SYLLABUS
COUN 6920, INTERNSHIP:
SECONDARY SCHOOL COUNSELING
Group Supervision Meetings:
DAY/TIME
Instructor:
Email:
Phone:
For an emergency:
Class Location:
Office Hours:
Individual supervision to be arranged.
REQUIRED TEXTS:
Jacobs, E.E., & Schimmel, C. (2013). Impact therapy: The courage to counsel. Star City, WV: Impact Therapy
Associates.
Sklare, G. B. (2005). Brief counseling that works: A solution-focused approach for school counselors and
administrators (2nd ed.).Thousand Oaks, CA: Corwin Press.
Stone, C. C., & Dahir, C. A. (2007 or 2011). School counselor accountability: A measure of student success. (2nd
ed. or 3rd ). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
RECOMMENDED TEXT:
Vernon, A. (1989). Thinking, feeling, behaving: An emotional education curriculum for adolescents
grades 7-12.Champaign, Ill: Research Press.
COURSE OBJECTIVES:
As the culminating experience in the students’ formal preparation to become professional school counselors,
the internship seeks to provide you with a supervised experience in a secondary school counseling position. Here
you will continue to exhibit appropriate dispositions and to integrate your knowledge and skills as you apply them
to every aspect of our work in this setting. The objectives of this class are the objectives of the Professional
Counseling Program and the CACREP Standards. Therefore, all interns will demonstrate (in so much as the
opportunities to do so are available) the following.
Program
Objective
Program Objectives– All Measured on Site Supervisor Evaluation of Intern
1
Students have expertise to serve as human development consultants to individuals and their
families across the lifespan as they impact children and adolescents in a school setting.
2
Students have an appreciation of the unique contributions and concerns of diverse populations
and will demonstrate the ability to work with all students to enhance and encourage their full
participation in a pluralistic society.
3
Students have developed a professional counselor identity as evidenced by collegial
relationships, professional affiliations, and collaborative community relationships.
1
4
Students are committed to the scholar-practitioner role and to ongoing professional
development including technological competence; and
5
Students have the knowledge and skills needed to plan, implement, and evaluate
comprehensive school counseling programs that are designed to facilitate the academic, career,
and personal/social development of all students as lifelong learners in a pluralistic society
2009 CACREP Standards Addressed and Measured
Standard
#
Core Curricular
Category
Standard
II-G-1-c
Professional
Orientation and Ethical
Practice
II-G-1-d
Professional
Orientation and Ethical
Practice
Counselors’ roles and responsibilities as members of
an interdisciplinary emergency management
response team during a local, regional, or national
crisis, disaster or other trauma-causing event
Self-care strategies appropriate to the counselor
role
II-G-1-f
Professional
Orientation and Ethical
Practice
Knowledge of professional organizations, including
membership benefits, activities, services to
members, and current issues
II-G-2-b
Social and Cultural
Diversity
Attitudes, beliefs, understandings, and acculturative
experiences, including specific experiential learning
activities designed to foster students’ understanding
of self and culturally diverse clients
II-G-4-b
Career Development
Career, avocational, educational, occupational and
labor market information resources, and career
information systems
II-G-4-c
Career Development
Career development program planning,
organization, implementation, administration, and
evaluation
II-G-4-e
Career Development
Career and educational planning, placement, followup, and evaluation
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Discussion in group supervision;
Oral report on comprehensive
crisis management in the
internship school site
Discussion in group supervision;
Written commitment to selfcare at beginning of internship;
Oral reports throughout the
semester
Discussion in group supervision;
Attend at least one professional
meeting; Oral report in group
supervision
Discussion in individual and
group supervision; Counseling
session recording or oral report
of work with at least one client
of a different culture; Site
supervisor evaluation of intern
Discussion in group supervision;
Report on work with client(s) on
career exploration including online career information and
portfolio systems; Site
supervisor evaluation of intern
Discussion in group supervision;
Written report on the
career/post-secondary planning
program at internship site.
