THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP

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1 THE UNIVERSITY OF TENNESSEE AT MARTIN DEPARTMENT OF EDUCATIONAL STUDIES COUN 789/790 SCHOOL COUNSELING INTERNSHIP Instructor: Office: Phone: Suzanne Maniss, Ph.D. 240 Gooch Hall Martin, TN (cell text or call) I. COURSE TITLE AND NUMBER COUN 789 Internship in Secondary School Counseling COUN 790 Internship in Elementary School Counseling II. III. SEMESTER CREDIT HOURS Three (3) graduate semester credits CATALOG DESCRIPTION/PURPOSE COUN Internship in School Counseling includes 300 hours of supervised experience in an appropriate school setting. Prereq: COUN 712 or teaching experience, 716, 720, 725, 730, 740, 750, 760, 775, 785, and 786. Consent of the course instructor and on-site supervisor. Application for internship is required. COUN Internship in School Counseling includes 300 hours of supervised experience in an appropriate school setting. Prereq: COUN 712 or teaching experience, 716, 720, 725, 730, 740, 750, 760, 775, 785, and 786. Consent of the course instructor and on-site supervisor. Application for internship is required. IV. RATIONALE The internship is the culminating experience for the pre-service counselor. Students will be asked to apply knowledge and skills acquired in previous course work to actual school settings. V. COUNSELOR EDUCATION MODEL The UTM Counselor Education program has adopted the theme Professional Educators as Leaders and Enhancers of Human Development. This program has four components: 1) Knowledge, Skills, and Application. Counselors should be knowledgeable of the many disciplines that have influenced the development of counseling. They should possess knowledge of counseling theory, the counseling process for individuals and groups, and be able to effectively conduct counseling sessions. They should be aware of technological issues in counseling. They should understand the need for assessment and appraisal of human needs, and how this assessment can best be achieved. Counselors should be aware that many clients possess learning, behavioral or emotional problems, and that knowledge of these problems and their diagnosis is needed. Counselors should understand career development theories and recognize the complexities of career development and its impact on mental health. Counselors also need to realize that the diversity of our society indicates a continuing and increasing need for counselors to become cross-culturally sensitive and competent. Counselors need to recognize and understand their own cultural background and not allow their personal biases and values to influence their ability to assist clients who are culturally different. 2) Human Relations. Counselors should be skilled in relating to their clientele. They should possess good communication skills. They should have the ability to enlist the assistance of their colleagues' knowledge and expertise to compliment their own. They should be effective in coordinating their counseling program and/or with parents, community resource personnel or other significant others. 3) Inquiry. Counselors should be informed of current research and issues in counseling. Counseling decisions should be grounded in research and best practice. Counselors need to understand that research and developments in the field are crucial to effecting significant improvement in counseling.

2 4) Professional and Ethical Behavior. For persons preparing to become counselors, a through knowledge of ethical issues and practice is essential. Practicing professionals and counselor trainees must be knowledgeable of the ethical standards of their professional specialization. Counselor must learn to make ethical decisions and apply ethical codes to the counseling situations they encounter. The UTM Counselor Education Model is designed to develop counselors who are enhancers of human development program and believe pre-service teachers should know how to enhance learning through the use of a wide variety of materials including human and technological resources. Therefore, imbedded and intertwined among components of the conceptual framework are the commitments to diverse learners and the use of technology as an additional communication tool to enhance student learning. The following are the three primary components to the Conceptual Framework that serve as a knowledge base for the UTM Teacher Education Program in producing Teachers as Facilitators of Learning: A. Reflective Practitioner B. Pedagogical Skills C. Professional and Ethical Behavior VI. PERFORMANCE-BASED OUTCOMES/LEARNING ACTIVITIES Cognitive Objectives 1. Students will develop an understanding of an internship student (Conceptual Framework: C 3) 2. Students will work at a field site location performing, planning, managing, and evaluating services with a supervising counselor (Conceptual Framework: D) ((3, 10) State Matrix: 8) 3. Students will be able to recognize the ethics and confidentiality issues that accompany the experiences of clients (Conceptual Framework: A) (2, 3, 4, 7, 9, 12) State Matrix: 9) 4. Students will understand the needs of children and adolescents as they matriculate through their developmental stages (Conceptual Framework: B, D, F)(1, 2, 3, 6, 11) 5. Students will become aware of human variability among our varied ethnic cultures or groups (Conceptual Framework: F) (1, 5, 7) 6. Students will explore and implement a career counseling program/procedures with students (Conceptual Framework: E) (9, 10, 12) (State Matrix: 8) 7. Students will inform and work collaboratively with parents, teachers, and the community in guidance related activities (Conceptual Framework: C, D) (9, 10, 12) (State Matrix: 11) 8. Students will implement guidelines/procedures/process for counselor-client referrals to community agencies (Conceptual Framework: C) (3, 5, 7, 9, 10, 11, 12) (State Matrix: 12) 9. Students will integrate developmental classroom/guidance activities in a school counseling program (Conceptual Framework: B, D) (9, 10, 12) 10. Students will integrate and implement the theories and techniques in counseling practice (Conceptual Framework: C, D) (3, 5, 7, 11, 12) 11. Students will develop guidance activities for at-risk youth (e.g. substance abuse, discrimination, school drop outs). (Conceptual Framework: c) (1, 5, 7) (State Matrix: 2) 12. Students will lead large and small counseling groups related to students needs and problem solving. (Conceptual Framework: C, D) (1, 2, 3, 4, 6, 11)(State Matrix: Affective Objectives 1. Students will gain insight into their own biases, strengths, and weaknesses (Conceptual Framework: D) (1, 3, 5, 6, 11, 12) 2. Students will better understand one s own personality structure and functioning (Conceptual Framework: D) (2, 5, 8, 9, 12) VII. COURSE CONTENT The internships experience is a full-time school counseling field-placement designed to promote skill development, personal growth, and application of counseling knowledge. Activities entered into at the internship site are directed and monitored by the practicing counselor and the university supervisor. Students will function as the regular school counselor functions, following the program in place but at each placement level students can normally be expected to:

