ELEMENTARY SCHOOL COUNSELING INTERNSHIP (COUN 584) SPRING Professor: Wendy Merryman, PhD, NCC Course Dates: January 11 May 9, 2015.

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1 ELEMENTARY SCHOOL COUNSELING INTERNSHIP (COUN 584) SPRING 2015 Professor: Wendy Merryman, PhD, NCC Course Dates: January 11 May 9, Cell Phone: Faculty Availability I will be checking in on the course daily during the week (Monday-Friday), and at least once over the weekend, unless otherwise notified. I am also very willing and happy to communicate individually with students as needed. If you have questions about the course (assignments, dates, expectations, etc.) please post them on the Water Cooler Discussion Board so that everyone can benefit from the answers. If you contact me individually, my commitment is to respond to you within one day during the course. If you have an urgent question, you may contact me on my cell phone. For field experience client emergencies, please contact your on-site supervisor first and follow emergency procedures specific to your site location. Expectations of Students: Mode of Instruction Students will learn in a school setting where they will meet with actual students. Students will be supervised by an on-site qualified counselor and a college-based supervisor. The student is to document at least 300 clock hours of supervised direct and non-direct clinical experience. This course is primarily experiential with required in-person or on-line group and individual supervisory meetings to discuss ongoing issues. Asynchronous/Synchronous Learning This course will require regular synchronous sessions for individual and group supervision with the instructor. Other coursework will be asynchronous through the Canvas site. Course Communication All course correspondence will be sent through Messiah or Canvas messages. Please make sure that you regularly check these accounts as well as the course announcements section. Announcements will be updated regularly with important course information. Course materials The syllabus and all other course materials will be available on the course s Canvas site. Students are expected to read the syllabus thoroughly and know how to access the Canvas site. Professionalism Client safety is of the utmost importance. To help keep your clients safe and have them receive the appropriate care they need students should behave professionally and ethically by using all your counseling resources such as knowing the ACA and ASCA ethical standards of practice and receiving feedback from your supervisors for improving your counseling knowledge and skill so your clients benefit and you have a good internship experience. Page 1 of 16

2 Equipment needed This course requires the use of Skype and Adobe Connect. A USB headset and a web cam are required for synchronous sessions in Adobe Connect. Please refer to the Student Help Tab in Canvas for other equipment and set-up requirements. Student Computing Services (717/ , ext. 5901, or 717/ ) is always ready to help students with computer needs. Course Description: This course is a 300 hour experience under the supervision of an approved site supervisor who is a practicing elementary school counselor. As part of the 300 hours, interns are required to have a minimum of 120 clock hours of direct service to students and are to demonstrate master s-level performance in: the essential services of counseling, consulting, coordinating, and appraising; planning and implementation of classroom guidance activities; professional conduct in interactions with field and college supervisors, students, teachers, administrators, and community members; and such other activities defined as the responsibility of the school counselor at their elementary school placement. Students are also required to work with students with diverse cultural backgrounds (different from their own) for 10 hours (direct or indirect) and are required to work with students with disabilities for 10 hours (direct or indirect). Prerequisites: appropriate clearances, proof of malpractice insurance, student membership in ACA or ASCA, at least 30 COUN credits, proof of conference attendance prior to 2nd internship, COUN 532, COUN 540, and COUN 583. (Any site supervision fees incurred are the responsibility of the student and will be assessed to the student's account). Course Objectives: At the end of this course, students will: CACREP Assignments Course Objectives CORE CMHC MCFC SC 1. Gain knowledge related to the development of students and factors that influence their development. 1.a Understand the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) A6 Elementary Internship Reflection Prompts Presentation ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. 1.b Assess barriers that impede students academic, career, and personal/social development. H5 Presentations 2. Gain an understanding of strategies and interventions which promote the well-being of students and the school system and develop programs which achieve these goals. 2.a Engage parents, guardians, and families to promote the academic, career, and personal/social development of students. F4 Internship Activity Plan Page 2 of 16

3 2.b Implement differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. Master of Arts in Counseling Program L3 Presentations Site and Faculty Supervisor Evaluation 3. Develop skills and implement programs which promote the well-being of students and the school system. 3.a Demonstrate the ability to apply and adhere to ethical and legal standards in school counseling. B1 Presentation 3.b Provide individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. 3.c 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. 3.d Implement differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. 3.e Work with parents, guardians, and families to act on behalf of their children to address problems that impact students success in school. D2 D3 L3 N1 Journal Prompts Presentation Page 3 of 16