Discussion in group supervision;
Written report on the career
program at internship site;
report on work with client(s) on
career planning; Site supervisor
evaluation of intern
2
II-G-4-f
Career Development
Assessment instruments and techniques relevant to
career planning and decision making
II-G-4-g
Career Development
Career counseling processes, techniques, and
resources, including those applicable to specific
populations in a global economy
II-G-5-c
Helping Relationships
Essential interviewing and counseling skills
II-G-5-d
Helping Relationships
II-G-6-d
Group Work
Counseling theories that provide the student with
models to conceptualize client presentation and
that help the student select appropriate counseling
interventions. Students will be exposed to models of
counseling that are consistent with current
professional research and practice in the field so
they begin to develop a personal model of
counseling
Group counseling methods, including group
counselor orientations and behaviors, appropriate
selection criteria and methods, and methods of
evaluation of effectiveness
II-G-8-e
Research and Program
Evaluation
Standard
#
School Counseling
The use of research to inform evidence-based
practice
Standard
SC-A-2
Foundations Knowledge
Understands ethical and legal considerations
specifically related to the practice of school
counseling
SC-A-3
Foundations Knowledge
SC-A-5
Foundations Knowledge
SC-A-7
Foundations Knowledge
Knows roles, functions, settings, and professional
identity of the school counselor in relation to the
roles of other professional and support personnel in
the school
Understands current models of school counseling
programs (e.g., American School Counselor
Association [ASCA] National Model) and their
integral relationship to the total educational
program
Understands the operation of the school emergency
management plan and the roles and responsibilities
of the school counselor during crises, disasters, and
other trauma-causing events
Discussion in group supervision;
Recorded counseling session of
test interpretation with a
student as part of career
planning
Use multiple career resources
with student(s); Recording
counseling session of test
interpretation with a student as
part of career planning; Site
supervisor evaluation of intern
Discussion in group supervision
and course readings;
Performance on graded
recorded counseling sessions;
Site supervisor evaluation of
intern
Discussion in group supervision
and course readings;
Performance on graded
recorded counseling sessions;
Site supervisor evaluation of
intern
Discussion in group supervision;
Pretest/ posttest for group
experience; graded videorecorded group sessions; Site
supervisor evaluation of intern
Discussion in group supervision
and course readings; Paper on
research articles regarding small
group intern is conducting; Site
supervisor evaluation of intern
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Discussion in group and
individual supervision; Oral
report in group supervision; Site
supervisor evaluation of intern
Discussion in group supervision
and course readings; Oral report
on personnel in the school
Discussion in group supervision
and course readings; Accurate
use of standards with classroom
guidance plans
Discussion in group supervision;
Oral report on school crisis
management plan
3
SC-B-1
Foundations - Skills and
Practices
Demonstrates the ability to apply and adhere to
ethical and legal standards in school counseling
SC-C-1
Counseling, Prevention,
and Intervention Knowledge
Knows the theories and processes of effective
counseling and wellness programs for individual
students and groups of students
SC-C-2
Counseling, Prevention,
and Intervention Knowledge
Knows how to design, implement, manage, and
evaluate programs to enhance the academic, career,
and personal/social development of students
SC-C-3
Counseling, Prevention,
and Intervention Knowledge
Knows strategies for helping students identify
strengths and cope with environmental and
developmental problems
SC-C-4
Counseling, Prevention,
and Intervention Knowledge
SC-C-5
Counseling, Prevention,
and Intervention Knowledge
Knows how to design, implement, manage, and
evaluate transition programs, including school-towork, postsecondary planning, and college
admissions counseling
Understands group dynamics—including counseling,
psycho-educational, task, and peer helping groups—
and the facilitation of teams to enable students to
overcome barriers and impediments to learning
SC-C-6
Counseling, Prevention,
and Intervention Knowledge
SC-D-1
Counseling, Prevention,
and Intervention - Skills
and Practices
SC-D-2
Counseling, Prevention,
and Intervention- Skills
and Practices
Provides individual and group counseling and
classroom guidance to promote the academic,
career, and personal/social development of
students
SC-D-3
Counseling, Prevention,
and Intervention- Skills
and Practices
SC-D-4
Counseling, Prevention,
and Intervention- Skills
and Practices
Counseling, Prevention,
Designs and implements prevention and
intervention plans related to the effects of (a)
atypical growth and development, (b) health and
wellness, (c) language, (d) ability level, (e)
multicultural issues, and (f) factors of resiliency on
student learning and development
Demonstrates the ability to use procedures for
assessing and managing suicide risk
SC-D-5
Understands the potential impact of crises,
emergencies, and disasters on students, educators,
and schools, and knows the skills needed for crisis
intervention
Demonstrates self-awareness, sensitivity to others,
and the skills needed to relate to diverse individuals,
groups, and classrooms
Demonstrates the ability to recognize his or her
Discussion in group and
individual supervision;
Dispositions; Site supervisor
evaluation of intern
Discussion in group supervision
and course readings; Graded
recorded counseling sessions;
Site supervisor evaluation of
intern
Discussion in group supervision;
Oral and written reports of
internship site programs;
critiques in group supervision;
Site supervisor evaluation of
intern
Discussion in group supervision
and course readings; Graded
recorded counseling sessions;
Site supervisor evaluation of
intern
Discussion in group supervision;
Written report of internship site
career/post-secondary planning
program
Discussion in individual and
group supervision; Graded
recorded group counseling
sessions; Site supervisor
evaluation of intern
Discussion in group supervision;
Oral report in group supervision
Discussion in group supervision;
Graded recorded counseling
sessions
Discussion in group supervision
and course readings; Written
lesson plans; carries out
classroom guidance sessions;
recorded individual and group
sessions; Site supervisor
evaluation of intern
Discussion in group supervision
and course readings; Graded
individual and small group
counseling recordings; site
supervisor evaluation of intern
Discussion in group supervision
and course readings; Recorded
counseling sessions; Role play
Discussion in individual and
4
and Intervention- Skills
and Practices
Diversity and Advocacy
– Skills and Practices
limitations as a school counselor and to seek
