IUSB COUNSELING AND HUMAN SERVICES SCHOOL COUNSELING PROGRAM HANDBOOK Edition

Transcription

1 IUSB COUNSELING AND HUMAN SERVICES SCHOOL COUNSELING PROGRAM HANDBOOK Edition Counseling & Human Services Program School of Education Indiana University-South Bend South Bend, IN

2 Welcome Welcome to the Counseling and Human Services Program at IUSB. By now, you have met some of the faculty and students who inhabit this lively community of scholar-practitioners, and you will no doubt become acquainted with many others in the weeks ahead. We hope you will feel free to ask any professor or student for information or assistance. This School Counseling Handbook (SCH) addresses some important topics and themes not covered in the catalogue. We suggest that you read the entire SCH right away, even though some of the information applies to procedures that will not occur until your second or third year. Reading the SCH now will provide you with an overview that may be useful in understanding the sequencing of major milestones in your education. We are committed to providing you the information needed for your success. If you discover that something important has been left out, please let us know. We congratulate you upon being admitted to graduate study in our department and wish you well as you prepare for what we hope will be a successful and satisfying career as a counselor. 2

3 Contents Welcome... 2 Introduction... 9 Mission Statement... 9 Expectations... 9 Program Structure Program Objectives The Curriculum Career Opportunities Admission Requirements Academic Information Faculty Advisor: CHS Clinical Experience Coordinator: Program Standards: Grades: Semester Load Course Evaluations: Transfer Work: Time Limit Other Requirements S/F Graded Courses Final Exam Application for Graduate Degree Dispositional Assessment and Letter of Concern: IUSB School of Education Issues Resolution Policy A. Instructional Practice, Supervisory Practice, or Student Teaching Issues B. Issues Regarding Advising and the Office of Education Student Services C. Issues regarding School of Education Practice or Policy D. Documentation by the School of Education E. Letter of Concern Policy Required Course Descriptions

4 Meet the IUSB Counseling and Human Services Faculty Full Time Faculty: Adjunct Faculty Members: Staff: SPECIAL CHS PROGRAM FEATURES Professional Service Project CHS Annual Conference CHS Workshop CHS Positive Regards/Social Media Orientation Programs CHS Practicum/Internship Resource Guide CHS Marketing/Recruitment Activities Helpful Program Information Student Resources Financial Aid Programs The Grad- Grants Center - Bloomington Student Status and Minimum Registration Application Process and Renewal Citizenship Verification Loan Default/Pell Grant Repayment The Direct Stafford Student Loan The Federal Perkins Loan Work- Study Program Child of Disabled Veteran Award Other Awards Scholarships Professional School Counselor eportfolio Portfolio Structure Sections of the Portfolio That Must Be Present (NOT limited to including ONLY these components):

5 eportfolio Grading Rubric: eportfolio Performance Indicators Social and Cultural Diversity Human Growth and Development Career Development Group Work Assessment Helping Relationships Research and Program Evaluation Professional Orientation and Ethical Practice Sample Activities That Involve Advocacy and Data- Driven Programming Family and Community Involvement Program Organization and Administration Advocacy Leadership Special Education Career Development and Counseling Personal and Social Development Counseling Group Counseling and Team Building Consultation Research and Program Evaluation Assessment and Use of Data The Counseling Practicum Course Faculty Expectation for Practicum: Practicum Course Descriptions G524: Practicum in Counseling (3 cr.) Purpose of the Practicum Practicum Requirements Steps for Securing a Practicum Site Student's Responsibilities to Supervising Agency Responsibilities of the University Supervisor

6 Responsibilities of the On- Site Supervisor Functions of an On- Site Supervisor School Counseling Internship Policy Internship Information Responsibilities of the Clinical Coordinator School Counseling Internship Requirements: Course Criterion Areas: Tasks That Meet Direct Service Hours Requirement during Internship: IPSB Standards for School Services Professionals Responsibilities of the University Supervisor On- Site Supervision for School Counseling Interns Responsibilities of On- Site Supervisor Functions of an On- Site Supervisor Characteristics of an Effective Supervisor Techniques in Supervision Evaluation of the Practice of School Counseling Important Steps for the School Counseling Intern Supervisor Ethical Considerations IAC School Services License CACREP Standards for Counselor Education Programs CACREP Specialty Standards for School Counseling Dispositions Foundations of School Counseling Contextual Dimension of School Counseling Knowledge and Skill Requirements for School Counselors Clinical Instruction Dispositions Frequently Asked Questions and Fast Facts Practicum and Internship Course Forms Indiana School Counseling Resources Useful School Counseling Website Resources

7 Professional Organization 79 National Certifications..80 Indiana School Counselor Certification.81 School Counseling Internship 82 Appendices Appendix A: Letter of Concern Forms and Policy Appendix B: Letter of Concern Cover Page Appendix C: Plan of Action Cover Page Appendix D: School Counseling Track CHS Graduation Requirements Checklist: Part Appendix E: Practicum/Internship Site Registration Form Appendix F: Practicum/Internship Agreement Appendix G: University Supervisor Evaluation of Practicum/Internship Counselor Appendix H: Indiana University South Bend Counseling and Human Service Documentation Form 96 Appendix I: Practicum/Internship Site Supervisor Evaluation Form (Mid- Semester/Final) Appendix I: Evaluation of School Counseling Practicum/Internship Site Appendix J: IUSB COUNSELING AND HUMAN SERVICES PROGRAM STUDENT EVALUATION OF ON- SITE SUPERVISOR Appendix J- 1: Practicum & Internship University Supervisor Evaluation.110 Appendix K: Practicum/Contract Format Appendix L: Counseling Session Notes Appendix M: Example of A Client Release Form Appendix N: Example Of A Parent Release Form Appendix O: Professional School Counseling Practicum/Internship Log Appendix P: An Agreement Between Indiana University South Bend And School Corporations Concerning Cooperative Efforts Involving Counseling Practicum And Internship Students Appendix Q: Indiana University South Bend Graduate Program In Counseling And Human Services School Counseling Practicum/Internship Contract Appendix R: Professional School Counseling Practicum/Internship Log

8 Appendix S: Directions for Weekly Internship Log Appendix T: Group Counseling Proposal Appendix U: Practicum/Internship Small Group Summary Appendix V: Practicum/Internship Self- Evaluation

9 Introduction At its May 2011 commencement, Indiana University South Bend (IUSB) awarded Masters of Science Degrees in Education Counseling & Human Services--to members of its 34 th graduating class. Throughout the past three decades, IUSB s Counseling & Human Services (CHS) Program has prepared counselors who have contributed significantly to the communities of North Central Indiana, Southwestern Michigan, and beyond. The respect and admiration earned by our alumni in their endeavors demonstrate the CHS Program s sustained commitment to excellence in fulfilling its educational mission. Indiana University South Bend is fully accredited by the North Central Association for Colleges and Schools. Our School of Education and the Counseling & Human Services Program are both fully accredited by the National Council for Accreditation of Teacher Education and by the Indiana State Department of Education. Our CHS program is accredited by the Counsel for the Accreditation of Counseling and Related Educational Programs (CACREP). Mission Statement The mission of the IU South Bend Counseling and Human Services Program is to prepare knowledgeable, ethical, and multi-culturally competent school counselors, clinical mental health counselors, and addictions counselors. Faculty members embody a wide diversity of experience and provide students with a rigorous exploration of theoretical perspectives and evidence-based practices in an environment that promotes personal growth and reflection. Graduates exemplify the learning, skills training, and dispositions that reflect both career-readiness and the highest standards of the counseling profession. Expectations Students are expected to adhere to the ethical standards of the American Counseling Association in all their activities, as well as to study and read independently so that they continuously enlarge and expand their knowledge base of counseling, theory, research and practice. Furthermore, program students are expected to apply their knowledge to the development, implementation, and evaluation of counseling interventions and programs. Students are similarly expected to respond effectively to the needs of an ethnically, culturally, and religiously diverse client population. Students will respect the dignity and value of clients whatever their age, race, gender, culture, or sexual orientation. Students will understand the common developmental themes occurring across the life span. They will utilize a variety of interventions to promote the personal, familial, and social growth of all clients. Student competencies are based upon Indiana Professional Standards Board guidelines and the CACREP standards for counselors. Students are required to proficiently demonstrate the 9

10 knowledge, performance, and dispositions contained in these guidelines and standards. Finally, students are expected to provide leadership in addressing issues of social injustice, inclusion, and oppression. They will function as advocates for clients, and act as change agents for community institutions. Program Structure The entire CHS curriculum is offered in late afternoon and evening classes, enabling students to maintain their careers and meet family responsibilities while pursuing graduate degrees and state licensure. Members of the CHS faculty are actively involved in advising, mentoring, supervising, coaching, and evaluating students. Faculty members encourage students to develop areas of specialization, to participate in organizations, to conduct original projects and/or research, and to contribute to the continued evolution of the CHS Program. The CHS Faculty annually evaluates the academic and progress of each student. Students will be notified after the annual progress reports of any academic concerns and/or other concerns regarding performance or disposition proficiencies that may require remediation. At that time, a collaborative plan between the student and a CHS Faculty member will be developed and monitored to assist in student improvement. If required improvements are not demonstrated or achieved, students may be asked to leave the CHS Program. Annual evaluation results are placed in the student s permanent file in the School of Education. To provide opportunities for extensive faculty-student interactions, each newly admitted class cohort is limited to 24 students annually. To ensure excellence in teaching and supervising students development, workshops in counseling enroll no more than 12 students, and capstone practicum and internship classes are limited to 6 students each. Student counseling practice is evaluated by the use of audio/videotapes, field supervisor reports, and observations by peers and faculty. At the conclusion of the third year, during spring academic semester, students take an examination which helps them to organize, integrate, and synthesize their three years of graduate study. In turn, this experience becomes a useful tool in preparing for national certification tests and state licensure requirements. The results of the comprehensive examination also provide an evaluation of the CHS Program and offer ideas for program improvement. Upon graduation, the student s program concentration (mental health, addictions or school) will be noted on their transcript. This will provide an official endorsement of the student s academic preparation and training in that area. 10

11 Program Objectives The objectives of the Counseling and Human Services Program are to: 1. Provide a fertile learning and development environment for intellectually talented and interpersonally responsive students representing a diverse and pluralistic society; 2. Provide curricular experiences reflecting CACREP preparation standards for students who are expected practice ly in an increasingly multicultural society characterized by rapid social and economic change; 3. Develop effective clinicians with the skills and abilities to work within a wide range of settings; 4. Provide quality integrated didactic and clinical instruction; 5. Acquaint students with the technology available through the School of Education for research, training, development, and the delivery of services; 6. Provide a technologically sophisticated facility for the practice of counseling, assessment, and supervisory skills. 7. Identify, evaluate, and select sites which will provide quality field experiences; 8. Include faculty, current and former students, and personnel in cooperating agencies in a regular evaluation of the program, including a review of program curricular objectives; 9. Provide students with knowledge and conviction in ethical standards and practice; and 10. Provide a unique program experience through such features as cohort groups, support groups, close clinical supervision, and and networking functions. The Counseling and Human Services Program faculty work with each student throughout their program of study to achieve the following educational goals: 1. Professional Identity Students will develop a identity. 2. Social and Cultural Diversity Students will acquire the skills and dispositions to be effective counselors in a multicultural society. 3. Human Growth and Development Students will utilize the principles of human growth and development in their counseling activities. 4. Career Development Students will acquire the skills to provide career development counseling. 5. Helping Relationships Students will acquire the skills for a therapeutic helping relationship. 6. Group Work Students will acquire group work skills. 7. Assessment Students will acquire individual and group assessment skills. 8. Research and Program Development Students will acquire research and evaluation skills. 11

12 The Curriculum The CHS Program curriculum leads to an Indiana University Master of Science Degree in Education Counseling & Human Services. Requirements for this degree are 54 credit hours for Mental Health Counseling and 48 credit hours for School Counseling. Completion of the 48 credit hours with the required school counseling courses fully qualifies graduates for licensing in Indiana as a school counselor. (For a more detailed description of requirements see the Resources section of this handbook). For students pursuing the LMHC (Licensed Mental Health Counselor) in Indiana, 12 additional credit hours are required and may be obtained before or after completing requirements for the master s degree. Approximately two credit hours may be used to obtain 200 internship hours, which when added to the 800 hours of practicum/internship hours acquired for program requirements, add up to the 1,000 hours of practicum/internship hours required by the state. For the 2013 cohort, the required credit hours for graduation will be 60 credit hours. The Program begins in the first summer session of the first year and ends in the second summer session of the third year. Students march in the May graduation, but complete coursework in August. Students are required to participate in all assessment activities as outlined in the CHS graduation requirements document appearing in this handbook. This includes a preacceptance baseline exam, a pre-practicum exam, and a post-internship exam. Students are required to complete a program service project during their second year of study. This project provides service to the Counseling and Human Service Program. Students are also required to complete a service project during their third year of study. This project will be supervised by an assigned faculty member. Students who complete the course of study as outlined in the School Counseling Program track will receive their Master s degree with an endorsement in School Counseling. Students who complete the course of study as outlined in the Mental Health Program track will receive their Master s Degree with an endorsement in Community Counseling. 12

13 Career Opportunities Graduates of the CHS Program pursue careers in a wide range of educational, clinical practice, community service, business, and industry settings. For example, alumni are employed by community mental health agencies, employee assistance programs, public and private schools, colleges and universities, career and placement centers, family and youth service agencies, hospitals, chronic care facilities, addiction treatment centers, judicial system services, rehabilitation programs, assisted living centers, public policy groups, health education, human resource offices, employee training and development divisions, private practice, consulting firms, and research and program evaluation organizations. Admission Requirements The CHS Program admits students during the Summer 1 session. The following are the requirements for admission. They must be completed by April Application for Admission to Graduate Study (on-line through Admissions Office at for a cost of $ An undergraduate degree from an accredited university. Applicants may apply to the program prior to the completion of the undergraduate degree, provided that the degree is earned by May of the admission year. 3. GPA requirements: a. Applicants to graduate programs in the School of Education must have an overall Cumulative GPA (CGPA) of or have earned a CGPA of in the last 60 hours of their undergraduate degree and meet all other admission requirements, in order to be fully admitted to graduate programs in the School of Education. b. Applicants whose CGPAs are between and must have the minimum Graduate Record Examination (GRE) scores listed below, and meet all other admission requirements to be fully admitted to programs in the School of Education. GRE scores that are not more than 5 years old as of August 1, 2011 will be accepted. Applicants who must take the GRE between August 1, 2011 And November 1, 2011 will receive GRE scores on a scale of These applicants must earn the new scaled score equivalent to 450 on the old GRE verbal section and a score of 3.5 on the writing section of the GRE. Applicants who must take the GRE between August 1, 2011 and November 1, 2011 will not receive their scores until sometime in November c. Applicants with undergraduate CGPAs between and will not be allowed to take any graded graduate coursework until they have submitted the required GRE scores and have met all other admissions requirements. 13

14 d. Applicants whose undergraduate CGPAs are between and may take S/F graded graduate workshops before being fully admitted. These S/F graded workshops will not fulfill degree requirements. e. All applicants whose undergraduate degrees are more than ten years old must take two sections of the GRE. The applicant must earn a score of at least 450 on the Verbal Reasoning and a score of at least 3.5 on the Analytical Writing Sections of the GRE to be eligible for admission (see for more information about the GRE). 4. Written personal statement: a. List and describe your work and volunteer experiences related to the field of counseling and human services. b. List and describe education and training related to the field of counseling and human services beyond your formal coursework which you have attained as a result of participation in workshops, seminars, meetings, etc. c. Why have you selected Counseling and Human Services as a preferred area of study? d. What characteristics do you have that you believe would make you a successful counselor? e. What additional information do you wish to bring to the awareness of the screening committee regarding your application? 5. Official transcripts documenting all degrees earned or in progress, and any other academic work. 6. Three letters of recommendation. 7. An interview with resident faculty member scheduled in April. Submission of all required application materials is required to schedule an interview. 8. Selection by faculty to be part of a cohort of 24 students selected in April of each year. Admission to the Master of Science in Education degree program may be initiated with the submission of the appropriate application forms (please see the Graduate Academic Advisor in the School of Education, Greenlawn Hall, Room 120). Official copies of all transcripts for baccalaureate and post baccalaureate course work are required. 14

15 Academic Information In this section, you ll find information that will be especially useful for making long-term plans, and for after you are admitted to the program. Faculty Advisor: Mrs. Andrea Welch is your academic advisor. She is located in Greenlawn 120. Her phone number is , and her address is Upon admission to the degree program, each student will be assigned a faculty advisor. By the end of the first semester of acceptance into the program--and not later than 12 semester hours of study--the student will meet with his/her advisor to review the student s program, using the advising sheet in this handbook. The purpose of these meetings is to insure that: (1) the mandatory program requirements are met; and (2) the student will continually work to strengthen those areas he/she (or the advisor) believes are in need of strengthening. CHS Clinical Experience Coordinator: Jeremy M. Linton, PhD is the clinical experience coordinator. His office is DW3148 (Wiekamp Hall) and his telephone number is He will assist students in issues regarding practicum/internship experiences. The Clinical Experience Coordinator does the following: conducts an orientation for prepracticum students; conducts an orientation for field supervisors; receives all final documentation of hours forms from practicum/internship faculty and transfers them to Greenlawn; answers questions from field supervisors, faculty, and practicum/internship students; and facilitates the development of new sites when possible. Program Standards: Grades: Students must maintain a cumulative grade point average of B (3.00) in all work to be eligible for the Master of Science degree in Education. The School of Education at IUSB will not accept D grades earned at IUSB for graduate credit towards a graduate degree or towards izing a major or a minor. Semester Load: Students who are employed full time are encouraged to take no more than six hours per fall/spring semester and no more than three hours during summer sessions. If unemployed, a student may take 12 graduate hours each fall and spring semester and six hours during each summer session. In order to qualify for a student loan, enrollment must be half time with at least three hours during each of the summer sessions and four hours during each of the fall/spring semesters. Course Evaluations: Students are expected to complete a course evaluation of each course taken in the CHS program. Near the end of the semester, the student will be given information on the course 15

16 and instructions on how to fill out an online course evaluation on the experiences and learning gathered during the semester. Course evaluations are valued by the School of Education and the faculty member who teach the courses. It is the responsibility of the student to provide the instructor feedback that will assist in the continued high standard of instruction offered by the program. Transfer Work: Graduate course work to be transferred to IUSB must have the prior approval of the Graduate Advisor or the student's Faculty Advisor. An Advanced Approval Form is available in GR120. Only six hours can be transferred from an out of state institution or a private institution. Time Limit: ALL WORK MUST BE COMPLETED WITHIN SIX CALENDAR YEARS FROM THE DATE OF THE RECEIPT OF A GRADE IN THE FIRST COURSE THAT IS TO BE USED TOWARD THE DEGREE. Other Requirements: All other Indiana University requirements and policies, academic degree requirements, and course descriptions and program outlines are in the IUSB Bulletin. Students are encouraged to read this bulletin carefully. S/F Graded Courses: A student may take a maximum of six hours of elective courses on an S/F basis. A course listed in the Schedule of Classes as S/F graded cannot be changed to a letter grade. Final Exam: All required counseling courses for the MS degree except G575, G595 must be completed before registering to take the final exam. Elective courses do not apply. Application for Graduate Degree: An application for a degree (blue card) must be completed and filed in GR120 with the Education Student Services Records Specialist, School of Education, at least six months before the degree is to be granted. Students must consult and/or meet with a graduate advisor in the Education Student Services Office at least twice during the 3-year program to verify the completion of all requirements for graduation. Dispositional Assessment and Letter of Concern: Dispositional assessment is a faculty member s responsibility and is part of the Unit Assessment System. 16

