School Counseling Internship Manual

3.5d School Counseling Internship Manual

MANUAL

FOR

INTERNSHIP IN SCHOOL COUNSELING

895 & 995

Department of Psychology and Counseling

Pittsburg State University


STUDENT INFORMATION

DATE:_____________________________________________________________________________________

NAME:____________________________________________________________________________________

HOME ADDRESS:___________________________________________________________________________

____________________________________________________________________________________

HOME PHONE: E-MAIL:___________________________________________

NAME OF SCHOOL:_________________________________________________________________________

SCHOOL ADDRESS:_________________________________________________________________________

___________________________________________________________________________________________

WORK PHONE: EMAIL:___________________________________________

COURSE:__________________________________________________________________________________

If I need to contact you during the day, when is the best time to call?____________________________________

On-Site Supervisor's Name:_____________________________________________________________________

Position: ___________________________________________________________________________________

Name of

School:______________________________________________________________________________

School Address: _____________________________________________________________________________

___________________________________________________________________________________________

School Phone: E-Mail_______________________________________________ i


TABLE OF CONTENTS

Page

Course Description ..................................................................................................................................................... 1

Internship Requirement Summary .............................................................................................................................. 4

Evaluation Instruments

Student-Counselor's Self-Inventory .......................................................................................................................... 5

End of Program Feedback from Internship Student ................................................................................................. 7

Forms

Weekly Log of Internship Activities ........................................................................................................................ 9

Interview Notes Form ............................................................................................................................................. 10

Small Group Work Summary Sheet ....................................................................................................................... 11

Classroom Guidance Activities Work Summary Sheet.......................................................................................... 12

Internship in Counseling Agreement ........................................................................................................................ 13

Site Supervision Guidelines……………………………………………………………………………………….15

Permission Forms………………………………………………………………………………………………….18

Internship Supervision Journal ................................................................................................................................. 20

Multicultural Competency Checklist………………………………………………………………………………21

Graduate Knowledge Base………………………………………………………………………………………...23

Final Evaluation Form……………………………………………………………………………………………..25

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Course Description

Internship in Counseling 895 & 995

Instructor: Becky Brannock, Ph.D., LPC

Professor

The school counseling internship is a postpracticum field experience that provides the student with extensive practice of the role and function of counselors in a school setting consistent with the student's career goals. The internship is intended to include all duties that a regular employed entry level school counselor would be expected to perform. You are, therefore, expected to behave as an entry level professional under supervision and should be treated as such.

Before you may enroll in a counseling internship, you are required to have successfully completed (i.e., a grade of A or B) an initial supervised counseling practicum and be recommended by your practicum supervisors and advisor as well as approved through the practicum/internship application process. In addition, in the internship, the primary emphasis is in the field. Therefore, your faculty supervisor will serve as a coordinator and resource consultant, but the primary source of supervision and evaluation will be your site supervisor in the field. Since your site supervisor is spending valuable time in supervision, it is of course expected that the school will receive more than enough direct services from you to compensate for their time.

General requirements for the counseling internship include:

(NOTE: Whatever the primary level of experiences engaged in for Practicum, the other level will be utilized for

Internship).

1. That you spend at least 50 clock hours on site for each credit hour in which you are enrolled.

2. That you conduct at least 15 hours (and preferably more) of direct client contact for each credit hour in which

you are enrolled.

3. That you engage in at least 30 hours of group work and classroom guidance activities, and at least 15 hours of

individual counseling with students.

4. That you engage in all or as many of the regular duties of an entry level counselor at your site as possible, and

that you conduct yourself in a professional and ethical manner.

5. In general, that your school internship for one semester be at least 3 hours (150 clock hours).

6. That you meet with the faculty intern instructor periodically throughout the semester (times and dates will be

announced at the first of the semester).

Since we will not be meeting each week, it is your responsibility to keep the campus supervisor apprised of problems that may interfere with the successful completion of your internship or other needs you have.