3 1. conduct individual and group/class counseling sessions 2. participate in dissemination regarding career information, planning, or placement 3. assist/conduct the client appraisal service 4. consult with counselors regarding clients 5. consult with parents, if client is a minor 6. participate in referral procedures and community guidance activities 7. attend professional meetings where more expertise may be gained All students are expected to be familiar with the American Counseling Association ethical guidelines before beginning the internship experience. If you do not have these, you can download them from American Counseling Association.ORG and discuss them with your university and on-site supervisors. Students are expected to complete 300 hours per semester. It is the student s responsibility to earn the necessary 300 total internship hours.. VIII. ASSESSMENT Please refer to the course Blackboard shell for details. A. Program documents B. Discussion board and other homework activities C. Counseling log D. Phone, chat, and/or audio/video conferences A = % B = 80-89% C = 70-79% F = 69% and below Any student eligible for and requesting academic accommodations due to a disability is requested to provide a letter of accommodation from PACE or Student Academic Support Center within the first two weeks of the semester. IX. TEXTBOOK(S) Chang, V., Scott, S., & Decker, C. (2009). Developing helping skills: A step-by-step approach. Belmont, CA: Brooks/Cole. X. OTHER RESOURCES Corey, M.S.& Corey, G. (2007). Becoming a helper (5 th ed.). Pacific Grove, CA: Thomson/Wadsworth. Cormier, S. and Hackney, H.L. (2005). Counseling strategies and interventions (6 th ed.). Needham Heights, MA: Allyn & Bacon. Dollarhide, C. & Saginak, K.A. (2002) School counseling in the secondary school: A comprehensive process and program. Needham Heights, MA: Allyn & Bacon. Egan, G. (1994). The skilled helper: A systemic approach to effective helping. Pacific Grove, CA: Brooks/Cole Hackney, H. & Cormier, L.S. (2005). The professional counselor: A process guide to helping (5 th ed.). Needham Heights, MA: Allyn & Bacon. Kottler, J.A. (2000). Nuts and bolts of helping. Needham Heights, MA: Allyn & Bacon. Kottler, J.A. (2003). On becoming a helper (3 rd. ed.). John Wiley and Sons. Parsons, R.D. (2007). Counseling strategies that work! Evidence-based interventions for school counselors. Needham Heights, MA: Allyn & Bacon. Studer, J. (2005). The professional school counselor: An advocate for students. Pacific Grove, CA: Thomson/

4 Wadsworth. XI. XII. XIII. PREREQUISITES Admission to graduate program in School of Education. COUN 712 or teaching experience, 716, 720,722, 725, 730, 740, 750, 760, 775, 786 and consent of the course instructor. FACULTY FREQUENTLY TEACHING COURSE David Dietrich, Ph.D. Suzanne Maniss, Ph.D. PROGRAM(S) IN WHICH COURSE IS REQUIRED Master s Degree in Education with a major in Counseling and a specialization in School Counseling. The following attachment is the grading rubric for COUN 789 and COUN 790.

5 RUBRIC FOR COUNSELING INTERNSHIP ITEM and CRITERIA POINTS Student Ethics and Internship Agreement (20 points) /20 Student will not be allowed to log hours until university supervisor has a signed copy of this form Student Profile Sheet (10 points) /10 Intern Site Preselection Data Sheet School (10 points) This form should be completed during COUN 785 Counseling Practicum. A copy must be submitted to university professor in internship course Insurance verification (50 points) Student will not be allowed to log hours until university supervisor has verification of current insurance coverage Site Supervisor s Evaluation of Internship Student s Performance Midterm (50 points) 50 points possible; each A=10pts, each B=8 pts, each C=7pts; points averaged and multipled by 5 for score Student will not receive a grade for the course without this evaluation University Supervisor s Evaluation of Internship Student s Performance Midterm (50 points) 50 points possible; each A=10pts, each B=8 pts, each C=7pts; points averaged and multipled by 5 for score Student will not receive a grade for the course without this evaluation Internship Log (points) 300 points possible 15 points maximum for supervision hours (1 hour per week for 15 weeks) 120 points maximum for client contact hours 165 points maximum for administrative hours Students will not receive a grade in the course until the university supervisor has a copy of the log signed by the site supervisor Internship Student Evaluation of Site (15 points) /15 Students will not receive a grade in the course until the university supervisor has a copy of this form Site Supervisor s Evaluation of Internship Student s Performance Final (300 points) 300 points possible; scores averaged and multiplied by 50 Students earning less than 150 points will not pass the course University Supervisor s Evaluation of Internship Student s Performance Final (300 points) 300 points possible; scores averaged and multiplied by 50 Students earning less than 150 points will not pass the course Discussion Board Individual Cases on DVD (45 points) /45 Discussion Board Group Cases on DVD (45 points) /45 Discussion Board Family Cases on DVD (45 points) /45 Case Presentation 1 (25 points) Case Presentation 2 (25 points) Case Presentation 3 (25 points) /10 POINTS EARNED/POINTS POSSIBLE /1315