17 IUSB School of Education Issues Resolution Policy This policy is used when: 1. The student has a concern about an instructional practice, a field or student teaching supervisory practice, or a student teaching policy which has not been resolved to the student s satisfaction after discussions with the instructor of a course, the student teaching supervisor, or the Director of Student Teaching. 2. The student wishes to file a complaint about or has a concern about advising practices or the Office of Education Student Services, and the student has not been able to resolve the issue after discussions with the advisor or the Director of Education Student Services. 3. The student has extenuating circumstances and wishes to appeal a departmental or a School of Education policy. Examples of departmental policies include admissions criteria that that are specifically required by departments, departmental GPA requirements, requirements for department checkpoint artifacts, deadlines for submitting PRAXIS scores, and similar issues. Examples of School of Education policies would include general admissions criteria and materials, student teaching policies, GPA requirements, standards for PRAXIS scores, and issues of this nature. Students who have been dismissed from the School of Education and wish to reapply for admission may use the issue resolution form. They must attach an academic plan developed with an advisor to the issue resolution form and follow the procedures outlined in this policy. If a student has a complaint addressed in the Indiana University Student Code of Rights, Responsibilities, and Conduct, they should follow the university policies found at A student who wishes to appeal a grade should follow the policies found in the IU South Bend Campus Bulletin. A student who has a complaint against university employees other than faculty or administrators, against other students, against student organizations, or a complaint about discrimination or sexual or racial harassment should follow the procedures at A. Instructional Practice, Supervisory Practice, or Student Teaching Issues When a student has a concern about the above areas, the student should first discuss the concern with the faculty member, the university supervisor directly involved, or the Director of Student Teaching. If the issue is resolved to the student s satisfaction no further action is required. No Issue Resolution Form is required if the issue is resolved at this point. It is recommended that the student and other party document the date, time, and resolution. If the issue is not resolved to the student s satisfaction, the student should obtain an Issue Resolution form from the Office of Education Student Services in GR 120, complete the form, make a copy, and submit it to the Office of Education Student Services. For issues related to associate or full-time faculty, the Office of Education Student Services will forward the form to the Department Head. The Department Head will consult with the associate faculty or full-time faculty after reviewing the form. The Department Head will also meet with 17

18 the student if necessary. The Department Head will make a decision to support or not to support the student s issue. In cases where the Department Head supports the student s issue and can make a unilateral decision about the issue, the Department Head will use IUSB to communicate the decision to the student. The Department Head will return the Issue Resolution form to the Education Student Services Office. In cases where the Department Head does not support the student s issue or cannot make a unilateral decision, the Department Head will forward his/her decision to the Education Student Services Office who will forward it to the Curriculum and Standards Committee. The Curriculum and Standards Committee will review the student s Issue Resolution Form along with the Department Head s decision and make a decision to support or not to support the student s issue. The Curriculum and Standards Committee will document their decision using the form and submit the form to the Education Student Services Office who will forward the form to the School of Education Dean for the final decision. The Dean will review all forms and meet as appropriate with any parties and will render the final decision. The final decision will be communicated to the student via IUSB . All forms will be submitted to the Education Student Services Office. As appropriate, letters and forms may be filed in the student s advising file. B. Issues Regarding Advising and the Office of Education Student Services When a student has a concern about one the above areas, the student should first discuss the concern with the advisor or with the Director of Education Student Services. If the issue is resolved to the student s satisfaction no further action is required. No Issue Resolution Form is required if the issue is resolved at this point. It is recommended that the student and other party document the date, time, and resolution. If the issue is not resolved to the student s satisfaction, the student should obtain a copy of the Issue Resolution Form directly from the Office of Education Student Services and complete the form, make a copy, and submit the original to the Education Student Services Office. The Director of Education Student Services or the Dean will review the Issue Resolution Form and arrange a meeting with the student and other parties if necessary. In cases where the Director of Education Student Services supports the student s issue and can make a unilateral decision, the Director of Education Student Services will communicate the decision via IUSB to the student, and record it on the spreadsheet in the Education Student Services Office. In cases where the Director of Education Student Services does not support the student s issue or cannot make a unilateral decision, the Director of Education Student Services will record the decision on the spreadsheet in the Education Student Services Office and forward his/her decision to the Curriculum and Standards Committee. The Curriculum and Standards Committee will review the student s Issue Resolution Form along with the Director of Education Student Service s decision and make a decision to support or not to support the student s issue. The Curriculum and Standards committee will document their decision using the form and return it to the Education Student Services Office who will forward the form onto the School of Education Dean for the final decision. The Dean will review all forms and meet as appropriate with any parties, and will render the final decision. The final decision will be communicated to the student via IUSB . All forms will be submitted to the Education Student Services Office. As appropriate, letters and forms may be filed in the student s advising file. 18

19 C. Issues regarding School of Education Practice or Policy In cases regarding general School of Education practices or School of Education policies, students should obtain the Issue Resolution form from the Education Student Services Office, complete the Issue Resolution form, make a copy, and submit the original to the Education Student Services Office. The Education Student Services Office will deliver the original form to the appropriate Department Head. The Department Head will review the form and schedule a meeting with the student to discuss the issue if necessary. The Department Head will make a decision to support or not to support the student s issue. In cases where the Department Head supports the student s issue and can make a unilateral decision about the issue, the Department Head will the decision to the student. The Department Head will then return the form to the Education Student Services Office. In cases where the Department Head does not support the student s issue or cannot make a unilateral decision, the Department Head will return the form to the Education Student Services Office who will forward the form and decision to the Curriculum and Standards Committee. The Curriculum and Standards Committee will review the student s Issue Resolution form along with the Department Head s decision and make a decision to support or not to support the student s issue. The Curriculum and Standards committee will document their decision using the form and return it to the Education Student Services Office who will forward the form onto the School of Education Dean for the final decision. The Dean will review all forms and meet as appropriate with any parties and render the final decision. The final decision will be communicated to the student via IUSB . All forms will be submitted to the Education Student Services Office. As appropriate, letters and forms may be filed in the student s advising file. In cases where the Department Head is away from campus, the Curriculum and Standards committee will review the student s Issue Resolution form and make a recommendation. The form will be returned to the Education Student Services Office who will forward the form and recommendation to the Dean. In cases where the Department Head is away and the Curriculum and Standards committee is not scheduled to meet, the student s appeal will go directly to the Dean. The Curriculum and Standards committee will document their decision using the form and return the form to the Education Student Services Office who will forward the form to the School of Education Dean for the final decision. The Dean will review all forms and meet as appropriate with any parties and render the final decision. The final decision will be communicated to the student via iusb . All forms will be submitted to the Education Student Services Office. As appropriate, letters and forms may be filed in the student s advising file. D. Documentation by the School of Education The Education Student Services office will maintain a file and periodically aggregate the data pertaining to issues and resolutions per NCATE standards. Relevant information regarding each individual issue will be provided as necessary for inclusion in student s advising folder. 19

20 E. Letter of Concern Policy When concerns about an IU South Bend School of Education student s disposition, performance, or conduct arise, direct and honest communication and a supportive, but realistic approach to addressing such concerns are important. If a faculty member, classroom teacher, or other personnel have concerns about a student s ability to become an effective teacher, administrator, or human services provider, creating a plan to help the student is essential. Concerns may be related to conduct or dispositions in the university setting or in the field. IU South Bend students must maintain the highest level of conduct while completing field experiences in the schools or in agency settings. In these settings, improper conduct can have adverse effects on the lives of children, youth, or adults. Unsatisfactory conduct or performance on the part of an IU South Bend School of Education student may result in dismissal from the School of Education. The following steps outline the procedure for addressing concerns with a student s dispositions or conduct. The process is intended to encourage needed changes and facilitate growth in the student toward success as a teacher. A faculty member, classroom teacher, or other personnel identifies an area or areas of concern in writing using the Letter of Concern form. Faculty must attempt to meet with the student to discuss the Letter of Concern. These attempts must be made and documented through IU South Bend . If the student does not respond, declines to meet with the faculty member, or cannot be located the letter of concern and related s should be submitted to the Education Student Services Office. If a meeting is held with the student, the date of the meeting with the student is noted on the form and additional documentation may be attached. The student must receive a copy of all documents. The student is invited to submit a letter of explanation to be attached and to submit that letter to the Department Head and Education Student Services office. In addition to copies of the letter of concern and other documentation, the student must be provided a copy of this policy. When a student receives a second letter of concern, and with each subsequent letter, the Department Head and the student meet to discuss the concern and develop and implement a plan to address the concern. The plan consists of specific objectives, procedures for remediation, a method for assessment of progress, and a timeline. As appropriate, objectives and remediation goals should be written in behavioral terms. The attached form must be utilized and further details must be expressed in writing. In the case of a student who has been assigned multiple plans, the Department Head may recommend for dismissal from the program. Successful completion of and continued adherence to the plan indicates that the student may continue in the program. The Department Head sends a letter to the student, the advisor, and the student s file expressing successful completion of the plan. In the case of unsuccessful completion of the plan after an initial attempt, the Department Head has the option of working with the student to revise or extend the plan, or the Department Head may choose further action as described below in 4a, 4b, 4c, and 4d. Non-completion of the plan will result in a recommendation for discontinuation in the or teacher education program as described in 4a, 4b, 4c, and 4d. 20

21 When: 1) there has been no attempt to complete the plan; or 2) a plan has not been completed satisfactorily; or 3) after an unsuccessful second attempt; the Department Head will recommend discontinuing the pursuit of a or teacher education program. At this point, the student may voluntarily choose to withdraw from the School of Education. If an initial plan has not been completed satisfactorily or adhered to, the Department Head may make additional recommendations to the student prior to proceeding to step b and share these recommendations in writing with the Curriculum and Standards Committee for informational purposes, or the Department Head may proceed to step b. Upon: 1) non-completion of the plan; 2.) unsatisfactory completion of the plan; 3) a failed second attempt of the plan; or 4) non-adherence to a plan; and if a student does not choose to withdraw, the Department Head shall forward a recommendation for dismissal of the student to the Curriculum and Standards Committee. Before the recommendation is forwarded to the committee, the Department Head shall put the recommendation for dismissal in writing and discuss it with the student. The Department Head must attempt to meet with the student to discuss the Letter of Concern. These attempts must be made and documented through iusb . If the student does not respond, declines to meet with the Department Head, or cannot be located the letter of concern and related s should be submitted to the Education Student Services Office. If a meeting is held with the student, the date of the meeting with the student is noted on the form and additional documentation may be attached. The Department Head can invite the advisor to participate in this meeting. The student shall receive a copy of the recommendation. The student shall be informed that he/she may share a letter of explanation with the Curriculum and Standards Committee. The deadline for submitting the letter of explanation will be provided. If the Curriculum and Standards Committee does not support the recommendation for dismissal of the student, the improvement plan must be redone or extended. The Department Head may appeal to the Curriculum and Standards Committee decision to the Dean. If the Curriculum and Standards Committee approves the dismissal recommendation, copies of a letter communicating the recommendation that the student withdraw from the School of Education are sent to the student, the Department Head, the student s file, and to the Dean. The student may appeal the decision to the Dean. Dismissal is only from the School of Education, not from Indiana University South Bend. Activities that lead to the involuntary withdrawal or termination of students from the School of Education will be implemented by the Dean or the Dean s designee. The Dean or Dean s designee will notify the student and the IU South Bend Student Affairs Office. If there are two or more letters of concern, successful resolution of all concerns is required prior to admission to and retention in all phases of the teacher education program or in activities that are designated in graduate programs, most notably, but not limited to, field experiences and/or internships. The student is ultimately responsible for ensuring that the letters documenting successful resolution of concerns are available. 21

22 Required Course Descriptions (All courses are 3 credit hours unless otherwise noted.) G500 Orientation to Counseling and Ethics Focus is on the student, self-concept, interpersonal relationship skills, consultation skills, and commitment to the helping field. Provides philosophic basis of the helping relationship, overview of the field of counseling and the IUSB CHS Program G505 Individual Appraisal: Principles and Procedures An analysis of statistical psychometric, sociometric and clinical principles crucial to interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnicity, sex, cultural and individual differences will also be examined. G506 Personality Development: Growth of Normal and Deviant Styles An examination of the nature, needs, competencies and environmental factors that contribute to personality development and growth at principal life states. Emphasis will be placed on normal and deviant styles of behavior. G507 Lifestyle and Career Development Lifestyle and career development includes areas as vocational choice theory, relationship between career choice and lifestyle, sources of occupational and educational information, approaches to career decision-making processes and career development exploration techniques. G522 Counseling Theory Introduction to counseling theories and psychological processes involved in individual counseling. G523 Laboratory in Counseling Consent of instructor. Concurrent: G522. Lab experiences in counseling, analysis of counseling interviews, role playing, and closely supervised counseling in the laboratory setting. G524 Practicum in Counseling Closely supervised counseling practice with clients in the department s counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Additional fee required. G532 Introduction To Group Counseling Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups 22

23 G550 Internship in School Counseling Basic courses in counseling and guidance and consent of instructor. Counseling experience in actual schools. Under direction and supervision of the counselor/supervisor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection. (May be repeated, not to exceed a total of 12 credit hours, with consent of the academic unit. Additional fee required). G575 Cross-Cultural Counseling This course is designed to provide both a cognitive and guided training opportunity. It examines the influence of cultural and ethnic differences of counselor and client in counseling. Attention is given to theory, research, and practice. General cross-cultural dynamics as well as specific target populations are studied. G562 School Counseling: Interventions, Consultation, and Program Development Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling. Developmental counseling. Program development, implementation and evaluation. Consultation. Principles, practice and applications of needs assessment. Provides an overall understanding of organization of schools and the functions of the counselor and counseling program G563 Foundations of Mental Health Counseling Course examines the history, definition, theory, practice, and research of consultation and community counseling. Emphasis on process of case, program, administration, and organizational consultation (Required of students planning to become a Licensed Mental Health Counselor.) G542 Organization and Development of Counseling Programs Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies. G567 Introduction to Marriage and Family Counseling Introductory survey of historical roots, major theories, intervention strategies, research and current training, practice and ethical issues in marriage and family counseling G585 Contemporary Issues in Counseling Focuses on the goals and objectives of organizations, codes of ethics, legal considerations, standards of preparation, certification, licensing, and role identity of counselors and other personnel services specialists. Students will conduct research on emerging developments reported in the counseling literature. G592 Seminar in Drug/Alcohol Abuse Prevention (3 Cr.) Introduction to etiology and symptomology of drug/alcohol abuse and methods of prevention or remediation. Includes dynamics of Adult Children of Alcoholics/Abusers and families of abusers 23

24 P514 Life Span Development A survey of human development from infancy through old age, emphasizing the lifespan perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational/counseling implications for all life stages from birth to death G590 Research in Counseling and Guidance This course will assist students in acquiring an understanding of the fundamentals of research methodology. Students will explore current issues of educational research, learn to read and critique research articles as informed consumers of research, and improve their ability to conduct their own research. Each student will develop a polished research proposal as their final exam project. Meet the IUSB Counseling and Human Services Faculty Full Time Faculty: DR. JANNETTE G. ALEXANDER, Associate Professor of Counseling and Human Services Office DW3146, Campus phone , - [email protected] DR. YVONNE LARRIER, Assistant Professor of Counseling and Human Services; Office DW [email protected]; DR. JEREMY LINTON, Department Chair and Assistant Professor of Counseling and Human Services. Office DW3148; Campus phone , [email protected] Adjunct Faculty Members: Dr. Arlene Archer: [email protected] Dr. Elizabeth Ramquist: [email protected] Ms. Jan Desmarais-Morse: [email protected] Dr. Jim Hurst ; [email protected], IUSB Counseling Center Director Ms. Emma Walshe: [email protected] Mr. Tony Garacia: [email protected] Valerie Hinkle: [email protected]; Staff: Andrea Welch: ; [email protected], Education Student Services; Student Advisor Elizabeth Staples: ; [email protected] Peggy Geik: , Education Dean s Office 24

25 Professional Service Project SPECIAL CHS PROGRAM FEATURES All students are required to complete a service project by the third year of the program. Students who have worked on planning committees for these projects recommend that you begin as early as the first year of the program. Contact any faculty member to sign up for a project. CHS Annual Conference Conference purpose/goals: To educate the community/ field supervisors/students; provide opportunities for networking and opportunity for alumni to remain connected to IUSB; and to remain on cutting edge of best practices in the counseling field. Approximate number expected Usually two to four students will work on this project, with the guidance of a CHS faculty member. Some of the duties include: Conferring with Maureen Muldoon and the bursars office to ensure that IUSB policies are followed Securing the most appropriate date that will not conflict with other events in the IUSB and larger community Securing the venue on or off campus, depending on the nature of the conference and the budget available or planned Deciding on the theme and topic and speaker Deciding on the food menu Deciding on the fees to be charged and how the fees will be collected Deciding on possible sponsors/ raising money Verifying a working budget Making and implementing marketing plans Setting up a registration system and the offering of CEUs CHS Workshop Workshop purpose/goals: Educate/train students/field supervisors and community in relevant topics not requiring more indepth treatment than is afforded in the CHS curriculum Approximate number expected Usually one person is needed per workshop to work with the faculty member in charge. There are two workshops per semester. The duties are similar as the annual conference but on a much smaller scale. At present, there is no charge for the workshops. The program sponsors the event with minimum refreshments and having a local speaker. The event is advertised in syllabi and through 25

26 the program calendar for the year. CEUs are offered. CHS Positive Regards/Social Media Purpose/goals: Facilitate the networking and connection between CHS alumni and friends with the current faculty and students; share the changes and events in the program; and publish the activities of various groups related to the CHS program. Usually 1-2 students will work on this project with a faculty member. The student is responsible for gathering articles that are self-written or contributed by others in the program. The student is responsible for taking pictures at the CHS functions and including appropriate ones in the newsletter. The newsletter is now published online. The student is responsible for securing, through the faculty member, the addresses and distributing the newsletter. The student will ensure that the articles about the CHS program and the Board decisions are included in the newsletter. One student, working with a faculty member, is required to maintain the Facebook page for the program. Orientation Programs Purpose/goals: Help individuals become acquainted with the mission and goals of the CHs program; help individuals become acquainted with changes in the curriculum, calendar and structure of the CHS program; assisting students/adjunct professors and field supervisors in becoming aware of the requirements of the CHS curriculum; and ensure that students and others are prepared to advance to the next step in the program. Approximate number expected - maximum 24 for initial orientation and pre-practicum. New Student Orientation Usually 1-2 students will assist in the function. Among other duties, the student will help to plan the program and gather all the materials necessary. The student will assist the new students at the function. The student will suggest peer mentoring between second year students and the incoming students. Pre-Practicum Orientation & Field Supervisor Orientation Usually 1-2 students are needed for these functions. This is similar in duties as the new student orientation. CHS Practicum/Internship Resource Guide Purpose/goals: Provide a guide for students in selecting field placements that are appropriate for their needs One student, working with a faculty member, will gather all the evaluations of site supervisors and sites and analyze them, generating a list of appropriate sites for students to choose from. This should be posted online. The student will assist the faculty member in recruitment of new sites. 26