supervision or refer clients when appropriate
Demonstrates multicultural competencies in
relation to diversity, equity, and opportunity in
student learning and development
group supervision; Site
supervisor evaluation of intern
Discussion in group supervision;
Graded recorded counseling
sessions; oral report and
discussion
SC-F-2
Diversity and Advocacy
– Skills and Practices
Advocates for the learning and academic
experiences necessary to promote the academic,
career, and personal/social development of
students
SC-F-3
Diversity and Advocacy
– Skills and Practices
Advocates for school policies, programs, and
services that enhance a positive school climate and
are equitable and responsive to multicultural
student populations
SC-F-4
Diversity and Advocacy
– Skills and Practices
Engages parents, guardians, and families to promote
the academic, career, and personal/social
development of students
SC-H-1
Assessment – Skills and
Practices
Assesses and interprets students’ strengths and
needs, recognizing uniqueness in cultures,
languages, values, backgrounds, and abilities
SC-H-2
Assessment – Skills and
Practices
Selects appropriate assessment strategies that can
be used to evaluate a student’s academic, career,
and personal/social development
SC-H-3
Assessment – Skills and
Practices
Analyzes assessment information in a manner that
produces valid inferences when evaluating the
needs of individual students and assessing the
effectiveness of educational programs
SC-H-4
Assessment – Skills and
Practices
Makes appropriate referrals to school and/or
community resources
Discussion in group supervision;
Participates in SAT or IEP
meetings and advocates for
student(s); submits written
report; Site supervisor
evaluation of intern
Discussion in group supervision
and course readings; Written
M.E.A.S.U.R.E.; Develops
advocacy plan for some aspect
of the school; makes advocacy
presentation
Discussion in group supervision;
Works with parents in M-Team
or IEP Meetings; submits written
report
Discussion in group supervision;
Case presentations in group
supervision; Site supervisor
evaluation of intern
Discussion in group supervision;
Use of assessment strategies
and inventories with students;
written report/critique of
testing program; oral report in
supervision
Discussion in group supervision;
Use of assessment strategies
and inventories with students;
oral report in supervision; Site
supervisor evaluation of intern
Discussion in group supervision;
Reports in supervision
SC-H-5
Assessment – Skills and
Practices
Assesses barriers that impede students’ academic,
career, and personal/social development
SC-I-4
Research and
Evaluation - Knowledge
Knows current methods of using data to inform
decision making and accountability (e.g., school
improvement plan, school report card)
SC-I-5
Research and
Evaluation - Knowledge
Understands the outcome research data and best
practices identified in the school counseling
research literature
Discussion in group supervision;
Written M.E.A.S.U.R.E
SC-J-1
Research and
Evaluation – Skills and
Applies relevant research findings to inform the
practice of school counseling
Discussion in group supervision
and course readings; Recordings
SC-F-1
Discussion in group supervision;
Case presentations; Advocacy
presentation; Site supervisor
evaluation of intern
Discussion and reports in group
supervision; Advocacy
presentation
5
Practice
SC-J-2
SC-J-3
SC-K-1
Research and
Evaluation - Skills and
Practice
Research and
Evaluation - Skills and
Practice
Academic Development
- Knowledge
Develops measurable outcomes for school
counseling programs, activities, interventions, and
experiences
Analyzes and uses data to enhance school
counseling programs
Understands the relationship of the school
counseling program to the academic mission of the
school
Understands the concepts, principles, strategies,
programs, and practices designed to close the
achievement gap, promote student academic
success, and prevent students from dropping out of
school
Understands curriculum design, lesson plan
development, classroom management strategies,
and differentiated instructional strategies for
teaching counseling- and guidance-related material
Conducts programs designed to enhance student
academic development
SC-K-2
Academic Development
- Knowledge
SC-K-3
Academic Development
- Knowledge
SC-L-1
Academic Development
– Skills and Practices
SC-L-2
Academic Development
– Skills and Practices
Implements strategies and activities to prepare
students for a full range of postsecondary options
and opportunities
SC-L-3
Academic Development
– Skills and Practices
SC-M-7
Collaboration and
Consultation Knowledge
Implements differentiated instructional strategies
that draw on subject matter and pedagogical
content knowledge and skills to promote student
achievement
Knows school and community collaboration models
for crisis/disaster preparedness and response
SC-N-1
Collaboration and
Consultation – Skills
and Practices
Works with parents, guardians, and families to act
on behalf of their children to address problems that
affect student success in school
SC-N-3
Collaboration and
Consultation – Skills
and Practices
Consults with teachers, staff, and community-based
organizations to promote student academic, career,
and personal/social development
SC-N-4
Collaboration and
Consultation – Skills
Uses peer helping strategies in the school
counseling program
of individual and group
counseling; group research
paper; discussion in supervision;
Site supervisor evaluation of
intern
Discussion in group supervision;
Pre-post testing submitted for
small and large group guidance
Discussion in group supervision;
Written MEASURE; Advocacy
presentation
Discussion in group supervision;
Written MEASURE; Advocacy
presentation
Discussion in group supervision;
Written MEASURE; Advocacy
presentation
Discussion in group supervision;
Submits lesson plans for large
group guidance; Site supervisor
evaluation of intern
Discussion in group supervision;
Implementation of lesson plans
for guidance unit; graded
recordings of individual and
small group counseling and
guidance; Site supervisor
evaluation of intern
Discussion in group supervision;
Graded recorded individual and
group counseling sessions;
Report on work with student
using internet postsecondary
preparation resources
Discussion in group supervision;
Site supervisor evaluation of
intern
Discussion in group supervision;
Report on School Crisis
Prevention-InterventionPostvention Plan
Discussion in group supervision;
Works with parents in M-Team
or IEP Meetings; submits written
report
Discussion in group supervision;
Participates in M-Team, S-Team,
or IEP meetings; submits written
report; Site supervisor
evaluation of intern
Discussion in group supervision;
Reports on work with peer
6
and Practices
SC-N-5
Collaboration and
Consultation – Skills
and Practices
SC-O-4
Leadership - Knowledge
SC-P-1
Leadership – Skills and
Practices
Uses referral procedures with helping agents in the
community (e.g., mental health centers, businesses,
service groups) to secure assistance for students
and their families
Understands the important role of the school
counselor as a system change agent.
