SYLLABUS COUN 6920, INTERNSHIP: SECONDARY SCHOOL COUNSELING Group Supervision Meetings: DAY/TIME Instructor: Class Location: Office Hours: Email: Phone: For an emergency: Individual supervision to be arranged. REQUIRED TEXTS: Jacobs, E.E., & Schimmel, C. (2013). Impact therapy: The courage to counsel. Star City, WV: Impact Therapy Associates. Sklare, G. B. (2005). Brief counseling that works: A solution-focused approach for school counselors and administrators (2nd ed.).thousand Oaks, CA: Corwin Press. Stone, C. C., & Dahir, C. A. (2007 or 2011). School counselor accountability: A measure of student success. (2 nd ed. or 3 rd ). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. RECOMMENDED TEXT: Vernon, A. (1989). Thinking, feeling, behaving: An emotional education curriculum for adolescents grades 7-12.Champaign, Ill: Research Press. COURSE OBJECTIVES: As the culminating experience in the students formal preparation to become professional school counselors, the internship seeks to provide you with a supervised experience in a secondary school counseling position. Here you will continue to exhibit appropriate dispositions and to integrate your knowledge and skills as you apply them to every aspect of our work in this setting. The objectives of this class are the objectives of the Professional Counseling Program and the CACREP Standards. Therefore, all interns will demonstrate (in so much as the opportunities to do so are available) the following. Program Objective Program Objectives All Measured on Site Supervisor Evaluation of Intern 1 Students have expertise to serve as human development consultants to individuals and their families across the lifespan as they impact children and adolescents in a school setting. 2 Students have an appreciation of the unique contributions and concerns of diverse populations and will demonstrate the ability to work with all students to enhance and encourage their full participation in a pluralistic society. 3 Students have developed a professional counselor identity as evidenced by collegial relationships, professional affiliations, and collaborative community relationships. 1
4 Students are committed to the scholar-practitioner role and to ongoing professional development including technological competence; and 5 Students have the knowledge and skills needed to plan, implement, and evaluate comprehensive school counseling programs that are designed to facilitate the academic, career, and personal/social development of all students as lifelong learners in a pluralistic society 2009 CACREP Standards Addressed and Measured Standard # II-G-1-c II-G-1-d II-G-1-f II-G-2-b Core Curricular Category Professional Orientation and Ethical Practice Professional Orientation and Ethical Practice Professional Orientation and Ethical Practice Social and Cultural Diversity Standard Counselors roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event Self-care strategies appropriate to the counselor role of professional organizations, including membership benefits, activities, services to members, and current issues Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students understanding of self and culturally diverse clients II-G-4-b Career Development Career, avocational, educational, occupational and labor market information resources, and career information systems II-G-4-c Career Development Career development program planning, organization, implementation, administration, and evaluation II-G-4-e Career Development Career and educational planning, placement, followup, and evaluation Learning Activities and Experiences(LAEs) Assignments/Measures Oral report on comprehensive crisis management in the internship school site Written commitment to selfcare at beginning of internship; Oral reports throughout the semester Attend at least one professional meeting; Oral report in group supervision Discussion in individual and group supervision; Counseling session recording or oral report of work with at least one client of a different culture; Site supervisor Report on work with client(s) on career exploration including online career information and portfolio systems; Site supervisor Written report on the career/post-secondary planning program at internship site. Written report on the career program at internship site; report on work with client(s) on career planning; Site supervisor 2
II-G-4-f Career Development Assessment instruments and techniques relevant to career planning and decision making II-G-4-g Career Development Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy Recorded counseling session of test interpretation with a student as part of career planning Use multiple career resources with student(s); Recording counseling session of test interpretation with a student as part of career planning; Site supervisor II-G-5-c Helping Relationships Essential interviewing and counseling skills and course readings; Performance on graded recorded counseling sessions; Site supervisor evaluation of intern II-G-5-d Helping Relationships Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling II-G-6-d Group Work Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness II-G-8-e Standard # Research and