Carolyn Stone, Ed.D. Professor Sophie Maxis, Ph.D. Assistant Professor Rebecca A. Schumacher, Ed.D. Assistant Professor DEPARTMENT OF LEADERSHIP, SCHOOL COUNSELING, SPORT MANAGEMENT Interim Department Chair: Christopher Janson, Ph.D. Associate Professor, ; 8/14

6 6 THE PROGRAM Overview Counselor Education offers a Master of Education degree in School Counseling, accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). School Counselors: Supporters Of Academic Rigor (SOAR) is cutting-edge with regard to the knowledge and practice that represents the field of school counseling. The program has a strong partnership between the University of North Florida and the Duval County Public Schools with outreach efforts to St. Johns, Clay, Putnam, and Nassau counties, and the Florida community with the expected outcome of preparing counselors who will practice as advocates, leaders, career/academic advisors, and counselors creating the conditions necessary for academic achievement for all children. History In October 1998 the Counseling Education Program at UNF was selected as one of six universities for The Transforming School Counseling Initiative from DeWitt Wallace-Reader s Digest (funding of $515,000). The initiative provided support to transform the school counseling preparation program. Well over a decade now, many components of the program have been adopted by other universities. In December 2011, The Education Trust named the UNF School Counseling Program a stand out program and an example of excellence in establishing educational equity and academic success for every pre-k - 12 student. Mission The SOAR School Counseling Program at the University of North Florida prepares counselors who have developed strong basic counseling, relational, and reflective skills; who demonstrate sufficient multicultural content knowledge, skills, and practices; who practice from a sound foundation of theoretical and research-based knowledge; who hold and maintain a strong counselor identity; and who possess and exhibit the personal and professional dispositions necessary to work effectively as school counselors. Vision This program reflects the COEHS vision of preparing and supporting educators who seek to be competent and contributing professionals for diverse learning communities. Professional preparation in School Counseling emphasizes the development of candidates who will model pedagogical effectiveness and engage in active leadership roles within schools and community organizations with regard to school counseling. Philosophy The School Counseling Program is philosophically aligned with the mission of the College of Education and Human Services (COEHS) and the Duval County Public Schools, the K-12 school district we predominately serve. This competency-based school counseling program prepares professional school counselors to deliver comprehensive programs that promote success for all students in the areas of academic, career, and personal/social development. Further, the program prepares school counselors who are systemic change agents, advocates for educational equity and social justice, and leaders in diverse schools and communities, with emphasis on schools in urban communities. Through the systematic development, implementation, and assessment of ; 8/14

7 7 powerful learning experiences; the program facilitates students development as culturally competent leaders in educational reform and social justice initiatives within their schools and local communities. The SOAR program faculty works collectively with community members, youth, and other educators in order to promote the interconnectedness of teaching, scholarship, service and professional practice within community contexts. Objectives The SOAR School Counseling program: 1. recruits, selects, and retains qualified graduate students with attention given to the inclusion of candidates from culturally diverse and underrepresented populations; 2. prepares school counselors who will serve as advocates, educational leaders, team members, and consultants who will maximize opportunities for every student to achieve academically and develop as active citizens; 3. prepares our own faculty, students, our education and community to be highly skilled and culturally competent practitioners who can best support and promote equity and justice in our multicultural and pluralistic society; 4. works collectively and collaboratively with diverse youth, other educators, and families in order to facilitate individual and community development; 5. develops and promotes the highest quality teaching and learning experiences for our students, our community and education partners, and ourselves by continuously assessing our teaching and learning curricula, practices, and processes; and, 6. models community and professional identity through involvement and leadership in community organizations and initiatives; local, state, and national professional organizations; and through presentations at state, regional, and national levels. Characteristics of the Program A cohort model A 48-credit Master of Education degree in Counselor Education (depending on the individual student s educational background, 3-6 hours of pre-requisite courses may be required) Eligibility for school counselor certification in Florida Skill building in counseling leadership, collaboration, and data-driven decision making Field experiences integrated throughout the coursework for a total of 700 clock hours Focus on urban school experiences Focus on knowledge and understanding for innovative practices in school counseling Use of technology applications in school counseling to support students growth and development Use of data driven comprehensive programs that promote success for all students in the areas of academic, career, and personal/social development Focus on equity and access opportunities for all students Designed for the working student; an evening and weekend program with approximately 3 daytime obligations per semester (summer term may require more daytime obligations) Affirming, Accepting, and Respecting Diversity ; 8/14