4 3.f 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). 3.g. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds and abilities. 3.h Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. 3.i Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. 3.j Makes appropriate referrals to school and/or community resources. 3.k Have a minimum of 10 hours with students with special educational needs as well as complete observations and case studies. 3.l Have a minimum of 10 hours with students with diverse cultural backgrounds as well as complete observations and case studies 3.m Assist in the coordination of services for ELL students. Master of Arts in Counseling Program P2 H1 H2 H3 H4 Presentation Presentation Reflection Paper Presentation Journal Prompts Presentation Reflection Paper Presentation Journal Prompts Supervision Summary Logs Supervision Summary Logs Supervision Summary Logs Page 4 of 16

5 4. Understand the scope of the school counseling profession and their personal and professional limitations as school counseling professionals. 4.a Demonstrate self-awareness, sensitivity to others, and skillfulness in relating to diverse individuals, groups and classrooms. D1 Journal Prompts Page 5 of 16

6 Textbook and Other Course Materials: Required: Master of Arts in Counseling Program American Psychological Association (2009). Publication manual of the American Psychological Association (6 th ed., Second printing). Washington, DC: APA. You may already have this text from practicum: American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs, (3 rd Ed.). Alexandria, VA: ASCA. Messiah College Internship Handbook for School Counseling (COUN 584 and/or 585). Found online at documents/sch.i.handbook.pdf Resources: American School Counselor Association (2004). The ASCA National Model Workbook. Alexandria, VA: ASCA. American School Counseling Association (ASCA) Ethical Standards, which can be found at ACA Standards of Practice, which can be found at Remley, T., Herman, M., & Huey, W.C. (2003). Ethical and legal issues in school counseling (2 nd ed.). Alexandria, VA: American Counseling Association. Kerr, M. M. (2008). School crisis prevention and intervention. Upper Saddle River, NJ: Prentice Hall. Stone, C. B., & Dahir, C. A. (2006). The transformed school counselor. Belmont, CA: Brooks/Cole- Cengage Learning. Schmidt, J.J. (2010). The elementary/middle school counselor s survival guide. San Francisco, CA: Jossey-Bass. Landreth, G.L. (2002). Play therapy: The art of the relationship (2 nd Edition). New York: Brunner- Routledge. Muller-Ackerman, B. (2002). A year of school counseling. Chapin, SC: Youth Light. I would also recommend that you have the current text describing your theoretical orientation. Readings assigned by the professor will be posted with the class material on Canvas. Page 6 of 16

7 Required Video Recording Technology: Students must use a digital video camera to record their mock counseling sessions, which are required in several courses in the program. You are permitted to use the digital video camera of your choice, though we have had proven success with the Flip Video Camcorder and the Sony Bloggie. Other reliable brands include Kodak and Cannon. The Flip and Bloggie are not available in stores but can be purchased online between $100 and $200. Regardless of the brand, make sure you buy or borrow a camera with long enough battery life and memory to record at least 60 minutes. Information Technology Services (ITS) will provide tech support for the camera of your choice but technical difficulties will not be an excuse for submitting an assignment late. Inform your professor if you are having technical problems before the assignment is due. Submitting test videos ahead of time may be beneficial. Please note that your video must be uploaded to the College server and could take several hours to complete depending on the size of the file. You are permitted to use a smart phone or ipad to record your sessions if you comply with the following security measures that align with HIPAA provisions. Specifically, students must: keep the device in a key or combination locked space when you are away from it use a rigorous password to protect your device using a minimum of 8 characters with upper and lowercase letters as well as special characters and/or numbers. This password cannot be a word or name using the substitution of letters with numbers or readily available numbers such as anniversary or birthday dates. implement carrier "lost phone/ipad" protection that will allow for the disabling of the device if it is lost or stolen A signed consent form from the student/client or student s/client s guardian (if under the age of 18) must be obtained before taping begins. Students creating video recordings of counseling sessions and other course material that contains client/student information must maintain the confidentiality of these materials by doing the following: 1. Avoid including any identifying client/student information on materials 2. Labeling videos confidential before submission to any server 3. Submitting videos only to secure Messiah College servers including a Canvas Assignment link and Messiah College Video Server Drive 4. Not ing links or actual copies of video recorded sessions 5. Erasing copies of all materials including videos at the end of the course Faculty will erase copies of all client/student related materials including videos held in Canvas at the end of each semester. Videos held on the private Messiah College video server will be archived at the end of each semester and deleted after a year. Course Assignments: 1) Supervision - Students will have 3 types of supervision: 1. Students are required to meet with their Site Supervisor for 1 hour every week. 2. *Students are required to meet with their Faculty Supervisor for 1 hour each month, for a total of 3 hours. These are individual sessions. 3. *Students are required to meet in group supervision with the Faculty Supervisor, as well. Page 7 of 16

