Internship for School Counseling SC 616

Course Description

The Internship for School Counseling is the culmination of the master's level program for the student and follows successful completion of the Practicum in School Counseling and all other program course requirements. It is designed to provide the student with an on-site placement in a public or private school setting that will create the necessary bridge between training and professionalism. All aspects of school counseling are involved in the direct delivery of services to appropriate individuals and/or groups in the school setting and prior academic coursework and practical experiences are incorporated in this portion of professional training. Supervised experiences by an on-site supervisor and University faculty include direct counseling contact with individuals and groups, consultation experience, involvement in staff relationships, and participation in all activities associated with the professional job as a school counselor. During the Internship for School Counseling, the student is immersed in the multiple roles of a school counselor. The student will be actively involved in the details of daily interactions between school-aged students, their families, school personnel, and the community at large.

Objectives-CACREP 2009 standards

The program requires a student to complete a supervised internship of 600 clock hours that is started after successful completion of the student’s practicum. 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. The student’s internship includes all of the following:

240 hours of direct service with clients appropriate to the program of study under the direct supervision on an approved on-site school counselor
.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
An average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule throughout the internship by a program faculty member
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)
The opportunity for the student to develop program-appropriate audio and/or videotapes/DVDs of the student’s interactions with students for use in supervision
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
Formal evaluation of the student’s performance through out the internship will be completed by the University faculty supervisor in consultation with the on-site supervisor.

Through supervised practice, individualized supervision, and weekly group supervision, and various other activities, the student will:

Demonstrate an understanding of the organizational dynamics of a K-12 school system and the school and community as a learning/growing environment for children and youth. (CACREP A.1. A.3. B.2. C.1. C.2. E.2. E.3. F.2. F.3. F.4.,G.1. H.1. H.2. H.3. H.5. I.1. !.4. J.1. J.2. K.1. K.3. M.1. M.2. M.3. N.1. N.2. N.3. O.1. O.2. O.3. P.1. P.2.)
Demonstrate individual counseling effectiveness at the elementary and/or secondary school setting. (CACREP A.5. B.2. C.1. C.2. D.1. D.2. D.3. D.4.E.1.E.2. F.1. F.3. F.4. H.1. H.4. H.5. J.2. J.3. L.1. L.2. L.3. N.1. N.2. N.3. NO.3. O.4. P.2. .4. N.5. )
Demonstrate small group counseling effectiveness at the elementary and/or secondary school setting. (CACREP A.5. B.2. C.1. C.2. D.1. D.2. D.3. D.4.E.1.E.2. F.1. F.3. F.4. H.1. H.4. H.5. J.2. J.3. L.1. L.2. L.3. N.1. N.2. N.3. NO.3. O.4. P.2. .4. N.5. )
Develop, implement, and evaluate classroom guidance units at the elementary and/or secondary school setting. ( CACREP A.5. C.2. C.5. D.1. D.2. D.3. F.1. F.2. F.3. F.4. H.1. H.2. H.3. H.5. J.1. J.2.J.3.L,1. L.2.L.3. N.2. N.3. N.5. P.1. P.2.)
Communicate effectively with counselors and personnel from other professional specialties at the school setting (e.g. school psychologist, school social worker, administrator) with respect to student growth and learning. (CACREP A.3. A,4,.B.2.C.5. D.4.E.2. F.2. F.3. F.4. H. 2. H. 3. H.4. H.5. I.1. I.2. I.4. I.5. J.1. J.2. J.3. L.3. M.2. M.3. M.4.M.7. N.1. N.2. N.3. N.5. O.2, O.3. P.2..)
Demonstrate the use of effective consultation techniques with teachers and/or family of students at the elementary and/or secondary school setting. (CACREP A.3. A,4,.B.2.C.5. D.4.E.2. F.2. F.3. F.4. H. 2. H. 3. H.4. H.5. I.1. I.2. I.4. I.5. J.1. J.2. J.3. L.3. M.2. M.3. M.4.M.7. N.1. N.2. N.3. N.5. O.2, O.3. P.2..)
Produce case conceptualizations for a student at an elementary and/or secondary school setting. (CACREP B.1. B.2. D.1. D.3. D.4. F.1. F.4. H.1. H.2. H.3. H.4. H.5. J.2. J.3. L.1. L. 2, L.3. N.1. N.2. N.3. N.4. N.5. P.1., )
Demonstrate continued professional development through participation in workshops, professional organizations, and informal support groups. (CACREP A.3. A,4,.B.2.C.5. D.4.E.2. F.2. F.3. F.4. H. 2. H. 3. H.4. H.5. I.1. I.2. I.4. I.5. J.1. J.2. J.3. L.3. M.2. M.3. M.4.M.7. N.1. N.2. N.3. n.5. O.2, O.3. P.2..)
Demonstrate an awareness of a consistent characteristic style of initiating and developing counseling and consulting relationships. (CACREP B.1. B.2. D. 1. D.3. D.4. F.1. F.4. H.1. H.2. H.3. H.4. H.5.mJ.2. J.3. L.1. L, 2. L. 3. N.1. N.2. N.3. N.4. N.5. P.1.),
Demonstrate ability to maintain confidentiality and abide by ACA and ASCA ethical and legal standards.( CACREP A.1. B.1. D.1. D.4. E.1. E.2. E.3. E.4. F.1.F.4. )
Research a specific topic appropriate to specific characteristics of the educational setting (CACREP B.1. B.2. D.1. D.3. E.1. F.1. F.4. I.1. I.2,.I.3. I.4. I.5. J.1. J.2. J.3. )

