COUNSELING AND DEVELOPMENT PROGRAM SCHOOL COUNSELING FIELD PLACEMENT HANDBOOK Fall 2014

Transcription

1 COUNSELING AND DEVELOPMENT PROGRAM SCHOOL COUNSELING FIELD PLACEMENT HANDBOOK Fall 2014

2 Introduction to Field Work Students in the fulltime cohort will take practicum II during their first spring semester in the program. Internship 1 begins in the fall of the second year and Internship II, spring of the second year. Part time students must meet individually with the Field Placement Coordinator to determine entry into field placement. The fieldwork component of this program is comprised of two Practicums (CSDV 610); and two Internships (CSDV611, 612). Candidates should read this handbook early in their program to familiarize themselves with the requirements of the fieldwork placements. A thorough understanding of these materials will assure an adequate preparation for this important component of candidates training program. Candidates are required to be aware of and follow the instructions and guidelines in this handbook. After consulting this handbook, questions regarding fieldwork requirements should be directed to the Field Placement Coordinator. This manual contains a complete list of policies and procedures as well as the applications and forms. Field Work Description The Practicum (CSDV 610) and Internship (CSDV 611, 612) sequence of experiences is designed to provide the candidate with both an intensive and extensive field experience in a school counseling setting. This field experience is the culminating practical experience of the counseling master's degree program. In order to get K-12 endorsement you must seek field placement at the elementary, middle and high school levels. You must stay at each site one semester. Exceptions are made for two placement sites only (elementary and secondary only, speak with the school counseling coordinator for details). The Practicum and Internship experience incorporates a clinical approach to instruction involving supervision from both an on-site supervising counselor and an assigned faculty supervisor from the Counseling Program. All supervisors are required to have a master s degree in school counseling and a minimum of two years experience. Eligibility for Field Experience Application: Complete the field placement application form and turn it into the Field Placement Coordinator. Candidates are to apply for Practicum II and Internship II placement no later than October 31 st. Applications for internship I are due by April 30 th. Application for Educator Certificate: You must fill out the three page application You must bring a copy of your Social Security card Application fee is $ Fall

3 If you are already an educator in SC you need to update this form not fill out a new application NC educators must fill out this form (even if you never plan on working in SC) Certification & Fingerprints: DEADLINE July 1 ST for SPRING and FEBRUARY 1 ST FOR FALL Go to and fill out the educator certificate and follow the directions for fingerprinting prior to entering practicum II Fill out APPLICATION FOR EDUCATOR CERTIFICATE 1. Check off ACADEMIC CERTIFICATE 2. Check NO on completing a regionally accredited teacher education program 3. Check NO if you have never held a SC certificate in teaching 4. Write in SCHOOL COUNSELOR where it asks in what certification you are requesting to be certified 5. Check MASTERS +30 in the box asking what education level you are requesting certification 6. You will need to put in the following code to schedule your fingerprinting appointment: Agency ORI: SC920060Z Fingerprints must be processed through Integrated Biometric Technology(IBT) Rock Hill IBT location-1576 Ebenezer Rd. Take your Driver s License (or other State or Federal issued Photo ID) to your fingerprint appointment IBT fee $54.25 Bring copy of your IBT receipt to the field placement coordinator. Even if you have fingerprints on file at your place of employment you must get this process done. Upon graduation they will need a verification form and an official transcript Liability Insurance: Candidates must provide the faculty supervisor with documentation of proof of liability insurance during the 1 st week of the semester and must maintain this insurance throughout the fieldwork experience. Liability insurance is obtained by joining the American Counseling Association. YOUR UNIVERISY SUPERVISOR WILL REQUIRE DOCUMENTATION OF THIS INSURANCE AT THE BEGINNING OF YOUR FIELD PLACEMENT EXPERIENCE. MAKE EXTRA COPIES FOR YOURSELF AND YOUR SITE. You can join ACA at Fall

4 Time/Hours Requirements Practicum II There are distinctive differences between the practicum and internship experiences. The practicum provides for the development of individual counseling and group work skills under supervision. This experience is designed to orient the student to the role and responsibilities of the professional school counselor. Specifically, the program requires students to complete a supervised practicum experience that totals a minimum of 100 clock hours. The student's practicum includes the following: A minimum of 40 hours of direct service with clients. A minimum of one hour per week of individual supervision on-site with the site supervisor (using audiotape, videotape, or live supervision) over each academic term. A minimum of one hour per week of individual supervision with the university supervisor (using audiotape or videotape). The individual supervision sessions are scheduled at the discretion of the instructor of the practicum course. These sessions can be scheduled in the day or night hours and will be negotiated at the beginning of the semester. An average of one and one-half hours per week of group supervision that is provided on a regular schedule over the course of the student's practicum by a program faculty member or a supervisor under the supervision of a program faculty member. Evaluation of the student's performance throughout the practicum including a formal evaluation at the mid-point of the semester and after the student completes the practicum to be completed by both site and university supervisors. On average, eight to ten hours per week on-site gives the student the opportunity to understand the philosophy and administrative guidelines of the organization and to participate to a limited extent in the school s day-to-day operation. Students will become familiar with the policies and procedures within the school and define their role accordingly. Fall