Program Evaluation The use of research to inform evidence-based practice and course readings; Performance on graded recorded counseling sessions; Site supervisor evaluation of intern Pretest/ posttest for group experience; graded videorecorded group sessions; Site supervisor and course readings; Paper on research articles regarding small group intern is conducting; Site supervisor School Counseling Standard Learning Activities and Experiences(LAEs) Assignments/Measures SC-A-2 Foundations - SC-A-3 Foundations - SC-A-5 Foundations - SC-A-7 Foundations - Understands ethical and legal considerations specifically related to the practice of school counseling Knows roles, functions, settings, and professional identity of the school counselor in relation to the roles of other professional and support personnel in the school Understands current models of school counseling programs (e.g., American School Counselor Association [ASCA] National Model) and their integral relationship to the total educational program Understands the operation of the school emergency management plan and the roles and responsibilities of the school counselor during crises, disasters, and other trauma-causing events Discussion in group and individual supervision; Oral report in group supervision; Site supervisor and course readings; Oral report on personnel in the school and course readings; Accurate use of standards with classroom guidance plans Oral report on school crisis management plan 3
SC-B-1 SC-C-1 SC-C-2 SC-C-3 SC-C-4 SC-C-5 SC-C-6 SC-D-1 Foundations - Skills and Practices and Intervention - and Intervention - and Intervention - and Intervention - and Intervention - and Intervention - and Intervention - Skills Demonstrates the ability to apply and adhere to ethical and legal standards in school counseling Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students Knows strategies for helping students identify strengths and cope with environmental and developmental problems Knows how to design, implement, manage, and evaluate transition programs, including school-towork, postsecondary planning, and college admissions counseling Understands group dynamics including counseling, psycho-educational, task, and peer helping groups and the facilitation of teams to enable students to overcome barriers and impediments to learning Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms Discussion in group and individual supervision; Dispositions; Site supervisor and course readings; Graded recorded counseling sessions; Site supervisor evaluation of intern Oral and written reports of internship site programs; critiques in group supervision; Site supervisor evaluation of intern and course readings; Graded recorded counseling sessions; Site supervisor evaluation of intern Written report of internship site career/post-secondary planning program Discussion in individual and group supervision; Graded recorded group counseling sessions; Site supervisor Oral report in group supervision Graded recorded counseling sessions SC-D-2 SC-D-3 and Intervention- Skills and Intervention- Skills Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students 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 Demonstrates the ability to use procedures for assessing and managing suicide risk and course readings; Written lesson plans; carries out classroom guidance sessions; recorded individual and group sessions; Site supervisor and course readings; Graded individual and small group counseling recordings; site supervisor SC-D-4 and Intervention- Skills and course readings; Recorded counseling sessions; Role play SC-D-5 Demonstrates the ability to recognize his or her Discussion in individual and 4
SC-F-1 and Intervention- Skills Diversity and Advocacy Skills limitations as a school counselor and to seek supervision or refer clients when appropriate Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development group supervision; Site supervisor Graded recorded counseling sessions; oral report and discussion SC-F-2 SC-F-3 SC-F-4 SC-H-1 SC-H-2 SC-H-3 SC-H-4 Diversity and Advocacy Skills Diversity and Advocacy Skills Diversity and Advocacy Skills Assessment Skills and Practices Assessment Skills and Practices Assessment Skills and Practices Assessment Skills and Practices Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations Engages parents, guardians, and families to promote the academic, career, and personal/social development of students Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities Selects appropriate assessment strategies that can be used to evaluate a student s academic, career, and personal/social development Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs Makes appropriate referrals to school and/or community resources Participates in SAT or IEP meetings and advocates for student(s); submits written report; Site supervisor and course readings; Written M.E.A.S.U.R.E.; Develops advocacy plan for some aspect of the school; makes advocacy presentation Works with parents in M-Team or IEP Meetings; submits written report Case presentations in group supervision; Site supervisor Use of assessment strategies and inventories with students; written report/critique