8 8 Every course in the School Counseling Program addresses the role of social and cultural diversity in school counseling. Students learn about the characteristics, concerns, and needs of diverse groups such as cultural minorities, people with low socioeconomic status, and people with disabilities. Students explore their own attitudes and biases toward various populations and develop strategies to overcome those biases. Students acquire skills in order to provide individual, group, and classroom guidance lessons to diverse populations. Candidates are required to commit to the self-examination of their own acceptance and celebration of diverse populations. Effectiveness in communicating and working with students, parents, teachers, school administrators, and community members is dependent on the student s understanding of cultural and ethnic values, beliefs, and customs. Faculty believes that candidates understanding and sensitivity to diversity, both within and across cultural and ethnic groups, is simply a necessity, and the program fosters opportunities for growth. Throughout the program, candidates are expected to demonstrate knowledge and understanding of their own and others cultural and ethnic beliefs, values, and mores. School counseling candidates must be able to genuinely affirm and provide unconditional positive regard for each and every student in their field work and future in-service work. One of the most fundamental precepts of the school counseling profession and the SOAR preparation program is that counselors convey the core conditions of empathy, unconditional positive regard, and nonjudgmental acceptance of students. Accepting and affirming all students as worthy of respect is necessary even if you cannot accept or affirm the behavior of the student. The basis of trust and acceptance that allows students to feel safe in seeking the help of the school counselor is often jarred when school counselors have to refer a student to another counselor because the counselor s biases got in the way. Referral is not tool to be used so that school counselors can avoid segments of their population but is reserved for very rare cases. Candidates must be willing to honestly examine their biases and to recognize if they are better suited to a counseling profession in which they are able to pick and choose their clients such as mental health counselors working with adults representing a particular narrow segment of the population. School counselors are assigned hundreds of student/clients by alphabet, grade level, wing of the building, etc. Because school counselors do not choose their clients, candidates who hold biases that have the potential to harm must seek another profession or sincerely work to overcome their biases. Faculty member(s) will help willing students with a plan to help the candidate soften biases. Candidates who do not want to work on their biases must recognize the ethical responsibility of the faculty to make sure we graduate candidates who can support and affirm all students. The gap in achievement between minority/low SES students and their non-minority/more affluent peers is a root sign of racial, cultural, and educational inequities that result in discrimination, economic disparity, and social stratification. Candidates are selected for admission and groomed during the program to develop a penchant for social justice to see injustice and inequity where it occurs and work with determination to eradicate it. Technology In every course in the school counseling program, students learn to apply current and emerging technologies so that they may learn how to use them to assist students, families, and educators to promote informed academic, career, and personal/social choices. Students use one or more types of multi-media technology (i.e. word processing, PowerPoint, Internet) to complete assignments. Accreditations The College and University: COEHS is accredited by the National Council for Accreditation of Teacher Education (NCATE). The University is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. (SACS). ; 8/14

9 9 The Program: SOAR is aligned with the Florida Educator Accomplished Practices, the standards of the Council for Accreditation in Counseling and Related Educational Programs standards (CACREP), and National Council for the Accreditation of Teacher Education (NCATE). The School Counseling Program is a Florida Department of Education (FLDOE) Approved Initial Certification program that leads to certification in Guidance and Counseling (Grades PK-12). For additional details at the FLDOE see Why are these accreditations important to a student? Being a FLDOE approved program means that upon graduation you are eligible for Certification in Guidance and Counseling (Grades PK-12). CACREP Accreditation provides recognition that the content and quality of the program has been evaluated and meets standards set by the profession. The student, as a consumer, can be assured that appropriate knowledge and skill areas are included and that the program is stable, professionally and financially (CACREP, 2009). For further information about CACREP see ; 8/14