5 Time/Hours Requirements Internship The internship experience includes a minimum of 600 clock hours over two (2) semesters after the successful completion of a student's practicum. The internship provides an opportunity for the student to perform under supervision a variety of tasks and activities that a regularly employed school counselor would be expected to perform. The student's internship requires: A minimum of 120 hours of direct service with clients each semester. A minimum of one hour per week of individual supervision on-site (using audiotape, videotape, or live supervision) over each academic term. The university supervisor has the option to require individual supervision throughout the semester. These sessions would be scheduled at the discretion of the university supervisor. An average of one and one-half hours per week of group supervision that is provided on a regular schedule over the course of the student's internship by a program faculty member or a supervisor under the supervision of a program faculty member The opportunity for a wide-variety of professional activities Evaluation of the student's performance throughout the internship including a formal evaluation at the mid-point of the semester and after the student completes the internship to be completed by both site and university supervisors For the internship portion of the clinical experience, the student will spend 20 hours per week onsite, depending on the length of the experience, the school, and the start of the performance of responsibilities in the role of the professional school counselor. This role will involve individual and group counseling responsibilities, as well as other duties such as guidance lessons, advising, charting, etc. The on-site experience gives the student the opportunity to understand the philosophy and administrative guidelines of the school and to participate fully in the day-to-day operation. Fall

6 A Step-by-Step Guide to Securing a Field Placemat Candidates are expected to begin considering potential placement sites early in the program, discuss career goals with advisors, and discuss potential sites with the Field Placement Coordinator and their advisor as needed throughout the program. Candidates are also encouraged to speak with previous cohort students about their internship experiences. Steps to take in finding an internship site: o Student s interested in seeking a placement in Rock Hill, Charlotte Mecklenburg, or Gaston County MUST submit their top three choices of sites 6 weeks before the deadline. You will then wait to hear which site you have been chosen for and then will proceed with the application process. o You may contact any school you are interested in if it is outside of Rock Hill and Charlotte Mecklenburg. o Contact at least two places where you think you would like to be placed. Please note that these people are exceptionally busy and you may need to call 3-5 times before they return your call. o Ask the field-based contact person if s/he is interested and able to take on a field placement intern at the time you plan to be on field placement o If they may be able to accommodate you, set up an appointment to visit the school and to meet with the contact person. Note: they are interviewing you and you are interviewing them. Before you leave, ask the person how they would like to proceed (are they interested in taking you on, etc). o No matter what the outcome of the interview, send a thank you contact ( , letter, etc.) to the contact person you met with. o Should you visit several schools, please be sure that you let each place know as soon as possible- when you have accepted an alternative site. This is necessary as they often have other interested students on their waiting list. o Complete the field placement application cooperative agreement forms, and obtain all necessary documentation. Turn it into the Field Placement Coordinator. o Candidates are to apply for Practicum II and Internship II placement no later than October 31 st. o Applications for internship I are due by April 30 th. o Candidates who fail to turn in their field placement application form by the deadline will not be allowed to complete their field placement during the specified semester. Please note that it is the candidate s responsibility to return s/phone calls to the Field Placement Coordinator, and failure to communicate with the coordinator will result in a delay in beginning the field placement. o Ultimately, the Field Placement Coordinator approves or disapproves the placement site. In the case of disapproval of placement site or for those candidates who have not decided upon a site, the Field Placement Coordinator will work with the candidate until an appropriate practicum - internship site is identified and an interview for placement is made by the candidate. o Candidates must arrange to begin working at the practicum - internship site during the first week of the semester in which he/she is enrolled. o You may only collect non-direct hours prior to your first class meeting. Fall

7 Appropriate Practicum and Internship Activities Appropriate activities are those duties and responsibilities, which a beginning professional counselor might be expected to perform. Interns should be provided opportunity to perform as many of these activities as possible in a structured, sequential and supervised program of learning, which involves a minimum of forty percent of the intern's time being spent in direct service activities. According to CACREP guidelines, direct service is defined as activities in which the intern is in direct client contact (see examples below). Candidates generally are oriented and exposed to counseling work via observation, shadowing, co-counseling or facilitating counseling activities gradually leading to more independent involvement in counseling activities. Examples of Appropriate Direct Service Activities Individual counseling Guidance lesson Career counseling Leading or co-leading psychoeducational or support groups Administering standardized tests in counseling Conducting prescreening activities and diagnostic assessments Co-counseling direct client counseling activities Examples of Appropriate Indirect Activities Indirect service activities are those functions performed in which there is no direct client contact and may represent a maximum of 60% of the internship hours. Individual and group supervision Analyzing, interpreting and reporting results from standardized tests in counseling Maintaining client records Preparing reports on clients or assigned topics Consultation Participating in case staffing s and treatment team meetings Making referrals Participating in in-service training Participating in school administrative meetings Learning school philosophy, goals, organizational structure, policies and procedures Completing assigned research, program development or evaluation tasks Using school resources such as records, psychological and psychiatric consultations, library and training media Completing individual study assigned by supervisor Visiting and observing other schools, programs or facilities as assigned by supervisor Observing live or recorded demonstrations of techniques and procedures Fall