8 This will be scheduled as a 2 hour block (16 totals hours), every other week. Please see course schedule for details. Students will not be able to pass the course if all supervision hours are not completed. *You will receive a grade for each individual and group supervision session that you complete with your faculty supervisor. During these meetings we will be discussing your counseling skills, site situations, and client issues and goals. Attendance (on time) is both essential and required. Participation is the foundation of the class and you may be asked to prepare with additional readings or activities prior to the session. If emergencies arise, and you cannot attend or will be late for a group or individual supervision session, please inform the professor in advance. If you are often late for our meetings on-line, must leave early, and/or cannot attend each Adobe Connect supervision meeting, you will be in danger of failing the class. A rubric is available in the assignment section of Canvas. Individual Supervision sessions are worth 25 points each for a total of 75 points. Group Supervision sessions are worth 40 points each for a total of 360 points. 2) Case Conceptualizations and Presentations Students will complete two video-taped case sessions with student clients at the elementary internship sites. Video-taped sessions must be with different student-clients. Student will secure and submit to professor via attachment signed permission/consent/assent prior to taping the session. Student will complete case conceptualization and presentation paperwork (see attached) and will present one of their cases in a designated group supervision session. A rubric is available in the assignment section of Canvas. Each Case Conceptualization is worth 200 points for a total of 400 points. 3) Internship Activity Plan for Parents and/or Families You will propose an Internship Activity Plan that will promote student success (academic, career, or personal/social development) through working with the family or families of your students. This plan may be for an individual student, a specific, target population, or a school-wide program that you would offer parents or families. Although your experiences at your supervision site may inspire and be the basis for this project, you will not actually need to carry out the plan. However, you should provide enough detail in your plan that you or your peers could complete the plan if desired. The Proposed Internship Activity Plan template can be found in the Assignment section of Canvas. Students will present their plan during a group supervision session. A rubric is available in the assignment section of Canvas. The Internship Activity Plan is worth 100 points. 4) Internship and Supervision Journal Throughout your internship, you will maintain a journal of your experiences. You will make 8 entries in this journal based on the following prompts. In a 1-2 page reflection, students will address all aspects of the prompts. You may substitute an entry in which you reflect upon one of your site supervision experiences in place of one of the prompts. You will upload each journal entry as a word document to the appropriate Assignment option in Canvas. Journal entries do not need to be completed in the prompt order as it is impossible to determine when you will have the appropriate experience necessary to complete the entry. However, students are to complete these entries routinely throughout the course as it is more relevant and beneficial to journal when experiences are fresh in your mind. See the course assignment calendar for periodic entry due dates. When submitting a journal entry, please label your file Page 8 of 16

9 submission with the Journal Prompt # and topic area (i.e. JP2_health issues). If submitting a site supervision reflection identify the prompt substituted (i.e. JP2_site supervision). A rubric is available in the assignment section of Canvas. Each journal entry is worth 25 points for a total of 200 points. Journal Prompt # 1 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did atypical growth and/or development affect this student s learning and/or development? Provide specific examples to demonstrate the impact of atypical growth and/or development on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Journal Prompt # 2 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did health/wellness issues affect this student s learning and/or development? Provide specific examples to demonstrate the impact of health/wellness issues on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Journal Prompt # 3 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did language affect this student s learning and/or development? Provide specific examples to demonstrate the impact of language on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Journal Prompt # 4 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did ability level affect this student s learning and/or development? Provide specific examples to demonstrate the impact of ability level on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Journal Prompt # 5 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did multicultural/diversity issues affect this student s learning and/or development? Provide specific examples to demonstrate the impact of multicultural/diversity issues on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Journal Prompt # 6 Think of a student you have worked with during your internship independently or co-counseled with your site supervisor. How did resiliency affect this student s learning and/or development? Provide specific examples to demonstrate the impact of resiliency on the student s school experience. What was your personal reaction to working with this student? What intervention/counseling strategies have you or do you plan to use with this student? Jounral Prompt # 7 Think of a school staff member/teacher you have consulted with during your internship independently or with your site supervisor. How did you work with this staff member/teacher to promote student academic, career, and personal/social development? Provide specific examples to demonstrate what consultation Page 9 of 16