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Specific Requirements

1. Keep a weekly log all internship activities to document at least 150 internship-related hours including at least

45 hours of direct counseling contact with 30 hours of group work and 15 hours of individual counseling. The log should document the date, time, and a brief description of each: a. Student interview (I) b. Group activity (G) c. Classroom guidance activity (CG) d. Other internship activity

2. Prepare a list of activities where you served in a consultation or coordination role. Include activities with parents, students, teachers, community resources, etc. and give dates.

3. Prepare a list of resources and referral sources for a counselor in your school to be turned in at the end of the semester with your paperwork. Include the name of the referral person and/or agency, the address and phone number, and a brief description of the nature of the service they can provide. In addition to your internship list, contact at least one of these resources personally, visit the agency or school, and comment upon that contact in the resource section of your portfolio notebook.

4. Each student will turn completed folders with interview notes and staffing type information for two students.

Follow an abbreviated format of the practicum case staffing paper for describing the two students.

5. Read assigned reading and at least 5 professional journal articles related to your setting, and actively participate in all class activities and discussions.

6. Each student will attend a Student Improvement Team (SIT) or Student Achievement Team (SAT) meeting in the district where they are completing their Internship experience. Submit a one page summary of the meeting paying specific attention to the leadership style and function of the facilitator, ideas for future meetings, noting forms utilized in the process.

7. Prepare a schedule of testing procedures and purposes. Include the name of the test, when administered, who administers, grade or age level taking the test, purpose of the test, who interprets, etc. Include both individual andgroup tests. You can set this up in chart form if desired.

8. You will turn in a 3 page typewritten paper at the end of the semester summarizing your internship experience, your professional growth and development, your strengths and limitations, and specific areas for further work.

9. Each student is expected to become a member of his or her regional and state professional associations.

10. Each student will make a counselor visitation by arranging to meet with a school counselor in his or he school setting (at a school other than the student's own and at the appropriate level). Write a brief summary of what was learned.

11. The student will be required to secure professional student liability insurance. This is available at a nominal cost for ASCA members.

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12. The student will send an initial e-mail message to the campus instructor.

Basis for Semester Course Grade

1. All minimum hour requirements must be met, all assignments completed on time, and responsible professional and ethical behavior must be demonstrated as prerequisites to the earning of a passing grade.

2. Grade will be determined by: See the next page.

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NAME:______________________________________ DATE:___________________

INTERNSHIP REQUIREMENT SUMMARY

150 Hours Total (Mandatory) Elem/Sec?

15 Hours of Individual Counseling (20pts.)

30 Hours Group & Classroom Activities

(20 pts.)

Completed:

____________

____________

____________

Tape Reviews-best video/dvd tape with interview notes (50 pts.) ____________

Consultation & Coordination Roles (10 pts.) ____________

Updated Referral List-visit at least one

new site (20 pts.) ____________

Completed Folders with Interview Notes and Staffing Information for 2 Students

(30 pts.)

5 Article Reviews-attach note card summary to journal article (10 pts.)

Student Improvement/Achievement

____________

____________

____________ Team Meeting Summary (20 pts.)

Testing Schedule (10 pts.)

School Counselor Visitation (20 pts.)

3 Page Typewritten Internship Experience

Summary (20 pts.)

____________

____________

____________

Points:

____________

____________

____________

____________

____________

____________

____________

____________

____________

____________

____________

____________

Organization of Portfolio (20 pts.) ____________

Instructor Estimate of Counseling Skills and Openness to Supervision (100 pts.) ____________

TOTAL: (350 pts. possible) ____________

GRADE:

End of Program Feedback? yes/no

On-site Supervisor’s Evaluation? yes/no

Professional Membership? yes/no

____________

____________

____________

____________

Final Evaluation Form? yes/no

Knowledge Base Form? yes/no

Multicultural Competency Checklist? yes/no

Liability Insurance? yes/no

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STUDENT-COUNSELOR'S SELF-INVENTORY AND EVALUATION BY ON-SITE SUPERVISOR

Counselor: School:_________________________________

Grade: Date: __________________________________

Rating:

1.Indicate an outstanding level of performance well above that expected for a counselor in training.(HIGHEST)

2.Indicates that broad range of performance considered to meet the requirements of a counselor in training.

