Site Supervisor Handbook. for. School Counseling Ed.S. Students

Site Supervisor Handbook for School Counseling Ed.S. Students Counselor Education Program Department of Educational Psychology University of South Carolina (803) 777-3053 Updated 03/22/06

INTRODUCTION TO THIS HANDBOOK The faculty and staff at the University of South Carolina thank you for your willingness to serve as a supervisor for a practicum or internship student. Without you, training programs in counseling would cease to exist, as counselors-intraining must have experience to cement their classroom learning. We recognize that supervising a student involves time, energy, patience, and perseverance, and your investment in each student guarantees the best possible services for schools and K-12 students, and the best possible future for the profession. Thank you! The purpose of this Handbook is to answer your questions and provide a resource during supervision. If you encounter questions or problems that are not addressed in this manual, please contact the faculty person serving as the University supervisor. If you have trouble reaching that person, please contact the Counselor Education program office at (803) 777-3053. If you need additional assistance, please contact Dr. Joshua Gold, Program Coordinator, at (803) 777-1936. Contents This handbook has been organized to help you locate information quickly and efficiently. Name of Document Purposes of the Clinical Experiences Activities and General Requirements Supervision Summary of Course Expectations: EDCE 802 Practicum Summary of Course Expectations: EDCE 805 Internship FORM 1: Student and Site Profile FORM 2: Evaluation of Practicum Counselor Behaviors FORM 3: Site Supervision FORM 4: Evaluation of Internship Competencies FORM 5:Consent for Counseling of a Minor Child and Recording Release Form FORM 6: Consent for Counseling and Recording Release Form FORM 7: Supervision Log FORM 8:Internship Experiences Purpose Introduction to clinical training. Explanation of requirements for each level of training. Explanations of the supervision expectations for each level of training. Outline of the expectations for students, faculty supervisors, and site supervisors for Practicum. Outline of the expectations for students, faculty supervisors, and site supervisors for Internship. Captures the details of the placement for University records. Evaluation form used at mid-term and at the end of the practicum experience. Evaluation form in which students rate the site supervisor. Evaluation form used to rate the professional competencies of the intern student. Template or sample form providing the information that should be contained in Parental Consent form; may be amended. Template or sample form providing the information that should be contained in Consent form to be used with students over age 18; may be amended. Log for recording supervision meetings of the semester. Comprehensive documentation of professional competencies as attested to by both site and university supervisors.

Purposes of the Clinical Experiences The Practicum and Internship are designed to satisfy requirements for professional training as stipulated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation standards. There is a fundamental difference in emphasis between the Practicum and the Internship. The Practicum stresses counseling skills. Individual and small group counseling activities should be the student s primary focus while on site. The Internship is intended to provide students with a broad-base practical experience in school settings. This experience is designed to have interns relate academic and theoretical learning to field experience. Interns are expected to assume a broad spectrum of counseling roles and functions. The intern is asked to participate in as many activities as feasible in the settings that are similar to the responsibilities of an employed counselor. The Internship also provides students with evaluative feedback on their knowledge, attitudes, and skills with specific client populations. Since interns have previously received training in counseling, the staff and the clientele at the placement site should benefit from the services. Criteria for Approval of a Site Placement - Site supervisors will only be approved for settings that reflect culturally diverse populations. Typically, students will do their Practicum and Internship in a variety of settings. - Facilities also play an important role in site selection. Certain minimum standards must be met. Suitably equipped office space must be available to ensure counseling privacy and the ability to tape each session. In addition, the office should be located within the center of the institution for easy client access. Additional facilities and equipment (such as videotape machines, observation rooms, computer availability) may also be site selection considerations. - A major portion of a student s evaluation is based upon audio and/or videotapes of on-site counseling sessions. Therefore, an ideal site is one that ensures that on-site taping may be accomplished.