Participates in the design, implementation,
management, and evaluation of a comprehensive
developmental school counseling program
facilitation program if available
at internship site
Discussion in group supervision;
Makes referrals in conjunction
with supervisor
Discussion in group supervision;
Advocacy presentation; Graded
written M.E.A.S.U.R.E.
Discussion in group supervision;
Graded 300 hour internship in a
secondary school; multiple
written reports/critiques of
program components; written
M.E.A.S.U.R.E.; Advocacy
presentation.
COURSE REQUIREMENTS:
I.
Work and accurately record on “Time and Task Log” 300 or more hours (with at least 120 being direct-service
hours) in a secondary school as a counseling intern, satisfactorily performing the following tasks and
responsibilities:
A.
GENERAL GUIDELINES
1.
Prior to beginning your internship, complete the tutorial on Reporting Child Abuse
(http://www.sworps.utk.edu/child_abuse_reporting/start.html ) and print off your certificate of
completion.
2.
With your supervisor’s assistance during the first days of the internship, become acquainted with all state,
county, and school policies that are pertinent to your work in the school. Adhere to these policies. Of
particular note are policies with regard to limits of confidentiality in that setting, and procedures for
dealing with a student who may be a victim of abuse, or who may be of potential harm to self or others.
3.
Immediately begin to establish collegial relationships with all counselors and administrators in the school,
and with as many students, parents, teachers, other staff, and community resources as possible. Begin to
learn the roles of all personnel who work full- and part-time in the school.
4.
Maintain current professional liability insurance (minimum of $1,000,000/$1,000,000.) Bring proof of such
to the instructor and Dr. Slicker prior to beginning work in the school.
5.
Adhere to the Codes of Ethics and Standards of Practice of the American Counseling Association.
6.
Within the first few weeks, begin looking at data related to the school and to student performance; and
select a target “element” for the MEASURE assignment (See F.3 below.)
7.
Video- or audio-record all of your on-going individual and group counseling with students. Use a consent
form provided or approved by your site supervisor and copied on the school letterhead. Interns will begin
on-going counseling sessions with a student only after having obtained signed assent of the student and
signed consent of the parent. If the site supervisor agrees, the intern may meet with students without
signed assent/consent forms for all guidance activities; for one-session, walk-in counseling situations; and
7
for an information/ screening session prior to beginning on-going counseling. Sessions are not to be
recorded without first obtaining signed assent/consent forms.
8
While you will be receiving grades for your work, this semester is more about learning, integrating what
you studied in all program coursework into this real-life setting, gaining experience, and receiving
supervision and feedback on your work. Please remember that you are encouraged to ask questions and
to submit work for feedback throughout the semester, not just to meet the requirements for a grade. To
do so indicates commitment to ongoing professional development.
9.
Participate in all activities and learning experiences as requested by site supervisor. While the intern is
expected to complete the numerous requirements outlined below, you are also expected to be of
assistance to the supervisor, and to seek out opportunities that the site supervisor deems beneficial to your
preparation as a secondary school counselor.
10 Participate in the school throughout the entire semester. Unless you have received prior approval for a
revised calendar, the work at the school is to continue through the last week of the MTSU semester prior to
finals.
11 Keep your site supervisor apprised of all aspects of your work. Obtain supervision from your site supervisor
immediately if you become aware of any information that would cause concern for anyone's safety. If the
supervisor is not available, seek assistance from another counselor in the school immediately. Also inform
the instructor as soon as possible.
12 Be cognizant of the Professional Counseling Program Dispositions as explained in the Professional
Counseling Handbook and demonstrate “Acceptable” or “Target” levels of Dispositions throughout the
internship.
B.
