SYLLABUS COUN 558 Internship in School Counseling Spring 2015

SYLLABUS COUN 558 Internship in School Counseling Spring 2015 Dr. Marianne Woodside 447 Claxton Cell: 414-0376 mwoodsid@utk.edu Support Staff, Joy DuVoisin 974-8864 duv@utk.edu Fax: 974-0135 Section: 001 Schedule: T 3:40 pm 5:10 pm Room: C 210 Office Hours: By appointment Course online: online.utk.edu University Civility Statement At the end of this document, please find and read the University Civility Statement. Expectations are that all members of the university community will follow these guidelines maintaining a positive and civil atmosphere in all settings pertaining to university work. Counselor Education Dispositions: Fall 2008, the Counselor Education faculty at the University of Tennessee adopted these dispositions to guide student personal and professional behavior. The dispositions extend to instructor (Dr. Woodside) personal and professional behavior. We use the acronym CORIS (pronounced chorus ) to help remember them. The dispositions include: Commitment, including counseling identity, investment, advocacy, collaboration, and interpersonal competence Openness to idea, learning, change, giving and receiving feedback, others, and self-development Respect to self and others, including honoring diversity, self-care, and wellness Integrity, including personal responsibility, maturity, honesty, courage, and congruence Self-awareness, including humility, self-reflection, and understanding of place in history We will model these dispositions during class meetings and at our internship sites. 1

Evidence of Modeling Dispositions During Internship The following statements are responsibilities accepted by the student conducting an internship. By definition the internship is a time to apply knowledge and skills in a professional setting. Internship is also an academic experience. Internship responsibilities incorporate on-site activities and related seminar assignments designed to integrate academic learning with the practical application. Interns are expected to maintain excellence and professionalism in the seminar and at the internship site. 1. Complete all responsibilities assigned by both the field supervisor and the university supervisor within specified time frames. 2. all activities related to internship on a daily basis. 3. Realize you are a member of the school and are subject to school policies. Review and understand school policies. Do so within the first week of starting your internship. 4. Communicate in a timely and clear manner with field and university supervisors when you cannot perform internship responsibilities (e.g., due to personal illness or death of a family member). 5. Report promptly for all internship related appointments and duties. 6. Maintain professional behavior and attitudes necessary when working with professionals, students, parents and other members of the community. 7. Dress appropriately for work. Personal modesty, cleanliness and neatness are a must. 8. Attend all class seminars. If you miss more than one, a grade of NC will be posted for the semester and you will repeat internship. 9. Represent your school professionally. Attend professional seminars or conferences and network with other school counseling professionals and colleagues and consultants. Dr. Woodside s Policies Honor Statement and Pledge An essential feature of The University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the University, I pledge that I will neither give knowingly nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. Academic Honesty Any evidence of academic honesty, you will receive a grade of F for the course in accordance with UT s academic dishonesty policy as stated in Hilltopics. Additional Resources Writing Center The Writing Center offers assistance in preparing, editing and revising written materials for undergraduate and graduate students at all levels. Tutors help any 2

student, one on one, decide on topics, revise drafts, find grammatical errors, and prepare outlines. According to Writing Center Policy, students must be actively involved in the tutoring sessions and be willing to learn to improve their writing. Each semester the Writing Center opens the second week of classes and closes on the last day of classes. You sign in. Professors may request that you complete an Attendance Form that your tutor will sign to verify you received writing assistance. Hours are M/T/W 9-7:30; R 9-6; F 9-3. Contact: The Writing Center, 212 Humanities and Social Sciences Building, 974-2611. COUN 558 Internship in School Counseling Course Description COUN 558 Internship in School Counseling, 1 6 Credit hours: Supervised postpracticum experience at school setting approved by the academic unit. Grading: Satisfactory/No credit. May be repeated. Maximum 6 hours. (See Graduate Catalog). You will use the ASCA National Model and Workbook as a resource in this class, specifically in relationship to contract goals. Course Objectives Based on CACREP requirements and include the following: The program requires completion of a supervised internship in the student s designated program area of 600 clock hours, begun after successful completion of the practicum. The internship is intended to reflect the comprehensive work experience of a professional counselor appropriate to the designated program area. Each student s internship includes all of the following: 1. At least 240 clock hours of direct service, including experience leading groups. 2. Weekly interaction that averages one hour per week of individual and/or triadic supervision throughout the internship, usually performed by the onsite supervisor. 3. An average of 1 1/2 hours per week of group supervision provided on a regular schedule throughout the internship and performed by a program faculty member. 4. The opportunity for the student to become familiar with a variety of professional activities and resources in addition to direct service (e.g., record keeping, assessment instruments, supervision, information and referral, in-service and staff meetings). 5. The opportunity for the student to develop program-appropriate audio/video recordings for use in supervision or to receive live supervision of his or her interactions with clients. 6. Evaluation of the student s counseling performance throughout the internship, including documentation of a formal evaluation after the student completes the internship by a program faculty member in consultation with the site supervisor. In addition, during this course we will address additional CACREP Standards (2009) related to the preparation of counselors and school counselors. They include: 3

