COUNSELOR EDUCATION PROGRAM SCHOOL COUNSELING FIELD SUPERVISOR HANDBOOK 2012-2013

COUNSELOR EDUCATION PROGRAM SCHOOL COUNSELING FIELD SUPERVISOR HANDBOOK 2012-2013 Department of Psychology Eastern Washington University Martin Hall 135 Cheney, WA 99004

TABLE OF CONTENTS TABLE OF CONTENTS 2 INTRODUCTION 4 COUNSELOR EDUCATION PROGRAM MISSION 4 COUNSELOR EDUCATION OVERVIEW 5 GENERAL GOALS OF COUNSELING PROGRAM 6 CACREP STANDARDS SECTION III: CLINICAL INSTRUCTION 7 Standards for School Counseling Programs 9 FIELD SUPERVISOR ROLE 10 INTRODUCTION TO PRACTICUM 11 INTRODUCTION TO INTERNSHIP 14 SUPERVISOR S TRAINING TECHNIQUES 15 DEVELOPMENTAL THEORY AND SUPERVISION 17 APPENDICES-PRACTICUM RELATED FORMS 19 SELF-ASSESSMENT OF COUNSELING SKILLS 20 PRE PRACTICUM SKILLS EVALUATION 21 PRACTICUM EVALUATION FORM 22 QUARTERLY COUNSELING PRACTICUM LOG 24 STUDENT COUNSELOR EVALUATION OF SITE SUPERVISOR 25 PERMISSION TO TAPE FORM 27 2

INTERNSHIP RELATED FORMS 28 QUARTERLY INTERN ASSESSMENT 29 QUARTERLY COUNSELING INTERNSHIP LOG 32 STUDENT COUNSELOR EVALUATION OF SITE SUPERVISOR 33 SCHOOL COUNSELING AND CANDIDATE PORTFOLIO REQUIREMENTS 35 COUNSELING PRACTICUM/INTERNSHIP AGREEMENT 39 MEMORANDUM OF AGREEMENT 41 3

INTRODUCTION Practicum/Internship is a vital experience for school counseling students. This experience provides opportunities for application and integration of knowledge and skills. Your involvement with the Practicum/Internship program provides an important service to the profession and the counseling intern. The Field Supervisor s Handbook is designed to serve as a guide for you as a counseling intern supervisor. The objectives of the Practicum/Internship reflect the training standards set as set forth by the Washington State Board of Education and the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The counseling intern s progress should be based on the satisfactory completion of the listed objectives. Before certification all candidates must demonstrate knowledge and skill at the initial level as described within the Washington Administrative Code (WAC). The EWU school counseling program is a full-time two year cohort program. During their first year, the school counseling practicum students complete a 100 hour practicum. As part of this practicum, the supervisors conduct the following activities with students: (1) individual counseling, (2) individual assessment, (3) group counseling, and (4) large group guidance presentations. However, the primary practicum training areas are individual and group counseling. Also, the student is expected to start getting familiar with all aspects of the site school counseling program. During the second year, the school counseling students complete a 600 hour internship. As part of the internship, supervisors oversee the students activities in (1) individual and group counseling, (2) individual planning, (3) group guidance and other site specific areas in school counseling. It is expected the internship will provide experience in all areas of the ASCA (American School Counseling Association) Model. COUNSELOR EDUCATION PROGRAM MISSION The Counselor Education Program at Eastern Washington University is committed to the selection, training, supervision, and professional success of counseling students, in keeping with the high standards established by the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). As a regional teaching university, EWU has a proud history of providing education to a high percentage of first generation college students, often from under-represented and lower socioeconomic communities, a tradition which the Counselor Education program maintains. Thus, counselor training occurs in a learning community that is challenging and supportive, honoring diversity, academically stimulating, and intentionally focused on both skills development and personal growth of the counselor-in-training. In this way, Counselor Education fulfills its purpose of preparing competent and caring professional counselors to meet the needs of diverse urban and rural communities. 4

COUNSELOR EDUCATION OVERVIEW The Eastern Washington University Counselor Education Program reflects current knowledge of effective counseling practices within a rapidly changing society. Students acquire knowledge and skills in counseling theories and techniques, human development, school counseling systems, career development, family dynamics, and community resources. Students gain an awareness of social changes and the impact of these changes on students and clients. Special emphases are placed on ethical and legal issues, the treatment of substance abuse and addiction, suicide prevention and intervention, understanding and prevention of violence and abuse, and other contemporary social problems. School counseling students are also taught the American School Counseling Association (ASCA) Comprehensive Program Model. A cooperative relationship between a counselor education program and the internship site allows for sharing of ideas and resources. The supervision of the counseling intern is one of the opportunities for these institutions to work together. 5

GENERAL GOALS OF THE COUNSELING PROGRAM The counseling program is committed to the preparation of counselors in a manner consistent with WAC and CACREP standards. Certified counselors from Eastern Washington University will: 1. Demonstrate competence in areas indicated by the WACs. 2. Demonstrate academic skills appropriate for a master's degree. 3. Design counseling programs and strategies in accordance with the goals of our professional disciplines. 4. Perform in a manner consistent with the ACA and/or ASCA Code of Ethics, professional disciplines, and with state and federal laws. 5. Provide leadership to schools, communities, agencies, and the counseling profession. 6. Maintain a plan for personal and professional development. 6