of testing program; oral report in supervision Use of assessment strategies and inventories with students; oral report in supervision; Site supervisor Reports in supervision SC-H-5 SC-I-4 Assessment Skills and Practices Research and Evaluation - Assesses barriers that impede students academic, career, and personal/social development Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card) Case presentations; Advocacy presentation; Site supervisor Discussion and reports in group supervision; Advocacy presentation SC-I-5 Research and Evaluation - Understands the outcome research data and best practices identified in the school counseling research literature Written M.E.A.S.U.R.E SC-J-1 Research and Evaluation Skills and Applies relevant research findings to inform the practice of school counseling and course readings; Recordings 5
SC-J-2 SC-J-3 SC-K-1 SC-K-2 SC-K-3 SC-L-1 SC-L-2 SC-L-3 SC-M-7 SC-N-1 SC-N-3 SC-N-4 Practice Research and Evaluation - Skills and Practice Research and Evaluation - Skills and Practice Academic Development - Academic Development - Academic Development - Academic Development Skills Academic Development Skills Academic Development Skills Collaboration and Consultation - Collaboration and Consultation Skills Collaboration and Consultation Skills Collaboration and Consultation Skills Develops measurable outcomes for school counseling programs, activities, interventions, and experiences Analyzes and uses data to enhance school counseling programs Understands the relationship of the school counseling program to the academic mission of the school 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 Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling- and guidance-related material Conducts programs designed to enhance student academic development Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement Knows school and community collaboration models for crisis/disaster preparedness and response Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development Uses peer helping strategies in the school counseling program of individual and group counseling; group research paper; discussion in supervision; Site supervisor evaluation of intern Pre-post testing submitted for small and large group guidance Written MEASURE; Advocacy presentation Written MEASURE; Advocacy presentation Written MEASURE; Advocacy presentation Submits lesson plans for large group guidance; Site supervisor Implementation of lesson plans for guidance unit; graded recordings of individual and small group counseling and guidance; Site supervisor Graded recorded individual and group counseling sessions; Report on work with student using internet postsecondary preparation resources Site supervisor evaluation of intern Report on School Crisis Prevention-Intervention- Postvention Plan Works with parents in M-Team or IEP Meetings; submits written report Participates in M-Team, S-Team, or IEP meetings; submits written report; Site supervisor Reports on work with peer 6
SC-N-5 Collaboration and Consultation Skills Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families SC-O-4 Leadership - Understands the important role of the school counselor as a system change agent. SC-P-1 Leadership Skills and Practices Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program facilitation program if available at internship site Makes referrals in conjunction with supervisor Advocacy presentation; Graded written M.E.A.S.U.R.E. Graded 300 hour internship in a secondary school; multiple written reports/critiques of program components; written M.E.A.S.U.R.E.; Advocacy presentation. COURSE REQUIREMENTS: I. Work and accurately record on Time and Task Log 300 or more hours (with at least 120 being direct-service hours) in a secondary school as a counseling intern, satisfactorily performing the following tasks and responsibilities: A. GENERAL GUIDELINES 1. Prior to beginning your internship, complete the tutorial on Reporting Child Abuse (http://www.sworps.utk.edu/child_abuse_reporting/start.html ) and print off your certificate of completion. 2. With your supervisor s assistance during the first days of the internship, become acquainted with all state, county, and school policies that are pertinent to your work in the school. Adhere to these policies. Of particular note are policies with regard to limits of confidentiality in that setting, and procedures for dealing with a student who may be a victim of abuse, or who may be of potential harm to self or others. 3. Immediately begin to establish collegial relationships with all counselors and administrators in the school, and with as many students, parents, teachers, other staff, and community resources as possible. Begin to learn the roles of all personnel who work full- and part-time in the school. 4. Maintain current professional liability insurance (minimum of $1,000,000/$1,000,000.) Bring proof of such to the instructor and Dr. Slicker prior to beginning work in the school. 5. Adhere to the Codes of Ethics and Standards of Practice of the American Counseling Association. 6. Within the first few weeks, begin looking at data related to the school and to student performance; and select a target element for the MEASURE assignment (See F.3 below.) 7. Video- or audio-record all of your on-going individual and group counseling with students. Use a consent form provided or approved by your site supervisor and copied on the school letterhead. Interns will begin on-going counseling sessions with a student only after having obtained signed assent of the student and signed consent of the parent. If the site supervisor agrees, the intern may meet with students without signed assent/consent forms for all guidance activities; for one-session, walk-in counseling situations; and 7