3.Indicates a performance level which the evaluator and the evaluatee feel needs improvement.

4.Indicates an unacceptable performance level (substantiated by written conference reports). (LOWEST)

NOTE: Narrative comments must be written in support of any item rated 3 or 4 by either evaluatee or evaluator.

N/A may be used if the item is not applicable to the evaluate.

Evaluatee Evaluator

(student's self-rating)

(supervisor's rating)

I. Effectiveness as a Person

1. Relates effectively with others.

2. Exhibits sensitivity, empathy, and acceptance necessary for establishing rapport.

3. Functions in an organized manner.

4. Respects the individual.

5. Has a sense of humor.

6. Is respected.

7. Exhibits poise and stability.

8. Is professionally ethical.

II. Effectiveness with Students

1. Motivates students to seek counseling.

2. Is sensitive to students' feelings.

3. Has a good rapport with students.

4. Helps students with personal as well as educational and vocational problems.

5. Has positive image among students.

6. Functions effectively as resource consultant to students.

7. Utilizes instructional and student personnel services in a sensitive and appropriate manner

in dealing with student problems.

_____ _____ 8. Encourages students to use other service personnel when appropriate and actively assists

in the accomplishments of the objectives.

III. Effectiveness with Teachers

1. Is sensitive to role and problems of the teacher.

2. Cooperates willingly with all school personnel.

3. Communicates easily and effectively with teachers.

4. Is receptive to teachers' comments and suggestions.

5. Has good rapport with teachers.

6. Functions effectively as resource consultant to teachers in matters of curriculum, student

activities and human interaction as well as the concerns for psychological climate

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surrounding learning experiences.

IV. Effectiveness with the Administration

1. Understands the role and concerns of the administration.

2. Has a professional rationale for his or her counseling approach.

3. Cooperates with administration regarding development of the counseling program.

4. Has good rapport with administration.

5. Attends to, and follows through, and reports back on administration referrals.

6. Functions effectively as a resource consultant to administration in matters of curriculum,

student activities, and human interaction as well as the concerns for psychological

climate surrounding learning experiences.

V. Effectiveness with Parents

1. Is understanding of parental concern.

2. Promotes free and easy communication between school and home.

3. Is available to parents.

4. Has a professional image among parents.

5. Attends to parental referrals.

6. Follows through with parents in reducing crisis and/or responding to their needs for

counselor services.

VI. Effectiveness in the Profession

1. Takes pride in being a member of the counseling profession.

2. Continues to involve self in activities to improve professional skills.

Student's Signature

On-Site Supervisor's Signature

Comments:

Please return directly to: Dr. Becky Brannock


Date _____________________

Date______________________


205A Whitesitt Hall

1701 South Broadway

Pittsburg, KS 66762

(620) 235-4569

Fax: (620) 235-6102

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(NOTE: The feedback in this evaluation will be shared with the student.)

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NAME:_______________________________________

End of Program Feedback from Internship Student

Directions: Please respond to the items below to indicate your best judgment of your end of internship status.

A.Do you believe you are prepared for entry-level employment as a counselor?

YES/NO 1.In the area of personal functioning, this person possesses a personal philosophy, adequate

knowledge and operating skills to cope with life situations both on and off the job in ways that

enhance the effectiveness as a counselor?

YES/NO 2.This person is committed to maintaining his or her professional skills, promoting ethical practice

and supporting counseling as a profession.