Time Requirements

This course will be offered over a 15-week period and is a 45 hour 3 credit graduate course. Modules will be completed one per week.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Curriculum Design

The internship is the culmination of the master's level program for school counselors and follows successful completion of the Practicum in School counseling and other program course requirements. The program requires students to complete a supervised internship of 600 clock hours that is begun after successful completion of the student’s practicum. 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 will be involved in a variety of tasks for completion of course requirements: readings, reports on readings, exams, journal and reflection entries, research project related to real world learning environments, and development of instructional counseling strategies for specific content areas. This is an online forty five hour, three credit graduate level course completed over a fifteen-week period.

Course Materials

The required text for this course:

Critical Thinking in Clinical Practice: Improving the Quality of Judgments and Decisions >(2005), by Eileen Gambrill.

Online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Student Performance Requirements:

The Internship in School Counseling requires 240 hours of direct service with school-aged students appropriate to the program of study. The student will have weekly interaction with an average of one (1) hour per week of individual and triadic supervision, throughout the internship performed by the on-site supervisor of an average of one and one half (1 1/2) hours per week of group supervision provided throughout the internship by a program faculty member. The internship will provide the opportunity 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); opportunity for the student to develop program-appropriate audio and/or videotapes/DVDs of the student’s interactions with students for use in supervision. It is expected that the student will have the opportunity 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. The student will receive a formal evaluation of their performance during the internship by both a University Faculty member in consultation with the on-site supervisor.

Session Outline

Module 1: Critical Thinking in the Practice of School Counseling

Objectives:

The student will explain why decision-making is the heart of the practice of school counseling.
The student will analyze the many diverse environments that affect the quality of the practice of school counseling.
The student will review their personal philosophy of the practice of school counseling with practical application of skills and techniques in the school setting.

Module 2: Exploring Common Errors in Decision Making.

Objectives:

The student will investigate the importance of clear, concise use of language in the practice of school counseling.
The student will identify both formal and informal fallacies that may dilute their effectiveness of decision making as a school counselor.
The student will submit report of on-site supervision meetings with on-site supervisor.

Module 3: Specialized Knowledge for Decisions Making

Objectives:

The student will identify professional sources to access for practice and policy-related information for evidenced-based practice of school counseling.

2. The student will apply skills of using research to incorporate judgment, problem solving and decision making to the practice of school counseling.

3. The student will summarize the strategies for evidence-based practice in their school counseling practice.

Module 4: School Counseling and Data Gathering

Objectives:

1. The student will explore the steps necessary to collecting data for the practice of school counseling.

2. The student will describe methods in identifying and applying the cause of a concern.

3. The student will submit report of on-site supervision meetings with on-site supervisor.

Module 5: Improving the Outcomes of Counseling

Objectives:

The student will develop a system for the use of data to develop predications about the progress of counseling interventions.
The student will select appropriate consultation skills and techniques to share progress of counseling activities.

Modules 6 – 9 Research from Classroom Internship

Objectives:

1. The student will select a research question to meet an area of need found in the school setting of internship, develop a hypothesis about the question, complete a literature review and suggest at least three solutions for solving the research question. The support for the project will be compiled from information documented in earlier journal writings and case studies. APA writing style is required.

2. The student will submit report of on-site supervision meetings with on-site supervisor.

Module 10:

Objectives:

1. The student will submit a research paper for peer review via the University’s forum as well as review by on-site supervisor.

2. The student will participate in an exit review of internship with the University’s professor and on-site supervisor.

3. The student will submit all necessary paperwork for completion of internship.

4. The student will submit report of on-site supervision meetings with on-site supervisor.

Module 11:

Objectives:

1. The student will submit completed research paper to course professor.

2. The student will submit plan for future professional development based on observations from internship and personal research.

Student Requirements

Students will complete weekly written assignments, journal and case study assignments. 25% of grade
Students will submit improvement plans of delivery of services based on on-site supervision 25% of grade .
Students will satisfactorily participate in weekly group counseling sessions. 25% of grade
Students will complete research project using appropriate APA style. 25% of grade.

Grading:

100-93	A
92-85	B
84-77	C
76-69
69-

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined in the Teacher Education University catalog and is subject to academic disciplinary action.