8 Fieldwork Related Policies and Information The candidate should thoroughly familiarize him or herself with the requirements described herein as the responsibility for knowing the requirements is the candidates. Mutual expectations for the candidate, site supervisor and faculty supervisor are described in detail in the Fieldwork Training Cooperative Agreement. If a problem emerges at the internship site or there is a change in the candidate s status that would affect the internship, s/he should consult the Field Placement Coordinator before talking with any site personnel. Any client related problems must be reported to and processed with the site supervisor. Any legal or ethical violation or inappropriate conduct deemed detrimental to the school, client or Winthrop University will result in dismissal from the practicum or internship and an assigned grade of F. Depending on the severity of the misconduct, immediate dismissal from the program may result. It is the candidate s responsibility to obtain all evaluation forms that the Site Supervisor must complete and to return these forms to the University Supervisor by the deadline specified in the course syllabus. Candidates must give the Site Supervisor at least 2 weeks time to ensure that the supervisor has enough time to complete the forms. Ultimately, the candidate is responsible for returning these forms by the stated deadline on the syllabus. Paid Work Policy: It is strongly discouraged to do your school counseling internship where you are teaching. In extenuating circumstances this can be negotiated between the site supervisor, site principal and the field placement coordinator. Generally, candidates are unable to work full time while also completing the internship requirements so it is suggested candidates plan and arrange their schedules accordingly. The internship school will designate a Site Supervisor who will provide clinical supervision for the candidate as stated above. The Site Supervisor has the ultimate authority regarding client cases and agency policies and procedures. Candidates questions regarding cases or the school's policies or procedures, should immediately contact the Site Supervisor. Any and all client problems that occur should be brought to the attention of the site supervisor. Classroom attendance and participation is required for the entire time that the candidate is enrolled in practicum and internship. This attendance is required even if the candidate has completed the on-site internship hours. Unexcused absences will result in a grade reduction. Candidates in internship may apply group supervision classroom hours toward their total hours and document this on their log under the category of group supervision; but only if the time in class was spent on group supervision (and not guest speakers, lecture, etc.). Fall

9 Once the Cooperative Agreement Form is signed, candidates will not be allowed to change their field placement site thus this is a decision that should be taken seriously and given careful attention. Read the Cooperative Agreement for Placement Form thoroughly. The candidate s signature indicates s/he will abide by the terms of this training agreement. Fall

10 The supervision process Site supervisors must hold a master s degree in counseling or a related field and have two years experience post masters. You must not have any prior relationship with your supervisor (i.e. you cannot be friends, relatives, acquaintances, etc...). If it is found that you have had any prior relationship with your supervisor you will be pulled from the site immediately and placed on a Professional Development Plan. The Supervision process is designed to offer counseling students an opportunity to demonstrate skills acquired in the classroom to actual counseling situations during practicum and internship. During these experiences, students are supervised by University and Site Supervisors and receive feedback concerning themselves, clients, the counseling process, and professional issues. They also learn the importance of supervision and the need for continued learning while in the role of the professional counselor. Students are urged to participate actively in the process and to seek supervision to enhance their skill level and to integrate their learning and personality. In order to maximize this experience, the following guidelines are recommended for students: Be prepared to tape all counseling sessions with clients for whom you have permission. Working with supervisors to prepare your approach to clients in securing this permission will help decrease taping anxiety for your clients and for you. Be prepared for all supervision sessions. Prior to any supervision session, formulate questions about clients, your reactions to the session, the process of counseling, theory and interventions, then be ready to ask these questions of your supervisor. Make good use of your supervision time by having tape segments cued and ready to play. Be prepared to receive critical and supportive supervisory feedback. In group supervision sessions, be prepared to exchange critical and supportive feedback with your peers. Early in the semester, formulate learning goals for supervision with your University Supervisor. Work to develop open and honest interactions in the supervisory relationship. As a parallel to the counseling relationship, supervision is a confidential relationship from which you may get just as much benefit as you are willing to put into it. Recommendations for Supervision: You should schedule supervision sessions with your site supervisors. It is recommended that you schedule a regular time each week to meet with your supervisor. Try to avoid short sessions in passing with your supervisor. Make sure that your supervisor is listening to your taped sessions. Be proactive by submitting the tapes to your supervisor and requesting feedback. Fall