27 CHS Marketing/Recruitment Activities Purpose/goals: Marketing/recruitment Inform the relevant individuals in the community about the CHS program and its offerings. Recruit students and other forms of support for the CHS program Usually 1-3 students will serve on this project. With a CHS faculty member, the students will develop a plan for marketing and recruitment for the program. The students will then help to implement the marketing/recruitment program. Helpful Program Information Academic Advisor: Your academic adviser is Andrea Welch. Advisers have regular office hours and will make appointments as needed for individual advising sessions. Course Registration: Please register early for classes to avoid course cancellation. Access to Academic Records: CHS students can review their academic record as often as they like using a system called OneStart. See Student Resources section in this Handbook for directions. A summary sheet of hours accumulated in practicum courses will be placed in your permanent file housed in the School of Education. Approval for Course Overload: Students who plan to take more than 9 credit hours during a summer session must obtain approval from the Program Director. Audio and Videotapes: Audio cassette and VCR tapes dealing with various counseling topics and theories are available at the library and LRC, located in Greenlawn. Bulletin Boards/Facebook Page: There are two bulletin boards dedicated to the CHS program. One is across from the entrance to the Counseling Center, A130. This board features counseling conferences and workshops across the country. Job openings are often posted there as well. The other is in Greenlawn outside the Student Advising Offices. This board features CHS student, alumni, and faculty activities and achievements. The CHS program has a Facebook page where some of this information is posted. Electives Outside of Education: Prior to each semester, the Education Advisement Office (G120) offers a handout which lists all of the courses at IUSB outside of Education that may offer graduate credit. CHS 27

28 students are encouraged to review this list for electives in Psychology, Sociology, Public & Environmental Affairs, and Business for courses that might be related to your special interest. For Those Planning to Graduate: Third year students must go to the education department office (G120) in Greenlawn Hall and complete a Blue Card at the beginning of the spring semester in the year they expect to graduate, in order to be place on the graduation list. (This is particularly important if the student wishes to participate in the commencement activities which are only held in May of each year.) Inter-Library Loans (ILL): You can obtain copies of books and copies of journal articles not available at the IUSB Library through the inter-library loan service (ILL), as well as through most local public libraries. It may take as long as three weeks to get your material, so place your order early in the semester. With this service, there is no excuse for not being able to obtain appropriate materials. Parking: You may not park in any IUSB parking lot if you have not paid for parking. The parking rate for students is $5.70 per credit hour, making $17.10 for a 3-credit class. The parking office is located in the Administration Building, room A123; You may park on the street and not have to pay parking fees. Placement Services: There is a career placement service available to CHS students and alumni. It is the Career and Placement Services Office located in the Student Activities wing of the Administration Building; Contact person, Jeff Jackson ( ). The Education Placement Services is affiliated with the IU Bloomington Placement Services and can help find school counseling positions across the country. The bulletin board outside of G120 often has listings of school counselor openings. Students and alumni in the job market should have a file developed. The file will be sent to any prospective employer that you designate, saving you a great deal of time and effort. Instructors appreciate you using this service as it requires them to write only one--or at the most two--references 28

29 Practicum/Internship Sites: Students are responsible for setting up their own practicum/advanced practicum and internship sites. Begin planning for this before the beginning of the practicum semester. The Field Coordinator, Dr. Jeremy Linton, can provide pointers on how to secure a placement. Please read the School Counseling Program Handbook found on the CHS website before you begin your fieldwork experience. Research Paper Format: The format for all research papers after the G500 course is that used by the American Psychological Association (APA). The latest Publication Manual of the American Psychological Association may be purchased in the bookstore (Found in the Psychology Section). It may be found in the library (General Reserve, BF76, 7, ). This is a valuable resource book to add to your library. An excellent guide for writing papers is Rosnow, R. & Rosnow, M. (1995), Writing Papers in Psychology, 3rd Ed., Pacific Groves, CA; Brooks/Cole. Study Groups: Some students have found that forming small study groups to work on class projects, exchange ideas and information on how to do research papers, and to process intense classroom experiences has enhanced their CHS Program productivity. Using the Internet: It is now campus policy that all students are to have a computer account and an address. The CHS program encourages students to do this at their earliest possible opportunity so that faculty and students can regularly interact via . See faculty biographies for faculty addresses. Student Resources Financial Aid Programs Office of Scholarships and Financial Aid Office: Administration Building, 157 Phone: (574) The Financial Aid Programs at IUSB that support graduate education are the Direct Stafford Loan, the Federal Perkins Loan and the Federal Graduate Work-Study Program. The Federal Graduate Work-Study Program is available to graduate students after all undergraduate students applying by the priority date have received their awards. Graduate students are encouraged to seek tuition funding sources through philanthropic organizations, the students place of employment (if available), and other service and foundation organizations. The Grad- Grants Center - Bloomington The Grad-Grants Center Bloomington (GGC) is a free service available to all enrolled graduate students on all campuses of Indiana University. The GGC provides information and training to assist graduate 29

30 students in their search for funding to further research and graduate study at Indiana University. The GGC s services include database funding searches, workshops, one-on-one proposal-writing consultation, agency files, a library of funding-source and proposal-writing books, a bimonthly newsletter on the Internet, and an electronic mailing list used to inform patrons of upcoming workshops, grant deadlines, and relevant news. The GradGrants Center Bloomington is located in the Main Library, 651E; (812) ; [email protected]; Internet site: Student Status and Minimum Registration To qualify for financial aid, you need to be formally admitted to, and enrolled in, a degree-granting program and have a minimum of half-time status. Half-time status for graduate students is 4 credit hours per semester. Full-time status is 8 credit hours per semester. Application Process and Renewal You must apply every year by completing the Free Application for Federal Student Aid (FAFSA) or renewal application to be considered for financial aid. Citizenship To be considered for aid, you must be a United States citizen, a national, or a non-united States citizen with permanent resident status. If you are an eligible non-citizen (permanent resident), if requested you need to submit a photocopy of your Alien Registration Card. You may also be required to provide documentation from the Social Security Administration regarding citizenship status. Verification If a student is selected by Central Processing (The Department of Education) for verification, additional information will be required to complete the student s file. An example of the type of information most commonly requested is: a copy of Federal taxes from the previous year, and W2 s; completion of a worksheet; copy of a birth certificate; documentation of college enrollment for someone else listed in the household size. Awards will not be made until the requested information is received and reviewed. Any problems providing the requested information need to be addressed to the Office of Financial Aid and Scholarships. Loan Default/Pell Grant Repayment You may not receive financial assistance if you are in default on any Title IV federal loan (Perkins, Ford Direct, Stafford, Federally Insured, or Parent Loan for Undergraduate Students), or owe a repayment on any Title IV federal grant (Pell or SEOG) received for attendance at any institution. If you are considered delinquent on a student loan, the Office of Scholarships and Financial Aid will require documentation from the Direct Loan Service Center or your guarantee agency that your loan is in satisfactory standing before aid will be disbursed. The Direct Stafford Student Loan The Direct Stafford Loan is the Department of Education s major form of self-help aid. Direct Stafford Loans are available through the William D. Ford Federal Direct Loan Program. You are eligible to receive a Direct Stafford Loan is you are a regular student enrolled in an eligible program of study at least half time. The Federal Perkins Loan The Federal Perkins Loan is awarded on a funds-available basis, provided students apply annually before March 2 nd, preceding the academic year of enrollment. The Federal Perkins Loan has an interest rate of 5 percent. Repayment begins nine months after graduation or when the student ceases to be enrolled on at least a half-time basis. The sum of loans made to a student at the undergraduate and graduate level may not exceed $30,000. At least half-time registration (4 credit hours) is required to receive this award. Questions regarding the cancellation provisions and repayment of Perkins Loans disbursed through IUSB are to be 30

31 directed to: Student Loan Administration; P.O. Box 1609; Bloomington, IN ; (800) ; Accounts Receivable/Management Services; (800) Work- Study Program Work-study is on-campus employment or employment at an approved community service work-study site off campus (non-profit, governmental, and community based organizations). To be eligible for work-study, students must demonstrate financial need during the fall, spring, and summer. At least half-time registration (4 credit hours) is required to receive this award. Students employed in this program typically work an average of hours per week. Child of Disabled Veteran Award Students who have a parent that received a Purple Heart award or service connected disability in service to our country may be eligible for Child of Disabled Veteran Award. Contact the Financial Aid Office directly. Other Awards The Financial Aid Office has reference books to access other outside awards. Scholarships Information on scholarships available for CHS students is available from the Education Student Services Office. They can be reached at (574) or The Vince Peterson Scholarship is available specifically for CHS students from an under-represented group in the CHS program. Examples of these groups would include: African Americans, Hispanic students, Asian students, male students, gay/lesbian students. For more information, please contact the office mentioned above. 31

32 Professional School Counselor eportfolio An electronic school counselor portfolio is a collection of experience-based documents and reflective information that displays various aspects of the counselor s work, philosophy, abilities, and attitudes. The goal is to showcase how diverse activities and insights have contributed to the pre-service school counselor s development and growth. A portfolio is a process and a product. The CHS faculty seeks to promote an active and reflective learning environment in which higher order thinking skills such as critical, logical, metacognitive, reflective and creative thinking is integrated throughout our curriculum. The development of the school counselor portfolio begins when the graduate student enters the school counseling program, and continues through his/her program of study. A session will be held with all graduate students during their first semester of school counseling coursework to review the process of portfolio preparation. And, at the end of the program of study (internship), students will have an opportunity to share their portfolios with their peers, faculty, and community. Successful completion of the assessment components of the portfolio process serves as benchmarks in students course of graduate study. The portfolio provides program faculty, university administration, and accrediting bodies with student information regarding program quality and learning processes. More importantly, the portfolio assists with the school counselor s job search process. A completed portfolio demonstrates proficiency and mastery and can be used as an employment tool. The school counselor portfolio should be a well-organized, attractive electronic presentation of materials. The eportfolio is fast replacing the paper-bound résumé and is a hallmark of s who take advantage of the technological advances that allow them to present their accomplishments and skills in the most progressive and efficient medium available. More information regarding the content and format of the electronic school counselor portfolios will be distributed during the beginning of each academic year and in school counseling specific courses (e.g., G562, G524, G542, G550). For questions regarding the uploading of data to the electronic portfolio, please contact Dr. Larrier at [email protected]. Portfolio Structure Physically, a portfolio should be a well-organized, attractive presentation of materials. The eportfolio will allow you to organize your information in folders on a web-based site. Once created, you will be able to send it via and share it with others. A guiding principle in deciding on entries is to ask, What will contribute to the description of my knowledge, skills, and character by adding this entry? A second guideline is to think about the primary message you want to convey via your portfolio and to ask, Have I selected the entries which most accurately and completely demonstrate my competence? Be sure to include 32

33 experiences and learning that occur outside the formal academic program, such as participation in volunteer activities. Each entry should be accompanied by a reflective statement, which might consist of a paragraph. Reflective statements explain why each entry is included and why it represents you as a counseling. In writing reflective statements, ask What did I do? What does it mean? How did I come to be this way? How might I do things differently? What have I learned? How does this contribute to my emerging identity as a school counselor? The entry is then made meaningful and placed in the context within which a student wants it to be understood. Sections of the Portfolio That Must Be Present (NOT limited to including ONLY these components): 1. Title Page 2. Table of Contents 3. Personal Statement of Background and Goals as a Counseling Professional (Include statement/s about how school counselors address equity and access in schools; address achievement gap.) 4. Professional Resume or Curriculum vitae (CV) 5. Evidence of Academic Growth a. Program of Study b. Personal bibliography (books and articles read by the student throughout graduate program) c. Evaluations i. Advanced Techniques ii. Internship (university supervisor, site supervisor, self-evaluation) iii. Transcripts 6. Evidence of Professional Growth and Development a. Personal Philosophy of Counseling b. Documentation of Demonstration of Professional Activities i. Professional organization membership ii. Attendance at meetings, conferences iii. Presentations at meetings, conferences iv. Recognition and awards v. Volunteer activities 7. Leadership (Include artifacts to demonstrate school counselor leadership roles planning, organizing, coordinating, presenting, and delivering programs generating systemic change.) 8. Advocacy ( Include items demonstrating ability to effect social change and advocate 33

34 for students, skills to empower students and their families to remove barriers to high academic achievement and career success.) 9. Teaming and Collaboration: Items demonstrating ability to locate resources and work with others to improve student achievement and success--learning about resources and cooperation with others to benefit students learning. (Include parent activities and interventions.) 10. Counseling and Coordination: Items demonstrating effective counseling and coordination of resources working with families and coordination of programs, projects, and resources. 11. Assessment and Effective Use of Data: Items demonstrating skill in assessing student needs and collecting, analyzing, and presenting data identification of needs, removing barriers, and securing resources to support the advocacy (Include Advocacy and Data Project). 34

35 eportfolio Grading Rubric Included below is a template that outlines the criteria that will be used to grade students eportfolios: Criteria Description Exceeds Meets Expectations Clear, Title Page-table Clear, consistent Requirements Organized, of contents and convincing present with Professional bookmarks- evidence; detailed limited depth or Format material instructions scope accessible and easy to read Personal Statement Professional Resume or Curriculum Vita Academic Growth Statements about how school counselors address equity and access in schools; address achievement gap Outlines education and experience Program of study; personal bibliography (books and articles read by the student throughout graduate program); evaluations advanced techniquesinternship (university supervisor, site supervisor, selfevaluation); transcripts Philosophy is clear & compelling; addresses achievement gap Contains key elements Well-developed evidence Philosophy is adequately developed & addresses achievement gap. General information provided; lacks detail Information present and completed Does Not Meet Lack of evidence; Incomplete documentation Philosophy is poorly developed or missing information Vita contains grammatical errors; misspellings Lack of evidence; Incomplete documentation 35

36 Professional Growth and Development Personal philosophy of counseling; documentation of demonstration of profession activities; organization membership; attendance at conferences; awards or volunteer recognition Well developed plans for continual growth and attendance at development workshops, organizations, etc; volunteer recognition/award(s) Attendance at development trainings Lack of evidence; Incomplete documentation Leadership Include artifacts to demonstrate school counselor leadership roles planning, organizing, coordinating, presenting, and delivering programs generating systemic change Presentations at conferences, initiation of a systemic program at internship site Evidence of a leadership goal/plan Lack of evidence; Incomplete documentation Advocacy Include items demonstrating ability to effect social change and advocate for students, skills to empower students and their families to remove barriers to high academic achievement and career success Well developed multiple evidence to effect social change and advocating for all students Evidence to effect change Lack of Evidence; Incomplete documentation 36

37 Teaming and Collaboration Counseling and Coordination Items demonstrating ability to locate resources and work with others to improve student achievement and success--learning about resources and cooperation with others to benefit students learning Items demonstrating effective counseling and coordination of resources working with families and coordination of programs, projects, and resources. Well developed evidence of multiple teaming and collaboration opportunities (parent activities and interventions) Well developed evidence of counseling and coordination resources Adequate evidence of at least one teaming and collaboration opportunity Adequate evidence of at least one resource Lack of evidence Lack of evidence Assessment and Effective Use of Data Items demonstrating skill in assessing student needs and collecting, analyzing, and presenting data identification of needs, removing barriers, and securing resources to support the advocacy (Include ADVOCACY and DATA PROJECT) Well developed evidence of using data and accountability strategies to close the achievement gap Adequate evidence of at least one resource Lack of evidence 37

38 eportfolio Performance Indicators In addition to the criteria outlined in previous pages, students will demonstrate their proficiency in the eight major counseling content areas: social and cultural diversity, human growth and development, career development group work, assessment, helping relationships, research and program evaluation, orientation and ethics, as outlined in the performance indicators listed below. Social and Cultural Diversity Description: The prospective school counselor knows and understands aspects of counseling clients from diverse ethnic, racial, and socioeconomic backgrounds. Through didactic and experiential learning techniques, the prospective school counselor considers counseling strategies for enhancing cross-cultural interventions. Performance Indicators Exceeds Meets Does Not Meet Demonstrates knowledge of multicultural and social justice theories and identity development Facilitates advocacy and conflict resolution activities and interventions that eliminate biases, prejudices, and processes of intentional and unintentional oppression and discrimination Demonstrates cultural awareness and sensitivity in counseling Articulates understanding of acculturative experiences and experiential learning activities designed to foster students understanding of self Encourages behaviors that promote optimal wellness and growth of the human spirit, mind, or body Educates students and other stakeholders about the impact social justice has on learning, growth and relationships Understands the cultural, ethical, economic, legal, and political issues surrounding diversity, equity, and excellence in terms of student learning Identifies community, environmental, and institutional opportunities that enhance, as well as barriers that impede the academic, career, and personal/social development of students. Insufficient Evidence 38

39 Demonstrates knowledge and understanding of educational policies, programs, and practices and the equitable impact on students and their families Articulates understanding of multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development Uses technology to improve cultural competency Human Growth and Development Description: The prospective school counselor examines developmental aspects and stages of human beings across the life span with special regard to counseling and therapy. Several lifespan developmental theories are demonstrated along with practical strategies for utilizing the knowledge of human development to enhance the practice of counseling. Performance Indicators Exceeds Meets Does Not Meet Insufficient Evidence Demonstrates knowledge of learning, individual, and family development theories across the life span Articulates understanding of 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 Initiates programs to help students of all ages cope with the effects of crises, disasters, and other traumacausing events Demonstrates understanding of human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior Develops a framework to execute differentiated Interventions 39

40 Career Development Description: The prospective school counselor uses major theories of career development and decision-making, occupational sociology, and vocational psychology. Performance Indicators Exceeds Meets Does Not Meet Insufficient Evidence Demonstrates knowledge of career development theories and decision making models Utilizes career, vocational, educational, and work force resources, and career information systems to enhance post secondary options for all students Plans and implements career development and life span programs Interprets assessment instruments relevant to career planning and decision making Designs and evaluates career transition programs, including school-to-work, post-secondary planning, and college admissions counseling Uses technology to increase knowledge and explore career development inventories Group Work Description: The prospective school counselor investigates practical and theoretical concepts of group dynamics and group counseling to acquire skills in facilitating various kinds of group interaction. Performance Indicators Exceeds Meets Does Not Meet Employs personal communication styles fundamental group counseling strategies and group facilitation through field experiences Demonstrates knowledge of the principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work Insufficient Evidence 40