INDIVIDUAL COUNSELING
1.
Assemble a collection of props to be used as you employ some creative techniques with students in
individual and group work. See the Jacobs text.
2.
Work with a variety of students in a counseling relationship, seeking diversity of clients and problems.
3.
Establish counseling relationships with a variety of clients with differing concerns. It is important that you
work with a large number of students. For the minimum requirements for this class, however, you must
have an on-going counseling relationship (at least 5 sessions) with at least 4 students. It is recommended
that you strive to conduct on-going counseling caseload of no fewer than 6 students and brief interventions
with several additional students. At least one of your on-going clients is to be of a different racial or
ethnic background than yourself if at all possible. (Discuss in group or individual supervision what you
learned from this cross-cultural experience.)
4.
Write case notes following each session and bring all to each supervision session on campus.
5.
Submit in advance or bring with you counseling recordings for each supervision session on campus (and
copies of the case notes for that student.)
6.
Clearly identify all recordings and accompanying materials, and submit in a large envelope with all case
notes for the student(s). List on the envelope the assignments that it contains.
7.
Submit samples of your work with at least 3 different clients. Obtain signed assent from the student and
8
written consent from the parent prior to any recording of the student, and record all sessions of all
students that you work with on an on-going basis. Submit a minimum of 6 recorded individual counseling
sessions, at least 3 of which are to be with the same client over the course of the counseling relationship.
Some of this requirement may be met during supervision sessions. It is your responsibility to see that a
grade is assigned to at least 6 individual counseling recordings.
8.
General guidelines for sessions:
a. Demonstrate frequent appropriate empathic and action-direction responses. Demonstration of
effective use of these basic counseling skills is required for an A or A- in the course.
b. Focus the sessions on the identified problem(s) that you both agree the client will be working on.
This means that early in the counseling relationship, the client goal(s) should be clearly and
appropriately stated. While students may bring in some other concerns which arise (and goals
can be revised), it is your responsibility to focus the majority of the session(s) and work on the
identified goals.
c. Try to utilize counseling theories with your clients for process and/or specific techniques.
d. Experiment with creative techniques (see Jacobs text) with multiple clients and sessions.
e. See grading rubric on D2L.
Specific requirements for individual counseling sessions. At a minimum please do the following:
a.
Before or during the 1st individual supervision session, submit a recording of a first session with a
student to demonstrate your introductory explanation of the counseling process and limits of
confidentiality, etc.. Remember to tell students in this introduction that you will be discussing
the sessions with your supervisors at MTSU and at the school and they will be listening to some
of your sessions. The recording for this assignment does not have to be an entire session; the entire
session may be submitted, however, as one of the following recordings for evaluation.
b.
As a sample of your individual counseling work, submit at least the following 6 recordings of entire
sessions with an average session time of 40 minutes.
(1) A session integrating assessment results with student career and academic planning; include
parent consent form, assessment checklist, copies of assessment results, and a copy of the
student’s grades. You should try to do so with a student who could truly benefit from the focus on
the test results and with whom there can be a “next step” identified for the student. See grading
rubric on D2L.
Individual Counseling
i
9.
(2) Demonstrate during a significant portion of a session the appropriate application or integration
of SFBT into your work with a client. Include the “Demonstration of Theory Critique” form
and a note that you write the student (see Sklare text for details.)
9
(3) Submit a 2nd theory recording of a different theory other than SFBT. It can be Reality, Cognitive,
REBT, Adlerian, or (appropriate) Gestalt. Include the “Demonstration of Theory Critique” form.
(4) In any 1 recording, demonstrate a creative counseling technique inspired by the Jacobs text;
Include the “Demonstration of Creative Technique” critique with this recording. This technique
should be an integral part of your work with the client and should clearly connected to the change
process that you are trying to facilitate (rather than simply interjected into a session). It may be
tied directly to a counseling theory, but is in addition to the two theory-focused recordings
described above.
(5) & (6) At least 2 additional individual sessions, which are hopefully theory-based and which may
have creative techniques, although these characteristics are not mandatory.
c.
By the end of the semester, complete the “Client Progress” form on a client whom you feel has
benefited from counseling. The instructor will need to hear an early, middle, and late session with this
student. Most likely one or more of these sessions will be among those listed above; if not, submit
additional recording(s) so that client progress is documented in 3 recordings.
C.
SMALL GROUP COUNSELING
1.
Establish two very different small groups (at least one of which is a problem-centered counseling group; the
other may be psychoeducational) which will each meet for a minimum of 6 hours, preferably more. (This
would mean 8 sessions, for instance, if you have only 45 minutes per session.). If at all possible, one of
these groups should be a strategy tied to the targeted “element” of the MEASURE that you identify.
2.
Create a checklist of information that you need to give students and/or parents in your advertisement,
consent form, screening, and/or 1st session of each group in order to be in compliance with all pertinent
ethical guidelines. (Hint: See ASGW Best Practice Guidelines.)
3.
Conduct research on current findings related to at least one of the groups. (See H.1. below.)
4.