Activities and General Requirements Practicum: The Practicum experience is supervised by the university instructor and the site counselor. Students enrolled in the Practicum are required to accumulate a minimum of 150 clock hours (approximately 18-20 hours in the schools per week). Of these 150 hours, a minimum of 60 hours must be in direct service work with clients appropriate to one s program of study. Emphasis is placed on developing individual and group interaction skills. The Practicum student is to have a minimum of one-hour-per-week in supervision with the site supervisor, one hour supervision per week with a program faculty member or doctoralstudent supervisor working under the supervision of a program faculty member, and one and one-half hours per week in group supervision. These supervision hours may count toward the total number of Practicum hours. The student s progress in the Counselor Education Program is reviewed by the faculty at the time of Practicum completion. If progress is judged as satisfactory, registration in the Internship will be permitted. If it is judged as unsatisfactory, registration will not be permitted and a conference with the student will be arranged by the student s adviser. The primary purpose of the conference is to develop intervention strategies, which the student might complete prior to progressing further in the degree program. Students should refer to the course syllabus for the specific requirements of their Practicum. Students are also required to keep a log book (Form E of the Student Manual) describing their field experiences, the date of the experience, the amount of time spent at it and the student s reactions to the experience. It is required that all students attend all Practicum individual and group supervisory meetings held during the semester. Internship: The Internship (EDCE 805E or EDCE 805S) is a required six-semester-hour supervised opportunity for the student to perform all the expected activities that a regularly employed counselor in a school setting would be expected to perform. This may be accomplished in one semester or in two semesters. Students enrolled in the Internship are required to spend a minimum of 600 clock hours where one can perform all the activities that a regularly employed professional school counselor in the setting would be expected to perform (approximately 40 hours per week, split between two sites for 6 credits, or 20 hours per week at one site for 3 credits). Of the 600 hours, 240 hours are to be spent in direct service work with clients appropriate to one s program of study. The Internship students are to have a minimum of one-hour-per-week in supervision with a program faculty member or doctoral-student supervisor working under the supervision of a program faculty member, and one-and-a-half-hours per week in group supervision. These supervision hours may count towards the total number of hours accrued in Internship.

Supervision Practicum: The Practicum student is to have a minimum of one hour per week in supervision with the site supervisor, one hour supervision per week with a program faculty member or student supervisor working under the supervision of a program faculty member, and one and one-half hours per week in group supervision. The Practicum experience is designed and supervised by the instructor of EDCE 802 E or S and by the site supervisor in the field. Site supervisors are required to have a minimum of a master s degree from a CACREP approved program, or a master s degree with a supervised field Practicum and Internship, and certification as a school counselor in South Carolina. They must also be involved in at least one professional counseling association such as ASCA or SCSCA, and have a minimum of two years of school counseling experience at the appropriate grade level. The site supervisor is expected to acquaint the student with the site and its activities, policies, and procedures; meet weekly with the student to discuss progress; participate in an evaluation of the student; and consult with the university supervisor about the student s progress. The university supervisor is expected to provide weekly individual and group supervision with other students in similar field experiences, consult with the site supervisor about the student s progress, assure that all required field experience forms are submitted, assure that all students complete all practicum requirements, assess student counselor competencies (see Form 2), and submit grades for the students to the Department secretary at the end of the semester. Internship: The Internship students are to have a minimum of one-hour-per-week in supervision with the site supervisor, one hour every other week in supervision with a program faculty member or student supervisor working under the supervision of a program faculty member, and 90 minutes per week in group supervision. The Internship site supervisor is expected to assist the student by acquainting him/her with the site and its personnel, facilitate the student s accomplishment of the course requirements, meet once a week with the student to discuss progress, participate in a midterm and final evaluation of the student (see Forms 4 & 8) and consult with the university supervisor about the student s progress. The university supervisor is expected to provide individual supervision for each student, conduct group supervision with students in similar field experiences, critique audio and video counseling tapes for each student, consult with the site supervisor about the student s progress, assure that all required Internship forms are submitted, attend all university meetings of supervisors, assure that students complete all internship requirements, assess student counselor competencies (see Forms 4 & 8), and submit grades for the students and the student logs documenting their Internship experiences with the course instructor at the end of the semester.