41 Demonstrates knowledge of group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness Facilitates psycho-educational small groups and classroom guidance lessons to enable students to overcome barriers that impede learning Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms Uses ethical standards to facilitate group counseling Sessions Assessment Description: The prospective school counselor explores individual and group approaches to assessment and evaluation through the use of standardized test instruments and rating scales. Principles of test construction, reliability and validity, psychometric properties, and strategies for the selection, administration and interpretation are expected and used. Performance Indicators Exceeds Meets Does Not Meet Demonstrates knowledge of basic concepts of standardized and non-standardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, performance assessment, individual and group inventories, psychological testing, and behavioral observations Demonstrates understanding of reliability (i.e., theory of measurement error, & models of reliability,) and validity (i.e., evidence of validity, types of validity), and the relationship between reliability and validity Demonstrates understanding of statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations Demonstrates understanding of social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations Identifies various forms of needs assessments for academic, career and personal/social development Identifies various forms of needs assessments for academic, career and personal, social development Insufficient Evidence 41

42 Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs Accesses barriers that impede students academic, career, and personal/social development Follows ethical and legal assessment and testing Guidelines Helping Relationships Description: The prospective school counselor understands the essentials of basic counseling skills; attending, listening, and interviewing stages of clinical treatment; and client/counselor relationships. Self-growth and awareness and observational skills as related to becoming a facilitator of individual, group, family, and systems change are perpetuated. Performance Indicators Exceeds Meets Does Not Meet Demonstrates understanding of the history and philosophy of the school counseling profession as it relates to roles, functions, and relationships with other human service providers, including strategies for interagency/interorganization collaboration and communications Participates in organizations, including membership benefits, activities, services to members, and current issues Uses advocacy skills to promote the school counseling profession Demonstrates appropriate self-care strategies appropriate to the role of the school counselor Uses advocacy skills to target institutional and social barriers that impede access, equity, and success for clients Demonstrates an understanding of the ethical standards of organizations and credentialing bodies, and applications of ethical and legal considerations in counseling Insufficient Evidence 42

43 Research and Program Evaluation Description: The prospective school counselor understands how to critically evaluate research relevant to the school counseling profession. Performance Indicators Exceeds Meets Does Not Meet Insufficient Evidence Develops measurable outcomes for school counseling programs, activities, interventions, and experiences Uses models of program evaluation for school counseling programs Uses data and applies relevant research findings to close the achievement gap and reduce barriers that impede learning for all students Demonstrates knowledge of outcome research data and best practices identified in the school counseling research literature Uses technology to evaluate program effectiveness Professional Orientation and Ethical Practice Description: The prospective school counselor demonstrates high ethical and legal standards. Performance Indicators Exceeds Meets Does Not Meet Reduces institutional and social barriers that impede access, equity, and success for students all students Abides by ethical standards of organizations and credentialing bodies Demonstrates ethical and legal performance when working with students and parents Participates in local, state, and national organizations that enhance ethical ism Uses appropriate consultation practices when faced with ethical dilemmas Demonstrates commitment to develop and implement a comprehensive school counseling program that serves all students Insufficient Evidence 43

44 Sample Activities That Involve Advocacy and Data- Driven Programming School Counseling students SHOULD participate in these types of activities (or similar activities): Family and Community Involvement Assist a teacher in organizing, implementing, and evaluating conferences with students and parents. Organize, implement and evaluate a parent education program aimed at helping parents learn how to support their children to succeed in school Organize, implement, and evaluate a homework support program for a selected group of students. Counsel parents of two or more students to address issues related to and in support of student learning and academic achievement. Program Organization and Administration Interview leader of the school counseling program and explore the organization and administration of the school counseling program including programs for personal, social, academic, career and college counseling. Interview members of the school counseling team and other support staff regarding their responsibilities and duties. Advocacy Identify a situation with one or more K-12 students that call for advocacy to promote learning and high academic achievement and prepare a report describing actual or planned advocacy interventions. Leadership Assume a leadership role in an existing intervention program or initiate leadership in a new program aimed at increasing student learning and achievement. Practice communication to influence change in the school. Report your efforts to site supervisor for feedback, comments and suggestions. Site supervisor should observe intern in leader/influencer role. Special Education Observe classrooms containing students with exceptionalities/disabilities. Discuss issues regarding disabilities to gain understanding of educational implications. Observe an Individualized Educational Planning meeting focused on a child with a disability. Career Development and Counseling Develop or participate in a career guidance program that addresses career-to-work frameworks and the relevance of education to career development. Provide career guidance information to at least 2 students and/or classroom/s of K-12 students. Administer a battery of career-related tests and assessments to at least 2 students. Prepare a report of findings and discuss findings with students to assist them in developing academic and career goals. 44

45 Personal and Social Development Counseling Identify students who may be at risk for aggressive or violent behavior, victimization, or perpetration. Discuss and implement approaches for working/counseling with one or more these students to eliminate the risk of problem behavior. Identify one or more students with low self-esteem and provide counseling to increase self- esteem, resiliency, and self-confidence. Work with two parties in conflict (e.g., parent and teacher, student and teacher, 2 students) assisting them to work through their conflict/problem. Use mediation skills and prepare a written report of the work identifying and evaluating outcomes. Design and implement a program promoting an awareness and respect for diversity and individual difference. Counsel at least 5 students that differ in cultural, racial, and/or ethnic background. Group Counseling and Team Building Organize a group of students and apply group counseling leadership skills to address the goals and purposes of the group. Facilitate or co-facilitate one or more meetings of school staff, parents, and/or students in working on an education related task. Organize and lead a psycho-educational group for students aimed at increasing student learning and academic achievement. Organize a group of school stakeholders and conduct activities with the group and use facilitation skills to build the group into an effective team focused on an identified goal OR assist a currently functioning team with team building exercises and activities. Consultation Establish a consultative relationship with at least 2 school staff members and/or parents providing understanding and conceptualization of student problems/issues, intervention strategies, skill development, and/or training designed to improve effectiveness with one or more students. Establish a team of parents, teachers, and/or other school staff aimed at increasing student learning and academic achievement AND/OR work with an existing school related team. Develop, organize, and implement an in-service education program for school staff, and/or parents, and community agency personnel focused on counseling and guidance related topics and issues. Research and Program Evaluation Establish or identify an intervention program aimed at promoting student learning and achievement. Perform needs assessment, identify program goals, develop and implement program activity components and gather descriptive and numerical data on program outcomes including the impact on student learning. Gather data on a school program involving student support services, teaching and learning, tutoring, school attendance, etc. or examine existing data on such a program. Become familiar with testing and assessment procedures at school site. Work with at least 2 K-12 students in analyzing their test and assessment data to assist in educational advisement and planning. 45

46 Assessment and Use of Data Advise middle and/or high school students regarding courses and educational programs using student achievement records to establish high academic achievement goals and expectations. Observe and assist with the administration of academic performance tests, mental health, and career assessment. Develop a counseling activity based upon existing data related 46

47 The Counseling Practicum Course The practicum course (G524: Practicum in Counseling) is the first field experience required for CHS students, and is the initial opportunity for students to synthesize theoretical information from their coursework and apply it directly with clients. This course takes place under the training and supervision of department faculty as well as the clinical supervision of site supervisors. School counseling students will see clients in a school setting, but may choose to take their practicum in a community setting, if they wish. Students are responsible for locating their own practicum sites but may solicit suggestions and guidance from CHS faculty. Classes meet weekly for 2.5 hours of group supervision, except on the last class meeting of each month. Students also will have one hours of individual or triadic supervision each week at a time arranged by the instructor and the student(s). CHS faculty require your field experiences be as diverse and varied as possible. When possible, try to work with a different faculty supervisor for each of your field experiences. It is also preferable and encouraged that students work in different placements for each field experience, whenever possible. This is less of a concern if the placement offers a wide range of diversity in clients, counseling issues, and services. Be aware some placements require a year- long commitment, such as the IUSB Counseling Center. Practicum Sites: Students are to locate their own practicum sites, working closely with CHS faculty. Once located, be sure to get approval from the individual who is at the highest level of authority and responsibility at your setting. It is also desirable to have a back-up site available. For various reasons, a student may find their site cannot fulfill their commitment, or the student may have difficulty obtaining the hours necessary to meet course and CACREP requirements. Therefore, an additional site may be required. Class Sessions (small group supervision): During group supervision, students benefit from faculty and peer supervision and feedback. Students are also expected to discuss other relevant issues that arise in their practicum setting. Reviewing tapes of counseling sessions, role playing, presenting client conceptualizations, learning and sharing information about community resources, discussing how to work effectively with diverse cultures, sharing and practicing counseling techniques, and evaluating relevant legal and ethical issues are examples of seminar activities. Faculty Expectation for Practicum: 1. Students will turn in all weekly reports, including logs for review. This allows for current, effective feedback. 2. Students are to attend all scheduled classes and supervisory sessions. Participation is imperative as this is the primary method for gaining knowledge, skills and insight as a counselor. 47

48 3. All agreements between agencies, contracts, students and IUSB must be turned in to your IUSB supervisor before counseling sessions may begin. 4. Proof of liability insurance must be turned in to your IUSB supervisor before counseling sessions may begin. Insurance: Students commonly acquire their liability insurance through their membership in the American Counseling Association or American School Counselor Association. Check their websites for more information. Forms and procedures that elaborate on the practicum experience and outline the specific requirements of G524 are included in the Appendix. 48

49 Practicum Course Descriptions G524: Practicum in Counseling (3 cr.) Prerequisites: G505, G506. Intensive supervision of the Practicum counseling practice with clients in approved field sites in schools or community agencies. Additional fee required. Purpose of the Practicum The Practicum provides an opportunity for students to apply clinical counseling skills, under close supervision, in a real life work environment. As a part of the practicum the student will be expected to: 1. Practice skills learned in previous course work; 2. Receive feedback on his/her level of effectiveness in a helping relationship; 3. Share clinical counseling experiences with others in a supportive setting; 4. Learn what problems others are encountering and what solutions could be considered; 5. Share techniques that are promising; 6. Work with a variety of clients and presenting problems; 7. Experience those characteristics that are unique to different settings; e.g., schools, businesses and agencies; 8. Relate theory to practice; 9. Begin the formulation of an applied theory of counseling; 10. Research areas of interest; 11. Work in an ethical and manner; and 12. Work toward certification/licensure requirements. In addition to providing actual counseling experiences for the student, it is anticipated that the practicum will help meet the needs of community businesses, schools and agencies by providing well-trained students who can perform a variety of human service duties. Practicum Requirements (The guidelines for minimum hours have been developed in accordance with CACREP standards for your clinical practicum experience.) CLOCK HOURS at your practicum site. This averages out to about one day full-time per week, but 49

50 may be acquired in smaller increments DIRECT SERVICE HOURS. This is a requirement of the state and CACREP. Direct hours are considered face to face interaction with client(s), or other personnel in a counseling or consultation role. These hours are commonly acquired through individual and group counseling, but some hours may also be accumulated through staffings, conferences with student/client/parent/case worker, etc. as well as classroom guidance activities. Assessments of clients or students would also be considered direct service hours. Practicum students may acquire more than 40 hours of direct service time, but 40 hours is the minimum. Any additional direct hours can then be added to the total of 200 clock hours, thus reducing the number of indirect hours needed. a. Each student will present 15 taped counseling sessions. These tapes may be reviewed in individual or group supervision, and each tape must be a minimum of 20 minutes. Tapes may be of individual or group counseling sessions or classroom guidance lesson presentations. b. ALL TAPED SESSIONS MUST BE ERASED, RECORDED OVER,OR DESTROYED AFTER THEY HAVE BEEN USED IN SUPERVISION. 3. INDIRECT SERVICE HOURS. These are hours spent on site, but not directly working with clients, students or other personnel. Paperwork, case notes and record-keeping would be examples of indirect service hours. Observations, such as observing a session would also count as indirect hours. Any training acquired at the site would fall under indirect hours (e.g., orientation, child abuse training) and scoring assessments and writing reports would also qualify as indirect service hours. 4. CACREP requires that site supervisors have: a. a minimum of a master s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses b. a minimum of three (3) years of pertinent experience in the program area in which the student is completing clinical instruction 5. CASE STUDY PRESENTATIONS. Students will formally present two taped sessions to their group supervision class. Students will prepare a client conceptualization report for each presentation, and distribute the report prior to the review of the tape. Directions for writing the client conceptualization will be provided in your syllabus. 6. Each practicum student will keep a log of practicum activities which will be turned in weekly for review. Logs will be reviewed by the university supervisor during group/individual supervision. You may use the log provided in the manual, or create your own with your university supervisor s approval. 7. You must plan and conduct one classroom guidance lesson, at either the elementary or secondary level. 8. You must co-facilitate two group counseling sessions. These sessions can be part of a group already in progress, but must be co-facilitated by a mental health working for the school (e.g., school counselor, school psychologist, school social worker). 10. ANY OTHER ASSIGNMENTS required by your Practicum Syllabus, deemed appropriate by your instructor. 50

51 11. All written agreements, such as contracts between agencies/schools, students and IUSB insurance must be turned in to your IUSB supervisor before counseling sessions may begin. You may participate in orientation activities but you may not counsel anyone until all forms have the required signatures. 12. Note that all practicum students MUST carry malpractice insurance. You can obtain this insurance through ASCA or ACA. Proof of insurance must be verified BEFORE you may begin any counseling activities with students. 13. LOGS, EVALUATIONS, AND FINAL HOURS are due the last class of the semester. Unreturned field supervision evaluations will result in an I grade for that semester. 14. The instructor reserves the right to modify and add assignments throughout the practicum as part of the group or individual supervision sessions. The instructor also reserves the right to assign remediation work as per ACES ethical guidelines. 51

52 Steps for Securing a Practicum Site In order to secure an appropriate internship site the student intern is responsible for the following: 1. Begin your search early securing an internship site is more difficult than it sounds. It is recommended that you begin your search early in the Spring semester prior to your internship year. You should consult with the clinical coordinator regularly during this time. By the end of the Spring semester you should have an agency agreement completed with your chosen site, an initial contract, and a start date for your internship experience. Many agencies require on-site training of the intern prior to commencement of clinical work. You should check with your agency about this requirement and arrange dates for your training as early as possible. A list of possible practicum and internship placements is available on the CHS website. 2. Make sure your site can accommodate your needs your site must agree to provide you with opportunities to complete all of your internship requirements. Most importantly, you should make sure that: a. Your site can provide you with enough client contact hours to complete your requirements b. You will receive regular weekly supervision with your on-site supervisor c. Your on-site supervisor is licensed as a school counselor (have practiced for at least three years) LMHS, LCSW, LMFT, or Licensed Psychologist. If you are completing an internship in another state, you should assure that your supervisor has the appropriate license in that state. Students will not be allowed to complete an internship experience without a licensed supervisor present on site. d. You have permission from your site to tape record counseling sessions. Students will not be allowed to complete an internship experience at sites that do not permit taping e. You will be able to complete all course requirements specified in this handbook AND your course syllabus. 3. Complete necessary paperwork - By the end of the spring semester prior to your internship you should have an agency agreement completed with your chosen site, an initial contract, and a start date for your internship experience. All forms are attached. Many agencies require on-site training of the intern prior to commencement of clinical work. You should check with your agency about this requirement and arrange dates for your training as early as possible. * This class requires permission to enroll from the clinical coordinator. You must have a completed Practicum/Internship Site Registration Form in order to register for the class. All other paperwork must be completed and signed by the clinical coordinator/faculty prior to enrollment. 4. Interns will not be permitted to accrue internship hours prior to the start of the semester and/or prior to having all necessary paperwork completed. 52

53 Student's Responsibilities to Supervising Agency The student is expected to: 1. Attend training sessions required by the practicum site administration. 2. Follow all guidelines, policies and procedures in place at the practicum site. 3. Maintain any records required by the site. 4. Attend appropriate staff meetings, workshops and in-service sessions as recommended by the site. 5. Become knowledgeable in the referral process used within the agency setting. 6. The student is expected to accept new cases when there is time available even though the number of sessions required by the academic program has already been met. 7. Student is required to maintain client confidentiality. This would include erasure of tapes after they have been critiqued. 53

54 Responsibilities of the University Supervisor The University Supervisor will: 1. In addition to class meetings, meet on a regularly scheduled basis (usually once a week) with the student(s) to review progress. The University Supervisor will be available for additional consultation as needed. Various issues in theory and practice will be discussed as they arise. 2. Provide opportunities for the student to integrate practicum m experiences with theory and research. 3. Maintain contact with practicum on-site supervisor as appropriate to determine progress of the student. 4. Meet with on-site supervisor and student at the practicum site when appropriate. 5. Share in the evaluation of the student's growth. Responsibilities of the On- Site Supervisor The On-Site Supervisor will: 1. Provide the internship student with ample experiences in counseling services appropriate to the school and the IUSB Counseling and Human Services Program. 2. Provide training and supervision needed for interns to carry out the policies and procedures of the agency serving as a site for the field experience; and to meet with the intern at least once a week for supervision. 3. Provide adequate facilities for the intern to carry out counseling responsibilities, including: a) Individual counseling; b) Small group counseling (6 8 participants); c) Staff meetings; and d) Other relevant agency functions 4. Share in the evaluation of the intern s growth. Functions of an On- Site Supervisor The On-Site Supervisor performs the following functions: 1. Leadership - facilitating the growth of an intern by having the intern do the work, organizational, and required tasks of a community or school counselor. 2. Motivation - the process that propels an intern to perform the roles of a counselor that satisfy highly individual needs for respect, achievement, and a sense of personal worth among the clients. 3. Performance Feedback - relaying performance measurements back to the intern which are defined in the criterion outlined in the supervisory plan. 54

55 4. Problem-solving - problem solving is the process of lessening or eliminating the gap between expectations and what exist in reality. 5. Decision-making - decision making is required if more than one course of action for problem solving is available. Decisions have to be made constantly within the site and counselors are required to make decisions based upon their ethical code(s) (i.e. ACA Ethical Code or ASCA Ethical Code). 6. Performance Appraisal - the process of establishing the extent to which the supervisee meets the objectives outlined in the intern s contract. 7. Scheduling - the process of assigning tasks to the intern. 8. Time Management - the process of fitting the program requirements into a manageable schedule for both supervisor and intern. 9. Planning - the process of picturing in advance how a supervisory objective will be obtained in order to minimize problems and assist the intern in reaching goals and objectives. 10. Field Supervision - Training, educating and mentoring with effective methods and interventions. School Counseling Internship Policy The Counseling and Human Services faculty of Indiana University South Bend (IUSB) recognizes the need to provide services for students requesting the School Counseling Internship and are committed to meeting those needs to the best of our abilities. For students who do not have a valid teaching certificate and two years of teaching experience, we offer a year-long School Counseling Internship Program to prepare students as effective school counselors for service to the communities of northern Indiana. The faculty recognizes its special responsibility to students currently enrolled in the Master s Degree program of Counseling and Human Services (CHS). When other positions are available in the School Counseling Internship class, those positions will be offered to past graduates of the IUSB Counseling and Human Services program who are seeking School Counseling certification. Only after the needs of IUSB s CHS students have been met, will remaining positions be available for other Masters level graduate students from other mental health fields and universities. Decisions for additional course selections needed by students from other university programs to fulfill state requirements will be made by the university instructor/supervisor in consultation with the Counseling and Human Services faculty. Internship Information Adopted by Counseling and Human Services, February 2000 All faculty teaching practicum courses must turn in the Documentation of Hours Form a summary form of hours completed for each student to the permanent file in Student Advising Office located in Greenlawn Hall. 55