10 10 ADMISSION PROCESS The University of North Florida Graduate Catalog for this current academic year provides general information pertaining to all graduate students, including minimum admission requirements and financial aid information. REQUIREMENTS The School Counseling Program is organized according to a cohort model. Students are admitted to the program for either the Summer B or Fall semester. Admission to the SOAR Program is a two-step process, both of which have to be completed. Please check the website of this program for specific application and submission dates. Step 1. Make application for a referral for admission to the University of North Florida Graduate School. Referral for admission indicates that the student meets the admission criteria set by the University. A referral does not guarantee admission to the SOAR Program. Step 2. Make application for admission to the SOAR Program. Admission to the SOAR Program is dependent on a referral for admission to the University of North Florida Graduate School. AN UNDERGRADUATE DEGREE IN EDUCATION IS NOT A REQUIREMENT FOR ADMISSION TO THE SOAR PROGRAM. University Requirements for Referral Needed: A baccalaureate degree from a regionally accredited U.S. institution or its equivalent from a foreign institution with a GPA of 3.0 or higher in all work attempted in the last 60 credit hours of upper level undergraduate study. Exception: An applicant who does not meet the stated criteria for admission to the school counseling program may request review of his/her application by submitting a letter detailing the reasons that an exception to the admission policy should be granted. This letter should be submitted to the School Counseling Program Director prior to the closing date for receipt of applications. The letter will become part of the application and be reviewed during the student selection process. Only GPA criteria is considered for an exception. SOAR Program Requirements 1. Official transcripts from all attended institutions. Submit with your University application. 2. Test Scores: Scores from either the Graduate Record Exam (GRE) or the General Knowledge tests (GK). Submit with your University application. For the GRE: Prior to July 1, 2011: After July 1, 2011: minimum composite score of 1000 for both verbal and quantitative minimum composite score of 297 for both verbal and quantitative ; 8/14

11 11 For the GK: Applicants may submit scores of pass for each of the four sub-tests of the General Knowledge test in lieu of the GRE. The FLDOE contracts with Pearson and it is a Pearson Test for Florida. Students around the country may go to any Pearson testing site and take the GK test. The link to register for the GK test is the same as for the other parts of the FTCE (Florida Teacher Certification Exams) If applicants have not previously taken the GRE or the GK, it is suggested that applicants take the GK as it is required that this exam be passed by the conclusion of the first fall semester in the program. Candidates seeking admission to a state approved educator preparation programs must demonstrate mastery of general knowledge for admission to the program by providing passing scores of the GK, or GRE exams, or submit a copy of a valid State of Florida Department of Education Professional Educator s Certification. There is no exception or replacement in lieu of the test mastery. 3. Letter of intent. Submit with your University application. 4. Three letters of recommendations. Submit with your University application. For applicants who are currently or have past experience in a school, we request one letter of recommendation be completed by the school administrator. If employed, we request a letter from a supervisor. Family and friends are not acceptable references. 5. A completed Admissions Portfolio. Submit to the SOAR Program office. 6. Interview with members of the interviewing team and a two-three minute speech. The SOAR Program Coordinator schedules the interview date and time. Admissions Portfolio- Interview Speech Portfolio Applicants must submit an admissions portfolio which contains a signed statement of understanding, a school experience contract, and written reactions to journal articles and school scenarios. The portfolio is due BEFORE the interview date and the interview dates are posted on the SOAR website Applicants who are interested in interviewing on dates other than the posted dates may have accommodations made with the permission of the Program Director. Portfolio materials submitted become the property of the SOAR program. Please be certain to keep copies of all your work. Interview and Speech Applicants who meet the qualifications for admissions to the University and the SOAR Program are invited to attend an on-campus interview with Counselor Education faculty and practicing school counselors. In addition to an individual interview, each applicant will deliver a brief public speech (two to three minutes) on an educational topic (the topic recently has focused on the achievement gap in education in America). Directions for the speech and data are described on the website. The Interviewing Team is comprised of faculty and administrators and school counselors from Duval County Public Schools. The purpose of the interview is to provide applicants with additional information about the program, -ensure the program will meet applicants needs, assess applicants personal suitability ; 8/14