11 Due process Evaluation of a student s performance is continuous throughout her or his participation in the program. It involves consideration of the student s academic performance as well as that in laboratory, practicum, and internship classes. A student may be dropped from a course and/or a program if the welfare of the student s clientele, prospective clientele, or the functioning of a school or agency is, in the judgment of the program faculty, in jeopardy as a result of the student s behavior. The Program has the authority to withdraw a student from a Practicum or Internship if it is believed that the student s performance constitutes a detriment to the clients or the site or the university. This would usually include consultation with the supervisors at both the site and the university. If such removal is deemed necessary, the student will be given a grade of NC for the course. (Review the Graduate Catalog on the S/NC grading policies). A student will be dismissed from the program if it is found that any hours were falsified or any other ethical breaches were determined. Being asked to leave a site will automatically result in either program dismissal or being placed on a professional development plan. If placed on a professional development plan you will be unable to return to a site for a minimum of one academic semester. If asked to leave more than one site you will be automatically terminated from the program. Videotaping of your counseling sessions is a requirement so that quality supervision may be provided. Each counseling session, which you plan to use in a supervision presentation, should be previewed thoroughly. Make notes reflecting important content and questions for supervision. Depending on your supervisor s requirement, you will be asked to present specific portions of your tape without time-consuming hunting. In order to ensure a clear, audible tape, it is suggested that you: Use an extension microphone. The self-contained condenser microphones pick up too much machine noise. A multi-directional microphone is usually acceptable, and can be readily purchased at local audio shops. Purchase high quality tapes for recording and use only blank tapes. Place the microphone close by so that you maintain control of the recording process. Do not place it on any metal or hard surface, as it tends to amplify vibrations. Make a practice tape, in the setting where taping will be done. Ascertain the best positioning for both the recorder and the microphone; in order to avoid mechanical errors or distractions during the session. It is important to test your machine and the tape prior to your session. Contact your University Supervisor as soon as possible if there is a problem with taping at the site. Fall

12 Confidentiality One of the most important aspects of counseling is confidentiality. It is also a crucial component of the trust building process. The following is a listing of important concerns: It is imperative that you have a working knowledge of the regulations regarding confidentiality of notes, files, and/or taping at your site. If possible, obtain a written copy of these regulations. Since taping is required in the supervisory process, it is your responsibility to get your client s written permission to tape. In the case of a minor client you must obtain a written permission form from a parent or guardian. This consent form should explain the limits of confidentiality and should state clearly that the tape will be used for supervision purposes. Many sites have consent forms for you use or sample forms can be provided by your University Supervisor. Practicum/Internship students are expected to conduct themselves professionally. All information shared in your supervision group is to be kept strictly confidential by all group members. Do not use client surnames or other readily identifiable information. Use initials to label to tape. The importance of confidentiality cannot be stressed enough. It is YOUR responsibility to protect tapes against misuse or loss. Diversity Students should choose a field placement site that provides opportunities for exposure to a wide range of clients, including clients who represent the various ethnic groups and demographic diversity of the community. Fall

13 FIELD PLACEMENT APPLICATION CHECKLIST (Do NOT HAND IN) Application materials needed prior to approval: _ Cover Sheet Completed application Copy of on-site supervisors resume or vita Copy of onsite supervisors license/certification Copy of liability insurance _Cooperative agreement for placement- supervisor form _Cooperative agreement for placement-student form _Fingerprints on file with SAS _Application for Educator Certificate application turned into SAS Fall

14 PRACTICUM APPLICATION ο New Application ο Amended Application ο ο School Community Note: All information on this form must be completed. Both the clinical coordinator and your intended Site Supervisor must sign the application before submission. Please include the full mailing address/phone numbers for your site. Do not begin collecting hours until application is approved. INCOMPLETE APPLICATIONS WILL BE RETURNED. PLEASE PRINT LEGIBLY. Date submitted: Name: _ Address: City: State _ Zip Home Phone: (_) _ - Office: (_) _ - Other Phone(s)/Pager(s): Beginning Term: Ending Term: Site Information Name of Site: Address: City: State _ Zip Telephone: _ Fall

15 COUNSELING PRACTICUM APPLICATION On-Site Supervisor Information Note: Site supervisors must hold a master s degree in counseling or a related field and have two years experience post masters. On-Site Supervisor: Title: Address (if different from site):_ City: State _ Zip Telephone: _ On-Site Supervisor s Credentials: Supervisor s Degree(s): Years of Counseling Experience: Concentration or Specialty (ies): Site-Supervisor Signature Date ο Approved ο Denied Coordinator s Signature _ Date Reason for Denial: _ Fall