56 The program coordinator must verify that on-site supervisors have appropriate licenses, degrees and experience. If a student arranges a practicum/internship site with his/her university supervisor s approval, the instructor must verify the appropriate credentials. Internship professors must encourage student experiences in diverse settings. Internship professors must remind students to give On-site supervisors all forms. Internship professors can utilize and encourage their students to utilize the equipment in the IUSB Counseling Center. Audio and video equipment can also be borrowed from the office of Instructional Media, At the end of the semester, students are required to evaluate their site (see form in manual), their onsite supervisor (see form in manual) and their university supervisor via the IUSB computerized course evaluation system. Responsibilities of the Clinical Coordinator *This person is a core faculty member with knowledge of the CHS program and the community. This individual is responsible for the coordination of all clinical experiences in each counselor education program school and community. This individual answers inquiries regarding clinical experiences. This individual has clearly defined responsibilities as Clinical Coordinator: 1. Ensure that all students are fully aware of practicum/internship requirements. 2. Conduct other pre-practicum activities as needed and required by the practicum/internship coordinator. 3. Ensure that practicum course sections do not exceed six (6) students and monitor enrollment so that the appropriate number of course sections are offered. 4. Remind faculty to enter the summary sheet on student hours acquired to the permanent file of students. 5. Remind faculty and practicum/internship coordinator to verify the credentials of field supervisors. 6. Remind faculty to facilitate students working in as diverse a field placement as possible. 7. Arrange, as needed, orientation/training activities for field supervisors. 8. Assist practicum/internship coordinator, faculty, students and On-site supervisors, at their request with problems arising from practicum activities. PLEASE NOTE: It is the student s responsibility to acquire a field site for internship and work closely with 56

57 the practicum/internship coordinator in securing an acceptable placement. It is also still the student s responsibility to provide the field supervisor with the CHS requirements of the internship experience. Students must also secure a signed university/site contract from field supervisors before beginning any of the practicum/internship activities. School Counseling Internship Requirements: 300 total hours for EACH semester of internship. Students should be prepared to work at least half-time in the school setting. CACREP requires 600 clock hours total for the internship experience. o CACREP requires 240 direct hours 120 direct hours each semester o The remaining hours each semester are indirect hours, as well as supervision hours. Students must acquire a minimum of 50 direct hours at each level (elementary & secondary). CACREP requires one hour of on-site supervision each week with your on-site supervisor. Make sure they are aware of this requirement. CACREP requires that site supervisors have: o a minimum of a master s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses o a minimum of two (2) years of pertinent experience in the program area in which the student is completing clinical instruction Each intern will meet weekly for group supervision, and bi-weekly for individual supervision, except on the last class meeting of each month. Each semester interns will produce, review and present in class video tapes of individual or group counseling sessions. Each intern may expect one on-site supervisory visit, from your university supervisor, each semester. Each intern will keep a log of internship activities which will be turned in weekly for review. Logs will be reviewed by the university supervisor during group/individual supervision. You may use the log provided in the manual, or create your own with your university supervisor s approval. Interns are required to develop a small group curriculum and facilitate(co-facilitate) one small, time limited group(per semester) of 4-8 students on an identified topic as determined by the intern, student need and in collaboration with the field supervisor. The group must be at either the elementary level or the secondary level. Attached to this syllabus is a small group proposal that you need to complete and turn in at the specified time. This gives you, your on-site supervisor and your professor an opportunity to critique the small group curriculum you will be designing. 57

58 Interns are required per internship manual to develop and present (co-present) at least two (2) classroom guidance lessons (per semester). Throughout your internship you are expected to become familiar with resources and programs within your school building, school corporation, local and state (both private and public) agencies and organizations. You will be expected to demonstrate knowledge about these resources and how they can be linkages with your students, their families and community and how they promote student academic, career and personal/social development. The following suggestions must be included in your PPT presentation, but not limited to: o Student Support Teams o IEP Meetings o Parent Teacher Conference o School crisis/emergency plan o Department of Family and Children Services (child abuse reporting, etc.) o IDOE Student Services Resources for school counseling and guidance o ISCA Resources o ASCA Resources School counseling programs need funding. Each student will research grant writing gathering information about grant availability, funds, foundations, the process, and actually write a grant. Every student will work on a grant proposal specific to an advocacy issue at his or her school or school community. Additional information will be provided about this project. You will also be required to submit five websites that provide money for educational endeavors, school counseling in particular. Simply list the websites with very brief synopsis. Please use information on Oncourse, as well as other sources. Include all information gathered about grant writing in your portfolio. This must be done in collaboration with your on-site supervisor and university supervisor. Interns are required to attend at least one counseling conference (e.g., ICA, ISCA, or other state or national conference). A report, sharing salient information from the conference should be prepared and shared with peers during group supervision. Semester evaluations by the on-site supervisor and Interns self-evaluation are due the last class of the semester. Unreturned field supervision evaluations will result in an I grade for that semester. Note that ALL school counseling interns MUST carry malpractice insurance. You can obtain this insurance through ASCA or ACA. The instructor reserves the right to make changes to assignments as well as add assignments throughout the school internship as part of the group or individual supervision sessions. The instructor also reserves the right to assign remediation work as per ACES ethical guidelines. Inform on-site supervisors that they are invited free of charge to our Annual CHS Conference. 58

59 Course Criterion Areas: Attendance and Participation Small Groups Developmental School Counseling Activities Parent meetings Reports - Weekly and other reports Special Education Consultations Community Agency School Culture Topical Peer Issue Tapes and/or on-site observations Portfolio Counselor On-Site Supervision Evaluation Tasks That Meet Direct Service Hours Requirement during Internship: Individual, group, couple, and family counseling sessions Consultation with other s about YOUR client. This does NOT include supervision meetings Staffing and team meetings ONLY for the amount of time that the intern s client is being discussed Psycho-educational workshops facilitated or co-facilitated by the intern Career fairs Testing procedures which require the intern to be present and administer/co-administer a standardized test Program planning and implementation Community education Classroom presentations Parent or family consultations (including parent-teacher conferences) 59

60 IPSB Standards for School Services Professionals STANDARD #1 - Students and the Learning Process School Services Professionals promote the success of all students by facilitating the academic, emotional, social, and physical development of the student and the quality and effectiveness of the learning environment. STANDARD #2 - Education and Learning Systems and Organizations School Services Professionals understand the breadth and scope of education systems and learning organizations. They are able to facilitate processes and engage in practices that promote lifelong development and learning. STANDARD #3 - Family and Community School Services Professionals work within the educational system to promote lifelong development and learning. They collaborate with families and work with community resources to respond to student needs. STANDARD #4 - Assessment School Services Professionals understand formal and informal assessment techniques and the theory and research upon which administration, application, and interpretation of such techniques are based. A variety of assessment techniques are employed within the specific area of competence of the as appropriate for the given situation. STANDARD #5 - Intervention School Services Professional understand intervention and prevention options available to address the needs of students and the theory and research upon which such interventions are based. Interventions are employed as appropriate within the s area of competence. STANDARD #6 - Legal Issues School Services Professionals are aware of and have an understanding of local, state, and federal laws that affect schools and the educational process. STANDARD #7 - Ethics and Professionalism School Services Professionals conduct themselves in an ethical and manner. 60

61 Responsibilities of the University Supervisor The University Supervisor will: 1. In addition to class meetings, meet on a regularly scheduled basis (usually once a week) with the intern to review progress; be available for additional consultation as needed; discuss various issues in theory and practice as they arise. 2. Provide opportunities for the intern to integrate field experiences with theory and research. 3. Maintain contact with On-Site supervisor as appropriate to determine progress of the intern. 4. Meet with On-Site supervisor and intern at the school site as appropriate at least one time each semester. 5. Share in the evaluation of the intern's growth. On- Site Supervision for School Counseling Interns On-Site Supervision is an interaction process in which a supervisor has been assigned or designated to assist in and direct the practice of supervisees in the areas of teaching, administration, and helping in the case of school counseling interns, it involves helping students, school staff, families and others in the school community. There are five basic propositions that serve as the foundation of effective supervision (D & S Associates Consultants for a Better Tomorrow, 1998). They are: 1. STRUCTURE - There should be a formal structure for the supervision that is made clear to the supervisee. Structure refers to the formats for conducting supervision - e.g. using individual student cases, group situations, or a combination of methods. 2. REGULAR - Supervision must be conducted on a regular basis, and IUSB asks that students meet with their on-site supervisors for one hour each week. It is easy to push aside a regular meeting time, but it is important for the students to prepare each week to share their concerns, successes, questions, etc. 3. CONSISTENT - The supervisor must be consistent in the style of supervision so the student knows what to expect each week. This promotes both personal and growth for both the students and supervisors. 4. CASE ORIENTED - Effective supervision is case oriented. If the supervision becomes more involved in issues outside of the realm of the school, it is possible the supervision has lost sight of its intended purpose. 5. EVALUATION - The supervisor should also be evaluated, as well as the student. It is the responsibility of the supervisor to solicit formal and informal feedback about 61

62 the supervision that the school intern is receiving. This requires the development of a supervisory plan which has clear outcome measures which can be used to measure success. Responsibilities of On- Site Supervisor The on-site supervisor is expected to: 1. Provide the internship student with ample experiences in counseling services appropriate to the school and the IUSB Counseling and Human Services Program. (Refer to School Counseling Internship Competencies and Guidelines). 2. Provide training and supervision needed for interns to carry out the policies and procedures of the school serving as a site for the field experience; and to meet with the intern at least once a week for supervision. 3. Provide adequate facilities for the intern to carry out counseling responsibilities, including: a) Individual counseling b) Small group counseling (6 8 participants) c) Large group developmental counseling (classroom) d) Parent meetings and conferences e) Staff meetings f) Other relevant school functions 4. Share in the evaluation of the intern s growth. 5. Attend a meeting with student and other field supervisor early in the first semester of the student s internship. Supervisors will be notified of the date and time for this meeting. Functions of an On- Site Supervisor What Do School Counseling Supervisors Do? 1. Leadership - facilitating the growth of an intern by having the intern do the work, organizational, and required tasks of a school counselor. 2. Motivation - the process that propels an intern to perform the roles of a school counselor that satisfy highly individual needs for respect, achievement, and a sense of personal worth among the school community. 3. Performance Feedback - relaying performance measurements back to the intern which are defined in the criterion outlined in the supervisory plan. 62

63 4. Problem-solving - problem solving is the process of lessening or eliminating the gap between expectations and what exist in reality. 5. Decision-making - decision making is required if more than one course of action for problem solving is available. Decisions have to be made constantly within the school setting and school counselors are required to make decisions based upon the Ethical Guidelines and Standards of Practice for School Counselors. 6. Performance Appraisal - the process of establishing the extent to which the supervisee meets the objectives outlined in the school intern s contract. 7. Scheduling - the process of assigning tasks to the intern. 8. Time Management - the process of fitting the program requirements into a manageable schedule for both supervisor and intern. 9. Planning - the process of picturing in advance how a supervisory objective will be obtained in order to minimize problems and assist the intern in reaching goals and objectives. 10. Field Supervision - Training, educating and mentoring with effective methods and interventions. Characteristics of an Effective Supervisor Effective Supervisors: Enjoy teaching others Have patience when others cannot understand Be able to give indirect suggestions/guidance Be able to plan effectively Have a positive attitude when expected to answer questions and explain actions Be able to discuss school issues in a constructive way Be able to tolerate others making mistakes Be able to give and receive criticism Enjoy decision making Be able to work with others in a team approach Be able to manage paperwork effectively Supervision Involves: Assuming more responsibility for managing the work of others Assuming the increased responsibilities that are inherent in the supervision of others Being responsible for decision making about another person s abilities, skills, practice A greater commitment to the education of future school counseling practitioners Assuming responsibility for the supervisee s clients. 63

64 Techniques in Supervision The supervisor can assist the intern in a general way to think about present and future situations by asking some of the following questions. 1. What do you like about the student and/or group? 2. What was the major focus of the session(s)? 3. What worries you about the student and/or group? 4. Theoretically, what was the basis of what you have presented about the student and/or group? 5. On what basis did you decide to use the techniques you did in the session with the student and/or group? 6. In selecting the technique, what needed to come before and what should occur after the technique? 7. What were you experiencing during the situation with the student and/or group? 8. What did you do after meeting with the student and/or group? 9. What do you plan to do next with the student and/or group? 10. What did you learn about yourself and school counseling during the session(s) with the student and/or group? NOTE: School Counselors are required to report any incidents of child abuse, neglect, or even suspicion be it possible emotional, physical or sexual or any combination of child abuse. It is the role of the School Counselor Intern and On-Site Supervisor to consult together to make the determination as to the need of the report. It is important for the School Intern to know the procedures for reporting child abuse in your school. Evaluation of the Practice of School Counseling A. Evaluation of Learning: Evaluation in this context is used to define the relationship between the university supervisor, the on- site supervisor and the school intern, evaluating the intern s practice to enhance learning and effectiveness in practice. It is important to recognize the need for evaluation may cause defensiveness of the supervisor, intern, or both. The best ways to avoid defensiveness in supervision is to: 1. Openly admit that defensiveness may occur without much provocation; 2. Agree to discuss any points of defensiveness and explore ways of eliminating it; and 3. Remove at the onset any potential methods that could lead to defensiveness - e.g. comparisons among interns. B. Appreciating the Practice of School Counseling: 64

65 It is important to remember that schools have students with very complex and difficult problems and that strategies may not bring about intended results. The lack of results may not coincide with the lack of skills or interventions. If there is a lack of knowledge, skills or abilities to contribute toward the resolution of a problem(s), it is important for the supervisor to address these issues immediately. To handle shortcomings without identification, training, and input, is to promote and condone incompetence and expose students and families to undue risks. Remember the supervisor is evaluating the behaviors, skills, and performance of the intern and not the intern as a person. Evaluation being long before the final weeks of supervision, but is an ongoing process throughout the school semester/year. These materials have been revised to apply to School Counseling from: DeChello, P. (1998). Critical issues in clinical supervision. Middlefield, CT: D & S Associates, Consultants for a Better Tomorrow LLC. Important Steps for the School Counseling Intern Supervisor 1. As the intern may likely have limited experience applying theory, concepts and techniques, the supervisor should do an assessment of the intern s knowledge, experience, and abilities. This could be accomplished by reviewing together the handbook, Stop te Bus: A Handbook for Assessing Critical Issues with Students (Deuschle, Burreson & Bramlett- Jackson, 2000). This process would allow the supervisor to offer guidance and input into the policy and procedures of the school corporation in dealing with students issues and problems, referral processes, reporting procedures, and/or other critical information the intern would need. 2. Emphasis should be on evaluating the intern s practice as well as the evaluation of the supervision process. Therefore, the supervisor will need to periodically observe the intern performing the significant roles of a school counselor, including, but not limited to: Individual counseling Small group counseling Classroom presentations Faculty consultations Parent consultations/meetings 3. The supervisor will need to develop an educational plan based on the expectations of the university, school, and intern. These expectations need to be clearly defined and promoted through the regular meetings and supervision discussions. When particular areas of concern are identified, a step-by-step means of addressing the areas needs to be developed, discussed and implemented. Notification to the university supervisor should occur at this time by the field supervisor. 4. The supervisor should refrain from criticizing the intern s educational program or experience. 5. The supervisor should avoid comparing the supervisee s performance to that of other interns or other staff. 65

66 6. The supervisor should monitor the workload of the intern. 7. The supervisor should take advantage of all opportunities to share knowledge and skills with the intern. 8. The supervisor should strive to be a model of a competent and informed school counselor. Ethical Considerations In supervision, the following ethics should be standard from most if not all professions reframed for specific reference to School Counseling: 1. School interns have a right to a confidential environment in which they can explore with their supervisors personal and ethical concerns that arise while working in the school setting. 2. Supervisors have an obligation to ensure student welfare by monitoring the ethical practices of those they supervise. 3. It is critical that supervisors openly discuss ethical dilemmas with the university supervisor and colleagues before violations occur, offering specific guidelines where appropriate. 4. The limits of confidentiality in a supervisor relationship should be framed overtly early in the relationship. A supervisor must provide a forum for the exploration of ethical dilemmas with the intern. 5. If an ethical problem arises, the supervisor must immediately seek to resolve it, weighing the best interests of all concerned. If a situation involving a possible breach of ethics is resolved ethically, and if to the best of the supervisor s knowledge no damage has been done, it is probably not necessary to go further with the concern. 66

67 515 IAC School Services License Authority: IC Affected: IC 20-1; IC ; IC Sec. 74, (a) Candidates will be qualified for the school services standard license -- counselor when they have completed the following requirements: (1) One (1) of the following experiences: A) Two (2) years creditable teaching experience. B) A valid out-of-state school counseling license and one (1) year experience as a school counselor in another state. C) A minimum of one (1) year school counseling internship in a school setting under the supervision of an institution of higher education that has been approved for training school counselors. (2) A master s degree in counseling or a related field from a regionally accredited institution and have completed thirty (30) semester hours in counseling and guidance at the graduate level. (3) Knowledge or competencies in the following core areas of study: A) Counseling theory, including theories and techniques of counseling and their application to school settings. B) Human growth and development, which must include learning theory within appropriate cultural contexts. C) Social and cultural foundations, including societal changes and trends, social mores, and interaction patterns, and differing lifestyles. D) The helping relationship, including helping processes and skills. E) Group dynamics, processing, and counseling, including group counseling methods and skills, and group leadership styles. F) Lifestyle and career development, including occupational and educational information sources and career and leisure counseling. G) Appraisal of the individual, including group and individual appraisal approaches and use of appraisal results in helping processes. H) Research and evaluation, including basic statistics, research development and implementation, and program evaluation. I) Professional orientation, which must include classroom management and methods, organization of schools, and cooperation with other school services personnel. (4) Complete a supervised practicum in counseling. The practicum and internship experiences must provide the candidate with supervised counseling practice with students at all levels. (5) Been recommended by the accredited institution where the approved qualifying program was completed. (6) The holder of the school services license _ counselor is eligible to serve as a counselor at all levels. 67