12 12 to provide school counseling, assess the relevance of applicants professional goals and objectives to the program and faculty, and to assess the applicants ability in the following areas: advocate, leader, career/academic advisor, and counselor creating the conditions necessary for academic achievement for all children. Recommendations of applicants are then forwarded to the Program Faculty for a final decision for admittance to the program. Application for a Second Master s Degree An individual who possesses a master s degree and wishes to obtain a second master s in school counseling must apply to the program and complete all prerequisites. Applicants possessing a master s degree need to submit passing scores on the General Knowledge Test or GRE score of a composite score of 1000 (verbal and quantitative prior to 1/1/2011) or 297 (verbal and quantitative after 1/1/2011). Exceptions Policy An applicant who does not meet the stated criteria for admission pertaining to the required GPA may request review of his/her application by submitting a letter detailing the reasons that an exception to the admission policy should be granted. Exceptions are only granted for GPAs below 3.0 and are limited in the number granted, therefore are competitive. This letter should be submitted to the School Counseling Program Director prior to the closing date for receipt of applications. The letter will become part of the application and be reviewed during the selection process. Please note that this exceptions policy does not apply to the test score requirement from the State. Decision Process Students should be aware that admission into the SOAR Program is competitive. Students meeting minimum requirements may be denied admission based on such factors as program capacity or academic discretion. Likewise, students may be considered for admission as an exception if stated admissions criteria are not met and a letter of review is submitted prior to the interview/speech. No applicant s materials will be reviewed for admission as a regular student until the applicant s file is complete. Incomplete or late applications cannot be considered for admission. The Program Faculty reviews the recommendations from the Interview Committee to determine academic potential for rigorous course work and a penchant for social justice. All elements of the application process (prior academic performances, related work, school, and/or volunteer experiences, writing skills, interview, and speech) are considered in the final determination of acceptance to the program. Usually within a week of the interview, applications are notified of the status of acceptance. Graduate admissions decision letters are delivered electronically to students through Self Service. Admission decision is conveyed via an admissions letter published through your MyWings account. How it works a) log into you MyWings account STUDENT SERVICES b) Click on ADMISSIONS APPLICATION STATUS Transfer Courses Six semester hours of approved credits can be transferred from another institution. An appeal for an additional approved 9 credits can be made to the University in special circumstances. Applicants are required to discuss any transfer courses with the program director who will determine which courses may be applicable. Post-baccalaureate Students ; 8/14

13 13 Students in this category have already earned a bachelor s degree at a regionally accredited institution and desire to complete additional college coursework. UNF refers to post-baccalaureate students as those not admitted to a graduate program. At minimum, students are required to submit an application and materials prior to the posted general admission deadline for the term in which they would like to enroll to the Graduate School. Admission application $30 application fee Official transcripts from each post-secondary institution attended, including military and dual enrollment transcripts Official transcripts from any credit-earning mechanism (Credit-earning mechanisms include, but are not limited to IB, AP, AICE, CLEP, or DANTES.) Post-baccalaureate: Graduate Pre-requisites status is reserved for students working on graduate school prerequisites or department approved courses necessary for admission into the school counseling graduate program. Students in this status are required to interview with program faculty prior to being given permission to take program courses. Students in this status can earn up to 6 credit hours. Students in this status are not eligible for financial aid. Post-baccalaureate students are not guaranteed admission to the program and must apply to the graduate school and the SOAR program. Refer to the Admissions Process on page 9. Equal Opportunity The University of North Florida encourages applications from qualified persons and does not discriminate on the basis of race, color, religion, national origin, sexual orientation, veteran s status, disability, age, marital status, or gender. The president has delegated responsibility for the implementation of the University s equal opportunity and non-discrimination policies and affirmative action program to the director, Office of Equal Opportunity Programs (EOP). For more information, contact the Office of Equal Opportunity Programs at ; 8/14

