DATE SYLLABUS REVISED: April 2014

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1 Program Course Information: PROGRAM: M.Ed. in School Counseling EDUC 705 Summer SECTION ALL SECTIONS COURSE TITLE: Internship in School Counseling, Summer 2014, 3 semester hours DAY, TIME, LOCATION: Wednesdays 5-6:30pm CCEE (note special dates in calendar*) INSTRUCTOR NAME and CONTACT INFORMATION: STAFF See section assignment DATE SYLLABUS REVISED: April 2014 UNC-CH School of Education Conceptual Framework: Preparing Leaders in Education The School of Education is committed to the preparation of candidates who can assume leadership roles in the field of education. Such preparation is accomplished through the coherent integration of the abilities and predispositions of candidates, the knowledge and abilities of faculty, and the contextual elements of academic and field settings. Candidates accept their professional responsibilities and focus their expertise and energy on supporting Birth-12 student development and learning. They must work to maintain a meaningful involvement in activities within schools and in partnership with parents and the community. The growth and development of candidates is promoted through curriculum, instruction, research, field experiences, clinical practice, assessments, evaluations, and interactions with faculty and peers. All of these elements work together to build a solid foundation for exemplary practice in education, creating educational practitioners who are prepared to better serve children, families and schools, as well as business and agencies of government within North Carolina, across the nation and throughout the world. For Equity and Excellence Preparation of educational leaders for today's society is based in values of equity and excellence that assure our candidates' and their students' future success. Attending to the challenge of promoting both equity and excellence is imperative. To address only one of these goals would, on the one hand, sacrifice those put at risk by social and cultural hierarchies in society or would, on the other hand, fail to press for the highest possible levels of accomplishment. Equity and excellence must be pursued concurrently to assure that all students are well served and that all are encouraged to perform at their highest level. Within the School of Education, equity is seen as the state, quality, or ideal of social justice and fairness. It begins with the recognition that there is individual

2 2 and cultural achievement among all social groups and that this achievement benefits all students and educators. Equity acknowledges that ignorance of the richness of diversity limits human potential. A perspective of equity also acknowledges the unequal treatment of those who have been historically discriminated against based on their ability, parents' income, race, gender, ethnicity, culture, neighborhood, sexuality, or home language, and supports the closure of gaps in academic achievement. Decisions grounded in equity must establish that a wide range of learners have access to high quality education in order to release the excellence of culture and character which can be utilized by all citizens of a democratic society. Within the School of Education, excellence is seen as striving for optimal development, high levels of achievement and performance for all and in all that is done. In preparatory programs across grade levels, curriculum and instruction furthers excellence when it moves a learner as effectively as possible toward expertise as a thinker, problem solver and creator of knowledge. Excellence entails a commitment to fully developing candidates, not only academically but also in moral and political senses.2 In a Democratic Society The preparation of exemplary practitioners in education to meet the challenges of equity and excellence is best accomplished through preparation for a democratic society. Democracy around the globe is an ideal, one with the potential to meet the needs, recognize the interests and establish the rights of all citizens. Education is a necessary foundation for this ideal, and both must be subscribed to and participated in by all. School of Education Conceptual Framework Principles The School of Education is committed to diverse, equitable, democratic learning communities. As a result, candidates are expected to acquire and apply the knowledge, skills and dispositions that prepare them to support the development and education of all students. The School of Education uses the following unit principles, applicable at all program levels, to identify the knowledge and skills that are central to preparation of candidates. It is the School of Education 19s goal that candidates will become leaders supporting and promoting the development, teaching and learning of all students in multiple contexts. 1. Candidates possess the necessary content knowledge to support and enhance student development and learning. 2. Candidates possess the necessary professional knowledge to support and enhance student development and learning, including meeting student needs across physical, social, psychological, and intellectual contexts.