SUMMARY OF COURSE EXPECTATIONS EDCE 802: PRACTICUM Student's responsibilities: 1. To commit 150 clock hours to a site, including 60 hours of direct student contact. Direct service hours are those in which the student is offering either individual or group counseling to clients. The remaining 90 hours can be devoted to other relevant professional activities on site. Examples of appropriate activities are: in-service training, participation in staff meetings, educational activities at the practicum site, preventive interventions, consultation, observation, supervision, etc. 2. To audiotape (or videotape) the client contact sessions for the purpose of supervision. 3. To attend weekly group supervision seminars with the USC instructor. 4. To write case notes on all clients and complete all other paper-work connected to practicum. 5. To meet all other course requirements. 6. To meet any additional requirements as determined by the site supervisor. Faculty supervisor's responsibilities: 1. To visit the practicum site and meet with the site supervisor. 2. To conduct weekly group supervision seminars on campus. 3. To offer the student individual supervision of taped or live counseling sessions. 4. To communicate with the site supervisor regarding the clinical ability of the student as determined through supervision. 5. To read all case notes turned in by student. 6. To keep records of all practicum activity engaged in by the student. 7. To seek evaluation from the site supervisor. 8. To assign a grade at the end of the semester based on the student's performance.

Site supervisor's responsibilities: 1. To organize the practicum experience at the site and assure that the student will have an opportunity to work with appropriate clients. 2. To help orient the student to the site. 3. To provide appropriate space for the student to meet with clients. 4. To monitor the practicum to determine that the student's needs and the client's needs are being met. 5. To provide the faculty supervisor with evaluation of the student's overall performance and professionalism during the practicum. 6. To be available to the student in case of emergency. 7. To provide any additional supervision for reasons of necessity or preference. (In other words, the university faculty welcome the site supervisor's involvement in supervision above and beyond the minimum expectations listed above.) Adapted from Fairfield University Practicum Manual with written permission of Program Faculty

SUMMARY OF COURSE EXPECTATIONS EDCE 805: INTERNSHIP Student's responsibilities: 1. To commit 600 hours to a site, including 240 hours spent in direct client contact. All other internship hours will involve relevant professional activity including in-service training, participation in staff meetings, individual and group supervision, etc. 2. To meet all requirements of the site supervisor for the purpose of supervision, e.g., completing case notes, audiotaping, etc. 3. To attend the weekly group supervision seminars with the USC instructor. 4. To meet all course requirements. 5. To meet all additional requirements of the site. Faculty supervisor's responsibilities: 1. To visit the internship site and meet with the site supervisor. 2. To conduct weekly group supervision seminars on campus. 3. To keep records of the student's internship activity safely secured. 4. To seek evaluation of the student from the site supervisor. 5. To be available to the site supervisor should supervision difficulties arise. 6. To assign a final course grade for the student.

Site supervisor's responsibilities: 1. To organize the internship experience and assure that the student will have an opportunity to engage in individual and group counseling, as well as other appropriate professional activities. 2. To help orient the student to the site. 3. To provide appropriate space for the student to meet with clients and engage in other professional activities. 4. To meet with the student for a minimum of one hour per week for purposes of individual supervision. 5. To provide the faculty supervisor with evaluation of the student's overall performance during the internship. 6. To be available to the student in case of emergency. Adapted from Fairfield University Practicum Manual with written permission of Counselor Education Program Faculty

FORM 1: Student and Site Profile Student s Name: Student's Address: Student's Phone: Site Supervisor s Name: Site Supervisor s SS #: Site Address: Site Phone: Fax: E-mail Address: Site Schedule DAYS Monday Tuesday Wednesday Thursday Friday TIMES On-Site Supervison: Day M: T: W: Th: F: Times

FORM 2: Evaluation of Practicum Counselor Behaviors Student s Name: Date: Directions: Please complete this evaluation of your practicum student two times, once around mid-semester and once again near the end of the semester. Use a different colored pen or pencil for each of these evaluations and indicate which color was used for each. Process (Individual Counseling) Not Observed Weak Average Strong Rate the student s ability to: 1. Begin counseling relationships N 1 2 3 4 5 effectively 2. End counseling relationships N 1 2 3 4 5 effectively 3. Use verbal counseling skills (E.g., open N 1 2 3 4 5 questions, summarizations, and feeling-focused responses) 4. Use nonverbal counseling skills N 1 2 3 4 5 (E.g., eye contact, body posture and hand gestures) 5. Structure interviews appropriately N 1 2 3 4 5 (e.g. establish rapport, define problem, define goals, explore and evaluate alternatives) Other Comments:

Not Observed Weak Average Strong Process (Small Group Counseling) Rate the student s ability to: 6. Organize a small counseling group N 1 2 3 4 5 7. Facilitate the effective start of the N 1 2 3 4 5 counseling group (E.g., communicating ground rules and goals, and initiate group bonding) 8. Handle challenges/conflicts within the N 1 2 3 4 5 group in a manner that is helpful to group members 9. Transition the group to the working stage N 1 2 3 4 5 10. Facilitate the effective end of a counseling N 1 2 3 4 5 group (E.g., summarizing group process and events, and promoting supportive group closure) 11. Exhibit leadership skills during a group N 1 2 3 4 5 (E.g., drawing out silent members, keeping on task, maintaining order) Other Comments:

Not Observed Weak Average Strong Conceptualization Rate the student's ability to: 12. Identify the client s primary N 1 2 3 4 5 concerns, strengths and resources 13. Understand the problem within a N 1 2 3 4 5 theoretical framework 14. Help the client set appropriate goals N 1 2 3 4 5 based on the understanding of the problem 15. Understand the cultural and gender issues N 1 2 3 4 5 related to cases 16. Write progress notes that are pertinent N 1 2 3 4 5 17. Know when to consult with others in N 1 2 3 4 5 order to enhance counseling Other Comments:

Not Observed Weak Average Strong Supervision/Professional Development Rate the student s ability to: 18. Use the supervision experience to gain N 1 2 3 4 5 insight into one's own beliefs 19. Use feedback from supervision in N 1 2 3 4 5 future sessions 20. Accept feedback from supervisor N 1 2 3 4 5 21. Be professional in his or her approach N 1 2 3 4 5 to practicum (E.g., prompt, ethical, and self-responsible) 22. Know when and how to seek consultation N 1 2 3 4 5 for professional or legal reasons ------------------------------------------------------------------------------------------------------------------- Additional Comments First feedback session: Student Supervisor Date Second feedback session: Student Supervisor Date Developed by Janine M. Bernard 1976. Revised 1981, 1986, 1992, 1999 Adopted with written permission of author, 11/96. Further adapted, 9/1999.

FORM 3: SITE SUPERVISION Counselor Education University of South Carolina Site Supervisor:_ Semester/Year: Please evaluate your supervisory experience in the following areas using the rating scale. The rating scale is as follows: 5 = Almost always descriptive of my supervisor s behavior 4 = Frequently descriptive of my supervisor s behavior 3 = Generally descriptive of my supervisor s behavior 2 = Infrequently descriptive of my supervisor s behavior 1 = Almost never descriptive of my supervisor s behavior NA = Not applicable Please circle your response. 1. My supervisor was genuinely interested in my growth as a professional counselor. 1 2 3 4 5 NA 2. My supervisor was very professional in his/her dealings with me. 1 2 3 4 5 NA 3. My supervisor made suggestions regarding my taped sessions that were beneficial. 1 2 3 4 5 NA 4. My supervisor created a setting of support. 1 2 3 4 5 NA 5. I was treated as a professional by my supervisor. 1 2 3 4 5 NA

6. My supervisor was dependable regarding his/her meetings with me and my colleagues. 1 2 3 4 5 NA 7. The supervisor offered me constructive criticism that assisted in improving my counseling skills. 1 2 3 4 5 NA 8. The requirements made of me by the supervisor were fair and challenging. 1 2 3 4 5 NA Please comment on the following: 9. What do you feel you gained as a result of working with your supervisor? 10. What could have been done differently by your supervisor to make your experience more profitable? 11. If you were grading your site supervision experience, how would you grade it? A B C D F 12. Were the physical facilities at your site appropriate? Please be specific regarding problems or strengths like having your own space for counseling. If the site were to be graded I would rate it A B C D F Additional Comments: (Please include these)