for an information/ screening session prior to beginning on-going counseling. Sessions are not to be recorded without first obtaining signed assent/consent forms. 8 While you will be receiving grades for your work, this semester is more about learning, integrating what you studied in all program coursework into this real-life setting, gaining experience, and receiving supervision and feedback on your work. Please remember that you are encouraged to ask questions and to submit work for feedback throughout the semester, not just to meet the requirements for a grade. To do so indicates commitment to ongoing professional development. 9. Participate in all activities and learning experiences as requested by site supervisor. While the intern is expected to complete the numerous requirements outlined below, you are also expected to be of assistance to the supervisor, and to seek out opportunities that the site supervisor deems beneficial to your preparation as a secondary school counselor. 10 Participate in the school throughout the entire semester. Unless you have received prior approval for a revised calendar, the work at the school is to continue through the last week of the MTSU semester prior to finals. 11 Keep your site supervisor apprised of all aspects of your work. Obtain supervision from your site supervisor immediately if you become aware of any information that would cause concern for anyone's safety. If the supervisor is not available, seek assistance from another counselor in the school immediately. Also inform the instructor as soon as possible. 12 Be cognizant of the Professional Counseling Program Dispositions as explained in the Professional Counseling Handbook and demonstrate Acceptable or Target levels of Dispositions throughout the internship. B. INDIVIDUAL COUNSELING 1. Assemble a collection of props to be used as you employ some creative techniques with students in individual and group work. See the Jacobs text. 2. Work with a variety of students in a counseling relationship, seeking diversity of clients and problems. 3. Establish counseling relationships with a variety of clients with differing concerns. It is important that you work with a large number of students. For the minimum requirements for this class, however, you must have an on-going counseling relationship (at least 5 sessions) with at least 4 students. It is recommended that you strive to conduct on-going counseling caseload of no fewer than 6 students and brief interventions with several additional students. At least one of your on-going clients is to be of a different racial or ethnic background than yourself if at all possible. (Discuss in group or individual supervision what you learned from this cross-cultural experience.) 4. Write case notes following each session and bring all to each supervision session on campus. 5. Submit in advance or bring with you counseling recordings for each supervision session on campus (and copies of the case notes for that student.) 6. Clearly identify all recordings and accompanying materials, and submit in a large envelope with all case notes for the student(s). List on the envelope the assignments that it contains. 7. Submit samples of your work with at least 3 different clients. Obtain signed assent from the student and 8
written consent from the parent prior to any recording of the student, and record all sessions of all students that you work with on an on-going basis. Submit a minimum of 6 recorded individual counseling sessions, at least 3 of which are to be with the same client over the course of the counseling relationship. Some of this requirement may be met during supervision sessions. It is your responsibility to see that a grade is assigned to at least 6 individual counseling recordings. 8. General guidelines for sessions: a. Demonstrate frequent appropriate empathic and action-direction responses. Demonstration of effective use of these basic counseling skills is required for an A or A- in the course. b. Focus the sessions on the identified problem(s) that you both agree the client will be working on. This means that early in the counseling relationship, the client goal(s) should be clearly and appropriately stated. While students may bring in some other concerns which arise (and goals can be revised), it is your responsibility to focus the majority of the session(s) and work on the identified goals. c. Try to utilize counseling theories with your clients for process and/or specific techniques. d. Experiment with creative techniques (see Jacobs text) with multiple clients and sessions. e. See grading rubric on D2L. 9. Specific