16 INTERNSHIP APPLICATION ο New Application ο Amended Application ο ο School CMHC Note: All information on this form must be completed. Both the clinical coordinator and your intended Site Supervisor must sign the application before submission. Please include the full mailing address/phone numbers for your site. Do not begin collecting hours until application is approved. INCOMPLETE APPLICATIONS WILL BE RETURNED. PLEASE PRINT LEGIBLY. Date submitted: Name: _ Address: City: State _ Zip Home Phone: (_) _ - Office: (_) _ - Other Phone(s)/Pager(s): Beginning Term: Ending Term: Site Information Name of Site: Address: City: State _ Zip Telephone: _ Fall

17 INTERNSHIP APPLICATION On-Site Supervisor Information Note: Site supervisors must hold a master s degree in counseling or a related field and have two years experience post masters. On-Site Supervisor: Title: Address (if different from site): City: State _ Zip Telephone: _ On-Site Supervisor s Credentials : Supervisor s Degree(s): Years of Counseling Experience: Concentration or Specialty (ies): Site-Supervisor Signature Date Clinical Coordinator Signature Date ο Approved ο Denied Coordinator s Signature Date Reason for Denial: _ Fall

18 COOPERATIVE AGREEMENT FOR PRACTICUM PLACEMENT Supervisor Agreement Form The following are agreement conditions between Winthrop University and to qualify as an appropriate site placement for (Name of site), a student in the Counseling and Development (Name of intern) Program at Winthrop University. As the site supervisor, please check the conditions in which you agree to adhere to during the term of your intern s placement: _ I will provide an orientation for the intern regarding the purpose, function and administrative procedures of our site I will provide one hour of weekly supervision I will complete a midterm and final evaluation of the intern s performance I will allow the student to complete 100 clock hours during the semester, 40 of those being direct contact hours with clients/students I will allow the intern to use video taping of individual and group counseling sessions for a minimum of three times during the academic semester. (This provision is crucial to our on campus supervision requirements. The inability to meet this condition will result in an incomplete grade for the intern) Because we are deeply committed to the effective training of our students we believe these conditions are paramount for providing the best training possible. If you have any hesitation in providing these learning conditions please contact the field placement coordinator. If, an alternative solution cannot not be reached we may explore the possibility of placing the intern at another site which would better suit their needs. I, agree to these conditions while (Site supervisor signature) supervising for the fall/spring semester of 20_. (Student name) (year) (Field placement coordinator signature) (Intern Signature) Fall

19 COOPERATIVE AGREEMENT FOR PRACTICUM PLACEMENT Student Agreement Form The following are agreement conditions between, a (Name of intern) student in the Counseling and Development Program at Winthrop University and, to insure professional and ethical behavior by the (Name of site) student while interning at your school/agency. As the student intern, I agree to adhere to all conditions listed below during the term of my field placement: _ I will comply with the rules and regulations of the site and will adhere to all agreements regarding schedules and duties to be completed _ I will work a minimum of 100 clock hours during the semester _ I will provide a midterm and final evaluation for you to complete regarding my performance _ I will follow the ethical guidelines of the national organization in which I belong as well as the sites guidelines _ I will remain professional in my role as counselor and bring forth any concern I have to my supervisor immediately _ I will use video taping of individual and group counseling sessions for a minimum of three times during the academic semester. (This provision is crucial to our on campus supervision requirements. The inability to meet this condition will result in an incomplete grade) If you have any hesitation providing these conditions you must contact the field placement coordinator. Failure to adhere to these standards may result in remediation efforts or withdrawal from the site and the practicum course. I, agree to these conditions while (Student signature) interning at for the fall/spring semester of (Name of site) 20_. (Year) (Field placement coordinator signature) (Site supervisor signature) Fall

20 COOPERATIVE AGREEMENT FOR INTERNSHIP PLACEMENT Supervisor Agreement Form The following are agreement conditions between Winthrop University and to qualify as an appropriate site placement for (Name of site), a student in the Counseling and Development (Name of intern) Program at Winthrop University. As the site supervisor, please check the conditions in which you agree to adhere to during the term of your intern s placement: I will provide an orientation for the intern regarding the purpose, function and administrative procedures of our site I will provide one hour of weekly supervision I will complete a midterm and final evaluation of the intern s performance I will allow the student to complete 300 clock hours during the semester, 120 of those being direct contact hours with clients/students _ I will allow the intern to use video taping of individual and group counseling sessions for a minimum of three times during the academic semester. (This provision is crucial to our on campus supervision requirements. The inability to meet this condition will result in an incomplete grade for the intern) Because we are deeply committed to the effective training of our students we believe these conditions are paramount for providing the best training possible. If you have any hesitation in providing these learning conditions please contact the field placement coordinator. If, an alternative solution cannot not be reached we may explore the possibility of placing the intern at another site which would better suit their needs. I, agree to these conditions while (Site supervisor signature) supervising for the fall/spring semester of 20_. (Student name) (year) (Field placement coordinator signature) (Intern Signature) Fall