CACREP STANDARDS SECTION III: CLINICAL INSTRUCTION Clinical instruction includes supervised practica that have been completed within a student s program of study. Practicum and internship requirements are considered to be the most critical experience elements in the program. All faculty, including clinical instruction faculty and supervisors, are clearly committed to preparing professional counselors and promoting the development of the student s professional counselor identity. A. Each regular or adjunct program faculty member who provides individual or group practicum and/or internship supervision must have: 1. A doctoral degree and/or appropriate clinical preparation, preferably from an accredited counselor education program; 2. Relevant professional experience and demonstrated competence in counseling; and 3. Relevant training and supervision experience. B. Students serving as individual or group practicum supervisors must: 1. Have completed counseling practicum and internship experience equivalent to those within an entry-level program; 2. Have completed or are receiving preparation in counseling supervision; and 3. Be supervised by program faculty, with a faculty/student ratio that does not exceed 1:6. C. A site supervisor must have: 1. a minimum of a master s degree in counseling or a related profession with equivalent qualifications, including appropriate certifications and/or licenses; 2. a minimum of two (2) years of pertinent professional experience in the program area in which the student is completing clinical instruction (EWU requires (3) years); and 3. knowledge of the program s expectations, requirements, and evaluation procedures for students. D. A clinical instruction environment, on- or off-campus, is conducive to modeling, demonstration, and training and is available and used by the program. Administrative control of the clinical instruction environment ensures adequate and appropriate access by the faculty and students. The clinical instruction environment includes all of the following: 1. Settings for individual counseling with assured privacy and sufficient space for appropriate equipment (for example, TV monitoring and taping); 2. Settings for small-group work with assured privacy and sufficient space for appropriate equipment; 3. Necessary and appropriate technologies that assist learning, such as audio, video, and telecommunications equipment; 4. Settings with observational and/or other interactive supervision capabilities; and 5. Procedures that ensure that the client s confidentiality and legal rights are protected. E. Technical assistance for the use and maintenance of audio and videotape and computer equipment is available as well as other forms of communication technology. F. Orientation, assistance, consultation, and professional development opportunities are provided by counseling program faculty to site supervisors. G. Students must complete supervised practicum experiences that total a minimum of 100 clock 7

hours. The practicum provides for the development of counseling skills under supervision. The student s practicum includes all of the following: 1. 40 hours of direct service with clients, including experience in individual counseling and group work; 2. Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision which occurs regularly over a minimum of one academic term by a program faculty member or a supervisor working under the supervision of a program faculty member; 3. An average of one and one half (1 1/2) hours per week of group supervision that is provided on a regular schedule over the course of the student s practicum by a program faculty member or a supervisor under the supervision of a program faculty member; and 4. Evaluation of the student s performance throughout the practicum including a formal evaluation after the student completes the practicum. H. The program requires students to complete a supervised internship of 600 clock hours that is begun after successful completion of the student s practicum (as defined in Standard III.G). The internship provides an opportunity for the student to perform, under supervision, a variety of counseling activities that a professional counselor is expected to perform. The student s internship includes all of the following: 1. 240 hours of direct service with clients appropriate to the program of study; 2. Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship, (performed by the on-site supervisor); 3. An average of one and one half (1 ½) hours per week of group supervision provided on a regular schedule throughout the internship, usually performed by a program faculty supervisor; 4. The opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, in-service and staff meetings); 5. The opportunity for the student to develop program-appropriate audio and/or videotapes of the student s interactions with clients for use in supervision; 6. The opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, technologies, print and non-print media, professional literature, and research; and 7. A formal evaluation of the student s performance during the internship by a program faculty member in consultation with the site supervisor. I. The practicum and internship experiences are tutorial forms of instruction; therefore, when the individual supervision is provided by program faculty, the ratio of 6 students to 1 faculty member is considered equivalent to the teaching of one (1) three-semester hour course. Such a ratio is considered maximum per course. J. Group supervision for practicum and internship should not exceed 12 students. K. Clinical experiences (practicum and internship) should provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community. 8

L. Students formally evaluate their supervisors and learning experience at the end of their practicum and internship experiences. M. Programs require students to be covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences. Standards for School Counseling Programs In addition to the above standards for the School Counseling Program, the 600 clock hour internship (Standard III.H) occurs in a K-12 school setting, under the supervision of a site supervisor defined by Section III, Standard C.1 and C.2. The requirement includes a minimum of 240 direct service clock hours. Faculty supervision including on-site visits will be provided on an ongoing basis. Prior to the internship, the candidate will complete a faculty supervised practicum (a distinctly defined clinical experience intended to enable the candidate to develop basic counseling skills and integrate professional knowledge). 9

