Carson-Newman University COUN-665: School Counseling Internship Spring 2015 Course Syllabus

Transcription

1 Course Instructor: Carson-Newman University COUN-665: School Counseling Internship Spring 2015 Course Syllabus Credit: Three (3) semester hours graduate per course Required Texts: Studer, J. R. and Diambra, J. F. (Eds.) (2010). A guide to practicum and internship in school counselor trainees. New York, NY: Routledge Publishing Company. American School Counseling Association (2012). ASCA national model: A framework for school counseling programs. (3 rd Ed.). Alexandria, VA: Author. C-NU Graduate Studies in Counseling Practicum and Internship Handbook Retrieve at Additional readings will be provided in class and on Edvance360. Suggested Additional Readings: Brigman, G., & Goodman, B. E. (2008). Group Counseling for School Counselors (3rd Ed.). Portland, ME: J Weston Walch. Dimmitt, C. L., Carey, J. C., & Hatch P. A. (2007). Evidence-based School Counseling: Making a difference with data-driven practices. Thousand Oaks, CA: Corwin. Erford, B. T. (2011). Transforming the School Counseling Profession (3rd. Ed.). Upper Saddle River, NJ: Pearson Education, Inc. Holcomb-McCoy, C. C. (2007). School Counseling to Close the Achievement Gap: A social justice framework for success. Thousand Oaks, CA: Corwin. Schellenberg, R. (2012). The School Counselor s Study Guide for Credentialing Exams. New York: Routledge Sklare, G. B. (2004). Brief Counseling That Works: A solution-focused approach for school counselors and administrators (2nd Ed.). Thousand Oaks, CA: Corwin. Stone, C. B. (2009). School Counseling Principles: Ethics and law (2nd Ed.). Alexandria, VA: American School Counselor Association. Stone, C. B., & Dahir, C. A. (2010). School Counselor Accountability: A MEASURE of Student Success (3rd Ed.). Upper Saddle River, NJ: Merrill Prentice-Hall. Trolley, B. C., Haas, H. S., & Campess, D. (2012). The School Counselor s Guide to Special Education. New York: Skyhorse Publishing. Thompson, R. A. (2012). Professional School Counseling: Best Practices for Working in the Schools. New York: Routledge/Taylor & Francis Group. Winslade, J., & Monk, G. (2007). Narrative Counseling in Schools (2nd Ed.). Thousand Oaks, CA: Corwin Press (Sage). Wubbolding, R. E. (2011). Reality Therapy. Washington, D.C.: American Psychological Association. Young, A., & Kaffenberger, C. (2009). Making Data Work (2nd. Ed.). Alexandria, VA: American School Counselor Association.

2 Suggested Texts: American Psychological Association (2013). Publication manual of the American Psychological Association (6 th Ed.). Washington, DC: Author Strong recommendations for further readings and professional activities: Use materials and resources found in ASCA, ACA, NCDA, and APA publications. Course expectation is student membership in area (SMCA), state (TCA/TSCA), and national (ACA/ASCA) professional counseling organizations representing your area of emphasis and attendance at meetings when possible. SMCA One-day Conference will be Feb. 15 at Carson- Newman. Participate in professional development activities for counselors. Methods of Instruction: This course will include lecture, class discussion, multimedia, film viewing, small group activities, role-playing exercises; demonstrations of counseling techniques, supervised practice, written reflections, presentations, and examinations. Small-group activities will facilitate mastery of school counseling and consultation competencies. Graduate Catalog Description for each Internship course: Three hundred (300) clock hours of supervised field experience in a PreK-6 or 7-12 grade school setting are required in each course. The intern will be expected to perform duties of a professional school counselor. These duties include individual and group counseling, classroom guidance, advocacy, consultation, collaboration, and coordination. Instructor approval required. (Note: You are required to take two courses of internship for a total of six hundred (600) clock hours.) Relationship of Course to Overall Program: School counseling candidates do an internship at a school site approved by department faculty under the supervision of a licensed school counselor. The purpose is for the student to perform a variety of activities that a regularly employed school counselor would do. The requirement of 120 contact hours of direct service per 300 credit hours includes, but is not limited to, individual counseling, group work, developmental classroom activities, and consultation. In addition to the weekly group supervision of internship experiences, students will discuss research relevant to establishing professional identity and will have an in-depth look at major issues or practices of current concern in the area of school counseling. A self-assessment will enable each student to develop personalized objectives in order to facilitate an enhanced professional identity. Course activities will prepare interns to search for a job as a professional school counselor. In fulfillment of Internship CACREP requirements, the intern will: Internship requirements per course CACREP EVAL Complete 300 clock hours of school counseling internship within grades PreK-6 or within grades 7-12 under the supervision of a licensed professional school counselor for each three (3) graduate credit. III-G 2-4