3 3 Candidates incorporate a variety of strategies, such as technology, to enhance student learning. 3. Candidates possess the necessary knowledge and skills to conduct and interpret appropriate assessments. 4. Candidates view and conduct themselves as professionals, providing leadership in their chosen field, including effective communication and collaboration with students and stakeholders. SOE Conceptual Framework Dispositions Certain dispositions are essential to prepare leaders who support equity and excellence in education within a democratic society. Dispositions are beliefs that foster commitments, leading to actions within educational environments with students, colleagues, families, and communities. Candidates strengthen these dispositions as they think deeply, reflect critically and act responsibly in their professional practice. These dispositions are interconnected with knowledge and skills; specific dispositions connect to and exemplify unit principles, facilitating their enactment in particular programs. 1. Candidates will exhibit behavior that demonstrates a belief that all individuals can develop, learn, and make positive contributions to society. 2. Candidates will exhibit behavior that demonstrates a belief that continuous inquiry and reflection can improve professional practice. UNC-CH School Counseling Program Conceptual Framework: Preparing School Counselors The M.Ed. program in School Counseling at the University of North Carolina is predicated on the Strengths-Based School Counseling (SBSC) model that asserts that the school counselor s primary role is to promote and advocate for positive youth development for all students and for the environments that enhance and sustain that development. The SBSC approach characterizes positive youth development as nurturing and enhancing empirically identified student strengths or competencies rather than focusing on student weaknesses and problem areas. SBSC provides a framework to guide the practice of school counseling in the 21st century that is both compatible with and operationalizes many of the features of the ASCA National Model for School Counseling Programs. Strengths-based school counselors employ a variety of direct (e.g., counseling, classroom guidance) and systemic (e.g., consultation, advocacy) level interventions to promote culturally relevant student development in the academic, personal/social, and career domains. The strengths-based perspective identifies the counselor as a school leader who works with students, teachers, administrators, parents, and other members of the community and promotes

4 4 strengths-enhancing environments for all students. SBSC is guided by six principles listed below. The Six Guiding Principles of Strengths-Based School Counseling Promote Context-Based Development for All Students Contemporary developmental theorists and researchers emphasize the influential and interactive role that context (e.g., culture) and environment play in human development. Thus, school counselors should acknowledge and seek to incorporate contextual factors in their efforts to facilitate positive development for all students. Promote Individual Student Strengths Strengths-Based School Counseling focuses on helping students build on or further enhance their current culturally relevant strengths and competencies as well as develop additional ones that have been shown to be associated with positive development. Promote Strengths-Enhancing Environments Strengths-enhancing environments are associated with positive youth development; therefore, an important function of the school counselor is to actively promote these types of environments through leadership, collaboration, advocacy and other system-level interventions. Emphasize Strengths Promotion over Problem Reduction and Problem Prevention Rather than placing the school counselor in a reactive mode of functioning by focusing on problem prevention and remediation, Strength-Based School Counseling focuses on promoting positive development which allows the school counselor to assume a more proactive role and serve a much larger number of students. Emphasize Evidence-Based Interventions and Practice Adhering to the premise that research knowledge provides the most reliable source of guidance in determining appropriate and effective interventions, the strengths-oriented school counselor is committed to evidence-based practice. Emphasize Promotion-Oriented Developmental Advocacy at the School Level In Strengths-Based School Counseling, school counselor s advocacy efforts will focus primarily on lobbying for system policies and environments that enhance development for all students and secondarily on identifying and removing barriers. The school counselor s advocacy is concerned with assuring access, equity, and educational justice for all students. Course Standards & Objectives: (Relevant 2009 CACREP Standards) Students will demonstrate knowledge of ethical standards of ACA and

5 5 related entities, and applications of ethical and legal considerations in professional counseling. (CACREP IIG1j) Students will demonstrate knowledge of individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies. (CACREP IIG2d) Knows strategies for helping students identify strengths and cope with environmental and developmental problems. (CACREP School C3) Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. (CACREP School D5) Understands how to critically evaluate research relevant to the practice of school counseling. (CACREP School I1) Understands the outcome research data and best practices identified in the school counseling research literature. (CACREP School I5) Applies relevant research findings to inform the practice of school counseling. (CACREP School J1) 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). (CACREP School P2) Course Description: This internship represents the culmination of the fieldwork that you have been involved in during the fall and spring semesters and the conclusion of your transition from school counseling intern to professional school counselor. The working assumption for the course is that, during the spring, you demonstrated at least the minimum level of counseling skills needed to graduate from the program. You will need to continue to maintain, refine, and extend those skills that you developed during the spring internship. The bulk of your individual supervision will come from your on-site supervisor, but you should consult with the course instructor about cases/situations that have potential ethical and legal implications (e.g., suicide, child abuse) or about other practice issues of concern. Of course, if you need/want additional individual supervision from the course instructor, you are free to request it. You will also need to continue to accumulate your direct service, individual on-site supervision, and total field work hours in order to meet CACREP requirements and your professional obligations to the school site. The same standards of professional and ethical conduct are required of you that were required previously. This means that you follow the rules and regulations and calendar of the school to which you are assigned and includes such things as arriving on time, not leaving school early (unless specific arrangements are made), calling the school if you are ill, observing the dress code, determining and adhering to policies concerning confidentiality and recording interviews, etc.