14 14 PROGRAM OF STUDY The SOAR curriculum provides rigorous coursework throughout the 48 credit hour program to prepare counselors to meet the academic, career, and social/emotional needs of diverse student populations. Field experiences integrated throughout the course work total 700 clock hours. The program meets requirements for eligibility for a FLDOE Certification in Guidance and Counseling (Grades PK-12). COEHS Core Requirements (6 Semester Hours) EDF 6607 Education in America 3 EDF 6495 Research & Assessment in School Counseling 3 Major Requirements (42 Semester Hours) MHS 6407 Theories of Counseling 3 SDS 6310 Career and Lifestyle Development 3 SDS 6014 Organization and Administration of School Counseling 3 MHS 6600 Seminar: Consultation Skills 3 SDS 6421 Counseling Children and Adolescents 3 MHS 6530 Group Work for School Counseling 3 MHS 6780 Legal, Ethical, and Professional Issues in School Counseling 3 SDS 6832 Internship Career Advising, Appraisal, Advocacy 3 SDS 6830 Internship: Counseling/Coordination of Guidance Services 3 SDS 6831 Management of Resources 3 SDS 6940 Practicum in School Counseling 3 SDS 6931 School/Family Managing Student Behavior 3 MHS 6482 Personality and Lifespan Development 3 SDS 6820 Supervised Field Experiences I 1 SDS 6821 Supervised Field Experiences II 1 SDS 6466 Crisis/Disaster Management 1 Pre-Requisite Requirements: Candidates pursuing a Florida State Department of Education Certification in School Guidance/Counseling need to fulfill state requirements in two areas: 1) Reading Competencies 1& 2 2) ESOL 60 hour requirement TSL 6700 Issues in ESOL for School Counselors 3 RED 3333 Reading Methods: Secondary 3 The Reading and ESOL competencies may be met by: Completion of appropriate coursework at a college or university (e.g., an undergraduate transcript showing completion of the courses); or Completion of approved continuing education through a school district (e.g., documentation from the district substantiating appropriate workshop hours completed) ; 8/14

15 15 Suggested Sequence of Courses Year 1 EDF 6607 Education in America SDS 6014 Organization and Administration in School Counseling MHS 6530 Group Work for School Counseling SDS 6940 Practicum in School Counseling SDS 6820 Supervised Field Experiences I MHS 6407 Theories of Counseling MHS 6780 Legal, Ethical, and Professional Issues in School Counseling SDS 6310 Career and Lifestyle Development SDS 6832 Internship: Career Advising, Appraisal, Advocacy SDS 6821 Supervised Field Experiences II Year 2 SDS 6000 MHS 6482 SDS 6830 EDF 6495 MHS 6600 MHS 6421 SDS 6831 SDS 6466 School/Family Managing Student Behavior Personality and Lifespan Development Internship: Counseling/Coordination of Guidance Services Research & Assessment in School Counseling Seminar: Consultation Skills Counseling Children and Adolescents Management of Resources Crisis/Disaster Management TSL 6700 Issues in ESOL for School Counselors RED 3333 Reading Methods: Secondary Students enrolling in either of these courses are advised to do so during a semester that is deemed suitable for your work schedule and course load. Exams A score of pass for three exams are required for FLDOE certification. Exam 1 is the General Knowledge Exam that consists of four sub-tests. A score of pass on each of the Florida Teacher Certification General Knowledge Exam (English Language Skills, Reading, Mathematics, Essay) is required by the conclusion of the first fall semester of the program. Documentation of pass scores should be submitted to the SOAR Program Coordinator and the Office of Academic Advising. Exam 2 is the FLDOE Professional Education Exam is required by the conclusion of SDS 6830 Internship: Counseling/Coordination of Guidance Services. Documentation of pass scores should be submitted to the SOAR Program Coordinator and the Office of Academic Advising. Exam 3 is the Florida Teacher Certification in Guidance and Counseling PK-12 Subject Area Exam. A scored of pass on this exam is required by the conclusion of SDS 6830 Internship: Counseling/Coordination of Guidance Services. Field Experiences One of the unique features of the SOAR Program is that field experiences are integrated into course work each semester of this program. What is provided here is an overview of practicum and internships in school counseling. A more detailed description, including copies of all necessary forms, is available in the Practicum and Internship Handbook for SOAR Students and Site Supervisors. ; 8/14