YES/NO 3.This person is practitioner who possesses and uses knowledge of human growth and development; a personalized model to explain and drive change through counseling; and helping, assessment, and

intervention skills necessary for working effectively with individuals, groups, and organizations.

B.Do you believe you are prepared for entry-level employment as a counselor in each of these areas?

YES/NO 4.Human growth and development: Includes studies that provide a broad understanding of the

nature and needs of individuals at all development levels. Emphasis is placed on psychological,

sociological, and physiological approaches. Also included are such areas as human behavior

(normal and abnormal), personality theory, and learning theory.

YES/NO 5.Social and cultural foundations: Includes studies of change, ethnic groups, sub-cultures,

changing roles of women, sexism, urban and rural societies, population patterns, cultural mores,

use of leisure time, and differing life patterns. Such disciplines as the behavioral sciences,

economics, and political science are involved.

YES/NO 6.The helping relationship: Includes (a) philosophic bases of helping relationships; (b) counseling

theory; (c) consultation theory, supervised practice, and application; and (d) an emphasis on

development of counselor and client (or consultee) self-awareness and self-understanding.

YES/NO 7.Groups: Includes theory and types of groups as well as descriptions of group practices, methods,

dynamics, and facilitative skills. This area also includes supervised practice.

YES/NO 8.Life Style and Career Development: Includes such areas as vocational choice theory, relationship

between career choice and life style, sources of occupational and educational information,

approaches to career decision-making processes, and career development exploration techniques.

YES/NO 9.Appraisal of the individual: Includes the development of a framework for understanding the

individual, including methods of data gathering and interpretation, individual and group testing,

case study approaches, and the study of individual differences. Ethnic, cultural, and sex factors are

also considered.

YES/NO 10.Research and evaluation: Includes goals and objectives of professional design and development

of research and demonstration proposals. It also includes understanding legislation relating to the

development of research, programs, and demonstration proposals, as well as the development and

evaluation of program objectives.

YES/NO 11.Professional orientation: Includes goals and objectives of professional organizations code of

ethics, legal consideration, standards of preparation, certification, licensing, and role identity of

counselors and other personnel services specialists.

YES/NO 12.Environmental Studies: Includes the study of the environment within the school system.

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This includes history, philosophy, trends, purposes, ethics, legal aspects, standards, and roles

within the institution or work setting where the student will practice.

YES/NO 13.Specialized Studies: Includes the specialized knowledge and skills needed to work

effectively in a school setting where the student plans to practice. For example, conducting

classroom guidance activities, working with special education students, or working with

teachers.

YES/NO 14.Are there areas where you believe more preparation would be helpful for the intern student

before he/she begins to practice as a counselor?

15.List up to three features of your counselor education program that you believe were most

helpful. a. b. c.

16.List up to three features that you recommend be changed in order to better prepare one for an

entry-level position as a counselor. a. b. c.

17. Comments?

Signature _____________________________________________ Date_________________________________

Please print

Name and Title:

___________________________________________________________________________________________

School Name and Address:_____________________________________________________________________

___________________________________________________________________________________________

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PSU Weekly Log of Internship Activities

Student Counselor:

Site Supervisor:

Internship Location:

(

Date

) to (

Date

)

Weekly Hrs / Running Total

Weekly Total Hours:______/______

Individual Counseling Hours:______/______

Small Group Hours:______ /_______

Classroom Guidance Activities Hours:______/_______

Location Taped Comments Code

(I, G, CG)

Day of

Week

Client’s Name or Code

Time of

Interview

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INTERVIEW NOTES FORM

Date:_______________________

Interview #:_______________________

Taped? Yes No

Length of Session: ______________________

Student's Name______________________________________________________________________________

Counselor's Name____________________________________________________________________________

Age Sex: Male Female

Statement of Problem:

Brief Dialogue of Interview:

Evaluation of Interview:

Plans for Further Counseling:

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SMALL GROUP WORK SUMMARY SHEET