Obtain signed consent forms from parents and students for participation and for taping; VIDEOTAPE
ALL GROUP SESSIONS.
5.
Develop a pre-test/post-test for students to complete during the screening (or initial) session and during or
after the final session of group. This can be one of two types: (1) Use an appropriate inventory designed to
measure something related to the purpose or theme of the group (i.e., sense of hope, cognitive distortions,
satisfaction with school, anxiety) or (2) Create an inventory based on some learning objectives or goals of
the group, some things you hope they will learn or some ways you hope that they feel differently. Make
sure it can be easily scored and compared (i.e., multiple choice or Likert-type scale items). See the College
Prep Small Group pre- and post- tests on D2L for an example. On the post-test, you may want to include
some additional items that will be of value to you as a leader or that are a more subjective evaluation of the
group experience (i.e., open-ended questions, “In what ways was this group valuable to you?” or “What did
you like most about being in group?” or “Should I offer a group like this to other students? Why or why
not?” or a Likert-like scale.) Submit your case notes, these pre/post tests and an Excel spreadsheet of the
data.
6.
Write case notes following each session and bring all to each individual supervision session.
7.
Submit at least 2 video-recordings, one from each group.
10
D.
LARGE GROUP GUIDANCE
Interns who do not have a teaching license are to observe at least two teachers who have been
recommended for their outstanding teaching methods or classroom management, and are to submit a
“Teaching Observation” form for each class. (One of these observations may be of the class that you will be
teaching for your classroom guidance lessons.)
All interns must:
1.
Submit for approval a 3- to 5-session classroom guidance unit that includes in the objectives, the Tennessee
School Counseling and Career Guidance Standards that are to be addressed. The unit may be based on
materials from group books (such as the Vernon text listed above.) You may revise and/or supplement
these “borrowed” units as appropriate. Many interns in the past have used the Jason Foundation suicide
prevention materials. If your supervisor would like for you do to so, please let the instructor know. If your
site supervisor has another unit, he/she wants you to present, please do so, but check with the instructor to
see if this will fulfill the course requirements. Be prepared to e-mail your lesson plans to the instructor and
to the other students in the class.
2.
Conduct this entire unit with at least 1 classroom. If a 5-session unit is not possible, then conduct a 3session unit in at least 2 different classes. Observe the classroom once prior to conducting the unit.
3.
Create pre/post test to be complete before and after you teach the unit to measure what the students have
learned. (See Small Group Counseling for additional information.) In addition to measuring learning content,
the post-test should include some additional items that will provide you with information regarding your
teaching skills. Submit Excel spreadsheet of student pre/post test data.
4.
Submit an evaluation form to be completed by the school counselor or teacher who observed
all or most of the sessions. You may modify the “Teaching Observation” form provided for your own
classroom observations or create another form.
E.
CAREER GUIDANCE AND POST-SECONDARY PLANNING
(In addition to the career/academic counseling recorded session above in 9)
1.
Submit 2-3 page typed paper describing the comprehensive career counseling and post-secondary
planning program of your school. This will include the 4- (or 6-) year planner, financial aid, scholarship,
how students know about ACT, etc.. IF the junior/senior counselors have materials, newsletters, time-lines,
that they give students, include these. Identify the role of counselors and other personnel in preparing
students for career and educational choices. Please organize this by year, beginning with the 8th grade
feeder school. Include a summary of what you see as the strengths of the program and how it might be
improved.
2.
Become familiar with the on-line career/post-secondary planning system (e.g., CollegeforTN, TCIDS, or
Kuder) that is utilized by the school. Work with multiple students on the system and submit a 1-2 page
typed report on the experience. Include how you would utilize it in a comprehensive and systematic way if
you were a secondary school counselor.
F.
CONSULTATION/COLLABORATION/ADVOCACY
Interns will be required to use your consultation skills, expertise in human development, and advocacy skills
to facilitate the academic/ career, and/or personal/social development of at least one student.
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1.
Submit a written report of work with at least one parent, teachers, and other school personnel as a
participant in a team such as a support-team or IEP team. The report will include (a) titles and roles of
those participating, (b) the outcome/interventions prescribed with a copy of the school form, if one is used,
with all identifying information of the student removed, (c) your level or involvement, and (d) how you
advocated for the student, or, if not able to, how you would advocate if you were in a position to be able to
do so.
2.
Seek opportunities to consult with parents and teachers and to advocate for individual or groups of
students within the school; report on these in group supervision.
3.
Obtain as much data as you can about the school and the achievement of its students in disaggregated
form. Select a target element and complete the first 4 steps of a M.E.A.S.U.R.E. Include one of your small
groups as a component of your interventions if possible. Also include a brief answer to the following: (1)
According to Stone and Dahir (2007 or 2011), what are the three ways that counselors demonstrate
accountability and explain each; (2) Which do they believe to be the most appropriate? (3) List three reasons
why this type of approach is important.
4.