requirements for individual counseling sessions. At a minimum please do the following: a. Before or during the 1 st individual supervision session, submit a recording of a first session with a student to demonstrate your introductory explanation of the counseling process and limits of confidentiality, etc.. Remember to tell students in this introduction that you will be discussing the sessions with your supervisors at MTSU and at the school and they will be listening to some of your sessions. The recording for this assignment does not have to be an entire session; the entire session may be submitted, however, as one of the following recordings for evaluation. b. As a sample of your individual counseling work, submit at least the following 6 recordings of entire sessions with an average session time of 40 minutes. Individual Counseling i (1) A session integrating assessment results with student career and academic planning; include parent consent form, assessment checklist, copies of assessment results, and a copy of the student s grades. You should try to do so with a student who could truly benefit from the focus on the test results and with whom there can be a next step identified for the student. See grading rubric on D2L. (2) Demonstrate during a significant portion of a session the appropriate application or integration of SFBT into your work with a client. Include the Demonstration of Theory Critique form and a note that you write the student (see Sklare text for details.) 9
(3) Submit a 2 nd theory recording of a different theory other than SFBT. It can be Reality, Cognitive, REBT, Adlerian, or (appropriate) Gestalt. Include the Demonstration of Theory Critique form. (4) In any 1 recording, demonstrate a creative counseling technique inspired by the Jacobs text; Include the Demonstration of Creative Technique critique with this recording. This technique should be an integral part of your work with the client and should clearly connected to the change process that you are trying to facilitate (rather than simply interjected into a session). It may be tied directly to a counseling theory, but is in addition to the two theory-focused recordings described above. (5) & (6) At least 2 additional individual sessions, which are hopefully theory-based and which may have creative techniques, although these characteristics are not mandatory. c. By the end of the semester, complete the Client Progress form on a client whom you feel has benefited from counseling. The instructor will need to hear an early, middle, and late session with this student. Most likely one or more of these sessions will be among those listed above; if not, submit additional recording(s) so that client progress is documented in 3 recordings. C. SMALL GROUP COUNSELING 1. Establish two very different small groups (at least one of which is a problem-centered counseling group; the other may be psychoeducational) which will each meet for a minimum of 6 hours, preferably more. (This would mean 8 sessions, for instance, if you have only 45 minutes per session.). If at all possible, one of these groups should be a strategy tied to the targeted element of the MEASURE that you identify. 2. Create a checklist of information that you need to give students and/or parents in your advertisement, consent form, screening, and/or 1 st session of each group in order to be in compliance with all pertinent ethical guidelines. (Hint: See ASGW Best Practice Guidelines.) 3. Conduct research on current findings related to at least one of the groups. (See H.1. below.) 4. Obtain signed consent forms from parents and students for participation and for taping; VIDEOTAPE ALL GROUP SESSIONS. 5. Develop a pre-test/post-test for students to complete during the screening (or initial) session and during or after the final session of group. This can be one of two types: (1) Use an appropriate inventory designed to measure something related to the purpose or theme of the group (i.e., sense of hope, cognitive distortions, satisfaction with school, anxiety) or (2) Create an inventory based on some learning objectives or goals of the group, some things you hope they will learn or some ways you hope that they feel differently. Make sure it can be easily scored and compared (i.e., multiple choice or Likert-type scale items). See the College Prep Small Group pre- and post- tests on D2L for an example. On the post-test, you may want to include some additional items that will be of value to you as a leader or that are a more subjective evaluation of the group experience (i.e., open-ended questions, In what ways was this group valuable to you? or What did you like most about being in group? or Should I offer a group like this to other students? Why or why not? or a Likert-like scale.) Submit your case notes, these pre/post tests and an Excel spreadsheet of the data. 6. Write case notes following each session and bring all to each individual supervision session. 7. Submit at least 2 video-recordings, one from each group. 10