CACREP Input Standards Professional Orientation and Ethical Practice e. An understanding counseling supervision models, practices, and processes used to support school counseling professional development (Group Supervision Discussion); Helping Relationships f. A general framework for understanding and practicing consultation (Consultation Discussion). Human Growth and Development a. effects of crises, disasters, and other trauma-causing events on persons of all ages (Crisis Effects Discussion) Helping Relationships g. crisis intervention (not suicide prevention) models, including the use of psychological first aid strategies (Crisis Intervention Discussion) and Program Evaluation e. the use of research to inform evidence-based practice (Research Discussion: same as (Students identify problem or challenge at school site. Locate two articles in professional school counseling to address problem or challenge. Present information to group (5-10 minutes ) CACREP Output Standards D. 2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. (Final Evaluation by Site Supervisor). D. 3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. (Final Evaluation by Site Supervisor). D. 5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. (Instructor Notes from Class). F. 2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. (Final Evaluation by Site Supervisor). F. 3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. (Add to Professional Goals Contract). F. 4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. (Final Evaluation by Site Supervisor). H. 1. Assesses and interprets students strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. (Final Evaluation by Site Supervisor). H. 4. Makes appropriate referrals to school and/or community resources. (Final Evaluation by Site Supervisor). H. 5. Assesses barriers that impede students academic, career, and personal/social development. (Instructor Notes from Class). I. 5.Understands the outcome research data and best practices identified in the school counseling research literature. (Research Discussion: same as (Students identify problem 4

or challenge at school site. Locate two articles in professional school counseling to address problem or challenge. Present information to group (5-10 minutes.) J. 1.Applies relevant research findings to inform the practice of school counseling. (Students identify one component of school counseling. Locate two articles in professional school counseling to address problem or challenge. Present information to group (5-10 minutes). J. 2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. (Students develop a needs assessment, evaluation of small group, or evaluation of classroom guidance session.) Share this with other students during group supervision (5-10 minutes). L. 1. Conducts programs designed to enhance student academic development. (Final Evaluation by Site Supervisor). L. 2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. (Students present program for students (e.g. individual, group, classroom, parents to present range of postsecondary options and opportunities). (Share with other students). M.1. Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. (Final Evaluation by Site Supervisor). M. 5. Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. (Final Evaluation by Site Supervisor). N. 1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. (Final Evaluation by Site Supervisor). N. 2. Locates resources in the community that can be used in the school to improve student achievement and success. (Final Evaluation by Site Supervisor). N. 3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. (Final Evaluation by Site Supervisor). N. 4. Uses peer helping strategies in the school counseling program. (Final Evaluation by Site Supervisor). N. 5. 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. (Final Evaluation by Site Supervisor). P.2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance and advisor/advisee programs for teachers). (Final Evaluation by Site Supervisor). Requirements 1. Insurance: All students must show proof of professional liability insurance. A copy must be kept in your internship notebook. 2. Professional Disclosure/Informed Consent: All students must create an informed consent form to be given to all students and parents at their internship site. You 5