10 strategies you have or plan to use with this staff member/teacher to enhance the student s school experience. What was your personal reaction to consulting with this staff member/teacher? Journal Prompt # 8 Think of a community member you have consulted with during your internship independently or with your site supervisor. How did you work with this community member to promote student academic, career, and personal/social development? Provide specific examples to demonstrate what consultation strategies you have or plan to use with this community member to enhance the student s school experience. What was your personal reaction to consulting with this community member? 5) Internship Reflection Paper For this assignment, you will submit an 8-10 page reflection paper that includes a summary of the counseling activities you participated in and your reflections on your internship experiences to date. Paper should be presented in APA style. This is a 200 point assignment (100 points for Part 1, 75 points for Part 2, and 25 points for APA style). Part 1: One of Messiah s School Counseling program goals is to provide you with the knowledge of the eight core content areas of school counseling as delineated by CACREP, which include the following 1. Professional Orientation and Ethical Practice 2. Social and Cultural Diversity 3. Human Growth and Development 4. Career Development 5. Helping Relationships 6. Group Work 7. Assessment 8. Research and Program Evaluation You need to select 4 out of the 8 CACREP core content areas listed above and discuss how each content area relates to the knowledge and theory that you learned in your Messiah courses. In addition, describe how the knowledge and theory that you learned in your Messiah courses has impacted the activities and skills that you used in your internship experiences. Include discussion about how you adapted the content you learned to the developmental level of elementary school aged students (including English Language Learners and Special Education students when possible). You have gained a tremendous amount of content information from your core courses and this is your opportunity to apply it to your practical experiences in the school setting. For example, you might select career development, and discuss how what you learned in your course and how that informed your practice in the school (e.g., the need to use exploration activities with students in elementary school so they can start thinking about career interests) or discuss what you learned in your assessment techniques course and how that informed your practice in the school (e.g., you learned about assessments used to screen for ADD and how during your internship this assessment was used). Connect theory to practice; what have you learned in your Messiah coursework and how did you apply what you learned in your internship experiences as it relates to the four content areas that you selected. (100 Total Points: 25 Points for your discussion of 4/8 content areas) Part 2: A goal of Messiah s School Counseling Program is to help you examine the tension and compatibility between your faith and the school counseling field. (75 Points) 1. Where have you experienced conflict between your faith and the school counseling field or public Page 10 of 16

11 school setting? 2. How have you managed to balance your faith when it conflicted with the school counseling field or public school setting? APA Style: Your paper needs to have a title page, levels of headings, reference section, and follow APA writing style and format. You do not need to have an abstract. (25 Points) The Internship Reflection Paper is worth a total of 200 points. A detailed rubric is available in the Assignment section of Canvas. 6) Submission of Logs (Weekly Logs, Mid-Semester and End of Semester Summaries) You will need to have your weekly logs uploaded in the Assignment section of Canvas for your professor s review. Logs are submitted bi-weekly on Tuesday (i.e. weeks ending 1/17 & 1/24 logs due 1/27). These hours need to be signed off by your site supervisor prior to submission. You must also complete a summary total of your hours at the midpoint of the semester and at the end of the semester. These summaries need to be signed off by your site supervisor prior to submission. You will receive a Pass/Fail (Complete/Incomplete) grade for the weekly logs, and the mid-semester and end-ofsemester summaries and these must be submitted by the date indicated on the course syllabus. 7) Mid-term and Final Students are responsible for submitting all necessary evaluations at the midpoint and end of the internship by the date indicated on the course syllabus. Site supervisor evaluations must be signed prior to submission. Failure to do so could result in a failing or incomplete grade. Midterm will receive a Pass/Fail (Complete/Incomplete) grade. The Final Site Supervisor and the Final Faculty Supervisor evaluations will receive grades based on the following guidelines: o A (93-100): Mostly above expectations and far above expectation ratings. Final overall rating satisfactory or very satisfactory. o B (83-86): Mostly acceptable ratings with some above and below. Final overall rating satisfactory or above. o C (77-73): Mostly acceptable and below expectations ratings. Final overall rating unsatisfactory or below. o F (0-50 points): Mostly below expectations ratings. Final overall rating unsatisfactory or very unsatisfactory rating. Page 11 of 16