D. LARGE GROUP GUIDANCE Interns who do not have a teaching license are to observe at least two teachers who have been recommended for their outstanding teaching methods or classroom management, and are to submit a Teaching Observation form for each class. (One of these observations may be of the class that you will be teaching for your classroom guidance lessons.) All interns must: 1. Submit for approval a 3- to 5-session classroom guidance unit that includes in the objectives, the Tennessee School Counseling and Career Guidance Standards that are to be addressed. The unit may be based on materials from group books (such as the Vernon text listed above.) You may revise and/or supplement these borrowed units as appropriate. Many interns in the past have used the Jason Foundation suicide prevention materials. If your supervisor would like for you do to so, please let the instructor know. If your site supervisor has another unit, he/she wants you to present, please do so, but check with the instructor to see if this will fulfill the course requirements. Be prepared to e-mail your lesson plans to the instructor and to the other students in the class. 2. Conduct this entire unit with at least 1 classroom. If a 5-session unit is not possible, then conduct a 3- session unit in at least 2 different classes. Observe the classroom once prior to conducting the unit. 3. Create pre/post test to be complete before and after you teach the unit to measure what the students have learned. (See Small Group Counseling for additional information.) In addition to measuring learning content, the post-test should include some additional items that will provide you with information regarding your teaching skills. Submit Excel spreadsheet of student pre/post test data. 4. Submit an evaluation form to be completed by the school counselor or teacher who observed all or most of the sessions. You may modify the Teaching Observation form provided for your own classroom observations or create another form. E. CAREER GUIDANCE AND POST-SECONDARY PLANNING (In addition to the career/academic counseling recorded session above in 9) 1. Submit 2-3 page typed paper describing the comprehensive career counseling and post-secondary planning program of your school. This will include the 4- (or 6-) year planner, financial aid, scholarship, how students know about ACT, etc.. IF the junior/senior counselors have materials, newsletters, time-lines, that they give students, include these. Identify the role of counselors and other personnel in preparing students for career and educational choices. Please organize this by year, beginning with the 8 th grade feeder school. Include a summary of what you see as the strengths of the program and how it might be improved. 2. Become familiar with the on-line career/post-secondary planning system (e.g., CollegeforTN, TCIDS, or Kuder) that is utilized by the school. Work with multiple students on the system and submit a 1-2 page typed report on the experience. Include how you would utilize it in a comprehensive and systematic way if you were a secondary school counselor. F. CONSULTATION/COLLABORATION/ADVOCACY Interns will be required to use your consultation skills, expertise in human development, and advocacy skills to facilitate the academic/ career, and/or personal/social development of at least one student. 11
1. Submit a written report of work with at least one parent, teachers, and other school personnel as a participant in a team such as a support-team or IEP team. The report will include (a) titles and roles of those participating, (b) the outcome/interventions prescribed with a copy of the school form, if one is used, with all identifying information of the student removed, (c) your level or involvement, and (d) how you advocated for the student, or, if not able to, how you would advocate if you were in a position to be able to do so. 2. Seek opportunities to consult with parents and teachers and to advocate for individual or groups of students within the school; report on these in group supervision. 3. Obtain as much data as you can about the school and the achievement of its students in disaggregated form. Select a target element and complete the first 4 steps of a M.E.A.S.U.R.E. Include one of your small groups as a component of your interventions if possible. Also include a brief answer to the following: (1) According to Stone and Dahir (2007 or 2011), what are the three ways that counselors demonstrate accountability and explain each; (2) Which do they believe to be the most appropriate? (3) List three reasons why this type of approach is important. 4. Develop an advocacy plan for a systemic change (i.e., a change in school policies, programs or services) that would strive to improve some aspect of the school climate or that would benefit groups such as an underserved population, underachieving students, those at risk for bullying or discrimination, or a population with any type of special needs. Carry out any aspect of the advocacy plan that is feasible. Make a formal presentation in group supervision (between 15 20 minutes) that would be suitable when advocating for the change to an appropriate, designated audience such as the school improvement team, school administration, or school board. Include research data, school data, and other information that would be useful in the justification and rationale for the change. See rubric on D2L. G. ADMINISTRATION/COORDINATION DISCUSSION TOPICS Be prepared to report on and to discuss each of the following in supervision: 1. General School Policies: Discuss any school policies you have been able to learn including those with regard to Zero Tolerance, limits of confidentiality in that setting, and procedures for dealing with a student who may be a victim of abuse, or who may be of potential harm to self or others. 