Develop an advocacy plan for a systemic change (i.e., a change in school policies, programs or services) that
would strive to improve some aspect of the school climate or that would benefit groups such as an
underserved population, underachieving students, those at risk for bullying or discrimination, or a
population with any type of special needs. Carry out any aspect of the advocacy plan that is feasible. Make
a formal presentation in group supervision (between 15 – 20 minutes) that would be suitable when
advocating for the change to an appropriate, designated audience such as the school improvement team,
school administration, or school board. Include research data, school data, and other information that
would be useful in the justification and rationale for the change. See rubric on D2L.
G.
ADMINISTRATION/COORDINATION DISCUSSION TOPICS
Be prepared to report on and to discuss each of the following in supervision:
1.
General School Policies: Discuss any school policies you have been able to learn including those with regard
to “Zero Tolerance,” limits of confidentiality in that setting, and procedures for dealing with a student who
may be a victim of abuse, or who may be of potential harm to self or others.
2.
Role of all personnel in the schools: Describe the duties of all full- and part-time personnel.
3.
Conflict Resolution: What is being done at your school concerning conflict resolution? Identify the role of
counselors and other personnel.
4.
Special Services: Attend several IEP, other Special Education, support-team, or 504 meetings. Report on the
purpose of each, how special education referrals are made, what the role of the counselor was, and what
you would want your role as a counselor to be.
5.
School Crisis Management Plan: Obtain a hard copy, if possible, of this plan and describe the components.
Also discuss such things as how the personnel are trained, and if there has been a crisis, how the counselors
felt about the experience and what they learned from it. Include the potential impact of crises on
individuals and the entire school community as well as the skills that are needed in crisis management.
6.
Peer Facilitation: Assist with this program if it is in the school. Describe in supervision.
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7.
Written Reports
8.
II.
Professional Meeting: Attend at least one meeting of a regional, state, or national counseling organization
and discuss in supervision.
`
At least one of the following:
a.
Attend a meeting of a student organization. How could this group serve as a vehicle for accomplishing
one or more of the guidance/ counseling goals of the school?
b.
Describe one additional program in your school (not described in other assignments) that
involves counseling and is particularly beneficial to students.
c.
Try to get your clients involved in some aspect of the school or community to help them meet their
needs in positive ways.
d.
Participate in a cultural enrichment activity such as a cultural diversity festival, an international fair,
the local Buddhist temple festival, or an immersion experience that will provide greater awareness or
understanding of a culture that is different than your own.
H.
ADMINISTRATION/COORDINATION WRITTEN REPORTS
1.
Small Group Research: Research at least one of your group topics. Submit 2 or more journal articles, at
least one of which must be empirical studies and a summary (1 or more pages per article) of what you
learned from the research that helped you prepare for or lead your group. This may be in list form rather
than paragraph form but must include the results of the empirical study and must be of such depth as to
indicate that you read and understood each article.
2.
Transcript Evaluation: Evaluate the transcript of at least one transfer student from a different school
district; remove the student’s name; have your work signed by your site supervisor to validate accuracy;
submit the results.
3.
Testing Program of the School: Participate in the school's testing program in any capacity and submit a
chart summary (see handouts) or double-spaced, typed summary (including the information requested of
the chart) of the school's entire year testing program for all grade levels.
4.
Time and Task Activity Logs: Submit each month, with cumulative totals, initialed by site supervisor.
5.
Case Load Summary: Submit a list at the end of the semester of each student (first name, last initial) seen
in individual counseling and the number of sessions. List names of groups, number of students, length of
sessions, and number of sessions.
PARTICIPATE IN SEMINARS AND GROUP SUPERVISION
A.
Attend all scheduled group supervision sessions.
B.
Study in depth and make an effort to become more proficient in Solution-Focused Brief Therapy and at
least 1 other counseling theory (in addition to Person Centered.) Be prepared to discuss the theories in
group supervision as they apply to cases. As a group we will be spending more time reviewing Reality
Therapy and cognitive therapies than other theories, so you may choose 1 or more of these if you so
desire.
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C.
III.
Participate in group supervision by presenting your own cases and discussing cases presented by your
peers. Bring case notes to each group supervision for a case with which you would like assistance. Be
prepared to present at each group supervision (after the first 4 weeks of the semester.)
PARTICIPATE IN INDIVIDUAL SUPERVISION
A.
As per your contract with the school, you will participate in at least one hour of face-to-face, one-onone supervision weekly with your on-site supervisor.
B.
Participate in at least 4 individual supervision sessions on campus with the instructor.
1. Bring at least one recording with you for which you desire assistance –preferably two.
2. Bring all consent forms and individual and group counseling case notes.
IV.
EVALUATION
The outcomes expected of interns will be evaluated by both the site supervisor and the instructor.
1.
The site supervisor will complete the Site Supervisor Evaluation of Intern form and will provide what
he/she believes to be an appropriate grade at midterm and at the end of the semester.
2.