FIELD SUPERVISOR ROLE 1. Help the practicum/intern to become a part of the school setting. 2. Provide adequate facilities for the practicum/intern to carry out their counseling responsibilities. 3. Determine an appropriate sequence of activities for the practicum/intern. The university can recommend a desired sequence of activities but the field supervisor is the one who must interpret the needs of the candidate in terms of each unique setting. 4. Report any concerns immediately to the university supervisor. The greatest problem occurs in Practicum/Practicum/internships when the feedback reported to the practicum/intern and the information provided to the university supervisor are either neutral or positive; and then, late in the experience, the field supervisor expresses dissatisfaction. A field supervisor may be attempting to give a practicum/intern maximum opportunities to improve. If the practicum/intern does not improve, however, it may be too late for the university supervisor to effectively intervene. 5. Inform the practicum/intern of rules, policies, and procedures of your setting. This is particularly critical in ethical/legal areas such as substance abuse, pregnancy, suicide attempts, and child abuse. It is also important for the practicum/intern to be aware of policies regarding working hours, parking, and other employee regulations. 6. Assist the practicum/intern in finding clients and in gaining the time, space, and materials required to work with those clients. 7. Introduce the practicum/intern to other important resource persons within site setting. 8. Provide regular written and oral feedback to the practicum/internship student at a minimum for one hour once a week. Provide written feedback to the university supervisor at the end of each quarter. 9. Rate the practicum/intern on all objectives at the end of the practicum/internship, and write an appropriate recommendation for the practicum/intern. 10

INTRODUCTION TO PRACTICUM The practicum student will invest a minimum of 100 clock hours performing closely supervised practice with clients in selected schools. This may include on-site individual, group and classroom guidance activities, individual on-site supervision, and classroom group supervision. Purpose The practicum provides an opportunity for the student to apply his/her counseling skills as well as to sample professional responsibilities in a realistic work environment. As a participant in this field experience, the student will be expected to: 1. Practice those skills learned in previous or concurrent course work. 2. Receive feedback on his/her level of effectiveness in a helping capacity. 3. Share clinical experiences and techniques with other students in a supportive and collaborative environment. 4. Learn what problems other practicum students are encountering and brainstorm solutions with application potential. 5. Begin to formulate a personal approach to counseling. 6. Research areas of professional interest. In addition to providing real world experience for the school counseling graduate student, the practicum will help meet the programming needs of the school in which the placement takes place by providing well trained students who can perform a variety of helping functions. Practicum Evaluation The practicum is administered in two segments with different levels of intensity, supervision, and responsibility. 1. During the winter quarter, the students are observed in counseling practice sessions to ascertain if basic counseling skill requirements are attained. 2. Those whose rudimentary skills are adequate are enrolled in spring quarter Practicum. The focus is on sharpening the fundamentals and in laying foundations for supervised practice with clients in a selected school. 3. In addition, Practicum during spring quarter consists of field-based practice in a school. This includes approximately 10 hours a week on-site providing services such as individual, group, and classroom guidance activities. The primary focus is using and improving counseling 11

skills. 4. Each Practicum is assigned to a university supervisor who is responsible for organizing relevant material to be presented and modeled in class, to provide the necessary experience to assist students in developing specifically targeted skills, and to coordinate the total practicum experience. Time Commitment Note: CACREP minimums 100/whole practicum = total required hours, including the following required minimums: 40 hours 10 hours over practicum 1 hour per week 15 hours End Practicum evaluation Direct service with clients, including experience in individual counseling and group work Direct group client service hours spent on group work Individual supervision: this may occur in dyadic format = two students with the faculty supervisor Large group supervision: the practicum class consists of six or fewer students and is supervised by a program faculty member Evaluation of the student s performance throughout the practicum including a formal evaluation after the student completes the practicum. EWU Practicum - Schedule of Activities 100 hours is accumulated over spring quarter. Direct Service Hours Students acquire direct service hours on-site during spring quarter. The client contact session is typically 50 minutes (counted as one hour). The time log is best recorded in increments of the 50-minute hour (e.g., 15 minutes, 30 minute sessions, etc.). Group Process hours. Co-leading or leading a group counseling process. Individual Supervision. The meetings with the practicum supervisor are counted as "individual supervision" time. There should be one hour per week, although the sessions may be 50 minutes in real time. This includes supervision in triadic form (where two students meet with the faculty supervisor). Group supervision. Count the seminar class times towards the 15 hours a quarter requirement. "Group supervision" will be that time when the supervisor and students are reviewing audio or video-tapes of students work. Related activity. Count the seminar class time towards the 100 hours. Related activity might also be time spent writing up case notes, debriefing with a colleague, reviewing tapes or being a client 12

for a colleague. It could also be a meeting, lecture, examination, demonstration, etc. which is part of your practicum but which does not fit in any other categories listed above. Practicum Activities Log In compliance with national and state accreditation standards, state certification, and university curriculum guidelines, it is important that both the total number of hours spent performing practicum activities be accurately and completely reported. The Practicum Log will be submitted to the EWU faculty advisor by the last week of each quarter. Please note: The School Counseling program requires students to be covered by professional liability insurance while enrolled or participating in practicum, internship, or other field experiences. INTRODUCTION TO INTERNSHIP 13