16 Practicum and Internships are spaced throughout the program in three of the six semesters. The sequence of field experiences are SDS 6940, Practicum in School Counseling; SDS 6832, Internship Career Advising, Appraisal, Advocacy; and last, SDS 6930, Internship Counseling/Coordination of Guidance Services. SDS 6940: Practicum in School Counseling CACREP Standards for Clinical Experiences guide the requirements of this practicum. Specifically, candidates complete 100 clock hours of field experiences, divided into 40 hours of direct services and 60 hours of indirect services. In accordance with CACREP Standards, direct services are defined as individual counseling and group work activities. Indirect services include those activities completed by school counseling candidates in developing knowledge, skills, and dispositions that contribute to successful academic learning for all students. All students complete practicum at an urban partner middle and/or high school established specifically for this field experience. In conjunction with Practicum, students also have weekly individual or triadic supervision with a school counseling faculty. Supervision affords an opportunity to discuss particular concerns, issues, successes, challenges that students are having in practicum field experiences. SDS 6832: Internship in Career Advising, Appraisal, Advocacy School Counseling candidates complete 300 clock hours in this internship to demonstrate their knowledge and abilities in the role of career and academic advisors. This internship offers advanced studies and practical field experience in conducting career assessments. All students complete this internship at an urban partner middle and/or high school established specifically for this internship. In conjunction with Internship, students also have weekly individual or triadic supervision with a school counseling faculty. Supervision affords an opportunity to discuss particular concerns, issues, successes, challenges that students are having with field experiences. SDS 6830: Internship in Counseling/Coordination of Guidance Services This course provides field experiences for the school counseling master s program. Students work in an accredited school under the supervision of a certified counselor, with a minimum of three years experience and who has completed the required FLDOE Clinical Educators Training. Students meet in a seminar with the UNF supervisor throughout the semester for group supervision and instruction in various topics related to the internship. The supervision group meetings include but are not limited to discussions of cases; legal and ethical issues and school counselors; and the role of professional organizations in school counseling. In conjunction with this Internship, students also have weekly individual or triadic supervision with their site supervisor, a certified practicing school counselor. Supervision affords an opportunity to discuss particular concerns, issues, successes, challenges that students experience as an intern. 16 ; 8/14

17 17 PROGRAM POLICIES Fingerprinting Procedure (for specific instructions see Practicum/Internship Handbook) All SOAR graduate students must be fingerprinted by Duval County Public Schools (DCPS) at the DCPS School Board before they can work in any Duval County public school. This requirement applies to DCPS employees as well. Read below for fingerprinting procedures. 1. The fingerprinting fee is $78.50 (as of July 2012) 2. The SOAR Program Coordinator will instructions to students. We receive our instructions from the Office of Field Experience. 3. Following fingerprinting procedures in a timely manner is considered part of our students professional demeanor. Incomplete Grades Students who have extenuating circumstances that preclude their completing all course requirements by the end of the term may, at the instructor s discretion, receive a grade of incomplete. The student must have completed a majority of the coursework with a passing grade and must complete the course within the time limit set by the instructor, not to exceed one calendar year or graduation, whichever comes first. To extend an incomplete beyond one year, the student must petition for a waiver of University policy. An I will be changed to a final evaluative grade (one that is used in calculating GPAs) at the time the student completes the required work. Students may not register for courses in which incompletes have been received. Any I grade not removed by the end of the time limit will be changed to a final grade to be determined by the instructor. This grade will be used to calculate the student s cumulative GPA. If no final grade is issued, the I will change to an F and will be calculated in the grade point average. Please note: students may not register for courses if they have over three incompletes. A grade of Incomplete will be available only under the following circumstances: a. extraordinary circumstances for you or your family or by previous agreement with the instructor before enrolling in the course; b. with completion of over 50% of the course requirements; and c. with permission of the instructor, or d. at the discretion of the instructor when less than 50% of work is not completed. Note: Completion of all assignments is required to pass each course. Each assignment in the syllabi holds a purpose in preparing graduates for the school counseling profession. It is not an option to take a grade of 0 for an assignment that a student does not wish to complete. Time Limits Students must complete their degrees within five years from the time they take their first course in the program, whether or not they have been accepted into the program at that point. When coursework completed at UNF or elsewhere exceeds five years, the credit hours become invalid, and in order to be accepted, the courses must be validated by the program director according to the procedures found in the Graduate Catalog. If a course is not validated, additional coursework will be required and added to the program of study. Students should make every effort to complete their degree within the time limits established.