The instructor will grade the class assignments. See “The Secondary School Internship Assignments:
Due Dates and Grading Sheet” for deadlines. The instructor will take into account the site Supervisor’s
feedback when assigning the grade for the course as noted below. The instructor will also take into
consideration all of the Professional Counseling Dispositions (being collaborative, ethical, professional,
reflective, self-directed, and critical-thinking students) in this class (see Professional Counseling
Program Handbook for details.)
3.
Students must receive a grade of B- or above in order to be eligible for recommendation for licensure
as a school counselor (or to be allowed to proceed to the next internship.)
Students will earn grades for assignments based on the following Likert-type scale:
0 = Insufficient in quality or is not submitted by 1 week after deadline
1 = Minimal in quality and is submitted 1 week after deadline
2 = Does not meet expectations or meets expectations but is 1 submitted 1 week after deadline
3 = Meets expectations and is submitted by deadline
4 = Exceeds expectations and is submitted by deadline
Grading:
A grade of an A in the internship will be assigned according to the follow standards:
• All work completed
• Average score on all papers/oral reports > 3 on 0-4 scale.
• Average score on all counseling recordings > 3 on 0-4 scale.
• Consistent use of empathic counseling responses in individual and group counseling
• Demonstration of the effective, helpful use of two counseling theories
• Disposition ratings of “Acceptable” or “Target
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• Grade assigned by site supervisor > 93%
A grade of < A- will be at the discretion of the instructor if any of the above criteria are not met.
Incompletes are highly unusual. They are given at the discretion of the instructor only in the most extreme
circumstances.
Disabilities: If you have a documented disability as described by Section 504 of the Rehabilitation Act of 1973 and
the Americans with Disabilities Act (ADA) and would like to request academic and/or physical accommodations,
please contact John Harris, Director, Disabled Student Services, KUC 120 (898-2783) as soon as possible. Course
requirements will not be waived, but reasonable accommodations may be provided as appropriate.
TENTATIVE SCHEDULE for group supervision plus at least 3 individual supervision sessions to be scheduled.
SEMESTER, YEAR
DATE
TOPIC(S) FOR BRIEF DISCUSSION
SEE ASSIGNMENT SHEET for complete list AND
ALSO BE PREPARED TO…
Submit your Intent to Graduate form on line within the 1st two weeks if this is your final semester!
DATE
• Internship overview
• Turn in signed agreement packets.
• “Intro to counseling” in sessions
• Turn in proof of liability insurance.
• Large group guidance
• Turn in Child Abuse Reporting Tutorial
certificate
• Graduation credits
• Ask questions about syllabus –Be sure to
• Selection of major theories for focus of
check the syllabus for directions throughout
semester
the semester.
• Reality Therapy
• Bring Reality Therapy Handout with 1st page
completed
• Report on school policies (See I. A. 2)
DATE
• Reality Therapy
• Discuss articles, “Kids Who Cut;” &
• Suicide intervention
• “Recognizing and Managing Critical Client
Problems”
• Self -mutilation
•
Role play suicide assessment session
• Overview of graduation requirements
• Identify target goal or “element” of the
• Overview of small group counseling
MEASURE
• Overview of assessment interpretation
• Small Group Checklist
• SFBT
• Discuss Ch. 1-4 of Sklare text
• Discuss role of all personnel in the school
• Bring your calendar to schedule supervision
DATE: MTCA Meeting. Location to be announced.
INDIVIDUAL SUPERVISION BEGINS WEEK OF DATE for those who have begun conducting counseling sessions.
These supervision sessions will focus primarily on supervision of recorded sessions of clients.
DATE
• Individual counseling
• Teacher observations (if applicable)
• SFBT
• Small group research articles & summaries
• Counseling “process” vs. “content”
• Large group lesson plans & pre-tests
• Integrating theories into individual
• Small group pre-tests
counseling
• Discuss Ch. 5-7 of Sklare text
• Creative techniques
• Discuss Ch. 1, 10, & 11 of Jacobs
• Check in on self-care!
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DATE
•
•
DATE
•
•
DATE
•
DATE
•
•
DATE
•
Discuss Ch.12, 13, & 14 in Jacobs
Bring creative props
Oral report: Site crisis plan and potential
impact of crisis
• Written reports: Trans. Eval; Career Couns.
• Present a counseling case
• Midterm evaluation from site supervisor
DATE: MTSU Spring Break
More creative techniques
• Discuss work with diverse clients
Counseling cases
• Written reports: Testing Program; MEASURE
• Oral reports
• Present a counseling case
Counseling cases
• Present a counseling case
• Written Report: Career On-Line Resource
• Classroom guidance pre-post results, etc.
DATE: MTCA Meeting. Location to be announced.
Counseling cases
• Small group pre-post results, etc.
Advocacy plans
• Written Report: Work with a parent & team
• Present a counseling case
• Make formal advocacy plan presentation
Advocacy plans
• Make formal advocacy plan presentation
DATE
•
•
Closure for 1 ½ hours
Celebration with dinner out
Crisis Management
Creative techniques
•
•
•
• Submit evaluations
• Final time logs
• Case load summary
DATE: MTCA Professional Development Meeting. Location to be announced.
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