21 COOPERATIVE AGREEMENT FOR INTERNSHIP PLACEMENT Student Agreement Form The following are agreement conditions between, a (Name of intern) student in the Counseling and Development Program at Winthrop University and, to insure professional and ethical behavior by the (Name of site) student while interning at your school/agency. As the student intern, I agree to adhere to all conditions listed below during the term of my internship placement: I will comply with the rules and regulations of the site and will adhere to all agreements regarding schedules and duties to be completed I will work a minimum of 300 clock hours during the semester I will provide a midterm and final evaluation for you to complete regarding my performance I will follow the ethical guidelines of the national organization in which I belong as well as the sites guidelines I will remain professional in my role as counselor and bring forth any concern I have to my supervisor immediately I will use video taping of individual and group counseling sessions for a minimum of three times during the academic semester. (This provision is crucial to our on campus supervision requirements. The inability to meet this condition will result in an incomplete grade) If you have any hesitation providing these conditions you must contact the field placement coordinator. Failure to adhere to these standards may result in remediation efforts or withdrawal from the site and the internship course. I, agree to these conditions while (Student signature) interning at for the fall/spring semester of (Name of site) 20_. (year) (Field placement coordinator signature) (Site supervisor signature) Fall

22 SELF-ASSESSMENT OF BASIC HELPING SKILLS AND PROCEDURAL SKILLS Purposes 1. To provide the trainee with an opportunity to review levels of competency in the performance skill areas of basic helping skills and procedural skills. 2. To provide the trainee with a basis for identifying areas of emphasis within supervision. Directions Circle a number next to each item to indicate your perceived level of competence. 1 = Poor 2 = Weak 3 = Average 4 = Strong 5= Excellent 1. Ability to demonstrate active attending behavior Ability to listen to and understand nonverbal behavior Ability to listen to what client/student says verbally, noticing mix of experiences, behaviors, and feelings Ability to understand accurately the client/student s point of view Ability to identify themes in client/student s story Ability to identify inconsistencies between client/student s story and reality Ability to respond with accurate empathy Ability to ask open-minded questions Ability to help client/student clarify and focus Ability to balance empathic response, clarification, and probing Fall

23 1 = Poor 2 = Weak 3 = Average 4 = Strong 5= Excellent 11. Ability to assess accurately severity of client/student s problems Ability to establish a collaborative working relationship with client/student Ability to assess and activate client/student s strengths and resources in problem solving Ability to identify and challenge unhealthy or distorted thinking or behaving Ability to use advanced empathy to deepen client/student s understanding of problems and solutions Ability to explore the counselor-client/student relationship Ability to share constructively some of own experiences, behaviors, and feelings with client/student Ability to summarize Ability to share information appropriately Ability to understand and facilitate decision making Ability to help client/students set goals and move toward action in problem solving Ability to recognize and manage client/student reluctance and resistance Ability to help client/student explore consequences of the goals they set Ability to help client/student sustain actions in direction of goals Ability to help client/student review and revise or recommit to goals based on new experiences Fall

24 Procedural Skills 1 = Poor 2 = Weak 3 = Average 4 = Strong 5= Excellent 26. Ability to open the session smoothly Ability to collaborate with client/student to identify important concerns for the session Ability to establish continuity from session to session Knowledge of policy and procedures of educational or agency setting regarding harm to self and others, substance abuse, and child abuse Ability to keep appropriate records related to counseling process Ability to end the session smoothly Based on the above evaluation please form at least five goals to work on this semester. These should be shared with your onsite and university supervisors in order to help you establish these goals this semester. GOALS Trainee signature _ Onsite Supervisor _ University Supervisor _ Date Fall

25 SOUTH CAROLINA S ASSISTING, DEVELOPING, AND EVALUATING PROFESSIONAL TEACHING (ADEPT) PERFORMANCE STANDARDS CONTRACT I,, agree to provide the following learning (Site supervisor) opportunities based on South Carolina s Assisting, Developing, and Evaluating Professional Teaching (ADEPT) Performance Standards (APS) and incorporate them into the curricular experiences, expectations, and evaluations of _, my school counseling intern. (Intern) These Performance Standards include: APS 4: Providing Guidance and Counseling Services o Intern will demonstrate effective classroom and school wide guidance activities, group, and individual counseling services that promote student educational, career, personal, and social development. APS 4: Providing Consultation Services o Intern will demonstrate effective direct and indirect consultation services, as appropriate, to promote communication and assistance to parents/guardians, students, and colleagues. APS 6: Coordinating Guidance and Counseling Services o In collaboration with the Site Supervisor, intern will coordinate guidance and counseling program activities with school and community services, programs, and/or agencies. APS 7: Fulfilling Professional Responsibilities o Intern consistently demonstrates ethically based professional behavior and as appropriate participates in continuous professional development. I, _, agree to fulfill my professional responsibilities as a (intern) graduate student intern and consistently demonstrate ethically based professional behavior and participates in continuous professional development. Site Supervisor signature Date Graduate student Intern Signature Date Fall