3 Complete at least 120 clock hours of direct service, including experience leading groups. Participate in weekly interaction that averages one hour per week of regular and/or triadic supervision throughout the internship with the onsite supervisor. Participate in 1½ hours per week of group supervision provided on a regular schedule throughout the internship. Become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings). Have the opportunity to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with students. Receive evaluation of counseling performance including documentation of a formal evaluation after completing the internship by the CNU Internship Supervisor in consultation with the site supervisor. Follow the Carson-Newman School Counseling Internship Handbook and to submit required paperwork on time. III-G III-G III-G III-G III-G III-G Overall Course Objectives: Upon successful completion of this course, the intern will be able to: Course objectives CACREP EVAL Knowledge Gain knowledge of professional organizations, including membership benefits, activities, services to members, and current issues. Gain knowledge of professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues. Gain knowledge of the role and process of the professional counselor advocating on behalf of the profession. Gain knowledge of the ethical standards of professional counseling organizations and legal considerations of professional practice. Skill and Practice Demonstrate the ability to apply and adherer to ethical and legal SC-B standards in school counseling. Demonstrate the ability to articulate, model, and advocate for an SC-B appropriate school counselor identity and program. Provide individual and group counseling and classroom guidance to SC-D promote the academic, career, and personal/social development of students. Design and implement prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. SC-D.3 1-4

4 Demonstrate ability to advocate for the learning and academic SC-F experiences necessary to promote the academic, career, and personal/social development of students. Demonstrate ability to advocate for school policies, programs, and SC-F services that enhance a positive school climate and are equitable and responsive to multicultural student populations. Demonstrate ability to engage parents, guardians, and families to SC-F promote the academic, career, and personal/social development of students. Demonstrate ability to conduct programs designed to enhance student SC-L academic development. Demonstrate ability to implement strategies and activities to prepare SC-L students for a full range of postsecondary options and opportunities. Demonstrate ability to implement differentiated instructional strategies SC-L that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. Demonstrate ability to work with parents, guardians, and families to act SC-N on behalf of their children to address problems that affect student success in school. Demonstrate ability to locate resources in the community that can be SC-N used in the school to improve student achievement and success Demonstrate ability to consult with teachers, staff, and communitybased SC-N organizations to promote student academic, career, and personal/social development. Demonstrate ability to use peer helping strategies in the school SC-N counseling program. Demonstrate ability to use referral procedures with helping agents in SC-N the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. Demonstrate ability to participate in the design, implementation, SC-P management, and evaluation of a comprehensive developmental school counseling program. Demonstrate ability to plan and present school-counseling-related SC-P educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). Integration of Course and Self-Reflection Write daily reflections of observations and duties experienced during the clinical experience. Prepare weekly objectives and meet with site supervisor to review and reflect on progress toward previous week s objectives. Analyze one s knowledge, skills, and attitudes as measured by ASCA School Counselor Competencies. Use self-assessment results to develop of an appropriate professional development plan. Reflect on job seeking skills such as writing a professional résumé

5 reflecting intern s strengths and preparing for job interviews. Activities to Achieve Course Objectives: Grades will be based upon the following assignments and examinations. 1. Professionalism (200 points): School counseling interns are expected to attend class, prepare for class discussions and participation by completing readings and tasks in advance of class attendance. Additionally, students are expected to be able to demonstrate the ability to accept and integrate feedback, be aware of their impact on others, and accept personal responsibility. Show respect to others while they are speaking and demonstrate openness to different points of view. 2. Internship Forms and Logs (200 points): Maintain internship forms, accurate time logs, contact logs, and other reports essential to document your participation in a clinical field experience in accordance with CACREP standards. 3. Counseling Recordings (100 points): Interns will submit recordings of counseling sessions and discuss the counseling theory used during the session. 4. Reflections Journal (100 points): Interns will record reflections of their clinical field experiences in a journal. 5. Professional Résumé or CV (100 points): Interns will develop a professional résumé or CV that may be presented in a job interview. 6. Professional Portfolio (100 points): Interns will have compiled a portfolio of work and professional activities during their training. You will design a professional presentation of your work to share with potential employers. 7. Site Supervisor Evaluations (200 points): Interns will submit site supervisor evaluation of their performance and write a reflection of their experience. Methods of Evaluation: All assignments are to be completed by the stated due date. Late assignments will be graded in accordance with Class Policies (see below). Point summary: 1. Professionalism 200 points 2. Internship Handbook of completed paperwork 200 points 3. Counseling Recordings 100 points 4. Daily Reflections Journal 100 points 5. Professional Résumé or CV 100 points 6. Professional Portfolio 100 points 7. Site Supervisor Evaluation 200 points Total Grades will be assigned on the basis of the following percentages: 93%-100% A 85%-92% B 77%-84% C Below 76% F Identification of Course Artifacts for Professional Portfolio: 1,000 points

6 Graduate students in counseling are expected to maintain a Professional Portfolio during their training. The Portfolio must contain samples of at least one key assignment from each GSC course and examples of your professional activities outside of class. You are responsible for selecting and placing samples of your work in your Portfolio each semester. You will also want to include your professor's evaluation and feedback of your work in your Portfolio. Your professional products can now be easily stored in an electronic Professional Portfolio identified for your use only. The web address to this electronic Portfolio is: Your login and password to this site are the same as for your CN . Projects and products from this course you may wish to keep in your Professional Portfolio include: Professional Résumé or CV; documents of special projects; creative lessons plans from guidance or group activities; special reports on use of data in school counseling program; site supervisor evaluation comments; power points of presentation; and other work samples completed during internship.