Internship for School Counseling

SC 616

Syllabus

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 students, families, and groups in the school setting. 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 students, families, groups, consultation experience, collaboration with staff, 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. Throughout the course, the student will focus on professional development with an ongoing awareness of ethical considerations in the counseling field.

Objectives - Council for Accreditation of Counseling and Related Educational Programs 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.

Hardware and Computer Skill Requirements

Students may use either a Macintosh computer or PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access with an active e-mail account. Students must have access to either Microsoft Office 2000, XP, or 2003. Students also are expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer, or America Online (AOL). Internet Explorer is the recommended browser for this course. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

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, 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); and opportunity for the student to be observed during their counseling sessions with students, families, groups, classroom presentations, consultation with school staff and community involvement activities. 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 a University Faculty member in consultation with the on-site supervisor.

Session Outline

Module 1

The student will introduce self to University Faculty Supervisor
The student will introduce onsite supervisor to University Supervisor
The student will develop schedules and timelines for course completion
The student will establish an ethical code of practice for their internship
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

The student will identify safeguards for ethical decision making by maintaining boundaries and minimizing risks inherent in multiple relationships.
The student will describe their internship setting including the school site, their assigned office and the community.
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.

Module 3

The student will identify considerations in deciding when to refer a counseling situation and when to manage the situation themselves.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.
The student will identify professional sources to access for practice and policy-related information for evidenced-based practice of school counseling.
The student will apply skills of using research to incorporate judgment, problem solving and decision making to the practice of school counseling.
The student will summarize the strategies for evidence-based practice in their school counseling practice.

Module 4

The student will identify counseling situations which are within the expectations of their role at their school vs. those which are more appropriately managed by a local school professional or community agency.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.
The student will explore the steps necessary to collecting data for the practice of school counseling.
The student will develop a system for the use of data to develop predications about the progress of counseling interventions.
The student will describe methods in identifying and applying the cause of a concern.
The student will select appropriate consultation skills and techniques to share progress of counseling activities.

Module 5

The student will list ideas to establish a comfortable space for counseling.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.
The student will identify personal obstacles in their own critical decision making.
The student will list methods to improve self management skills and describe how applied during the course of their internship.
The student will take occasional time outs to reflect on their work.

Module 6

The student will identify strategies to calm self and client before beginning a counseling session.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 7

The student will identify significant issues to address at the beginning of a counseling session.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 8

The student will list specific ideas to track client’s understanding and comfort with the counseling session.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 9

The student will identify aspects of the client’s responses to observe throughout the counseling session.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 10

The student will identify specific times during a counseling session when a change of direction is needed based upon observations of the client’s responses.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 11

The student will list questions to present to clients in exploring their issues with school, friends, family, self and referring incident.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 12

The student will establish procedures to properly document and follow up on referrals to both professional school personnel and community agencies.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 13

The student will establish procedures to properly document and follow up on referrals to both professional school personnel and community agencies.
The student will present a case study or guidance event experienced during the week and evaluate their own preparedness and management of situation.
The student will compare and contrast a professional journal article with a local news article directly related to a local school or community issue.
The student will visit a local community agency in person, by phone or review website and describe their mission and referral procedure.
The student will collaborate with a school resource professional and describe their job responsibilities and referral procedure.

Module 14

The student will review and describe their experience of keeping a journal
The student will attend an evaluation session with onsite supervisor.
The student will list strategies in their preparation for seeking employment.

Module 15

The student will prepare questions and comments for debrief with University Supervisor.
The student will submit a website which was helpful in their internship experience.

Grading:

100-93	A
92-85	B
84-77	C
76-69	D
69-0	F

Student Academic Integrity

Students 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.counseling.org – Counseling Sites
www.nbcc.org – The National Board for Certified Counselors

Ethnic Diversity Web Sites
www.afrinet.net/-griot –

www.igc.apc.org/acon - (Asian)
www.latinolink.com - National Society for Hispanic Professionals
\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 (5th ed.). 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 (4th ed.). 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 against children of color. Monroe, ME: Common Courage Press.
Cobia, D. C., & Henderson, D. A. (2003). Handbook of school counseling. Upper Saddle River, NJ: Merrill Prentice Hall.
Cormier, Shirley L., and Hackney, Harold (2001). The professional counselor: a process guide to 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 (6th ed.). 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: California School 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.

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