6 6 In addition, your conduct needs to be in accordance with the ACA and ASCA ethical standards. Also, North Carolina laws such as those dealing with child abuse and confidentiality are to be followed explicitly. If a legal or ethical question arises, you should contact your on-site supervisor and me immediately. Failure to conduct yourself professionally is grounds for reduction in grade or a failing grade in the course. Our focus in this course, however, will be on your transition from intern to professional school counselor, what you need to do to be successful in your first year as a professional school counselor, how to continue your own professional development, and documenting your accomplishments. Required Readings: April 30 Ward, D.E. (1984). Termination of Individual counseling: Concepts and strategies. Journal of Counseling and Development, 63, May 7 CACREP School Counseling Program Area Standards May 14 Hansen, J. (2002). Postmodern implications for theoretical integration of counseling approaches. Journal of Counseling and Development, 80(3), Petrocelli, J. (2002). Processes and stages of change: Counseling with the transtheoretical model of change. Journal of Counseling & Development, 80(1), May 21 Poovey, A. & Wright, E. (2006, November). Surviving the first year of counseling. Paper presented at the North Carolina School Counselor Association Conference, Greensboro, NC. Lawson, G., & Venart, B. Preventing counselor impairment: Vulnerability, wellness, and resilience, Article 53, American Counseling Association Online Library. Wilkerson, K., & Bellini, J. (2006). Intrapersonal and organizational factors associated with burnout among school counselors. Journal of Counseling & Development, 84,

7 7 May 28 Coker, K. (2009). Learning to think like a supervisor. Presentation at the Supervisor Orientation Meeting UNC-CH. (located on program website) Borders, L. D., & Brown, L. L. (2005). Supervision models and principles. In L. D. Borders & L. L. Brown, The new handbook of counseling supervision (pp ). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. June 4 SBSC Text Re-read chapters 1&2 June 11 NC DPI SC Evaluation Tool Assessment%20Evaluation.pdf/ /SC%20Rubric%20for%20Self- Assessment%20Evaluation.pdf Methods of Instruction: Learning Opportunities: RAMP resource NBPTS NBCC Local Doctoral Programs Supplemental readings and/or websites will be assigned during class. Instructional procedures will consist of lectures, class discussions, review of cases and site experiences, and related exercises. NOTE: You are expected to be in class each and every time and for the full class period. 1) Continue to go to your site three days per week, full days through the close of school. Continue your regular, one hour weekly supervision sessions with your on-site supervisor. You may need to go to additional days to accumulate the required internship hours. If you encounter any counseling sessions/cases which may have legal/ethical implications abuse, suicide, etc., be sure to consult with your assigned university supervisor. Continue providing services to and ultimately terminate with all of your clients, groups, etc.,

8 8 making referrals as needed. Complete all other professional duties/responsibilities that you have at your site. April 30 - June 11. 2) The last thirty minutes of each class will focus on case conferences to discuss counseling experiences (i.e., individual counseling cases, group counseling, consultation, etc.) that you are having. You should come prepared to discuss with your classmates and instructors questions about such issues as termination, ethical and legal issues that may have arisen, referrals, and counseling resources for your students over the summer. April 30 June 11. 3) Turn in your final internship evaluation and logs to Kellie Belton by Friday, June 6 th. The evaluation is located on the program website under student resources. You will submit both a site supervisor AND self-evaluation. We encourage discussion with your site supervisor about the evaluation and your professional development planning for next year. The final internship logs are the summary sheet plus every weekly sheet for internship (signed by your on-site supervisor) of your counseling hours for the November-June internship (a minimum of 600 hours with a minimum of 240 hours of direct services). The log should clearly display: a. the total number of hours of direct services that you provided for the entire internship; b. the total number of hours spent for the internship year; and c. the total number of hours of supervision provided to you, for the entire internship by your on-site supervisor and d. the total number of hours of supervision provided to you by your university supervisors (individual and/or triadic). All experiences/hours required by CACREP and all attendance and supervision requirements must be completed in order to receive a grade in the course. Failure to provide complete and accurate information results in an incomplete for the course and may delay both your graduation and the processing of your application for licensing. 4) All students should complete the required readings listed for each class date. In addition, students are assigned to find one current (last 5 years), refereed journal article* about your assigned topic (will be assigned in the first class session) and prepare a one page summary and analysis of the article to turn in. You will share your research and help facilitate class discussion (approximately 30 minutes) around the designated topic on the specified class session. a) CACREP standards b) Counseling Theory c) School Counselor Wellness/Burnout d) School Counselor Supervision e) Strengths-Based School Counseling