12 Grading: Group Supervision (40 x 8) 360 A % B % Individual Supervision (25 x 3) 75 A % C % Case Presentations (200 x 2) 400 B % C 73-76% Internship Activity Plan 100 B 83-86% F 72 & Below Internship Journal (25 x 8) 200 Internship Reflection Paper 200 Submission of Summary Logs P/F Submission of Weekly Logs P/F Mid-term and Final (100 x 2) 200 TOTAL POINTS POSSIBLE 1535 Also, failure to pass any assignment or attend any supervision can result in a failure of the Internship course. Additionally, receiving a failing grade on either of the final supervisor evaluations can result in failure of the Internship course. Course Policies Extra Credit: Generally extra credit points are not awarded in this course. Attendance: Punctual attendance and participation in all group and individual supervision sessions is mandatory and the completion of all course assignments is required. Failure to attend a supervision session or complete any assignment may result in a failing grade for the course. Late Assignments All assignments (papers and exams) are due by 11:59 pm on the due date assigned unless otherwise specified. A 5% deduction in the points available for each assignment will occur for each day an assignment is late (unexcused). Failure to complete any assignment by the end of the course could result in the student failing the whole course. Returned Assignments Assignments will be returned to the student for review of the assigned grade. The assignment will include comments from the professor and an indication of the basis for the grade assigned. If students have questions about the grade assigned it is up to the student to contact the professor and set up a time to discuss the grade. Students may also ask for clarification about a grade through to the professor within three days of receiving the grade for any assignment. All assignments will be reviewed, graded, and grades posted in the grade book one week from the due date. Course Information Self-Care Part of the process of becoming a counselor is an ongoing commitment to self-awareness. Students often have strong emotional reactions to the content of counseling courses or skill-development experiences. Students may also become aware of something about themselves that impacts their present or future work with clients. It is important to acknowledge these reactions and in some cases utilize the help of a professional counselor to process them. Students should refer to the program website and student Page 12 of 16

13 handbook for recommendations about how to find a professional counselor. They are also encouraged to consult with their instructor or advisor in deciding how and when to seek outside support. Library and Librarian Assistance The Library is an obvious source of information for research, presentations and projects. Currently, Elizabeth (Liz) Kielley is the specific library liaison assigned to the social sciences disciplines. Although any librarian is trained and prepared to assist you, Liz works specifically with the social sciences and is most familiar with the resources and databases that relate to this field. Do not hesitate to contact her if you are having trouble locating specific sources for your assignments, as she is more than willing to help you. For her specific work schedule, contact her directly at EKielley@messiah.edu or by calling ext. (717) , ext Course Schedule (Week begins Sunday and ends Saturday) Week Topic Assignments Due 1 1/11-1/17 Introductions; Discussion of Syllabus; Handbook; School Counseling Sites; Intern Role & Responsibilities; Ethics Post to the Introductory Forum; Read syllabus and supplemental sources in Resources section of Canvas; 2 1/18-1/24 3 1/25-1/29 4 2/1-2/7 5 2/8-2/14 6 2/15-2/21 7 2/22-2/28 8 3/1-3/7 9 3/8-3/14 Present Activity Plan; Discussion of Case notes/record Keeping Theoretical orientation; counseling techniques ASCA NM, 3 rd ed; SC Job Satisfaction Supervisory Relationship Personal Development; Self-awareness and stress Group Supervision #1 (1/15, 7-9 p.m.) Sign-up for Individual Supervision session #1. Activity Plan (Due 1/24) Weekly logs 1 & 2 (Due 1/27) Group Supervision #2 (1/29, 7-9 p.m.) Individual Supervision #1 - TBD Weekly logs 3 & 4 (Due 2/10) Group Supervision #3 (2/ p.m.) Submit two Journal Reflection Prompts (Due 2/21) Weekly logs 5 & 6 (Due 2/24) Group Supervision #4 (2/26, 7-9 p.m.) Submit signed midterm evaluations (Due 3/7) Sign up for Individual Supervision #2 Weekly logs 7 & 8; Submit signed mid-semester summary of hours (Due 3/10) Group Supervision #5 (3/12, 7-9 p.m.) 10 3/15-3/ /22-3/ /29-4/4 13 4/5-4/11 Review Midterm Individual Supervision #2 - TBD Case Presentation Videos & Papers Due (3/21) Case Presentations Weekly logs 9 & 10 (3/24) Group Supervision #6 (3/ p.m.) Submit two or more Journal Reflection Prompts (Due 4/4) Case Presentations Weekly logs 11 & 12 (Due 4/7) Group Supervision #7 (4/9, 7-9 p.m.); Sign up for Individual Supervision #3 Page 13 of 16