References

Online Resources

www.counsling.org

www.nbcc.org

Ethnic Diversity Web Sites

www.afrinet.net/-griot

www.igc.apc.org/acon

(Asian)

www.latinolink.com

www.fal.cc.mn.us/natnet/

(native American)

\www.heather.cs.ucdavis.edu

(minority)

HELPFUL WEBSITES

American Counseling Association (ACA) www.counseling.org

American School Counselor Association (ASCA) www.schoolcounselor.org

Florida Counseling Association (FCA) www.flacounseling.org

Florida School Counselor Association (CSCA) www.fla-schoolcounselor.com >

National Board of Certified Counselors (NBCC) www.nbcc.org

Council for Accreditation of Counseling and Related Education Programs (CACREP) www.cacrep.org

Chi Sigma Iota (Counseling Academic and Professional Honor Society International) www.csi-net.org >

U.S. Department of Health and Human Services Administration for Children (website of state-specific information & statutes related to suspect child abuse/neglect and reporting protocols) http://nccanch.acf.hhs.gov/general/legal/statutes/

Florida Department of Education www.fldoe.org

American Psychological Association. (2001). Publication manual of the American Psychological Association (5^thed.). Washington, DC: Author.

>American School Counselor Association. (ASCA; 2003). The ASCA national model: A framework for school counseling programs. Alexandria, VA: Author.

Armistead, L. (1996). What to do before the violence happens: Designing the crisis communication plan NASP Bulletin, 80, p.31-37.

Baird, B. N. (2002). The internship, practicum, and field placement handbook. (3rd ed.), Upper Saddle River, NJ: Prentice Hall.

Baker, S. B. & Gerler, E. B. (2004). School counseling for the twenty-first century (4^th.). Upper Saddle River, NJ: Merrill Prentice Hall.

Boyle, J. R. & Weishaar, M. (2001). Special education law with cases. Needham Heights, MA: Allyn & Bacon.

Breggin, P.R.(2000). Reclaiming our children: A healing plan for a nation in crisis. Cambridge, MA: Perseus Books.

Breggin, P.R.(1999). Your drug may be your problem: How and why

to stop taking psychiatric medications. Cambridge, MA: Perseus Books.

Breggin, P.R.(1998). Talking back to ritalin. Monroe, ME: Common Courage Press.

Breggin, P.R.(1998). The war aganist children of color.

Cobia, D. C. & Henderson, D. A. (2003). Handbook of school counseling. Upper Saddle River, NJ: Merrill Prentice Hall.

ormier, Shirley L. and Hackney, Harold (2001). The professional counselor: a process guideto helping. Boston: Allyn and Bacon.

Corey, M.S. & Corey, G. (2003). Becoming a helper. Pacific Grove, CA: Brooks/Coles.

Crutchfield, L. & Borders, L. (1997) Impact of two clinical peer supervision models on practicing school counselors. Journal of Counseling & Development,75,219-230.

Erford, B. T. (2003). Transforming the school counseling profession. Upper Saddle River, NJ: Merril Prentice Hall.

Fischer, L. Schimmel, D. & Stellman, L. R. (2003). Teachers and the law (6^thed.). Boston: Allyn & Bacon.

Geroski, A.M. Rodgers, K.A. & Breen, D.T. (1997). Using the DSM IV to enhance collaboration among school counselors, clinical counselors, and primary physicians. Journal of Counseling & Development, 75(3), 232-239.

Johnson, D.W. & Johnson, R.T. (1996). >Reducing school violence through conflict resolution training. NASP Bulletin. 80, 11-17.

Littrell, J.M. Malia, J.A. & Vanderwood, M. (1995). Single-session brief counseling in a high school. Journal of Counseling & Development. 75(3), 219-230.

Meyen, E. Vergason, G.A. & Whelan, R.J. (1996). Strategies for teaching exceptional children in inclusive settings. Denver, CO: Love Publishing Company.

Montgomery, S. & Oster, G.D. (1995). Helping your depressed teenager: A guide for parents and caregivers. New York, NY: John Wiley & Sons, Inc.

strategies for >professional school counselors. Belmont, CA: Brooks Cole.

Perusse, R. & Goodnough, G. (2004). Leadership, advocacy, and direct service

Sink, C. (2005). Contemporary school counseling: Theory, research, and practice. New York: Lahaska Press.

Port, L. L. (2003). Between a rock and a hard place: Law for school administration. Foster City, CA: CaliforniaSchool> Law Publishers.

Schmidt, J. J. (2003). Counseling in schools: Essential services and comprehensive programs (4th ed.). Boston, MA: Allyn & Bacon.

Sciarra, D. (2004). School counseling: Foundations and contemporary issues. Belmont, CA: Books Cole.

Sexton, T.L. & Griffin, B.L. (Eds.). (1997). Constructivist thinking in counseling practice, research, and training. Columbia University, New York, NY: Teachers College Press.

Stein, H.N. (1997,February). Diversity in the schools: are counselors ready? Counseling Today. p.20.

Vontress, C.E.Johnson, J.A. & Epp,L.R. (2000). Cross-cultural

counseling: A case book. Alexandria, VA: American Counseling Association.

C. Key Journals

Journal of Counseling & Development

Journal of Multicultural Counseling and Development

Counseling Today

School Counselor

Counselor Education and Supervision

Educational Psychological Measurement

Educational Research Bulletin

Educational Researcher

Elementary School Guidance and Counseling

Journal of Educational Research

National Educational Association Research Bulletin

Review of Educational Research