The internship student will invest a minimum of 600 clock hours performing supervised practice with clients in selected schools. This may include on-site individual, group and classroom guidance activities, individual on-site supervision, classroom group supervision, and getting experience in all aspects of comprehensive guidance program areas. Purpose The internship provides an opportunity for the student to perform, under supervision, a variety of counseling activities that a professional school counselor is expected to perform. As a participant in this field experience, the student will be expected to: 1. Become familiar with a variety of professional school counseling activities in addition to direct service (e.g., record keeping, information and referral, in-service and staff meetings); 2. Use professional resources such as assessment instruments, technologies, professional literature and research; 3. Practice higher level skills learned in previous or concurrent course work; 4. Receive feedback on level of effectiveness in a helping capacity; 5. Share clinical experiences and techniques with other students in a supportive and collaborative environment; 6. Learn what problems other internship students are encountering and brainstorm solutions with application potential; 7. Solidify a personal approach to counseling. The internship will help meet the programming needs of the school in which the placement takes place by providing well trained students who can perform a variety of helping functions. Time Commitment Note: CACREP minimums 600 required hours for internship, including the following required minimums: 240 hours 15 hours 1 hour per week Direct service with clients, including experience in individual counseling and group work Large group supervision: the university internship class consists of a maximum of 12 students Individual supervision: this supervision is from the site supervisor Internship Evaluations Evaluation of the student s performance throughout the internship 14

SUPERVISOR'S TRAINING TECHNIQUES A variety of training techniques are available to the supervisor. These techniques are not too different from those used to teach students or to counsel clients and are probably already in the supervisor's repertoire. The following is a brief review of those techniques: DIDACTICS: Some direct instruction may be helpful (or even necessary) for the supervisees to achieve success in the field placement. Although Eastern Washington University attempts to prepare student counselors adequately before placing them in the field, the training is generic and cannot prepare each student for every eventuality. It may be necessary for the supervisor to spend some time with direct teaching of specific subskills. In this endeavor, the supervisor may require the supervisees to read relevant material or attend relevant workshops. MODELING AND DEMONSTRATION: The counseling student has read extensively in the field of counseling, attended classes, passed tests and engaged in counseling during practicum. However, nothing is quite as instructive as watching a seasoned professional in action. It is especially helpful for intern students to observe their supervisors in action and it is usual for them to spend some of their time shadowing the supervisor. One demonstration may be worth thousands of words in a textbook. ENCOURAGEMENT: Anxiety is the companion of the fledgling counselor and can serve either as a motivator for change or it can overwhelm and arrest development. The supervisor is in a position to help the student accept their learner status, meet the challenge of new learning opportunities, and gain confidence in their emerging skills. This encouragement comes through expression of optimism and confidence in the counselor, accurate interpretation of errors, and acknowledgment of successes. Periodic review of student-counselor progress is very helpful in the encouragement process. Supervisees constantly ask themselves "How am I doing?" The supervisor can do much to answer the question and in the process encourage the student counselor to develop further. CONSULTATION: Although supervisees may need concrete direction during the early stages of their development, their need for directives diminishes as they gain in skill and confidence. The supervisee's requests come to sound less like "Tell me what to do" and begin to sound more like "Help me solve this problem." This shift is a sure sign of professional growth and is best met through a consultative rather than a directive approach. In consultation, the student counselor accepts responsibility for arriving at a problem's solution and uses supervision more as a brainstorming and feedback mechanism. In honor of the student counselor's attempts at independence, the wise supervisor avoids solving problems and rescuing the supervisee. Instead, the supervisor may respond to the supervisee's requests for help by offering suggestions or playing "devil's advocate" to tentative solutions generated by the supervisee. This is done while tacitly acknowledging that it is the supervisee who will choose and implement the problem's solution. 15

ONGOING EVALUATION: Perhaps no other single procedure generates more anxiety for the student counselor than the supervisor's evaluation of their performance. This makes the evaluation a powerful technique for change. Eastern Washington University asks site supervisors to evaluate student counselor performance at the end of each quarter, but does not limit the number to these three. Of course, most student counselors make satisfactory to excellent progress and completion of the evaluation may be used as a vehicle to acknowledge competent performance. For more routine evaluation, the University provides a Self-Assessment of Counseling Skills form which contains the essential components of the supervisee's performance to be addressed, along with the Tape Rating Form, which includes a section to identify specific strengths and weaknesses and to make comments. For some student counselors, there may be a greater need for formal evaluation. If that is the case, the prudent site supervisor seeks consultation from the university supervisor. Should the student counselor evidence serious deficiencies, they should be noted as early in the supervision process as they become evident and noted in writing. The written evaluation should include specific guidelines for corrective action. 16