68 CACREP Standards for Counselor Education Programs CACREP #1: Professional Identity Studies that will provide an understanding of all of the following aspects of functioning: a. technological competence and computer literacy b. organizations, primarily ACA, its divisions, branches and affiliates, including membership benefits, activities, services to members, and current emphases CACREP #2: Social and Cultural Diversity Studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural and diverse society related to such factors as cultures, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities. CACREP #3: Human Growth and Development Studies that provide an understanding of the nature and needs of individuals at all developmental levels, including the following: a. strategies for facilitating optimum P-12 development over the life-span. Note: As school counselors you will focus primarily on P-12 developmental issues. As members of the counseling profession you will focus on developmental issues over the entire life span. CACREP #4: Career Development Studies that provide an understanding of career development and related life factors, including: a. technology-based career development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites. CACREP #5: Helping Relationships Studies that provide an understanding of Counseling and consultation processes, including: a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills. CACREP #6: Group Work Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including: a. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. CACREP #7: Assessment Studies that provide an understanding of individual and group approaches to assessment and evaluation. CACREP #8: Research and Program Evaluation 68 Studies that provide an understanding

69 of research methods, statistical analysis, needs assessment, and program evaluation, including: a. use of research to improve counseling effectiveness. CACREP Specialty Standards for School Counseling A. Foundation of School Counseling including: role, function, and identity of the school counselor in relation to the roles of other and support personnel in the school. B. Contextual Dimensions of School Counseling including: Understanding of the coordination of counseling program components as they relate to the total school community, including: #7 knowledge of prevention and crisis intervention strategies C. Knowledge and Skill Requirements including: Counseling and Guidance #2 individual and small-group counseling approaches that promote school success, through academic, career and personal/social development. Dispositions 1. The dignity and worth of all students; 2. The proposition that all students can learn; 3. Equitable treatment for all individuals; 4. Continuous self-evaluation and development; 5. The practice of, ethical, and positive human relations, communications, and interpersonal skills. Foundations of School Counseling History, Philosophy and Current Trends including: 1. History, philosophy and current trends in school counseling and educational systems; 2. Relationship of the school counseling program to the academic and student services program in the school; 3. Role, function and identity of the school counselor in relation to the roles of other and support personnel in the school; 4. Strategies of leadership designed to enhance the learning environment of schools; 6. Knowledge of the school setting, environment and pre-k-12 curriculum; 7. Current issues, policies, laws, and legislation relevant to school counseling; 8. The role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical and mental status, and equity issues in school counseling; 69

70 9. Knowledge and understanding of community, environmental, and institutional opportunities that enhance, as well as barriers that impede student academic, career, and personal/social success and overall development; 10. Knowledge and application of current and emerging technology in education and school counseling to assist students, families, and educators in using resources that promote informed academic, career, and personal/social choices; 11. Ethical and legal considerations related specifically to the practice of school counseling. Contextual Dimension of School Counseling Studies that provide an understanding of the coordination of counseling program components as they relate to the total community, including all of the following: 1. advocacy for all students and for effective school counseling programs; 2. coordination, collaboration, referral, and team-building efforts with teachers, parents, support personnel, and community resources to promote program objectives and facilitate successful student development and achievement of all students; 3. integration of the school counseling program into the total school curriculum by systematically providing information and skills training to assist pre-k-12 students in maximizing their academic, career, and personal/social development; 4. promotion of the use of counseling and guidance activities and programs by the total school community to enhance a positive school climate; 5. methods of planning for and presenting school counseling-related educational programs to administrators, teachers, parents, and the community; 6. methods of planning, developing, implementing, monitoring, and evaluating comprehensive developmental counseling programs; 7. knowledge of prevention and crisis intervention strategies. Knowledge and Skill Requirements for School Counselors A. Program Development, Implementation, and Evaluation 1. Use management, analysis, and presentation of data from school-based information, surveys, interviews, focus groups, and needs assessments to improve student outcomes; 2. Design, implementation, monitoring, and evaluation of comprehensive developmental school counseling programs including an awareness of various systems that affect students, school and home; 3. Implementation and evaluation of specific strategies that meet program goals and objectives; 4. Identification of student academic, career, and personal/social competencies and the implementation of processes and activities to assist students in achieving these competencies; 5. Preparation of action plan and school counseling calendar that reflect appropriate time commitments and priorities in a comprehensive developmental school 70

71 counseling program; 6. Strategies for seeking and securing alternative funding for program expansion; 7. Use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. B. Counseling and Guidance 1. Individual and small-group counseling approaches that promote school success, through academic, career and personal/social development for all; 2. Individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development; 3. Approaches to peer facilitation, including, peer helper, peer tutor, and peer mediation programs; 4. Issues that may affect the development and functioning of students; 5. Developmental approaches to assist all students and parents at points of educational transition; 6. Constructive partnerships with parents, guardians, families, and communication in order to promote each student s academic, career, and personal/social success; 7. Systems theories and relationships among and between community systems, family systems, and school systems, and how they interact to influence the students and affect each systems; 8. Approaches to recognizing and assisting children and adolescents who may use alcohol or other drugs or who may reside in a home where substance abuse occurs. C. Consultation 1. Strategies to promote, develop, and enhance effective teamwork within the school and larger community; 2. Theories, models, and processes of consultation and change with teachers, administrators, other school personnel, parents, community groups, agencies, and students as appropriate; 3. Strategies and methods of working with parents, guardians, families, and communities to Empower them to act on behalf of their children; 4. Knowledge and skills in conducting programs that are designed to enhance students academic, social, emotional, career, and other developmental needs. Clinical Instruction For the School Counseling Program, the 600 clock hour internship occurs in school counseling setting, under the supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes a minimum of 240 direct service clock hours. The program must clearly define and measure the outcomes expected of interns, using appropriate resources that address Standards A, B, and C. A. Human Growth and Development: Studies that provide an understanding of the nature and needs of individuals at all developmental levels, including strategies for facilitating optimum P-12 development over the life-span. B. Career Development: Studies that provide and understanding of career development and related life factors, including 71 technology-based career

72 development applications and strategies, including computer-assisted career guidance and information systems and appropriate world-wide web sites. C. Helping Relationships: Studies that provide an understanding of counseling and consultation processes, including counselor and consultant characteristics and behaviors that influence helping processes including, age, gender, and ethnic differences, verbal; and nonverbal behaviors and personal characteristics, orientations and skills. D. Group Work: Studies that provide both theoretical and experiential understandings of group purpose, development, dynamics, counseling theories, group counseling methods and skills, and other group approaches, including group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. E. Assessment: Studies that provide an understanding of individual and group approaches to assessment and evaluation. F. Research and Program Evaluation: Studies that provide an understanding of research methods, statistical analysis, needs assessment, and program evaluation, including use of research to improve counseling effectiveness. Dispositions 1. The dignity and worth of all students; 2. The proposition that all students can learn; 3. Sensitivity to the needs of all students; 4. Equitable treatment for all individuals; 5. Continuous self-evaluation and development; 6. The practice of, ethical and positive human relations, communication, and interpersonal skills. 72

73 Frequently Asked Questions and Fast Facts Q - May I complete my internship in an alternative setting? Students may complete a portion of their internship experience in an alternative setting (i.e., other than a traditional school setting) such as a prison school or a school-based mental-health counseling program. Students interested in this option must have their site approved by the School Counseling Program Faculty. In order for this to occur, the student should submit a letter providing information on the site and provide information about how the work at the site directly relates to the work of a school counselor. A site will not be approved unless there is a clear connection to the student s future work as a school counselor. A student may only complete 100 of the required 600 hours in this setting. Q - How many internship hours may I complete in a semester? A student may get credit for a maximum of 300 hours at a site in a given Indiana University academic semester. Q - When can I start accruing hours at my Internship site? A student may start at his or her site 1 week prior to the start of IUSB s academic calendar with the permission of their site supervisor. The only hours that may be completed during this time period are indirect hours (i.e., no direct student contact). Thus, they may engage in activities designed to help familiarize themselves with their site and to conduct planning activities for the up-coming semester with their site supervisor. All activities conducted during this time period must be documented in the log and provided to their University supervisor for hour approval at the beginning of the academic semester. Q - When must I be finished at my site? All work at the site must be completed by the day grades are due for that IUSB s academic semester. Incompletes will only be granted in special situations in which there are extenuating circumstances. Q - Do my Internship class hours count toward my 600 hours? Yes. Class hours count as group supervision time. You should also include in your hours any individual supervision time you spend with your university supervisor. These hours count as indirect hours. Q -What if I complete all of the required hours prior to the end of the semester? All students must continue at their site through the entire semester unless they are working at multiple sites and have had an alternative schedule approved. Q - Is it possible to work while being enrolled in Internship? On-site internship time commitments vary according to sites. Interns and Practicum students as well as attend and satisfy the requirements of the accompanying class. Generally, students are able to find ways to work while completing the internship. A 3-credit Internship equates to approximately 20 hours per week along with an accompanying class. It is important to remember that internship hours are completed in the schools during regular school hours. The extent to which you can work and satisfy the internship requirements depends on the degree of flexibility in your job and the other commitments in your life. You are in the best position to make this determination although your instructor can help you think through your situation. 73

74 Q Do I find my own placement for practicum and internship? Yes. It is your responsibility to find your own placement for practicum and internship. You must make sure that the site and the on-site supervisor is able to fulfill the requirements for providing you with a well-rounded experience. Q-I have started my internship/practicum and I am having problems with my site, who should I contact? Inform and consult with your university supervisor about the situation. Q- I have a teaching license, do I still have to complete a practicum and two semesters of internship? YES! The CHS faculty believe strongly that it takes at least all three semesters of practicum/internship for a pre-service school counselor to have a complete paradigmic, philosophic and practical shift. 74

75 Practicum (G524) 200 hours A minimum of 40 hours of direct service* to students, teachers, and parents. The remaining 160 hours can be indirect service activities (e.g., observations, planning, supervision). Internship (G550) 600 hours A minimum of 240 hours of direct service* with students, including group work. The student will spend approximately 16 hours per week in a school setting and begin to perform duties in the role of a school counselor. A minimum of one hour per week of supervision (individual or triadic) with a university or site supervisor An average of one and one half (1 ½) hours per week of group supervision that is provided on a regular basis over the course of the student s practicum by a university supervisor. Mid-semester and Final evaluation of student performance. Submission of at least one video recording of work with student/s at site A minimum of one hour per week of individual supervision at the site. An average of one and one half (1 ½) hours per week of group supervision that is provided on a regular basis over the course of the student s internship by a university supervisor. Mid-semester and Final evaluation of student performance. Submission of two video recordings of work with students at site. Completion of Advocacy/Data Collection Project Completion of School Counselor eportfolio (collection of evidenced-based materials and reflections that demonstrate various elements of a counselors work) DIRECT SERVICES Individual and group counseling sessions Psychoeducational group Consultation with a teacher, parent, or school personnel regarding your student Non-scheduled drop-ins Workshops for teachers and/or parents INDIRECT SERVICES Non-interactive classroom guidance Observing a counseling session Scheduling a counseling session Editing a student s resume Planning for the next session/group 75

76 Practicum and Internship Course Forms All students in field experiences must complete and turn in the required forms throughout their experiences. All forms can be found in the Appendix section of the School Counseling Manual, as well as on the CHS website under School Counseling. Students need to print the forms out and complete them, or hand them to the appropriate individual to complete. Once completed, the forms need to be turned in to their university supervisor. Students are also required to keep a log of the direct and indirect clock hours acquired during their field experiences. See Appendix for an example of the log form. An electronic version can be found online via the CHS website with all other internship forms. Copies of the log must be submitted weekly for university and site supervisor s signatures. At the end of each semester, the entire log will be collected. We strongly encourage students to keep copies of their logs for future use (e.g. licensure and certification applications). Practicum Forms Date Forms Are Due Form Completed By Turn Form In To: Weekly Throughout the Semester 2 nd Week of Semester Mid- Semester (8 weeks in) End-of- Semester Weekly Time Log Appendix Internship and Practicum Agreement Appendix School Counseling Intern Evaluation Appendix Internship and Practicum Site Evaluation Appendix University Supervisor Evaluation Form Appendix Practicum Student Practicum Student Site Host/Supervisor Practicum Student Practicum Student University Supervisor University Supervisor University Supervisor University Supervisor University Supervisor Practicum On-Site Supervisor Evaluation Form (Appendix) Practicum Student University Supervisor Documentation Form (Summary) Appendix Practicum Student University Supervisor School Counseling Intern Evaluation Appendix Site Host/Supervisor University Supervisor 76

77 Internship Forms Date Forms Are Due Weekly Throughout the Semester 2 nd Week of Semester Form Completed By Turn Form In To: School Counseling Internship Weekly Time Log Appendix Internship and Practicum Agreement Appendix Internship Goals,etc Appendix Proof of Professional Liability Insurance Intern Intern, Site Supervisor, and University Supervisor Intern, Site Supervisor, and University Supervisor Intern University Supervisor University Supervisor University Supervisor University Supervisor Mid Semester (8 weeks in) School Counseling Intern Evaluation Appendix Site Supervisor University Supervisor End-of-Semester Documentation Form Appendix Intern University Supervisor Internship and Practicum University Supervisor Evaluation Appendix Internship and Practicum Site Evaluation Appendix Intern Intern University Supervisor University Supervisor 77

78 Indiana School Counseling Resources 1. Indiana Student Services Resource Guide 2010 Indiana Student Services Resource Guide.pdf 2. Laws & Rules of Interest for Indiana School Counselors..\CHS\Laws & Rules of Interest to School Counselors.doc 3. Priveleged Communication for School Counselors..\CHS\Privileged Communication for School Counselors.docx 4. Indiana School Counselors Association 5. Indiana School Counselor Licensure Useful School Counseling Website Resources 1. ASCA Ethical Standards for School Counselors \CHS\ASCA Ethical Standards 2010.pdf 2. American Counseling Association(ACA)..\CHS\ACA_2005_Ethical_Code.pdf 3. Protecting Students with Disabilities 4. Forum Guide to Protecting the Privacy of Student Information 5. Bullying 78

79 PROFESSIONAL ORGANIZATIONS CHS students are required to become involved in organizations from the beginning of their studies. Student rates are available in most organizations. Some organizations include: American Counseling Association (ACA) 5999 Stevenson Avenue Alexandria, VA x222 American School Counselor Association (ASCA) 801 North Fairfax Street, Suite 310 Alexandria, VA Indiana School Counselors Association (ISCA) Indiana Counseling Association (ICA) P.O. Box Indianapolis, IN

80 National Certification National Certified Counselor: Individuals who wish to be National Certified Counselors must take an examination upon completion of the M.S. program. Exams are given in the months of April and October. To order your application packet, call: or write: National Board For Certified Counselors, Inc. 3-D Terrace Way, Greensboro, NC National Certified School Counselor: Individuals who wish to be National Certified School Counselors must take an examination upon completion of the M.S. program. Exams are given in the months of April and October. To order your application packet, call: or write: National Board For Certified Counselors, Inc. 3-D Terrace Way, Greensboro, NC National Certified School Counselor Examination Information 80

81 Indiana School Counselor Certification After September 1, 1991, all school counselor candidates entering counselor education programs must meet the new requirements approved by the Indiana State Board of Education. IDOE Requirements for becoming a School Counselor Prospective school counselors must have one of the following experiences: Two years credible public school teaching experience. or A valid out-of-state school counseling license with a minimum of one-year experience as a school counselor. A one-year internship in a school setting under the supervision of a qualified school counselor and a university supervisor from an approved counselor-training program. IUSB CHS Academic Requirements for Teachers and Non-Teachers 1. A Master's Degree in counseling or a related field from a regionally accredited institution and have completed a minimum thirty (30) semester hours in counseling course work at the graduate level. 2. Knowledge or competencies in the following core areas of study must be evident: A. Counseling theory B. Human growth and development C. Social and cultural foundations D. The helping relationship E. Group dynamics, processing, and counseling F. Lifestyle and career development G. Appraisal of the individual H. Research and evaluation I. Professional orientation II. 3. Complete a supervised practicum in counseling with experiences at both the elementary and secondary levels. 4. Complete one year (600 hours) of supervised internship. The internship must occur full-time over a period of one academic year or half-time over a period of two consecutive years. 5. Be recommended by the accrediting institution where the approved qualifying program was completed. 81

82 Required Clock Hours Hours Year-Long Internship Experience School Counseling Internship Students planning to receive a Certification in School Counseling at the completion of their Counseling and Human Services program must complete a one-year internship in a school setting under the supervision of a qualified school counselor and a university supervisor from an approved counselor training program. The internship is considered a full-time responsibility and students can only be supervised during the nine-month school year. The requirement of a minimum of 600 hours can be completed by: 1. A contracted school counselor employed by a credible public school who works at least 20 hours per week in the school setting and who has opportunities to receive K-12 counseling experiences; 2. A student who is able to volunteer to work within a school setting at least 20 hours per week and has opportunities to receive K-12 counseling experiences; 3. A student who is able to volunteer to work within a school setting at least 10 hours per week and has opportunities to receive K-12 counseling experiences and is willing to complete a two-year school counseling internship; 4. A student who is able to work within a school setting, either paid or as a volunteer, and is willing to work to complete the 600 hours within a two-year time period, but may need to have irregular weekly hours due to other work or other responsibilities. All students meeting the above requirements, or variations of the requirements, would still need approval from the university professor to assure that all of the internship tasks and responsibilities would be completed as designed in the IUSB School Counseling Internship curriculum. 82

83 Appendices 83

84 Appendix A: Letter of Concern Forms and Policy Letter of Concern Form: Candidate Dispositions Name of candidate: Date: Name of referring faculty member: Course: Date candidate was informed: Section: Date plan of action was developed: Using the list below, check the disposition(s) of concern. The list is based on NCATE s definition of Professional Dispositions found at Professionalism Attends class reliably. Submits work according to established deadlines. Completes careful planning and preparation for class and field-based assignments. Demonstrates correct and respectful oral communication skills. Demonstrates correct and respectful written communication skills. Fairness Includes all students in classroom activities. Expresses interest in the well-being of all students. Provides opportunities for respectful discussions on diverse perspectives. Collaboration Consults with others in order to promote student learning or the well-being of all students. Demonstrates appropriate problem-solving or conflict resolution skills. Communicates effectively with families and other s to achieve student and goals. Lifelong learning Seeks and Participates in a variety of development activities. Integrates technology to facilitate student learning. Integrity and Respect Maintains appropriate privacy and confidentiality when discussing students and colleagues. Advocates for students, s, and families in appropriate ways. Demonstrates honesty when interacting with students, families, and s. Reflection Reflections are thoughtful, respectful, and used for growth. Reflects on student learning and integrates it into instructional activities. Check here if there are additional letters of concern or forms in the student s file. Please attach the plan of action. 84

85 Date plan successfully completed: If the plan of action was not successfully completed, explain in an attachment the subsequent actions or recommendations. Date of Action: Signatures and Titles: (name) (title) (name) (title) (name) (title) 85

86 Appendix B: Letter of Concern Cover Page Letter of Concern Cover Page Name of Student: Date: Name of referring faculty member Course: Title: Section: Date student was informed: Date plan of action was developed: (if appropriate) Student Signature: (Student s signature does not indicate agreement with this concern; student s signature only indicates receipt of this form, supporting documentation, and School of Education policy on Letters of Concern). Briefly explain the nature of the concern in two sentences: Please attach a typewritten/word processed document that includes a complete and detailed explanation of the concern in question. Attach all supporting documentation available. Check here if there are additional letters of concern or forms in the student s folder. 86