26 SCHOOL COUNSELING STUDENT AND PARENTAL VIDEO RELEASE FORM Dear parents, My name is _ and I am pursuing my Master s Degree in School Counseling in the Counseling and Development Program at Winthrop University in Rock Hill, South Carolina. I am currently completing my practicum/internship at School under the supervision of the school s guidance counselor, _. As Part of my practicum/internship, I have the privilege of interacting with students and providing counseling on a variety of topics that concern them. I am also supervised by, a professor at Winthrop. I am asking your permission to videotape any sessions I may have with your child for supervision purposes. This also provides the best possible services available to your child. Your child s identity will be held in the strictest confidence and all recordings will be deleted at the end of the academic semester in which I see your child. Please sign below if you wish to give me permission to work with your child and videotape the sessions. If you have any further questions please feel free to contact me via at _ or contact Dr. Jennifer Jordan, the Counseling and Development Program clinical coordinator, at (803) You may, at any time, ask questions about the process or decide to withdraw your child from being videotaped. Thank you for your cooperation, I look forward to working with your child. Students name Students signature Parent s signature _ Counselor-in-training s signature Site Supervisors signature_ Date Date Date Date Date Fall

27 SCHOOL COUNSELING MIDTERM EVALUATION (SITE SUPERVISOR) Supervisee Name: _ Date of Evaluation: / / Practicum Internship I Internship II Supervisor Name: _ School Name: Instructions: Please rate the supervisee on each of the following items using the scale provided below. Many of these items can be rated at various points during the supervisee s experience. Space is provided at the end of this form for comments about the supervisee s work. When you have completed your ratings it is important that you discuss the evaluation and the reasons for your ratings with the supervisee. You will be asked to fill this out at the end of the semester as well. Many of the questions asked may not be relevant to your supervisee at this stage in the field placement process, N/A is appropriate for these questions. Rating Scale for Items NA. Not Applicable = Not enough information about the student s performance to provide an accurate assessment or the item is not applicable to this setting. Exemplary = Supervisee has mastered the main concepts and principles for this critical task, shows the ability to consistently use this knowledge or the skills in a school counseling capacity, and makes appropriate adjustments based on the needs of students. The supervisee is also functioning at the level of a new school counseling professional and demonstrates the ability to perform this critical task independent of a supervising school counselor. Satisfactory = Supervisee understands the main concepts and principles of the critical task but shows some inconsistency in the use of this knowledge in a school counseling capacity. As such, the supervisee needs time and experience practicing the task and should continue to perform this critical task while monitored by a supervising school counselor. Unsatisfactory = Supervisee does not fully understand the main concepts and principles of the critical task, and as such, he/she is unable to use this knowledge appropriately in a school counseling capacity. The supervisee needs additional classroom instruction to understand the task and should not practice in a school counseling setting unless closely monitored by a supervising school counselor Fall

28 NA Exemplary Satisfactory Unsatisfactory Section I: Delivery of School Counseling Services A. Observation of Individual Counseling. _1. Uses appropriate counseling skills designed to promote student growth. _2. Adjusts the use of counseling skills to meet student needs. _3. Provides feedback to students on their progress in counseling. Attitude toward client shows that he/she values client relationship. _4. _5. Expresses appreciation for student s diverse background during counseling. B. Counseling with Diverse Students. _1. Integrates theories and models of diversity and social justice into conceptualizations of students. _2. Selects interventions and activities that are culturally-appropriate for students and schools. _3. Articulates how her/his own cultural background influences her/his work as a school counselor. _4. Seeks to increase her/his knowledge about diversity and social justice via ongoing supervision, consultation, and learning. Shows appreciation for how multiple aspects of diversity influence _5. school counseling theory, practice, and research. _6. Articulates how diversity influences multiple facets of client development. Possesses knowledge about current theories and models related to _7. issues of diversity and social justice. Understands that integrating diversity and cultural heritage of _8. students into school counseling services enhances such programs. C. Developmental Guidance Lesson Plan. _1. Identified appropriate competency from ASCA National Standards for Students _2. Identified appropriate learning activities for the target audience. _3. Demonstrated effective class management skills that meet the needs of students in the classroom. _4. Appropriately presented lesson plan content information to students. _5. Promotes a classroom environment that is conducive to learning for all students. Fall