2. Role of all personnel in the schools: Describe the duties of all full- and part-time personnel. 3. Conflict Resolution: What is being done at your school concerning conflict resolution? Identify the role of counselors and other personnel. 4. Special Services: Attend several IEP, other Special Education, support-team, or 504 meetings. Report on the purpose of each, how special education referrals are made, what the role of the counselor was, and what you would want your role as a counselor to be. 5. School Crisis Management Plan: Obtain a hard copy, if possible, of this plan and describe the components. Also discuss such things as how the personnel are trained, and if there has been a crisis, how the counselors felt about the experience and what they learned from it. Include the potential impact of crises on individuals and the entire school community as well as the skills that are needed in crisis management. 6. Peer Facilitation: Assist with this program if it is in the school. Describe in supervision. 12
7. Professional Meeting: Attend at least one meeting of a regional, state, or national counseling organization and discuss in supervision. ` 8. At least one of the following: a. Attend a meeting of a student organization. How could this group serve as a vehicle for accomplishing one or more of the guidance/ counseling goals of the school? b. Describe one additional program in your school (not described in other assignments) that involves counseling and is particularly beneficial to students. c. Try to get your clients involved in some aspect of the school or community to help them meet their needs in positive ways. d. Participate in a cultural enrichment activity such as a cultural diversity festival, an international fair, the local Buddhist temple festival, or an immersion experience that will provide greater awareness or understanding of a culture that is different than your own. H. ADMINISTRATION/COORDINATION WRITTEN REPORTS Written Reports 1. Small Group Research: Research at least one of your group topics. Submit 2 or more journal articles, at least one of which must be empirical studies and a summary (1 or more pages per article) of what you learned from the research that helped you prepare for or lead your group. This may be in list form rather than paragraph form but must include the results of the empirical study and must be of such depth as to indicate that you read and understood each article. 2. Transcript Evaluation: Evaluate the transcript of at least one transfer student from a different school district; remove the student s name; have your work signed by your site supervisor to validate accuracy; submit the results. 3. Testing Program of the School: Participate in the school's testing program in any capacity and submit a chart summary (see handouts) or double-spaced, typed summary (including the information requested of the chart) of the school's entire year testing program for all grade levels. 4. Time and Task Activity Logs: Submit each month, with cumulative totals, initialed by site supervisor. 5. Case Load Summary: Submit a list at the end of the semester of each student (first name, last initial) seen in individual counseling and the number of sessions. List names of groups, number of students, length of sessions, and number of sessions. II. PARTICIPATE IN SEMINARS AND GROUP SUPERVISION A. Attend all scheduled group supervision sessions. B. Study in depth and make an effort to become more proficient in Solution-Focused Brief Therapy and at least 1 other counseling theory (in addition to Person Centered.) Be prepared to discuss the theories in group supervision as they apply to cases. As a group we will be spending more time reviewing Reality Therapy and cognitive therapies than other theories, so you may choose 1 or more of these if you so desire. 13
C. Participate in group supervision by presenting your own cases and discussing cases presented by your peers. Bring case notes to each group supervision for a case with which you would like assistance. Be prepared to present at each group supervision (after the first 4 weeks of the semester.) III. PARTICIPATE IN INDIVIDUAL SUPERVISION A. As per your contract with the school, you will participate in at least one hour of face-to-face, one-onone supervision weekly with your on-site supervisor. B. Participate in at least 4 individual supervision sessions on campus with the instructor. 1. Bring at least one recording with you for which you desire assistance preferably two. 2. Bring all consent forms and individual and group counseling case notes. IV. EVALUATION The outcomes expected of interns will be evaluated by both the site supervisor and the instructor. 