87 Appendix C: Plan of Action Cover Page Plan of Action Cover Page This form for Administrative or Faculty use only, when responding to 2 nd and subsequent letters of concern. Attach the plan of action. Date Plan of Action was given to student: Date the plan of action was successfully completed: A. If the plan of action is not successfully completed, explain the subsequent actions or recommendations. B. If the plan of action was revised, attach a copy of the revised plan of action. Date of subsequent action or recommendation: Signatures Date Department Head Date Academic Advisor Date Student 87

88 Appendix D: School Counseling Track Name Student ID# The Counseling and Human Services program is designed to be completed as a cohort. Students are to take courses in sequence as prescribed below. Any deviation from the course sequence must be approved in advance. First Year Cr Hrs Offered Completed Grade G500 Introduction to Counseling and Ethics 3 Summer I G523 Laboratory in Counseling 3 Summer II G506 Personality Development: Growth of Normal and Deviant Styles G575 Multicultural Counseling 3 3 Fall G522 Counseling Theory P514 Lifespan Development 3 3 Spring Second Year Cr Hrs Offered Completed Grade G592 Seminar in Drug/Alcohol Use Prevention 3 Summer I G505 Individual Appraisal 3 Summer II G562 School Counseling: Intervention, Consultation & Program Development G532 Introduction to Group Counseling 3 3 Fall G524 Practicum in Counseling G542 Organization and Development in Counseling Programs 3 3 Spring Third Year Cr Hrs Offered Completed Grade G590 Research in Guidance and Counseling 3 Summer I G507 Lifestyle and Career Development 3 Summer II G550 Internship in Counseling 3 Fall G550 Internship in Counseling 3 Spring Total 48 88

89 Subsequent Advising Sessions: Date of original conference: Date Advisor Advisor: Student: CHS Graduation Requirements Checklist: Part 2 Professional development functions attended (minimum points) Dates Pre-admission Exam: Completed Date Pre-Practicum Orientation & Exam: Acceptable score achieved Date Post-Internship Exam: Acceptable score achieved Date Professional Service Accomplished Activity Date Acceptable evaluation of dispositions, and ethical behavior Acceptable Professional Development Plan submitted Date Recommendation for Graduation has completed all the requirements for graduation at an (Student s Name) acceptable level from IUSB CHS program and is ready for graduation. Signature of CHS faculty or Student Advisor Date 89

90 Appendix E: Practicum/Internship Site Registration Form Directions: This form must be completed and submitted to the Practicum/Internship Coordinator before your practicum or internship begins. Approval of your placement site by the P/I Coordinator is required for you to begin your field placement class. In addition, the P/I Coordinator will a) document your acquisition of malpractice insurance (dates covered should include both semesters for internships), b) receive your copy of the signed agency/university agreement, and c) review/approve your first draft of your personal contract. The Coordinator will also supervise and document the time you spend in setting up your clinical site and any preliminary orientation activities. This time will count toward your total practicum/internship hours. The Coordinator will give your university instructor a copy of the completed form before the first night of class. Section I - Personal Information: Name: Phone (one best please) Address: (Check one) Practicum Advanced Practicum Internship Semester/year (check one) Community Counseling School Counseling Section II - Site Information: Name of Agency/School: Address: If agency, description of Services: What will you be doing? Site supervisor: Degree Credential Phone: (Note: Your site supervisor must provide a minimum of one hour of individual supervision per week.) Approved Not Approved Concerns: Section III Documentation (completed by Coordinator) 1. Proof of malpractice insurance (a copy is attached) 2. University and site agreement completed (a copy is attached) 3. Preliminary/rough draft contract completed 4. Time spent in preliminary/orientation activities: (This number should be added to your first weekly activity report in other section.) *5. Tapes and/or hours to be made-up from previous semester(s) 90

91 Appendix F: Practicum/Internship Agreement AGREEMENT BETWEEN INDIANA UNIVERSITY SOUTH BEND S COUNSELING & HUMAN SERVICES PROGRAM AND (Name of Agency/School) The school/agency named above and the Counseling & Human Services Program of Indiana University South Bend enter into the following agreement: Scope of the Agreement. This agreement shall set out the responsibilities and rights of the School/Agency, of the University, and of a Counseling & Human Services student enrolled at the University, such student to be assigned as a Practicum Student in the School/Agency. For ease of reference the following words shall have the following meanings: Practicum Student shall mean a University student enrolled at the University and assigned by it for a practicum assignment in the School/Agency as part of the requirements for a degree in Counseling and Human Services. On-site Supervisor shall mean a counselor or equivalent in the School/Agency to whom the Practicum Student is assigned and who directs the work or the activity of the student while he/she is in the School/Agency. University Supervisor shall mean the University person who is in charge of the course of study or specific experience for which the University Student is assigned to the School/Agency. The University Agrees: 1. To be responsible for the educational program of students assigned to the School/Agency and for the selection of students in accord with agreed to schedules and work assignments. 2. To be responsible for the proper conduct of students and instructors during the period of their clinical experience at the School/Agency as governed by the rules and regulations of the School/Agency. 3. To make a University Supervisor available for contact, agency visits and consultation with the School/Agency and/or student, as described in the Counseling and Human Services Manual. The School/Agency Agrees: 1. To provide, in so far as possible, clinical instruction and facilities in the area of counseling & human services practice during the clinical experience. 2. To provide the students with direct supervision of a full-time on-site supervisor. The supervisor should have an M.S., have three (3) years work experience and have appropriate licenses. 3. To provide supervision and direction following the criteria and standards as set forth in the Practicum/Internship Manual, including written evaluation as required by IUSB. 91

92 4. To provide field placement for at least the minimum required hours per week and per semester as described in the Practicum/Internship Manual. TERMS: This Agreement may be modified by mutual agreement of both parties. Either party may terminate this Agreement at any time upon mutual consent of both parties, as long as the termination does not interrupt a given semester or quarter. INDIANA UNIVERSITY SOUTH BEND SCHOOL/AGENCY (print here) By: (Signature of faculty or Field Coordinator) Date: By: (Signature of On-Site Supervisor) Date: 92

93 Appendix G: University Supervisor Evaluation of Practicum/Internship Counselor SUGGESTED USE: This form is to be used to evaluate student competencies in the counseling practicum. The form may be completed after each supervised counseling session or may cover several supervisions over a period of time. The form is appropriate for individual or group counseling. (This form is optional for your university supervisor to use.) Name of Student counselor Period Covered by the Evaluation DIRECTIONS: The supervisor is to circle a number which best evaluates the student counselor on each competency. GENERAL OBSERVATIONS POOR GOOD EXCELLET 1. Demonstrates a personal commitment in developing competencies Invests time and energy in becoming a counselor. 3. Accepts and uses constructive criticism to enhance self-development and counseling skills. 4. Engages in open, comfortable and clear communication with peers and supervisors Recognizes own competencies and skills shares these with peers and supervisors Recognizes own deficiencies and actively works to overcome them with peers and supervisors Adapted from form developed by K. Dimin and F. Krause in Practicum Manual for Counseling & Psychotherapy, Accelerated Development, Inc., Muncie, IN. 93

94 THE COUNSELING PROCESS NDA* POOR GOOD EXCELLENT 7. Keeps appointments on time Begins the session smoothly Explains the nature and objectives of counseling when appropriate Is relaxed and comfortable during the session. 11. Communicates interest in and acceptance of the client Facilitates client expression of concerns and feelings. 13. Recognizes and resists manipulation by the client. 14. Recognizes and deals with positive affect of the client. 15. Recognizes and deals with negative affect of the client. 16. Is spontaneous in the session Uses silence effectively in the session Is aware of own feelings in the counseling session. 19. Communicates own feelings to the client when appropriate 20. Recognizes and describes the client's covert messages. 21. Facilitates realistic goal-setting with the client. 22. Encourages appropriate action-step planning with the client. 23. Employs judgment in the timing and use of different techniques and strategies Initiates periodic summarization of goals, action-steps and process during counseling. 25. Explains, administers and interprets tests correctly. 26. Terminates the interview smoothly. 94

95 POOR GOOD EXCELLENT 27. Focuses on specific behaviors and their consequences, implications, and contingencies. 28. Recognizes and pursues discrepancies and meaning of inconsistent information. 29. Bases decisions on a theoretically sound and consistent rationale of human behavior. 30. Is perceptive in evaluating the effects of own counseling techniques. 31. Demonstrates ethical behavior in the counseling activity & case management ADDITIONAL COMMENTS and/or SUGGESTIONS DATE PRACTICUM/INTERNSHIP SUPERVISOR PRACTICUM/ADVANCED My signature indicates that I have read the above report and have discussed the content with my supervisor. It does not necessarily indicate that I agree with the report in part or in whole. DATE SIGNATURE OF COUNSELING STUDENT 95

96 Appendix H: Indiana University South Bend Counseling and Human Service Documentation Form Directions: This form is to be completed and submitted to the Academic Advising office for placement in your file by your internship instructor at the end of the semester. Student s Name: Student s ID number Class: (i.e., G524) Track: (i.e. School) Semester & Year: Site: On-Site Supervisor: Degree & Credentials of On-Site Supervisor: IUSB Supervisor: Number of Direct Service Hours Completed: Total Number of Practicum/Internship Hours Completed This Term (Includes Direct Service Hours): Total hours of supervision Signature of University Supervisor *The original of this form is retained in the student s official IUSB record. Students should retain a copy for their records. 96

97 Appendix I: Practicum/Internship Site Supervisor Evaluation Form (Mid- Semester/Final) Student-Intern s Name: Date: Internship Site School: District: Internship Site Supervisor (name): The G524/G550: Practicum/Internship in Professional School Counseling Site Supervisor Evaluation Form indicates the competencies stated within the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) Standards, and the Indiana Department of Education (IDOE) School Counseling and Guidance Division. For each school counseling student-intern competence, a set of descriptors are provided to assist school counseling practicum/internship site supervisors (school-based supervisors) in evaluating his or her student-intern s level of competence. Please rate each competence, providing only one rating per competence domain. Professional Competence Domain Proficient 1. Assessment & Research Assesses & interprets students strengths & needs, recognizing uniqueness in cultures, languages, values, backgrounds, & abilities (H.1.) Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, & personal/social development (H.2) Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students & assessing the effectiveness of educational programs (H.3). Makes appropriate referrals to school and/or community resources (H.4) Assesses barriers that impede students academic, career, & personal/social development (H.5). Applies relevant research findings to inform the practice of school counseling (J.1). Develops measurable outcomes for school counseling programs, activities, interventions, and experiences (J.2). CACREP (2009) School Counseling Standard (H.1., H.2., H.3., H.4., H.5., J.1., J.2.) Advanced Proficient (2) Demonstrates competency beyond expectation of a beginning school counselor Rating (2) (1) Demonstrates competency at expectation of a beginning school counselor Rating (1) Below Proficient (0) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) 97

98 2. Continuous Improvement & Development Self-care strategies appropriate to the counselor role (Section II.G.1.d) Ethical standards of organizations & credentialing bodies, & applications of ethical & legal considerations in counseling (Section II.G.1.j) Continually works to enhance school counseling knowledge, dispositions, & skills Uses assessment results as a basis for self-improvement in school counseling Continues to read publications, attend workshops, conferences, & in-service trainings Seeks feedback from students, parents/caregivers, other school personnel, & internship supervisors Employs reflection as a tool for promoting both & personal development Creates & monitors a development plan to guide personal improvement in attaining goals Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) Standard (Section II. G.1.d & j) 3. Communication & Counseling Services Demonstrates self-awareness, sensitivity to others, & the skills needed to relate to diverse individuals, groups, & classrooms (D.1). Provides individual & group counseling & classroom guidance to promote the academic, career, & personal/social development of students (D. 2). Designs & implements prevention & intervention plans related to the effects of (a) atypical growth & development, (b) health & wellness, (c) language, (d) ability level, (e) multicultural issues, & (f) factors of resiliency on student learning & development (D. 3). Demonstrates the ability to use procedures for assessing & managing suicide risk (D.4). Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate (D.5). Communicates effectively with students, parent/caregivers, & other school personnel Uses correct grammar in speaking / writing Communicates in a clear & understandable manner Communicates using appropriate counseling skills including but not limited to: (a) active listening, (b) genuineness, & (c) unconditional positive regard Communicates purpose & value of school counseling to students, parents/caregivers, & other school personnel Communicates & establishes positive, helpful relationships with students & other stakeholders. Demonstrates skills to effectively facilitate school-based counseling groups, matching students needs Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (D.1., D.2., D.3., D.4., D.5.) 98

99 4. Critical & Creative Thinking Demonstrates the ability to apply & adhere to ethical & legal standards in school counseling (B.1). Demonstrates the ability to articulate, model, & advocate for an appropriate school counselor identity & program (B.2). Encourages critical & creative thinking by the students Includes opportunities for critical & creative thinking in school counseling & learning activities Develops classroom guidance curriculum activities appropriate for age, grade, & developmental levels Engages students in decision-making processes Demonstrates familiarity with comprehensive school counseling & school policies/procedures CACREP (2009) School Counseling Standard (B.1., B.2.) Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) 5. Diversity, Multicultural Competencies, & Advocacy Demonstrates multicultural competencies in relation to diversity, equity, & opportunity in student learning & development (F.1). Advocates for the learning & academic experiences necessary to promote the academic, career, & personal/social development of students (F.2). Advocates for school policies, programs, & services that enhance a positive school climate & are equitable and responsive to multicultural student populations (F.3). Engages parents, guardians, & families to promote the academic, career, & personal/social development of students (F.4). Uses educational & counseling methods that reflect the culture, learning styles, & special needs of all students & stakeholders Maintains an environment that respects the cultural differences of all students & stakeholders Respects the cultural heritage & experiences of all students & stakeholders Conducts guidance curriculum lessons that include appropriate activities from a variety of cultural backgrounds Advocates for the needs of all student needs (social justice). Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (F.1., F.2., F.3., F.4.) 99

100 6. Ethics & Professional Identity Demonstrates the ability to apply & adhere to ethical & legal standards in school counseling (B.1). Demonstrates the ability to articulate, model, & advocate for an appropriate school counselor identity & program (B.2). Adheres to the ACA (2005) Code of Ethics, ASCA (2004) Ethical Standards. Demonstrates concern for all students & stakeholder Meets expectations regarding attendance, punctuality, & record keeping Advocates for all student needs (social justice) Demonstrates clear identity as a school counselor, educational leader, & agent for systemic change Demonstrates initiative for implementing school counseling services to all students & stakeholders Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (B.1., B.2.) 7. Human Development & Learning Demonstrates a general framework for understanding exceptional abilities & strategies for differentiated interventions (Section II.G.3.e) Demonstrates an understanding of theories for facilitating optimal development and wellness over the life span (Section II.G.3.h) Applies knowledge of human growth & development in comprehensive school counseling program Selects developmentally appropriate materials & activities Uses a variety of activities to motivate students at appropriate developmental levels Seeks to develop interpersonal skills Develops activities that reflect current theories of human development & learning Employs counseling strategies that have been found effective (strategies grounded in sound theory & research) Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) Standard (Section II. G.3.e & h) 100

101 8. Knowledge of Professional School Counseling (Subject Matter / Area) Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program (P.1). 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) (P.2). Demonstrates knowledge & skills in the coordination of a comprehensive, developmental school counseling program Presents all subject matter accurately Links instruction to national (e.g., ASCA [2005] National Model) & state standards (e.g., IDOE [2009] School Counseling Framework) & to students unique & systemic needs Demonstrates ability to present subject in a manner meaningful to all students & stakeholders Demonstrates knowledge of best practices. Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (P.1., P.2.) 9. Learning Environments Understands the concepts, principles, strategies, programs, & practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school (K.2). Conducts programs designed to enhance student academic development (L.1). Implements strategies & activities to prepare students for a full range of postsecondary options and opportunities (L.2). Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement (L.3). Fosters & maintains a positive learning environment for all students Establishes an active environment for all students Assists students to develop responsibility & self-discipline Facilitates a positive learning environment for all students Focuses classroom guidance curriculum lessons on developmental & crisis needs of all students Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (K.1., L.1., L.2., L.3.) 101

102 10. Planning Understands the concepts, principles, strategies, programs, & practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school (K.2). Conducts programs designed to enhance student academic development (L.1). Implements strategies & activities to prepare students for a full range of postsecondary options and opportunities (L.2). Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement (L.3). Plans effective instruction in a variety of classroom settings (e.g., the classroom guidance curriculum) Plans lessons that meet students developmental classroom guidance curriculum needs Plans & sequences instruction that leads to the effective learning of all students Includes strategies & interventions to accommodate students with exceptionalities Connects subject matter to the state (e.g., IDOE School Counseling Framework) & national (e.g., ASCA [2005] National Model) standards Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (K.1., L.1., L.2., L.3.) 11. Technology Demonstrates ability to use & infuse technology in program delivery & technology s impact on the counseling profession (Section II. F.) Utilizes appropriate technology in coordinating comprehensive, developmental school counseling services to all students. Uses instructional media, computer applications, & other technology to enhance school counseling program & service delivery Provides students with appropriate hands-on experiences with technology in school counseling services Assumes a proactive attitude toward technological developments in facilitating a comprehensive, development school counseling program Demonstrates competency beyond expectation of a beginning school counselor Rating Demonstrates competency at expectation of a beginning school counselor Rating Does Not demonstrate competency at expectation of a beginning school counselor Rating CACREP (2009) Standard (Section II. F) (2) (1) (0) 102

103 12. Role of the Professional School Counselor (educator) Works with parents, guardians, & families to act on behalf of their children to address problems that affect student success in school (N.1). Locates resources in the community that can be used in the school to improve student achievement & success (N.2). Consults with teachers, staff, & community-based organizations to promote student academic, career, & personal/social development (N.3). Uses peer helping strategies in the school counseling program (N.4). Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students & their families (N.5). Demonstrates understanding of the role of the school counselor as an education leader, advocate, & agent for systemic change Models appropriate behavior as a school counselor & educator Conceptualizes school counseling program as a part of the larger educational system & school mission Uses appropriate school counseling strategies & skills to support the holistic development of all students Assist in the development & coordination of a comprehensive, developmental school counseling program that fosters all students academic development & achievement Demonstrates competency beyond expectation of a beginning school counselor Rating (2) Demonstrates competency at expectation of a beginning school counselor Rating (1) Does Not demonstrate competency at expectation of a beginning school counselor Rating (0) CACREP (2009) School Counseling Standard (N.1., N.2., N.3., N.4., N.5.) Adapted from: Council for Accreditation for Counseling and Related Educational Programs. (2009). CACREP accreditation standards and procedures manual. Alexandria, VA: Author. 103

104 Please note the student-intern s areas of strength, which you have observed: Please note the student-intern s areas needing improvement, which you have observed: Please comment on the student-intern s general performance during his or her practicum/internship experience: Evaluation s Name / Evaluator s Position Date Evaluator s Contact Information: 104