DEVELOPMENTAL THEORY AND SUPERVISION "Begin with the end in mind" is part of the advice given by Stephen Covey in his book Seven Steps of Highly Successful People (1989), New York: Simon & Schuster. It may be helpful to envision the outcome of the supervision process at the beginning in order to achieve some perspective of the changes that will inevitably occur during the course of the Practicum/Internship. Student counselors usually begin their field experience with uncertain skills and apprehension concerning their new relationship with the supervisor. Hopefully, they complete their field experience with refined skills, enhanced professional self-confidence and an appreciation of the supervision relationship. There is a sequential process that student counselors and supervisors go through as they move toward successful completion of the supervision experience. Loretta Bradley (Counselor Supervision, 1989) has summarized this process as a stage sequence: STAGE ONE: EXCITEMENT AND ANTICIPATORY ANXIETY: At the beginning of the supervision process, the student counselor usually experiences a combination of excitement and anxiety. During this brief stage the supervisor has the opportunity to clarify expectations for performance, convey empathy for the student counselor's anxieties and convey optimism and enthusiasm for the supervision process. STAGE TWO - DEPENDENCY AND IDENTIFICATION: As the student begins to perform the role of the counselor he or she usually has feelings of insecurity and self-doubt. The student counselor may attempt control those feelings through dependence on the counselor, asking many "How do I?" questions. Since the neophyte has not yet established an identity as a counselor, he or she may emulate the supervisor. This can be thought of as "borrowing" the supervisor s professional identity. This state of dependency usually diminishes as the student counselor experiences some initial successes and feels a greater sense of professional worth. STAGE THREE: ACTIVITY AND CONTINUED DEPENDENCE: This stage is characterized by fluctuations in student counselor's confidence and performance. They have not yet developed a sense of their own limits, and may alternately overestimate and underestimate their own capabilities. They may attempt to operate independently, and then seek help from the supervisor in times of crises. To the supervisor, their performance may be seen as variable, even unpredictable. The supervisor can be of greatest assistance to the supervisee at this stage by conveying acceptance while modeling stability and predictability. STAGE FOUR: EXUBERANCE AND TAKING CHARGE: By now, the supervisee has gained a better understanding of his or her own skills and limitations and is more effectively integrating classroom learning with experience. The student counselor is now beginning to form a professional identity. At this stage, the supervisor needs to spend less time being nurturing and supportive, allowing the student counselor greater responsibility. 17

STAGE FIVE: IDENTITY AND INDEPENDENCE: As the student counselor continues to refine skills and increases in self-confidence, their need for supervision lessens. At times they may even devalue the supervisor's role in an attempt to assert their independence. This stage may be likened to a professional adolescence where the supervisee's developmental task is to seek autonomy. As with the parents of adolescents, the supervisor may need to negotiate with the supervisee on issues of limits while remaining nondefensive. Here, supervisors walk a thin line, balancing their own responsibility for the supervisee's performance against the supervisee's needs for independence. At this stage of the supervision process, the wise supervisor shifts away from the role of director and assumes more the role of consultant. The supervisor may feel concomitant loss of esteem and control. Although painful, this is a necessary stage in the developmental process. STAGE SIX: This is the concluding stage of the supervision process. The student counselor is about ready to enter into the professional world and will soon be on more equal footing with the supervisor. This is a good point in the process to review the growth and changes made by the supervisee over the course of the field experience. Congratulations are appropriate, both for the student counselor and the supervisor. APPENDICES 18

PRACTICUM RELATED FORMS 19

SELF-ASSESSMENT OF COUNSELING SKILLS Counselor Name Date Rating (least to best) 1. Ability to establish rapport, a working relationship with client 1 2 3 4 5 2. Facilitative skills (e.g., warmth, primary empathy, 1 2 3 4 5 genuineness, concreteness, etc.) 3. Challenging skills (e.g., self-disclosure, advanced empathy, 1 2 3 4 5 confrontation, immediacy, etc.) 4. Ability to facilitate client self-exploration of strengths, 1 2 3 4 5 limitations, and concerns 5. Ability to help client explore feelings about purposes 1 2 3 4 5 of counseling and counseling interventions 6. Ability to conduct intake session 1 2 3 4 5 7. Ability to conduct closure sessions 1 2 3 4 5 8. Ability to make referrals 1 2 3 4 5 9. Knowledge of interpersonal dynamics 1 2 3 4 5 10. Knowledge of counseling theories 1 2 3 4 5 11. Expertise in counseling techniques (specify) 1 2 3 4 5 12. Expertise with particular clients and issues (e.g. suicide, career) 1 2 3 4 5 13. Ability to identify themes, patterns of behavior 1 2 3 4 5 14. Ability to model counseling skills 1 2 3 4 5 15. Ability to respond with flexibility 1 2 3 4 5 16. Ability to integrate data about client into comprehensive 1 2 3 4 5 case conceptualization Counseling Skills Evaluation 20

END OF PRE-PRACTICUM QUARTER Student Name: Quarter: Print or type legibly. Reviewed By: Date: Student Signature Review Read By: Date: Pre-Practicum Instructor Overall Evaluation Score = Please evaluate the student in each area using the following scale: 1 = Poor; 2 = Fair; 3= Good; 4 = Very Good; 5 = Excellent. Personal Competence Circle one: 1. Understanding of professional ethics 1 2 3 4 5 2. Enthusiasm for working with people 1 2 3 4 5 3. Responsibility in meeting obligations 1 2 3 4 5 4. On time 1 2 3 4 5 5. Appreciate the values and beliefs of others 1 2 3 4 5 6. Professional behavior 1 2 3 4 5 7. Professional attitude 1 2 3 4 5 Professional Competence 1. Counseling skill level 1 2 3 4 5 2. Demonstrates empathy for client 1 2 3 4 5 3. Develops rapport with client 1 2 3 4 5 Use of Supervision 1. Ability to receive feedback 1 2 3 4 5 2. Brings concerns to instructor when necessary 1 2 3 4 5 3. Interacts appropriately with peers 1 2 3 4 5 Other Observations Counseling Practicum Evaluation Form (Copy this form as needed) 21