9 9 f) Professional Development *Please work/discuss as a group so each student has a different article so contributions will be varied. Groups b, c, and d can see Dr. Galassi to consult about articles. Groups a, e, and f can see Dr. Akos to consult about articles. 5) FINAL EXAM. You will update your ASCA portfolio with standards linked to the 2009 CACREP Program Area Standards. Each standard will be linked to an artifact from your experience in our program/k-12 school site that provides evidence of your knowledge/skills. Formatting and recommendations will be provided in our class work session. This will serve as your final for the class and will be due June 11 th. Requirements: Attendance and Course Participation Attendance is essential. Absences greatly interfere with your learning and participation is necessary and part of your final grade. Note that all experiences/hours required by CACREP and all attendance and supervision requirements must be completed in order to receive a grade in the course. The following course components equally contribute to the grade you earn: Attendance/participation Preparation and contributions to counseling case conferences Wellness/Theory/Supervision/Strengths/Professional Development Assignment and Discussion Time logs/summary correct and turned in on time Self and site supervisor internship evaluation II CACREP 2009 Portfolio Your grade in the course will a collaborative decision by both your site supervisor and faculty supervisor based on the quality of your performance in those areas. A grade of P in the course represents passing work or entirely satisfactory performance. A grade of H is atypical and reserved for exceptional performance. Students are not expected to receive a grade lower than P (i.e., L or F) unless they consistently demonstrate substandard professional behavior or function unprofessionally. A grade of L or F in the practicum results in the student not being recommended for licensing as a school counselor. Schedule: Agenda and topics for Class Meetings

10 10 Class Schedule Date Content Assignments April 30 Course Syllabus and Expectations Reading: Ward Counseling termination discussion May 7 May 14 May 21 May 28 June 4 CACREP Portfolio Orientation and Work Session Counseling case conferences Theory Discussion Counseling case conferences Wellness/Burnout Discussion Counseling case conferences Supervision Discussion Counseling case conferences Site and Site Supervisor Feedback Strengths 2.0 Discussion Counseling case conferences CACREP article summary due (group assignment) Readings: CACREP program area standards Theory article summary due (group assignment) Readings: Hansen, Petrocelli Wellness/burnout article summary due (group assignment) Readings: Poovey, Lawson; Wilkerson Supervision article summary due (group assignment) Readings: Coker; Borders readings Strengths article summary due (group assignment) Readings: SBSC Text

11 11 June 11 Professional Development Discussion Complete program evaluation survey inclass CACREP Portfolio DUE FINAL LOGS/SITE EVAL DUE FRIDAY JUNE 6 th to Kellie Professional development article summary due (group assignment) Readings: RAMP, Nat l Certification/Board applications, NCSCA, ASCA, Doc Programs Disability Services Information: Honor Code Information: If you have a medical condition/disability that may require reasonable accommodation to ensure equal access to this course, please contact the Department of Disability Services at , on the internet at or via at disabilityservices@unc.edu The University of North Carolina at Chapel Hill has had a student-administered honor system and judicial system for over 100 years. The system is the responsibility of students and is regulated and governed by them, but faculty share the responsibility. If you have questions about your responsibility under the honor code, please bring them to your instructor or consult with the office of the Dean of Students or the Instrument of Student Judicial Governance. This document, adopted by the Chancellor, the Faculty Council, and the Student Congress, contains all policies and procedures pertaining to the student honor system. Your full participation and observance of the honor code is expected. If you require further information on the definition of plagiarism, authorized vs. unauthorized collaboration, unauthorized materials, consequences of violations, or additional information on the Honor Code at UNC, please visit

12 12 GROUP ASSIGNMENTS a) CACREP standards a. Davis, Martin, Oliver, Taperek b) Counseling Theory a. Schreiber, Benninger, Kechele, Song c) School Counselor Wellness/Burnout a. Haley, Aphton, Ruoff, Sherer d) School Counselor Supervision a. Perrotta, Arzon, O Brian, Saviello e) Strengths-Based School Counseling a. Locklear, Henderson, Cockroft, McCarthy f) Professional Development a. G. Smith, Fulton, Postage, Sabesan