14 14 4/12-4/ /19-4/ /26-5/2 17 5/3-5/9 Process Case Presentations Professional Development/ Outlook of School Counseling Master of Arts in Counseling Program Individual Supervision #3 - TBD Weekly logs 13 & 14 (Due 4/21) Group Supervision #8 (4/23, 7-9 p.m.) Intern. Reflection Paper (Due 4/25) Remaining Journal Prompts (Due 5/2) Signed Final Evaluation (Site & Self) (Due 5/1) Weekly logs 15 & 16 (Due 5/5) Signed Final Summary Hours (Due 5/8) Program Information Writing Center The Writing Center is available to any graduate student who has a desire to improve his/her writing. The role of the center is to provide feedback (not editing) on written work. Feedback alerts you to the kinds of errors you are making, lets you know when something is not clear, and suggests that you have not fully supported an argument. Feedback does NOT correct your grammatical errors, rewrite your sentences, or provide you with the specific points to support your argument. Ultimately, it is your responsibility to find and use the resources you need to improve your writing but connecting with our Writing Center, either online or face-to-face, is a good place to start. Hardware and Software Recommendations Student technology recommendations are found on the Information Technology Services website. These guidelines have been put in place to best equip you to have an optimal technological experience in our online programs. Technical Support for Students Technological support is available to all students during the days and times listed on the Information Technology Services homepage. Students also have access to technical support (i.e. tutorials, help functions, etc.) through the College s portal, MCSquare, and through the College s Learning Management System. Program Policies Academic Integrity The Academic Integrity Policy for Graduate Students is found in the graduate student handbook. Primary responsibility for knowledge of and compliance with this policy rests with the student. Americans with Disabilities Act Any student whose disability falls within ADA guidelines should inform the instructor at the beginning of the semester of any special accommodations or equipment needs necessary to complete the requirements for this course. Students must register documentation with the Office of Disability Services. Contact DisabilityServices@messiah.edu, (717) Page 14 of 16

15 Statement of Copyright Protection The materials in this Messiah College course are only for the use of students enrolled in this course for purposes associated with this course and may not be further disseminated. Statement of Confidentiality Students may be asked to post written work and to engage in written dialog with other class members within an LMS. The student should be aware that although confidentiality within the course environment is encouraged, it is possible that users in and outside the course may have access to course content. Page 15 of 16

16 COUN 584/585 School Counseling Internship Case Conceptualization and Presentation CACREP: H.1 Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds and abilities. H.2 Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development. H.3 Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. H.4 Makes appropriate referrals to school and/or community resources. H.5 Assesses barriers that impede students academic, career, and personal/social development. ASSIGNMENT DESCRIPTION: Students will complete two video-taped case sessions with student clients at both the elementary and secondary internship sites. Student will secure signed permission/consent/assent prior to taping the session. Student will complete case conceptualization and presentation paperwork (see attached). Name: Date of Session: Watch minute to minute Student Client Information 1. Discuss the student background and identifying data (e.g., student school and family; growth and development; health and wellness; language; ability level; multicultural issue; factors of resiliency on student learning and development). 2. Discuss the Counseling Process (e.g., number/type of sessions; strategies; goals; diversity issues; legal/ethical issues; plans for future session; strengths; environmental influences). School Based Case Conceptualization 1. Discuss the student s strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds and abilities. 2. Select and discuss appropriate assessment strategies that can be used to evaluate the student s academic, career, and personal/social development. 3. Analyze the assessment information in a manner that produces valid inferences when evaluating the needs of this student and assess the effectiveness of his/her educational programming. 4. Indicate the appropriate referrals to school and/or community resources for this student. 5. Assess barriers that impede this student s academic, career, and personal/social development. Counseling Session Reflection 1. Briefly give the background of the student and the situation. 2. As you reviewed the session, what do you believe went well? What led you to believe that this went well (verbal feedback, nonverbal feedback, etc)? 3. What counseling skills were you trying to implement? How well did you do? Give examples. 4. What emotions were you experiencing during this session? 5. What would you change in future sessions? 6. Additional Comments/Observations (i.e. summary of site supervisor feedback) Feedback 1. Faculty comments on case presentation to peers: 2. Faculty comments on response to peer and supervisor feedback Page 16 of 16

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