Student Name: Site: Print or type legibly. Review Read By: Date: Student s Signature Review Read By: Date: Site Supervisor Reviewed By: Date: Name of Faculty Advisor/Supervisor Reviewed By: Date: Program Coordinator Overall Evaluation Score = Please evaluate the student s preparation for internship in each area using the following scale: 1 = Poor; 2 = Fair; 3= Good; 4 = Very Good; 5 = Excellent. Professional Competence Circle one: 1. Understanding of professional ethics. 1 2 3 4 5 2. Enthusiasm for working with people. 1 2 3 4 5 3. Responsibility in meeting obligations. 1 2 3 4 5 4. On time & prepared for practicum experience. 1 2 3 4 5 5. Adaptability for change. 1 2 3 4 5 6. Professional appearance/presentation. 1 2 3 4 5 7. Professional attitude. 1 2 3 4 5 8. Demonstrates competence and understanding of case conceptualization. 9. Establishes appropriate effective working relationships with others. 1 2 3 4 5 1 2 3 4 5 10. Completed assigned projects or tasks. 1 2 3 4 5 11. Sets and maintains appropriate boundaries 1 2 3 4 5 12. Understands client content 1 2 3 4 5 22

13. Understands client meaning 1 2 3 4 5 14. Responds to client s feelings effectively 1 2 3 4 5 15. Demonstrates congruence and genuineness 1 2 3 4 5 16. Understands the client and demonstrates empathy 1 2 3 4 5 17. Appropriate use of non-verbal communication 1 2 3 4 5 18. Appropriate use of self-disclosure 1 2 3 4 5 Use of Supervision 1. Actively seeks and is prepared for supervision. 1 2 3 4 5 2. Ability to receive positive feedback. 1 2 3 4 5 3. Ability to receive corrective feedback. 1 2 3 4 5 4. Brings concerns to supervisor. 1 2 3 4 5 5. Meets responsibilities to peers. 1 2 3 4 5 23

QUARTERLY COUNSELING PRACTICUM LOG Department of Psychology Eastern Washington University Student: Quarter: Year: MS School Counseling Item/Week Date Direct Service Individual Counseling Small Group Counseling Large Group Guidance Consultation Other 1 2 3 4 5 6 7 8 9 10 11 Qtr. Total All Qtrs. Total Total Direct Service Indirect Service MDT/Case Conference Individual Supervision EWU Group Supervision EWU Documentation/ Records/Casenotes /Program Managemen Training Community Outreach Other Total Indirect Service Total Hours CAREP requirements are 100 total hours of which 40 hours must be direct service. Current Quarter: Direct Hours Indirect Hours Total Hours Cumulative for all quarters: Direct Hours Indirect Hours Total Hours Signature of Site Supervisor Date Signature of Student Date_ Signature of School Counseling Program Co-ord Date 24

STUDENT COUNSELOR EVALUATION OF SITE SUPERVISOR Name of Intern: Supervisor: Period Covered: DIRECTIONS: The student counselor is to make an evaluation of the supervision received. Circle the number which best represents how you, the student counselor, feel about the supervision received during your practicum/internship. 25 Poor Adequate Good 1. Gave time and energy in observing tapes 1 2 3 4 5 6 and reviewing cases. 2. Accepted and respected me as a person. 1 2 3 4 5 6 3. Recognized and encouraged further development 1 2 3 4 5 6 of my strengths and capabilities. 4. Gave useful feedback when I did something well. 1 2 3 4 5 6 5. Provided me the freedom to develop flexible 1 2 3 4 5 6 and effective counseling styles. 6. Encouraged and listened to my ideas and 1 2 3 4 5 6 suggestions for developing my counseling skills. 7. Provided suggestions for developing my 1 2 3 4 5 6 counseling skills. 8. Helped me to understand the implications and 1 2 3 4 5 6 dynamics of the counseling approaches I used. 9. Encouraged me to use new and different 1 2 3 4 5 6 techniques. 10. Helped me to define and achieve specific 1 2 3 4 5 6 concrete goals for myself during internship. 11. Gave me useful feedback when I did something 1 2 3 4 5 6 wrong. 12. Allowed me to discuss problems I encountered 1 2 3 4 5 6 in my internship setting.