may update your practicum professional disclosure/informed consent statement. This professional disclosure/informed consent must include the following information: Graduate student status, taping requirements, supervision status, general course requirements, and site supervisor contact information. Copies of the professional disclosure/informed consent must be filed in the counseling office and in your internship notebook. 3. Taping: All counseling sessions (after the initial meeting) are to be taped. If a student who has not given you a parent/guardian permission form comes to you and requests counseling, you can only meet with that student once. After that, sessions must be taped and with parental consent. 4. Students in Crisis: You may meet with a student in crisis regardless of taping consent status. You must inform both your site supervisor and your university supervisor if you meet with a student who indicates suicidal behaviors or warning signs. You must inform both supervisors on the SAME DAY that you meet with any potentially suicidal student. 5. Tapes for Supervision: Starting with class week 4, designated students will bring a tape, cued for supervision purposes, to class. Students must be prepared to play tapes in class, including having questions for supervision purposes and knowledge of the history of each client. It is recommended that students keep a set of representative tapes at all times (3 minimum). Tapes may be reused or erased no sooner than 3 weeks after the session meeting. 6. Case Notes: Case notes must be kept for each client and added to after session. Notes must include the following: date of meeting, topic of meeting, interventions used, goals for session, goals/plans for next session. Case notes must be kept locked or secured at all times. Case notes may be brought to class for supervision purposes. An example of a case note form is included in this document. At the end of the internship, the faculty supervisor will shred the case notes, unless otherwise indicated by the site supervisor. 7. Counseling Relationships: You must maintain a counseling relationship with at least three students for a minimum of four sessions each. It is strongly recommended that you have at least 4-8 different clients. 8. Supervision meetings and requesting supervision: Each student will attend internship class weekly. In addition, each student will participate in weekly individual supervision with his or her site supervisor at the internship site. Again, beginning the fourth class meeting, each week designated students will bring at least one tape or a situation to share with classmates and a request for supervision. Assignments 1. Internship Contract: Students are required to create a contract that represents what they will be working toward during internship. You should create this contract with your site supervisor and have your faculty supervisor review it. The contract MUST be developmental, comprehensive, and based on the ASCA National Model. All three domains (personal/social, academic, and career) should be included in this contract. Please see the School Counseling Internship Manual for an example of an appropriate contract. The contract also needs to be based upon suggestions for growth indicated in previous evaluations. This will be graded 6

pass/fail. Pass means receiving an evaluation of excellent or satisfactory. Fail means receiving an evaluation of unsatisfactory without revision. 2. Each student contract should include the following goals: 2F. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. (Add to Professional Goals Contract). 3F. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. (Add to Professional Goals Contract). 3. Group Supervision Discussion. A) Students will identify a problem or challenge at their school site related to school counseling. Locate two articles in professional school counseling to address problem or challenge. Present information in group supervision (5-10 minutes). B) Students will develop a needs assessment, evaluation of small group, or evaluation of classroom guidance session. Share this with other students during group supervision (5-10 minutes). 4. Time : You are required to keep a typed daily log of your time and responsibility (direct and indirect) at your internship site. You will also keep a summary log of direct and indirect hours. The documents that you will use are in the School Counseling Internship Manual. You will place these in your internship notebook. Site supervisors verify the time logs. 5. Case Presentation: The purpose of the case presentation is to provide opportunities for interactive group feedback. Prior to our meeting, organize relevant information about the student with whom you are working and your experiences with the student to share with the group. In addition, please provide a brief segment of audio or videotape of a session with this student. Your total presentation should last approximately 15 to 20 minutes and will be followed by time for group feedback and discussion. Your case presentation should include the following information: Description of client Statement of the issues Family/home background Physical health history (if applicable) Educational history Social interaction Psychological development Testing/assessment (if applicable) Occupational history (if applicable) Hobbies/recreational activities Sexual adjustment (if pertinent) Ethnic, multicultural or individual exceptionalities Summarization of client s counseling history: o What led client to seek counseling at this time o Number of sessions with client o Brief case conceptualization 7

o Approached used thus far o Complicating factors Diagnosis/prognosis Treatment o Your approach with this client o Treatment plan including what will be accomplished at each further session What difficulties you are having with this case What kind of help/feedback would you like from the group This will be graded pass/fail. Pass means receiving an evaluation of excellent or satisfactory. Fail means receiving an evaluation of unsatisfactory. (See Evaluation Rubric). 6. Classroom Guidance Experience: While at your site, you must complete at least one classroom guidance presentation, at a minimum. Talk with your site supervisor to help identify a teacher(s) who would be willing to have you present a counseling-related topic. The lesson plan may be related to personal/social. Career, or academic issues and should be an appropriate length based on the developmental level of the students (i.e., around 30 minutes for early elementary, 30-45 minutes for late elementary, and 45-60 minutes for middle and high school). I strongly recommend that you either present your lesson to more than one class or present more than one lesson to a single class. This is the best way to learn classroom management skills. You will include information about your classroom guidance experience in your internship notebook. 7. Leading Small Groups: You will plan and implement at least one small group during the semester. It is best to talk about this assignment with your site supervisor. The site supervisor can help you determine the needs of the students, the school, and help plan an appropriate plan for the group. 8. Midterm and Final Intern Evaluation from School Supervisor: Provide copies of the evaluations (in the School Counseling Internship Manual) for your site supervisor and ask your site supervisor to fill out both of the evaluations at the appropriate times. Then review the evaluation with your site supervisor with both of you signing the evaluation form. 9. Internship Notebook: Section I: Professional Information Proof of Liability Insurance Professional Disclosure Statement/Informed Consent Internship Contract Section II: Taping Consent Forms Section III: Case Notes Section IV: Mid-term and Final Examination Section V: Conducting Groups: Support Materials and Notes Section VI: Weekly Record and Total Record Section VII: Information about classroom guidance Section VIII: Any materials that you wish to keep (theory work, goal setting, favorite individual counseling activities, favorite group activities, favorite classroom guidance activities 8