18 18 Continuous Enrollment Students who do not take classes for three consecutive semesters are dropped from the program and must reapply for admission. If program requirements are changed after the student is dropped, the student will be obligated to meet new program requirements upon re-admission. Professional Behaviors Students are expected to exhibit professional, legal, and responsible behaviors while functioning as a SOAR student, both in class and during field work. Failure to comply responsibly and professionally may be cause for dismissal from the program. Field experiences occur throughout this program. When representing the SOAR Program in the field, professional behaviors are expected. Professionalism in this regard includes observable actions such as dress, attendance/punctuality, and interactions with others. Dress is defined as business dress attire; for males at a minimum - dress shoes, pants and shirt (or the SOAR shirt); for females - at a minimum - dress shoes, slacks or skirt and dress top (or the SOAR shirt), or a dress. What are NOT considered professional attire are sneakers, flip-flops, thronged sandals, shorts, jeans, short skirts/dress, and revealing tops. Ethical Guidelines It is the obligation of the student to become familiar and adhere to the established ethical codes. Students are taught the ethical guidelines of the profession throughout the program. However, MHS 6780: Legal, Ethical, and Professional Issues in School Counseling is the primary course in which students become familiar with the professional behaviors expected of counselors and counselors in preparation. In advance of this course, students are strongly encouraged to read the ethical codes from the American School Counselor Association (ASCA) ( and the American Counseling Association (ACA) ( In keeping with ethical practice, ALL TAPINGS WITH CLIENTS (STUDENTS) will be destroyed at the conclusion of the semester s work. Tapings will be returned to your faculty instructor from the course for destroying. Liability Insurance and Security Clearance (refer to Practicum/Internship Handbook) All students are required to obtain liability insurance prior to beginning practicum and to maintain it through completion of internship. Faculty highly recommends maintaining liability insurance throughout one s career as a professional school counselor. Individual professional liability insurance comes with your membership in the American School Counselor Association (ASCA) and you can get liability through the American Counseling Association (ACA). If students choose not to join a professional organization, liability insurance must be obtained on their own. A copy of the insurance policy must be presented to the UNF and site supervisors in order to begin practicum and internship client/student contact. Security clearance is also required for work in schools. As described in the Program Policy section, Fingerprinting Procedures, students are required to have clearance. Course and Field Work Attendance and Punctuality Attendance at all class sessions/field experiences is expected. Class sessions will be comprehensive in the topics and materials discussed. Because the modes of instruction will vary, learning acquired in class will be difficult to duplicate by another method. For some classes, attendance to all class meetings is mandatory, without exception. Instructors will note mandatory attendance per the syllabus. For other courses, if you do miss a class, you are responsible for obtaining class notes, handouts, class activities, and any other pertinent information. Chronic absences (2 or more missed classes) raise serious concerns. Two missed classes (or equivalent of 5 ½ hours of class) will reduce your grade by a full letter. Three or more absences, students will

19 19 be asked to step out of the class and repeat it during another semester. Courses that meet less than 15 weeks will adjust the attendance policy according to the number of class sessions. Part of professional behavior is punctuality. Chronic tardiness is unacceptable professional behavior and will impact your grade. Should you be tardy two or more times, two points will be subtracted from your grade for each tardy; therefore, chronic tardiness runs the risk of possibly losing credit for the course. Field experiences: if you find you find you cannot attend a field experience, you need to notify the instructor in charge immediately about your absence. If you are running late for a field experience, you need to contact your instructor or the site based person you are reporting to, and notify of a late arrival. Field experiences are often time sensitive so notification of arriving late is essential to the success of the event as well as respectful practice. MANADATED REPORTING LAW: In October 2012, Florida passed what is being described as the most stringent mandatory reporting law in the nation. The new law states everyone is a mandated reporter, Any person who knows, or has reasonable cause to suspect, that a child is abused, abandoned, or neglected... shall report such knowledge or suspicion to the department. The new law also makes reporting of child-on-child abuse mandatory for the first time. Children 12 and under who are deemed perpetrators will be referred for treatment and therapy, but those 13 and up will be referred to law enforcement (Fla. Stat a (2012). WHAT DOES THIS LAW MEAN FOR YOU AS A SOAR STUDENT? During supervision related to your field experiences and/or consulting with faculty about suspicion of a child being abused, abandoned, or neglected, the faculty member to whom you related this information will need to report this information to the UNF police and the UNF faculty member is required to call in a report to Child Protective Services, even if you have or intend to call in the report. Even though the faculty member may not have ever met the student and are in a consulting role to you and receiving this information second hand or third hand, we are required to report no exceptions. This message is NOT INTENDED TO keep you from reaching out to us to discuss these cases rather, it is simply to let you know the university is now under new laws and it is our mandated duty.