13. Paid attention to both my clients and me. 1 2 3 4 5 6 14. Focused on both verbal and nonverbal behavior 1 2 3 4 5 6 in me and in my clients. 15. Helped me define and maintain ethical behavior 1 2 3 4 5 6 in counseling and case management. 16. Encouraged me to engage in professional 1 2 3 4 5 6 behavior. 17. Maintained confidentiality in material discussed 1 2 3 4 5 6 in supervisory sessions. 18. Dealt with both content and affect when 1 2 3 4 5 6 supervising. 19. Focused on the implications, consequences 1 2 3 4 5 6 and contingencies of specific behaviors in counseling and supervision. 20. Helped me organize relevant case data in 1 2 3 4 5 6 planning goals and strategies with my client. 21. Helped me to formulate a theoretically sound 1 2 3 4 5 6 rationale of human behavior. 22. Offered resource information when I requested 1 2 3 4 5 6 or needed it. 23. Helped me develop increased skill in critiquing 1 2 3 4 5 6 and gaining insight from my counseling tapes. 24. Allowed and encouraged me to evaluate myself. 1 2 3 4 5 6 25. Explained his/her criteria for evaluation clearly 1 2 3 4 5 6 and in behavioral terms. 26. Applied his/her criteria fairly in evaluating 1 2 3 4 5 6 my counseling performance. Comments/Suggestions 26

EASTERN PERMISSION TO TAPE FORM I hereby give my permission for counseling sessions between my child and an EWU counseling intern to be audio/video taped. I understand that the sole purpose of this taping is the supervision of the intern, that all contents are to be held in strict confidence, and that the tapes will be erased after being critiqued. I further understand that I may withdraw this permission at any time. Student's signature Parent's signature Counselor's signature Date Date Date This permission expires 90 days from the date of the parent's signature. Counselor Education Program Eastern Washington University Martin Hall 135 Cheney, WA 99004 509-359-7439 27

INTERNSHIP RELATED FORMS 28

Quarterly Intern Assessments are based upon the six Standard V elements. It is expected that school counseling interns will become proficient and/or independent (P) in all six standard V elements by the end of the 2012-2013 school year. If the field/site supervisor has any questions on how to evaluate the school counseling intern, please contact the university supervisor. It is also very helpful when the field/site supervisor provides a brief narrative on the intern s progress. This is found at the end of the assessment. 29

Department of Psychology QUARTERLY INTERN ASSESSMENT Name of Intern Signature of Field Supervisor The areas listed below serve as a guide for the performance indicators/evidence for the Residency benchmark activities engaged in during the counseling internship. Please rate the student on the activities listed below in which he/she has engaged using the following scale: P - S - U - NA - Functions proficiently and/or independently. Functions satisfactorily and/or requires occasional supervision. Requires close supervision in this area. Not applicable to this internship experience. INTERNSHIP ACTIVITIES STANDARD 5.1: School Counseling Program Develops, leads, and evaluates a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. STANDARD 5.2: Student Learning and Assessment Uses knowledge of pedagogy, child development, individual differences, learning barriers, and Washington State learning requirements to support student learning. Uses skills to work effectively with other educators to monitor and improve student success. STANDARD 5.3: Counseling Theories and Techniques Uses a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social and career needs of all students. STANDARD 5.4: Equity, Advocacy, and Diversity Understands cultural contexts in a multicultural society, demonstrates fairness, equity, and sensitivity to every student, and advocates for equitable access to instructional programs and activities. STANDARD 5.5: School Climate & Collaboration Collaborates with colleagues, families, and community members to establish and foster an inclusive, nurturing, and physically safe learning environment for students, staff, and families. 30

STANDARD 5.6: Professional Identity and Ethical Practice Engages in continuous professional growth and development and advocates for appropriate school counselor identity and roles. Adheres to ethical practices and to the Washington State and federal policies, laws, and legislation relevant to school counseling. Note: Please provide a brief narrative helpful in assessing this intern s progress. Address areas of strength and for growth. The intern may comment upon exceptions to ratings, if any. 31

QUARTERLY COUNSELING INTERNSHIP LOG Department of Psychology Eastern Washington University Student: Quarter: Year: MS School Counseling Item/Week Date Direct Service Individual Counseling Small Group Counseling Large Group Guidance Consultation Other 1 2 3 4 5 6 7 8 9 10 11 Qtr. Total All Qtrs. Total Total Direct Service Indirect Service MDT/Case Conference Individual Supervision EWU Group Supervision EWU Documentation/ Records/Casenotes /Program Managemen Training Community Outreach Other Total Indirect Service Total Hours CAREP requirements are 600 total hours of which 240 hours must be direct service. Current Quarter: Direct Hours Indirect Hours Total Hours Cumulative for all quarters: Direct Hours Indirect Hours Total Hours Signature of Site Supervisor Date Signature of Student Date_ Signature of School Counseling Program Co-ord Date 32

STUDENT COUNSELOR EVALUATION OF SITE SUPERVISOR Name of Intern: Supervisor: Period Covered: DIRECTIONS: The student counselor is to make an evaluation of the supervision received. Circle the number which best represents how you, the student counselor, feel about the supervision received during your practicum/internship. 33 Poor Adequate Good 1. Gave time and energy in observing tapes 1 2 3 4 5 6 and reviewing cases. 2. Accepted and respected me as a person. 1 2 3 4 5 6 3. Recognized and encouraged further development 1 2 3 4 5 6 of my strengths and capabilities. 4. Gave useful feedback when I did something well. 1 2 3 4 5 6 5. Provided me the freedom to develop flexible 1 2 3 4 5 6 and effective counseling styles. 6. Encouraged and listened to my ideas and 1 2 3 4 5 6 suggestions for developing my counseling skills. 7. Provided suggestions for developing my 1 2 3 4 5 6 counseling skills. 8. Helped me to understand the implications and 1 2 3 4 5 6 dynamics of the counseling approaches I used. 9. Encouraged me to use new and different 1 2 3 4 5 6 techniques. 10. Helped me to define and achieve specific 1 2 3 4 5 6 concrete goals for myself during internship. 11. Gave me useful feedback when I did something 1 2 3 4 5 6 wrong. 12. Allowed me to discuss problems I encountered 1 2 3 4 5 6 in my internship setting.