29 NA Exemplary Satisfactory Unsatisfactory _6. _7. _8. _9. Responds well to student needs and questions during classroom instruction/group activity. Describes and implements an appropriate evaluation plan for the activity. Values the use of state and national models in identifying developmental guidance activities that are appropriate for students needs. Integrates and values how students diverse backgrounds enhanced the outcome of the developmental guidance activity. D. Transition Services. _1. In implementing the plan, the student demonstrates her/his understanding of developmental theory and her/his ability to apply such knowledge to design activities that will help students and their parents/guardians navigate educational transition points. _2. In implementing the lesson plan, the student demonstrates her/his knowledge of PK-12 academic options and post-secondary academic and career options. _3. The implementation of the student s lesson plan promotes student growth and development through educational transitions. _4. The implementation of the student s lesson plan facilitates students, as well as their parents /guardians, identification and understanding of educational transition points. _5. The implementation of the student s lesson plan helps students and parents/guardians develop appropriate academic and career plans. _6. The implementation of the student s plan demonstrates her/his belief that educational transition points are important opportunities to promote student growth and development. Section II: Management/Accountability of School Counseling Services E. Evaluation of a Developmental Guidance Lesson or Activity _1. Identifies appropriate assessments for the evaluation activity. _2. Organizes the assessments results in a way that is meaningful. _3. Communicates the assessment results to supervisor in a way that conveys they understand the implications of the data. _4. Uses the results to evaluate the effectiveness of the current developmental guidance lesson or activity. _5. Discusses with her/his supervisor the implications the results may have for improving developmental guidance lessons or activities in the future. Fall

30 _6. Values how program evaluation can improve a school counseling activity. NA Exemplary Satisfactory Unsatisfactory Section III: Foundations of School Counseling Services F. Ethical and Professional Behavior. _1. Supervisee was knowledgeable about the relevant ethical and legal requirements involving school counseling practice. _2. Supervisee reliably considered ethical and legal issues in her/his school counseling work. _3. Supervisee made thoroughly reasoned decisions when handling ethical and legal issues. _4. Supervisee showed a commitment to high ethical standards _5. Supervisee was appropriately professional in his/her interactions with staff, students, parents, etc. _6. Supervisee was conscientious with his/her responsibilities, and completed them well Section IV: Comments G. Please comment on the supervisee s responsiveness to supervision, professionalism in the work place, and the quality of her/his work: H. Please comment on areas of growth for the supervisee: Fall

31 I. Please comment on areas in which the supervisee is showing exemplary knowledge or abilities: Supervisor s Signature: _ Date Supervisee s Signature: Date University Supervisor Signature: Date Fall

32 SCHOOL COUNSELING FINAL EVALUATION (SITE SUPERVISOR) Student s Name Practicum Internship I Internship II Characteristics (1) Minimal level (2) Functional level (3)Optimal level Prompt Dependable Responsible Shows initiative Cooperative Professional appearance Rapport with staff members Actively seeks new learning Total points: Supervision (1) Minimal level (2) Functional level (3)Optimal level Accepts constructive criticism Open and honest in supervision Seeks help and direction Prepares for supervision Specific about problem areas Acts on feedback Total points: Counseling Skills Fall

33 Directions: Place a check in the blank that best describes the intern s overall counseling skill level Minimal level (1) Functional level (2) Optimal level (3) 1 Reflective responses show superficial understanding of client. 2 Respects client but remains a bit distant or aloof. _ 3 Sometimes plays a role as a counselor by not being congruent in behavior and verbalization. Minimum client openness. 4 Seldom speaks in the here and now. 5 Rapport sometimes absent. 6 Sometimes accepts generalizations from clients without clarification. 7 Pays little attention to discrepancies in client behaviors and verbalizations. 8 Some difficulty in helping/allowing client to explore his/her goals. 9 Some difficulties in helping clients learn and apply new behaviors. Reflections show accurate understanding of client expressions. Communicates concern and respect for client as a person of worth. Verbal expression of feelings is controlled with risk-taking or spontaneity minimal. Withholds negative responses. Moderate client openness. Sometimes refers to immediate experience with client. Rapport is consistent. Usually helps client clarify vague generalizations in concrete terms. Points out discrepancies in client behavior and verbalizations, but may not focus on meaning. Usually able to help client explore alternatives and choose own outcomes. Helps client develop new choices and assists in clients learning to apply them. Reflections show understanding beyond client s words. Communicates an involved and committed attitude toward clients. Spontaneous and consistently genuine in expression of feelings. Constructive in negative responses. Client able to be genuinely open. _ Fluent and comfortable focusing on the here and now experience. Rapport is excellent. Models and actively solicits specificity and definite choices from clients. Clearly call attention to client incongruence, and ask client to reflect on implications. Consistently able to help client freely choose goals and wellinformed outcomes. Highly skilled in helping client master new solutions and generalize them. Total points: _ Fall