FORM 4: Evaluation of Internship Competencies Student s Name: Date: The rating is as follows: 5 = Almost always descriptive of the intern s behavior 4 = Frequently descriptive of the intern s behavior 3 = Generally descriptive of the intern s behavior 2 = Infrequently descriptive of the intern s behavior 1 = Almost never descriptive of the intern s behavior NA = Not applicable Please circle your response. The intern is able to: Not Applicable Low High (Consistently) demonstrate the high NA 1 2 3 4 5 facilitative responses in counseling and consulting relationships. Establish and maintain a helpful counseling NA 1 2 3 4 5 relationship. Explore and identify counselee goals. NA 1 2 3 4 5 Help counselee through the stages of problem- NA 1 2 3 4 5 solving. Evaluate and validate the changes in the NA 1 2 3 4 5 counselor's behavior and/or attitude. Recognize personal issues that affect NA 1 2 3 4 5 counseling. Develop a plan to deal with personal issues NA 1 2 3 4 5 related to counseling.

Not Applicable Low High Gather and use assessment data in a counseling NA 1 2 3 4 5 or consulting relationship. Organize, lead, and critique group counseling NA 1 2 3 4 5 experiences. Organize, lead, and critique classroom guidance NA 1 2 3 4 5 experiences. Develop a yearly plan for a comprehensive NA 1 2 3 4 5 developmental program. Consult with parents and teachers in order to NA 1 2 3 4 5 promote successful learning and adjustment for students. Conduct parent/teacher workshops. NA 1 2 3 4 5 Assess environmental factors that negatively NA 1 2 3 4 5 impact on children and is able to plan strategies for appropriate interventions. Conduct a needs assessment. NA 1 2 3 4 5 Evaluate his/her guidance program. NA 1 2 3 4 5 Demonstrate professional commitment by active NA 1 2 3 4 5 participation in professional organizations for school counselors. Stay abreast of current issues through profes- NA 1 2 3 4 5 sional journals. Other Competencies: (please describe) NA 1 2 3 4 5 NA 1 2 3 4 5 NA 1 2 3 4 5 NA 1 2 3 4 5 Comments:

FORM 5: Consent for Counseling of a Minor Child and Recording Release Form I (we) give permission for my (our) child to participate in counseling with, a graduate student at the University of South Carolina, who is enrolled in the course EDCE during the semester, 20. It is understood that the counseling sessions will be electronically recorded and played in class with both the instructor and class members present. These recordings will be used for educational purposes and erased at the end of the course. It is understood that my (our) child is entitled to confidentiality and that information regarding communications made in the counseling sessions will be limited only to those directly involved in receiving, providing, or sharing the educational process and any professional consultants. I (we) do also release and forever discharge the University of South Carolina, its officers, agents, employees, and students from any and all suits, claims, damages, demands, liabilities, costs and expenses, including reasonable counsel fees, which may result from participation in counseling. Parent or Guardian/Date: Witness/Date: USC Student/Date: USC Faculty Member/Date: Note: The parent or guardian, USC Student, and USC Faculty Member are to be given copies of this form after it is signed by all parties.

FORM 6: Consent for Counseling and Recording Release Form I give permission for my participation in counseling with, a graduate student at the University of South Carolina, who is enrolled in the course EDCE during the semester, 20. I understand that the counseling sessions will be electronically recorded and played in class with both the instructor and class members present. These recordings will be used for educational purposes and erased at the end of the course. It is understood that I am entitled to confidentiality and that information regarding communications made in the counseling sessions will be limited only to those directly involved in receiving, providing, or sharing the educational process and any professional consultants. I do also release and forever discharge the University of South Carolina, its officers, agents, employees, and students from any and all suits, claims, damages, demands, liabilities, costs and expenses, including reasonable counsel fees, which may result from participation in counseling. Signature/Date: Witness/Date: USC Student/Date: USC Faculty Member/Date: Note: The client, USC Student and USC Faculty Member are to be given copies of this form after it is signed by all parties.