13. Paid attention to both my clients and me. 1 2 3 4 5 6 14. Focused on both verbal and nonverbal behavior 1 2 3 4 5 6 in me and in my clients. 15. Helped me define and maintain ethical behavior 1 2 3 4 5 6 in counseling and case management. 16. Encouraged me to engage in professional 1 2 3 4 5 6 behavior. 17. Maintained confidentiality in material discussed 1 2 3 4 5 6 in supervisory sessions. 18. Dealt with both content and affect when 1 2 3 4 5 6 supervising. 19. Focused on the implications, consequences 1 2 3 4 5 6 and contingencies of specific behaviors in counseling and supervision. 20. Helped me organize relevant case data in 1 2 3 4 5 6 planning goals and strategies with my client. 21. Helped me to formulate a theoretically sound 1 2 3 4 5 6 rationale of human behavior. 22. Offered resource information when I requested 1 2 3 4 5 6 or needed it. 23. Helped me develop increased skill in critiquing 1 2 3 4 5 6 and gaining insight from my counseling tapes. 24. Allowed and encouraged me to evaluate myself. 1 2 3 4 5 6 25. Explained his/her criteria for evaluation clearly 1 2 3 4 5 6 and in behavioral terms. 26. Applied his/her criteria fairly in evaluating 1 2 3 4 5 6 my counseling performance. Comments/Suggestions 34

Counselor Education Program Department of Psychology SCHOOL COUNSELING CANDIDATE PORTFOLIO REQUIREMENTS Interns will develop a portfolio showing performance evidence for the Residency benchmarks: STANDARD 5.1: School Counseling Program. Certified school counselors develop, lead, and evaluate a data-driven school counseling program that is comprehensive, utilizes best practices, and advances the mission of the school. The school counselor demonstrates knowledge of: History, philosophy, and trends in school counseling and educational systems; Best practices of school counseling and guidance program design and implementation; Methods of evaluation for school counseling programs and counseling outcomes. The school counselor demonstrates skills to: Design and lead a comprehensive school counseling program aligned with the mission of the school; Define, use, and communicate measurable career, personal/social, and academic benchmarks and outcomes; Use data to inform decision-making and demonstrate accountability; Select and use informational resources and technology to facilitate delivery and evaluation of a comprehensive program. STANDARD 5.2: Student Learning and Assessment- Certified school counselors use their knowledge of pedagogy, child development, individual differences, learning barriers, and Washington State learning requirements to support student learning. They work effectively with other educators to monitor and improve student success. The school counselor demonstrates knowledge of: The factors influencing student development, achievement and engagement in school; Current Washington State learning goals, assessments, and requirements; Group dynamics and team facilitation strategies to enable students to overcome barriers to learning; Curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies. The school counselor demonstrates skills to: Select appropriate assessment strategies to evaluate student progress; Consult with educators and parents to support student learning needs; Assess the barriers that impede students academic development and develop plans to address these barriers; Conduct programs to enhance student development and prepare students for a range of post-secondary options. 35

STANDARD 5.3: Counseling Theories and Techniques- Certified school counselors use a variety of research-based counseling approaches to provide prevention, intervention, and responsive services to meet the academic, personal/social and career needs of all students. The school counselor demonstrates knowledge of: Current theories and methods for delivering individual and group counseling and classroom guidance across the three domains; Strategies for helping students make transition, develop career/postsecondary plans, and cope with environmental and developmental problems; School and community resources to support student needs across the three domains. Research relevant to the practice of school counseling. The school counselor demonstrates skills to: Establish an environment of respect and rapport in order to serve the needs of all students; Respond effectively and lead others through crisis and disruption of the learning environment; Conduct individual and group counseling to meet identified student needs; Plan, lead and assess guidance programs to promote student development and future planning; Implement procedures for the assessment and management of high risk behaviors. STANDARD 5.4: Equity, Advocacy, and Diversity: Certified school counselors understand cultural contexts in a multicultural society, demonstrate fairness, equity, and sensitivity to every student, and advocate for equitable access to instructional programs and activities. The school counselor demonstrates knowledge of: The cultural, ethical, economic, legal, and political issues surrounding equity and student learning; The community, environmental, and institutional opportunities that affect the academic, career, and personal/social development of students; The ways in which educational decisions, programs, and practices can be adapted to be culturally congruent and respectful of student and family differences. The school counselor demonstrates skills to: Provide culturally relevant counseling, instruction, and communication; Collaborate with educators to address the academic language needs of students; Advocate for school policies, programs, and services that are equitable, responsive, and preventive of harassment and marginalizing behaviors. STANDARD 5.5: School Climate & Collaboration: Certified school counselors collaborate with colleagues, families, and community members to establish and foster an inclusive, nurturing, and physically safe learning environment for students, staff, and families. The school counselor demonstrates knowledge of: 36