This will be graded pass/fail. Pass means you completed your notebook in full. Fail means that you lacked at least one of the sections or assignments required. 10. Required: Completing the SAIS Evaluation When you as a student in COUN 558 have completed your course assignments, then you will participate in the SAIS evaluation. Once you have evaluated all of your courses, you can download a pdf Certificate of Completion that can be e-mailed or turned in to me by the last day of class. Evaluation Evaluation is based upon successful completion of required assignments, the skills checklist, ability to reflect on and critique own abilities, and evaluations by the facultyand site-supervisors. The following grading scale will be utilized: Pass 1. Attends at least 14 of the 15 class meetings. 2. Receives Superior to Fair ratings on 25 performances evaluated on Site Supervisor Evaluation of Intern. 3. Receives Superior to Fair ratings on 2/3 of contract goals stated. 4. Completes all requirements in a timely manner. 5. Receives at a minimum a satisfaction on assignments: Case Presentation; Group Supervision Discussion A and B. 7. Completes notebook in full. Evaluation Rubric Item Excellent Satisfactory Unsatisfactory Content Clear, relevant (3) Somewhat clear and/or relevant (2) Unclear and not relevant (1) Organization/structure ical, wellorganized, followed requirements, grammatically correct (3) Missing 1-2 of: logical, wellorganized, followed requirements, grammatically Lacks more than 2 of: logical, wellorganized, followed requirements, grammatically Reflection Strong evidence of reflection & depth of thought (4) Excellent = 8.5-10 total points Satisfactory = 5-8 total points Unsatisfactory = less than 5 points Final Exam There is no final exam for this course. correct (2) Some evidence of reflection & depth of thought (2-3) correct (1) Lacks reflection and depth (1) 9

Class Schedule Week Date Class Content Assignments Due 1 January 13 Orientation for Internship & Review Syllabus (Woodside) The Internship Contract Weekly Check-In Insurance Receipt 2 January 20 Weekly Check In Discussion of Supervision (Woodside) Preparing the Contract Case Notes 3 January 27 Weekly Check In Using Theory (Woodside) 4 February 3 Weekly Check In Share Tape Segments Students 1 and 2 Suicide Risk Assessment Review and Exercise Bring Internship Handbook Professional Liability Prepare a draft Professional Disclosure/Informed Consent Statement First Draft Internship Contract Set up your internship notebook Schedule Site Visits for Week of February 9 th March 2 nd Internship Contract Professional Disclosure/Informed Consent Form 5 February 10 Weekly Check In Share Tape Segments Students 3 and 4 Working with Groups in Schools (Woodside and Students) February SMCA ANNUAL CONFERENCE (ONE DAY) 6 February 17 Weekly Check In Presentation - Application of Research Findings and Best Practice to a School Challenge Site Visits with Woodside, Site Supervisor, and Intern Sign Up For Case Presentations Carson Newman Presentation for all students - Application of Research 10

Findings and Best Practice to a School Challenge Site Supervisor Mid Term Eval. Begins Site Visits with Woodside, Site Supervisor, and Intern 7 February 24 Weekly Check In Share Tape Segments Students 5 and 6 Developed Needs Assessment or Evaluation Tool 8 March 3 Weekly Check In Share Tape Segments Students 7 and 8 and 9 Crisis Intervention (round table discussion) 9 March 11 Weekly Check In Case Presentation (1 and 2) 10 March 16 March 20 NO CLASS SPRING BREAK 11 March 24 Weekly Check In Case Presentation (3 and 4) 12 March 31 Weekly Check In Case Presentations (5 and 5) 13 April 7 Weekly Check In Case Presentations (7 8 and 9) Developed Needs Assessment or Evaluation Tool Site Supervisor Mid Term Eval Completed and to Woodside for signature Site Visits with Woodside, Site Supervisor, and Intern Site Visits with Woodside, Site Supervisor, and Intern Case Presentations NO CLASS SPRING BREAK Case Presentations Case Presentations Schedule Final Evaluations 11