FORM 7: Supervision Log EDCE Student Signature of University Supervisor/Date Semester Signature of Site Supervisor/Date Total Hours

FORM 8: Internship Experiences The student will demonstrate ability to do some of the following activities at competency level judged adequate by the supervising counselor and verified by the USC supervisor. Note: Some items are required; these are noted in the description of the activity. A. INDIVIDUAL PLANNING DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 1. Orient student groups to group appraisal instruments and purposes. 2. Administer or proctor the administration of appraisal instruments to student groups. 3. Score appraisal instruments and profile and record appraisal data. 4. Interpret appraisal data to groups and/or individuals. 5. Select appropriate appraisal instruments for individuals and groups. 6. Use appraisal data effectively in counseling and/or conferences. 7. Use systematic observation instruments to assess behavior. 8. Prepare and conduct programs for large groups on orientation to guidance services (or new services).

INDIVIDUAL PLANNING (continued) DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 9. Collect and file personalsocial, educational, and career information. 10. Display and distribute personalsocial, educational, and career information. 11. Conduct small group activities to orient students to and distribute personal-social, educational, and career information. 12. Assist students with completing financial assistance, school admission, and job application forms. 13. Assist students with routine educational and career planning. 14. Coordinate efforts to place students in appropriate educational programs. 15. Coordinate efforts to place students in appropriate setting for work experience and/or part-time work. B. RESPONSIVE SERVICES 1. Document individual counseling with a student with a personalsocial problem. 2. Document individual counseling with student with an educational problem.

RESPONSIVE SERVICE (continued) DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 3. Document individual counseling with a student with a problem concerning career choice. 4. Help students to learn how to collect and evaluate information and use decision-making processes. (May be documented with individuals or groups). 5. Document with a case study the on-going counseling for at least one student with rather serious concern for a minimum of six sessions. (Requirement) 6. Document with an evaluation summary the leadership of a counseling group that meets for six or more sessions. (Requirement) 7. Identify and select students for group guidance and small group counseling activities. 8. Identify students for referral to other agencies. 9. Help students who need referral, and their parents, to become aware of such needs and to obtain referral services. 10. Maintain contacts with and make referrals to referral agencies. 11. Provide consultation and information to teachers which will aid in their effort to help students achieve and adjust in the classroom.

RESPONSIVE SERVICE (continued) DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 12. Provide consultation and information to administrators and teachers to assist them in program development and revision to meet student needs. 13. Provide consultation and information to parents to assist them with long range educational and career planning for their children. 14. Provide consultation and information to decision makers to assist them in providing a physical and psychological environment conducive to learning and adjustment. 15. Provide consultation to school personnel and monitor activities in the school's efforts toward the maximum self-realization by all students. 16. Provide consultation and coordination to school personnel and parents in referring students for special services. C. SYSTEM SUPPORT 1. Work with other professional staff in developing and maintaining contacts with employers and placement agencies. 2. Work with other professional staff in conducting student follow-up studies and analyzing data.

SYSTEM SUPPORT (continued) DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 3. Facilitate communication and exchange of information between school and community agencies. 4. Facilitate communication between students and parents and between students and/or parents and school faculty. 5. Cooperate and maintain communication with other counselors at all levels. D. STUDENT RESPONSIBILITIES 1. Maintain confidential files of pupil data on students with whom you are working. 2. Brief report in writing describing the process in your school for preparing and sending individual student transcripts, reports, and recommendations to appropriate agencies. 3. Collect and provide copies of counseling and guidance records, forms, and other professional materials used by counselors in your building. 4. Prepare and present charts, summaries, and reports of EDCE 802S experiences to counselors, principals, and USC supervisors. 5. Describe the recommendation processes that are appropriate to your setting (ex. letters for scholarships, honors, admissions, and employment).

STUDENT RESPONSIBILITIES (continued) DATE FIELD UNIVERSITY COMPLETED SUPERVISOR SUPERVISOR 6. Attend one or more professional meetings during the semester-- (meeting of ) 7. Professional readings; viewing professional films or videotapes; listening to professional audio-tapes; list each by name and date on this sheet or an attachment. 8. Develop proposal for professional program/presentation to submit for consideration of counseling related professional organization. 9. Complete the appropriate level of an ASCA Audit in cooperation with site supervisor.