1. The site supervisor will complete the Site Supervisor Evaluation of Intern form and will provide what he/she believes to be an appropriate grade at midterm and at the end of the semester. 2. The instructor will grade the class assignments. See The Secondary School Internship Assignments: Due Dates and Grading Sheet for deadlines. The instructor will take into account the site Supervisor s feedback when assigning the grade for the course as noted below. The instructor will also take into consideration all of the Professional Counseling Dispositions (being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class (see Professional Counseling Program Handbook for details.) 3. Students must receive a grade of B- or above in order to be eligible for recommendation for licensure as a school counselor (or to be allowed to proceed to the next internship.) Students will earn grades for assignments based on the following Likert-type scale: 0 = Insufficient in quality or is not submitted by 1 week after deadline 1 = Minimal in quality and is submitted 1 week after deadline 2 = Does not meet expectations or meets expectations but is 1 submitted 1 week after deadline 3 = Meets expectations and is submitted by deadline 4 = Exceeds expectations and is submitted by deadline Grading: A grade of an A in the internship will be assigned according to the follow standards: All work completed Average score on all papers/oral reports > 3 on 0-4 scale. Average score on all counseling recordings > 3 on 0-4 scale. Consistent use of empathic counseling responses in individual and group counseling Demonstration of the effective, helpful use of two counseling theories Disposition ratings of Acceptable or Target 14
Grade assigned by site supervisor > 93% A grade of < A- will be at the discretion of the instructor if any of the above criteria are not met. Incompletes are highly unusual. They are given at the discretion of the instructor only in the most extreme circumstances. Disabilities: If you have a documented disability as described by Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations, please contact John Harris, Director, Disabled Student Services, KUC 120 (898-2783) as soon as possible. Course requirements will not be waived, but reasonable accommodations may be provided as appropriate. TENTATIVE SCHEDULE for group supervision plus at least 3 individual supervision sessions to be scheduled. SEMESTER, YEAR DATE TOPIC(S) FOR BRIEF DISCUSSION SEE ASSIGNMENT SHEET for complete list AND ALSO BE PREPARED TO Submit your Intent to Graduate form on line within the 1 st two weeks if this is your final semester! DATE Internship overview Turn in signed agreement packets. Intro to counseling in sessions Turn in proof of liability insurance. Large group guidance Turn in Child Abuse Reporting Tutorial Graduation credits certificate Selection of major theories for focus of semester Ask questions about syllabus Be sure to check the syllabus for directions throughout Reality Therapy the semester. Bring Reality Therapy Handout with 1 st page completed Report on school policies (See I. A. 2) DATE Reality Therapy Discuss articles, Kids Who Cut; & Suicide intervention Recognizing and Managing Critical Client Self -mutilation Problems Overview of graduation requirements Role play suicide assessment session Overview of small group counseling Identify target goal or element of the Overview of assessment interpretation MEASURE SFBT Small Group Checklist Discuss Ch. 1-4 of Sklare text Discuss role of all personnel in the school Bring your calendar to schedule supervision DATE: MTCA Meeting. Location to be announced. INDIVIDUAL SUPERVISION BEGINS WEEK OF DATE for those who have begun conducting counseling sessions. These supervision sessions will focus primarily on supervision of recorded sessions of clients. Teacher observations (if applicable) Small group research articles & summaries Large group lesson plans & pre-tests Small group pre-tests Discuss Ch. 5-7 of Sklare text Discuss Ch. 1, 10, & 11 of Jacobs Check in on self-care! DATE Individual counseling SFBT Counseling process vs. content Integrating theories into individual counseling Creative techniques 15
DATE Crisis Management Creative techniques DATE More creative techniques Counseling cases Discuss Ch.12, 13, & 14 in Jacobs Bring creative props Oral report: Site crisis plan and potential impact of crisis Written reports: Trans. Eval; Career Couns. Present a counseling case Midterm evaluation from site supervisor DATE: MTSU Spring Break Discuss work with diverse clients Written reports: Testing Program; MEASURE Oral reports Present a counseling case DATE Counseling cases Present a counseling case Written Report: Career On-Line Resource Classroom guidance pre-post results, etc. DATE: MTCA Meeting. Location to be announced. DATE Counseling cases Small group pre-post results, etc. Advocacy plans Written Report: Work with a parent & team Present a counseling case Make formal advocacy plan presentation DATE Advocacy plans Make formal advocacy plan presentation DATE Closure for 1 ½ hours Submit evaluations Celebration with dinner out Final time logs Case load summary DATE: MTCA Professional Development Meeting. Location to be announced. 16