105 CACREP (2009) School Counseling Accreditation Standards assessed within this Evaluation: Foundations B.1. Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling B.2. Demonstrates the ability to articulate, model, and advocate for an appropriate school counselor identity and program. Counseling, Prevention, & Intervention D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. D. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. D. 3. Designs and implements 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. D.4. Demonstrates the ability to use procedures for assessing and managing suicide risk D.5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. Research & Evaluation J.1. Applies relevant research findings to inform the practice of school counseling. J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. Diversity & Advocacy F.1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. F.2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. F.3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. F.4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. Assessment 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. Academic Development K.2. Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. L.1. Conducts programs designed to enhance student academic development. L.2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. L.3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. Collaboration & Consultation N.1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. N.2. Locates resources in the community that can be used in the school to improve student achievement and success. N.3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. N.4. Uses peer helping strategies in the school counseling program. N.5. Uses referral procedures with helping agents in the community (e.g., mental health centers, 105

106 businesses, service groups) to secure assistance for students and their families. Leadership P.1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. P.2. 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). 106

107 Appendix I: Evaluation of School Counseling Practicum/Internship Site (To be completed by the student -intern) Internship Site: On-site Supervisor: Address: Date: Telephone: District: Please rate the following questions about your site and experiences with the following scale: (1) Very satisfactory (2) Moderately satisfactory (3) Moderately unsatisfactory (4) Very unsatisfactory 1. Amount of on-site supervision 2. Quality and usefulness of on-site supervision 3. Ethical standard upheld 4. Diversity in client presenting problems 5. Support and protection of your rights 6. Respect for student s rights 7. Relevance of experience to career goals 8. Exposure to and communication of school goals 9. Exposure to and communication of school procedures 10. Exposure to roles and functions within the school 11. Exposure to information about community resources Rate all applicable experiences that you had at your site: Individual counseling Academic advising Group counseling Classroom guidance presentations Career counseling Consultation services Collaborative team approach Parent conferences Parent education Referral services Testing interpretation Other Overall evaluation of the site 107

108 Please comment on the quality of your on-site supervision experience (your on-site supervisor) Please comment on you feeling of the overall quality of your school counseling internship site What recommendations would you give to other students interested in this internship site? 108

109 Appendix J: IUSB COUNSELING AND HUMAN SERVICES PROGRAM STUDENT EVALUATION OF ON- SITE SUPERVISOR Directions: Complete this form and turn it in to your instructor AND the clinical coordinator at the end of the semester. SEMESTER: ON-SITE SUPERVISOR: Degree/Credentials of On-Site Supervisor: Name and Address of On-Site Setting: Practicum/Internship Student Completing This Form: PLEASE USE THE FOLLOWING INDICATORS TO EVALUATE YOUR PRACTICUM/INTERNSHIP ON-SITE SUPERVISOR: ITEMS Unacceptable Below average Provides and explains information about site. Provides opportunity for orientation and observation before duties are assigned Secures adequate supplies needed for your work. Facilitates relationships with other site personnel. Trains and teaches when necessary or appropriate. Provides general support and encouragement. Meets regularly with student. Provides constructive feedback. Provides guidance Models counseling and other skills Teaches and models ethical and legal practices Respects client s rights Values diversity in work setting and in clientele. Overall supervision skills Adherence to course requirements Interest in my development Use the back of this form for any comments you have. 109 Adequate Outstanding

110 Appendix J- 1: Practicum and Internship University Supervisor Evaluation University Supervisor: Semester/Year Please evaluate your supervisory experience in the following areas using this code: SA - strongly agree A agree N no opinion D disagree SD strongly disagree Please circle your response. This evaluation will be shown to your supervisor after grades are submitted. 1. My supervisor was genuinely interested in my growth as a school counselor. SA A N D SD 2. My supervisor was very in her/his dealings with me. SA A N D SD 3. My supervisor made suggestions regarding my taped sessions that were beneficial. SA A N D SD 4. My supervisor created a setting of support. SA A N D SD 5. My supervisor treated me as a. SA A N D SD 6. My supervisor was dependable regarding his/her meetings with my colleagues and me. SA A N D SD 7. My supervisor offered me constructive criticism that assisted in improving my counseling skills. SA A N D SD 8. The requirements made of me by the supervisor were fair and challenging. 110

111 SA A N D SD 111

112 9. My supervisor helped promote legal and ethical practice by discussing and modeling appropriate ethical behaviors. SA A N D SD Please comment on the following: 10. What do you feel you gained as a result of working with your supervisor? 11. What could have been done differently by your supervisor to make your experience more profitable? 12. If you were grading your supervisory experience, how would you grade it? A B C D F ADDITIONAL COMMENTS: (Please include) 112

113 Appendix K: Practicum/Contract Format DIRECTIONS: Using these guidelines, prepare three copies of a typewritten personal contract describing the objectives and activities to which you are committing yourself during the practicum. Submit a rough draft to your University Supervisor for review before making your final draft. A separate contract should be developed for each of your practicum/advanced practicum site. Name Semester 1. GOALS AND OBJECTIVES: A. State your overall goal for the Practicum/Advanced Practicum B. Provide specific objectives that you hope to accomplish (e.g., learning to use silence effectively, learning to administer and interpret a given test). 2. PRACTICUM/INTERNSHIP Name of School/Agency: Address: Telephone: Contact Person: Degree and License of and years of experience of on-site supervisor: 2* On-site supervisor is invited to attend the CHS Annual Conference free of charge in appreciation of supervision services. supervisor initials acknowledging invitation 2** On-site supervisor has received from student the following forms: (Please initial each form.) On-site supervisor evaluation form: Responsibilities of onsite supervisor: On-site evaluation form: 3. Describe your specific duties and responsibilities and the projected time involved each week in these activities (estimate preparation and contact time). 4. Specify how supervision will be handled. 5. Include additional plans (workshops you plan to attend, extra reading that you plan to do, and other possible experiences related to the Practicum/Advanced Practicum). 6. State how you plan to evaluate progress toward accomplishment of your objectives. Student's signature Date On-site supervisor's signature Date University supervisor's signature Date (THIS IS JUST A SUGGESTED FORMAT, NOT THE CONTRACT ITSELF) 113

114 Appendix L: Counseling Session Notes DIRECTIONS: The student counselor is to complete two copies of this form following each counseling session; one copy to be submitted to his/her University instructor (if instructor requires it) and one copy for his/her personal records. This form is to be used only when an agency progress note is not available on site. Group Name/Client Initials Agency Date of Session Session Number with this client Presenting problem (what was the session about?): Overview of session (What did you do?): Evaluation of Session (Strengths/Weaknesses) (What worked what didn t) Things to be aware of for next session or future sessions: Student signature Date of note Student Counselor's Name Directions: This form is to be used for any sessions with clients or groups of clients that are not audio/video taped or observed by your onsite supervisor and will be reviewed with your university supervisor. This includes intakes, phone contacts, referrals, time when your client is staffed in general staff meetings (not individual supervision), etc. If this is a counseling session that is non-taped, a counseling note should be attached with only the client s initials and date of service filled out at the top. 114

115 Appendix M: Example of A Client Release Form Directions: This form is to be used with clients 18 years of age or older if no consent form is utilized by your site. My signature below indicates that I understand that the counseling service is designed to help me help myself as I make vocational plans, educational plans, and various other adjustments. I further understand that the counseling service will be rendered by graduate students under competent supervision, that portions of sessions may be recorded and observed for educational purposes, and that all relationships with the counselors and supervisors will be kept confidential. Name (printed) Signature Local Address Phone Date *************************************************** 115

116 Appendix N: Example Of A Parent Release Form Directions: This form is to be used with clients under 18 years of age if no consent form is utilized by your agency. My son/daughter has my permission to participate in counseling sessions to be conducted in conjunction with the counselor education program at Indiana University South Bend. I understand that: 1. The counselor will be a graduate student working under the direct supervision of a qualified university professor. 2. Discussion of the sessions may be made available upon request, to both the counselee and the parents. The information may include interests, problems, study habits, and other helpful information. The student will be informed of this provision to disclose general information. 3. All, or part of, the sessions may be temporarily recorded on a video recording device but, at no time, will the individual's identity be disclosed to anyone but the interviewing counselor and supervisor. 4. Precaution will be taken to avoid personal embarrassment to my son/daughter or to us, the parents. Date Signed (Parent) Date Signed (Counselor) Name Semester 116

117 Appendix O: Professional School Counseling Practicum/Internship Log Practicum/Internship Student s Name: Date turned in: Site/School Name: On-Site Supervisor: Telephone: Activity WEEK 1 From: To: WEEK 2 From: To: WEEK3 From: To: WEEK 4 From: To: MONTHLY TOTAL Individual counseling (DS) Academic advising (DS) Group counseling (DS) Classroom presentations (DS) Career counseling (DS) Consultation services(ds) Collaboration (DS) Family counseling (DS) Parent conferencing (DS) Parent education (DS) Referral (IS) Testing (IS) Report writing (IS) Scheduling (IS) Individual Supervision (SH) Group Supervision (SH) Professional Development (IS) Other (IS) Weekly Total DS= Direct Service IS=Indirect Service SH=Supervision Hours 117

118 Appendix P: An Agreement Between Indiana University South Bend And School Corporations Concerning Cooperative Efforts Involving Counseling Practicum And Internship Students (In Accordance with Chapter 46, Indiana Acts 1969) The undersigned,, a school corporation (hereinafter referred to as the School Corporation ) and Indiana University South Bend, a University accredited by the Training and Licensing Commission of Indiana (hereinafter referred to as the University ), hereby, in accordance with Chapter 246, (Indiana Acts 1969), enter into the following agreement for the school year : 1. Scope of the Agreement. This agreement shall set out the responsibilities and rights of the School Corporation, of the University and of any student enrolled at the University, such student to be assigned as a Counselor Intern in the School Corporation or as a Practicum Student in the School Corporation. For ease of reference, the following words shall have the following meanings: Counseling Intern shall mean a University student enrolled at the University and assigned by it to provide counseling services in the School Corporation, as part of his/her preparation for entering the profession. Practicum Student shall mean a University student enrolled at the University and assigned by it for a practicum assignment in the School Corporation as part of the requirements for a degree in Counseling and Human Services. Supervising Counselor shall mean a counselor in the School Corporation to whom the Counselor Intern or Practicum Student is assigned and who directs the work or the activity of the student while he/she is in the School Corporation. University Supervisor shall mean the University person who is in charge of the course of study or specific experience for which the University Student is assigned to the School Corporation. The University will be represented by such persons as its president shall delegate. In the absence of a contrary delegation, it will be represented in regard to placement, assignment, change or termination of assignment of counselor interns, and practicum students, will be represented with respect to conduct of counselor interns, by university supervisors who will supervise the work of all counselor interns, and practicum students under their direct jurisdiction. The School Corporation shall be represented in dealing with the University by its Superintendent or by such other administrative personnel as he/she shall designate. 118

119 2. Placement of Counselor Interns and Practicum Students. The placement process shall be a cooperative venture involving both the university and the cooperating school corporation. School Counselor Interns. Placement of counselor interns or practicum students shall be initiated by the university by filing application for each proposed assignment setting out the background of the student and the type of assignment appropriate. The request may be accompanied by suggested names of counselors of the school corporation who would be recommended by the university as a supervising counselor. Counselors are eligible to serve as a supervising counselor if they hold, as a minimum, the standard school counselor license. Assignment of intern and practicum students shall be made by the school corporation. Such assignments will be made after consultation with the supervising counselor and principal under whom the assignment will be completed. 3. Calendar. Students will be required to comply with the calendar of the school corporation and the daily schedule of the individual school in which the experience is taking place. Any deviation from said schedule or calendar will be approved by the Supervising Counselor, the Principal, and the University. 4. Professional Standards. Both parties to this agreement have a right and obligation to insist on standards of decorum on the part of interns and practicum Students that are consonant with prevailing standards in the school community, the education profession, and the counseling profession. Neither party shall discriminate in the choice of schools, supervising counselors, interns or practicum students on the basis of race, religion, color, national origin, age or sex. Nor shall such opportunity be denied on grounds the university student is blind, deaf, or physically handicapped in some other manner, provided he/she is capable of performing the responsibilities of the position for which the assignment is sought. 5. Intern and Practicum Student. Students shall be subject to the regulations of the school corporation and under the direction and control of the supervising counselor, principal, and other administrative personnel while they are on the premises of the school corporation or acting in behalf of the school corporation in locations other than the premises. The following points have specific reference to the various types of supervisory responsibility. a. When working in the classroom, the supervising counselor may leave the classroom with the intern or practicum student in charge of the class, but the supervising counselor shall, at all times, retain the responsibility or control of the class and the program of instruction. b. Supervising counselor shall file such reports as are prescribed by the university. c. The university supervisor or other designated representative of the university shall have access, at all reasonable times, to visit the counseling office or classroom(s) to which the student is assigned for the purpose of observation and supervision. 119

120 d. In the event that the school to which a student is assigned is subject to jurisdictional dispute between a teacher association and the school corporation, the student will occupy a position of neutrality which means: (1) the student will immediately report any such dispute to his/her university supervisor and be guided by his/her instructions. (2) the student will not report to the assigned school until such time as directed by the university supervisor. (3) the student will not by any overt action render support to either party to the dispute. 6. Status of Interns and Practicum Students. Interns and practicum students who are under contract and are part of the school corporation will have dual responsibilities. When carrying out their responsibilities under contract with the school corporation, they will be responsible to the school corporation for any agreement under contract. At the same time, they must meet the requirements established by the state and the university in order to meet certification standards. If ever there is a conflict in the requirements of the two bodies, all parties involved must work in concert to resolve it. a. Interns and practicum students shall be under the direction and control of the school corporation as represented by the supervising counselor, principal, and other administrative personnel while they are on the premises of the school corporation or acting on behalf of the school corporation in locations other than the premises. b. The school corporation shall provide counselor interns and practicum students the same protection against liability arising in connection with their assignments in the school corporation as is provided for members of the school corporation s permanent faculty. 7. Miscellaneous Provision. This agreement may be terminated either by the school corporation or the university by giving the other party thirty (30) days prior written notice with the exception of those students who are under contract with the school corporation. All notices to be given in this provision shall be properly given if they are sent by first-class mail to the superintendent or other designated representative of the school corporation and to the university supervisor. Student Name: Onsite Supervisor Name: Executed: (Date) Executed: (Date) By: Superintendent/or Designee School Corporation By: University Supervisor Indiana University South Bend 120

121 Appendix Q: Indiana University South Bend Graduate Program In Counseling And Human Services School Counseling Practicum/Internship Contract DIRECTIONS: Using these guidelines, prepare three copies of a typewritten personal contract describing the objectives and activities to which you are committing yourself during the practicum/advanced practicum. Submit a rough draft to your University Supervisor for review before making your final draft. A separate contract should be developed for each of your practicum/advanced practicum sites. Name Course/Semester 1. GOALS AND OBJECTIVES: A. State your overall goal for the Practicum/Advanced Practicum B. Provide specific objectives that you hope to accomplish (e.g., learning to use silence effectively, learning to administer and interpret a given test). 2. School Internship Name of School: Address: Telephone: Contact Person: Degree and License of and years of experience of on-site supervisor: 2* On-site supervisor is invited to attend the CHS Annual Conference free of charge in appreciation of supervision services. supervisor initials acknowledging invitation 2** On-site supervisor has received from student the following forms: (Please initial each form.) On-site supervisor evaluation form: Responsibilities of onsite supervisor: On-site evaluation form: 3. Describe your specific duties and responsibilities and the projected time involved each week in these activities (estimate preparation and contact time). 4. Specify how supervision will be handled. 5. Include additional plans (workshops you plan to attend, extra reading that you plan to do, and other possible experiences related to the Practicum/Advanced Practicum). 6. State how you plan to evaluate progress toward accomplishment of your objectives. Student's signature On-site supervisor's signature University supervisor's signature Date Date Date (THIS IS JUST A SUGGESTED FORMAT, NOT THE CONTRACT ITSELF) 121

122 Appendix R: Professional School Counseling Practicum/Internship Log Practicum/Internship Student s Name: Date turned in: Site/School Name: On-Site Supervisor: Telephone: Activity WEEK 1 From: To: WEEK 2 From: To: WEEK3 From: To: WEEK 4 From: To: MONTHLY TOTAL Individual counseling (DS) Academic advising (DS) Group counseling (DS) Classroom presentations (DS) Career counseling (DS) Consultation services(ds) Collaboration (DS) Family counseling (DS) Parent conferencing (DS) Parent education (DS) Referral (IS) Testing (IS) Report writing (IS) Scheduling (IS) Individual Supervision (IS) Group Supervision (IS) Professional Development (IS) Other (IS) Weekly Total DS= Direct Service IS=Indirect Service 122

123 Appendix S: Directions for Weekly Internship Log 1. Please document hours in the form provided. Document time spent in internship activities in fractions of an hour, using decimals (e.g.,.75 or 1.25 hours). 2. Don t forget to date internship time. 3. Briefly describe the activity. 4. Keep track of supervision hours on the table provided. They will count towards your total hours. 5. Compile a weekly total of hours spent at the various levels. This will make it easier for you when it comes time to calculate total internship hours. You may want to highlight one level to make it easier to track for your supervisor. (e.g., highlight all your high school hours in yellow). The following is a guide to abbreviations on the log: I = Individual G = Group Counseling CG = Classroom Guidance C = Consultation/Collaboration A = Assessment O = Other P = Planning SS = Student Support A = Advocacy O = Other 123

124 Appendix T: Group Counseling Proposal Group Rationale - why is the group needed Group Goals what you hope the group will accomplish for its members Membership what are the qualities of the group members (i.e., age, gender, homogeneity, heterogeneity) and your reasons for this decision. (FOR INSTANCE some groups, like friendship groups in the school setting usually save 1-2 slots for models in order to tap into the modeling, development of socializing techniques, imitative behavior, etc.) Meeting Times where, when, for how long, how many times. Objectives do the objectives make sense, fit with the planned activities, are they reasonable, specific enough, etc Group Activities Chosen are the activities appropriate for the type of group you have chosen, do you have enough planned (will not take points off for overplanning) Group Lesson Sequence does the sequencing of activities make sense from beginning to end, taking into consideration the stages of group development. Personalization and Processing Questions make sure there are some questions that will allow the group members to process the activity and how it relates OUTSIDE of group as well as within the group interactions. Group Evaluation provide you evaluation instrument for the end of group. 124

125 Appendix U: Practicum/Internship Small Group Summary Group Topic: # of Sessions: Avg. Attendance: Average Attendance: How was trust established; what were the issues? What were the issues during transition? What did you do to deal with these issues? When did group move to working stage? What were the issues? What did you do to prepare the group for termination? What were termination issues? 125

126 What were the biggest problems for you as a leader? How did you deal with these? If you did this group again, what would you do differently? What are your strengths as a group leader? What are your growth areas? 126

127 Appendix V: Practicum/Internship Self- Evaluation Name: Semester Date: Instructor Make a list of the new skills you have learned this semester: What skills have you refined or strengthened? What have you learned about the role of the school counselor? What have you learned about yourself as a counselor? What have you learned about yourself as a person? *The Intern needs to complete a self-evaluation at the end of each semester of the School Counseling Internship. 127