14 April 14 Weekly Check In Classroom Guidance Presentation: Materials and Discussion with Site Supervisor Classroom Guidance Experience Classroom Guidance Experience: Materials and Discussion 15 April 21 FINAL CLASS Dinner at Woodside/Hamlin Home May 1 Dinner and Celebrations Wrap Up Class Evaluations LAST DAY TO TURN IN NOTEBOOKS Conducting Groups: Materials and Discussion Intern/Site Supervisor Final Evaluation Notebooks (with assignments completed) and all forms signed 12

Dear Student, The purpose of this Campus Syllabus is to provide you with important information that is common across courses at UT. Please observe the following policies and familiarize yourself with the university resources listed below. At UT, we are committed to providing you with a high quality learning experience. I wish you the best for a successful and productive semester. Provost Susan Martin UNIVERSITY CIVILITY STATEMENT Civility is genuine respect and regard for others: politeness, consideration, tact, good manners, graciousness, cordiality, affability, amiability and courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free exchange of ideas and knowledge in the learning community. Our community consists of students, faculty, staff, alumni, and campus visitors. Community members affect each other s wellbeing and have a shared interest in creating and sustaining an environment where all community members and their points of view are valued and respected. Affirming the value of each member of the university community, the campus asks that all its members adhere to the principles of civility and community adopted by the campus: http://civility.utk.edu/. ACADEMIC INTEGRITY An essential feature of the University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity. DISABILITIES THAT CONSTRAIN LEARNING Any student who feels he or she may need an accommodation based on the impact of a disability should contact the Office of Disability Services (ODS) at 865-974-6087 in 2227 Dunford Hall to document their eligibility for services. ODS will work with students and faculty to coordinate reasonable accommodations for students with documented disabilities. YOUR ROLE IN IMPROVING TEACHING AND LEARNING THROUGH COURSE ASSESSMENT At UT, it is our collective responsibility to improve the state of teaching and learning. During the semester, you may be requested to assess aspects of this course either during class or at the completion of the class. You are encouraged to respond to these various forms of assessment as a means of continuing to improve the quality of the UT learning experience. KEY RESOURCES FOR STUDENTS: Undergraduate Catalogs: http://catalog.utk.edu (Listing of academic programs, courses, and policies) Graduate Catalog: http://catalog.utk.edu/index.php?catoid=7/ (Listing of academic programs, courses, and policies) 13

Hilltopics: http://dos.utk.edu/hilltopics (Campus and academic policies, procedures and standards of conduct) Course Timetable: https://bannerssb.utk.edu/kbanpr/bwckschd.p_disp_dyn_sched (Schedule of classes) Academic Planning: http://www.utk.edu/advising (Advising resources, course requirements, and major guides) Student Success Center: http://studentsuccess.utk.edu (Academic support resources) Library: http://www.lib.utk.ed u (Access to library resources, databases, course reserves, and services) Career Services: http://career.utk.edu (Career counseling and resources; HIRE-A- VOL job search system). 14

Internship Notebook Format 11. Internship Notebook: Section I: Professional Information Proof of Liability Insurance Professional Disclosure Statement/Informed Consent Internship Contract Section II: Taping Consent Forms Section III: Case Notes Section IV: Mid-term and Final Examination Section V: Conducting Groups: Support Materials and Notes Section VI: Weekly Record and Total Record Section VII: Information about classroom guidance Section VIII: Any materials that you wish to keep (theory work, goal setting, favorite individual counseling activities, favorite group activities, favorite classroom guidance activities This will be graded pass/fail. Pass means you completed your notebook in full. Fail means that you lacked at least one of the sections or assignments required. Description of Counseling Sessions: Case Notes Format Please answer questions 1-4 for each of your counseling sessions. Questions 5 8 will help you more deeply think about your counseling session. Trainee s Name Tape # Counselee s Initials Date 1. Description of reason for counselee s visit 2. Session goals 3. Specific interventions you used 4. Plans for following session 5. Theoretical orientation 6. Describe the evaluation strategy you used 7. What questions do you have about this tape? 8. Additional information regarding the tape 15