20 20 STUDENT ASSESSMENT Advising Upon admission to the School Counseling Degree program, students will be assigned an advisor from among one of the faculty members within the department. This faculty member will be their advisor for the duration of the degree unless the student requests a change of advisor in writing. Personal counseling is not considered the role of faculty in the advisor position, and is considered by faculty to be a conflict of interest to provide such counseling. The UNF Counseling Center offers mental health counseling for students seeking personal assistance. The Counseling Center is located in Founders Hall, Building 2, room ( ) Disability Students with disabilities who seek reasonable accommodations in the classroom or other aspects of performing their coursework must first register with the UNF Disability Resource Center (DRC) located in Bldg 57, Room RC staff members work with students to obtain required documentation of disability and to identify appropriate accommodations as required by applicable disability laws including the Americans with Disabilities Act (ADA). After receiving all necessary documentation, the DRC staff determines whether a student qualifies for services with the DRC and, if so, the accommodations will be provided to the student. DRC staff then prepares a letter for the student to provide faculty advising them of approved accommodations. For further information, contact the DRC by phone at , by or visit DRC website at Student Progress Assessment The Student Progress Assessment form is completed for every student the second semester. Although most problems are identified prior to the completion of these courses, instructors use the Student Progress Assessment form to evaluate students in several critical areas prior to the first internship. These forms are reviewed and discussed in faculty meetings as a means of ensuring that all students with problems are identified and remediated or counseled out of the program. All faculty members, including adjuncts, complete this Second Semester Evaluation (Appendix B) on all students. In cases where student problems arise, various steps will be implemented. Procedure for Remediation The following guidelines were developed to assist students and faculty in situations where conflicts arise: 1. The student will meet with concerned faculty to discuss the issue; 2. If the issue is not resolved, the student will meet with the entire School Counseling faculty; 3. The student and faculty will devise a plan to resolve the issue and a subsequent contract will be signed by all concerned parties; 4. When the contract is fulfilled, the student will report back to the School Counseling Program Director for faculty review;

21 21 5. The student will be reinstated, a new plan will be developed, or the student will be dismissed; 6. The student has a right to appeal. Student Retention Policy Students are required to sign a Statement of Understanding (Appendix A) when they are initially admitted into the program. As of Fall 2010, the minimum grade any graduate student is allowed to receive in any class being used in his/her program of study is a B-. Students must maintain a grade point average above a 3.0. Students who receive a grade less than a B- requires a petition that the Department Chair and the Dean must approve, otherwise at the conclusion of the program, any student with less than a B- grade will not clear for graduation. Completion of the program is dependent not only upon academic performance, but the demonstration of appropriate interpersonal skills, professional demeanor, and social and ethical judgment. Grades are only part of what is needed for a student to be successful in the SOAR Program. If concerns arise, students will be directed to do one of the following: participate in a writing and/or speech course, drop temporarily from the program, perform voluntary or paid work in a school, repeat a course, seek personal counseling, or withdraw from the program permanently. As a student, you have the right to appeal any grade or decision about your standing in the program. Program Dismissal 1. Students may be dismissed from the program for academic reasons (for example, grades of B- or below; plagiarism; verbal, non-verbal, or written communication problems). 2. Students may be dismissed for overt violations of current professional codes of ethics (e.g., ACA & ASCA). 3. Students may be dismissed for personal unsuitability for the profession as determined by standards and ethics consistent with ACA and ASCA ethical codes, CACREP Standards, and arrest and/or conviction of a felony. Examples of behavior which would lead the faculty to professionally judge a student as such are: a. consistent inability to assess problem situations in an educational setting and determine how to negotiate/compromise or otherwise resolve the situation; b. consistent inability to recognize personal boundary/power issues which inhibit or prevent the student from learning appropriate professional behavior/counseling skills; c. consistent inability to work as a team member; or d. consistent inability or refusal to participate, without advisor consultation, in learning activities designed to promote and improve the student s selfunderstanding, self-analysis skills and interpersonal skills. Appeals Process of UNF Policies All members of the University community are entitled to fair and equitable procedures. Any member who believes that actions of other members are not equitable has the right of appeal. A

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