Counselor___________________________________________________________________________________

Supervisor__________________________________________________________________________________

Date Group Comments

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CLASSROOM GUIDANCE ACTIVITIES WORK SUMMARY SHEET

Counselor___________________________________________________________________________________

Supervisor__________________________________________________________________________________

Date Classroom Guidance Activity Comments

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Internship in School Counseling Agreement

This agreement among:

1) Department of Psychology and Counseling


Pittsburg, KS 66762

(620) 235-4569

2) School

Name:

Address:

Phone:

3) Student

Name:

Address:

Phone:

Is for the purpose of providing Internship in School Counseling for the above-named student for:

Course Number

Credits

Semester

It is mutually agreed:

That the above-named school will provide the following services and supervision:

1) The assignment of an internship site supervisor who has at least a master’s degree in counseling and experience in the agency or school, or their equivalent.

2) An orientation to the school or agency and specific student counselor duties defined.

3) Coordination of the student counselor’s duties (a minimum of 50 clock hours for every credit hour)

4) with the activities of school or agency

Clients with whom the student counselor may conduct audio and video tape-recorded, confidential counseling interviews for analysis and supervision.

5) Site supervision of the student counselor’s work with feedback and support.

6) Feedback concerning the student’s progress to the university supervisor.

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That the student counselor in internship will:

1)

2)

3)

4)

Be at the agreed upon location at the scheduled times.

Demonstrate professional behavior consistent with ethical guidelines.

Protect the anonymity of all clients during the campus supervision process.

Be assigned the following specific duties and responsibilities (if applicable):

_______________________________________________________

5)

6)

Attend regular PSU classes to receive instruction regarding counseling performance.

Keep a log of the time spent in the internship which records dates, hours, and the duties performed.

7) Write an evaluation of their experience in the field to be submitted to the faculty supervisor at the

end of the semester.

That the PSU Counseling Internship Faculty will provide the following:

1) Advise the student of the requirements (classes, activities, reports, evaluations) involved in the internship course.

2) Provide coordinating classes to discuss common needs and experiences and assist student counselor.

3) Maintain periodic contact with the site supervisor and the student counselor to discuss the student counselor’s progress.

4) Give the student counselor feedback regarding the faculty’s supervision and maintain appropriate

5) records for grading.

Monitor audiotaped and/or videotaped samples of counseling interviews.

6) Provide systematic supervision of the counseling sessions conducted by the student counselor.

7) Be responsible for the evaluation and grading of the student counselor (with site supervisor in internship).

It is the expectation of all three parties involved that the above conditions be met. Should they not be met, it is imperative that all three parties discuss the situation at the earliest possible date.

The following signatures verify agreement to these conditions:

Student

Site Supervisor

(Printed Name)

Site Authorizing Officer

(Building Principal)

(if different from supervisor)

(Printed Name)

PSU Practicum Instructor

(Signature)

(Signature)

______Date:

Date:

Date:

Date:

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Site Supervision Guidelines for

Internship in Counseling



The purpose of this document is to provide general guidelines to those persons who serve as site supervisors for Pittsburg

State University Internship in Counseling students. The faculty of the Department of Psychology and Counseling appreciates and highly values the contributions of site supervisors to the professional development of student counselors in the program. We also appreciate feedback and input from you concerning your professional development needs and changing expectations of counselors in the field, as well as recommendations for revisions in our training programs.

Although we may have an internship student working with you on a fairly regular basis or only occasionally through the years, we hope that we can maintain a supportive professional and warm personal relationship with you.

Purpose of the Internship: The Internship in School Counseling; PSYCH 895 for school counselors or PSYCH 995

Advanced Counseling Internship is required of all counseling degree students and of all students seeking counseling licensure through Pittsburg State University. Students enrolled in a counseling internship will have completed a semester of Practicum the semester prior to their enrollment in this field experience course. The major purpose of the counseling internship is a post-practicum field experience that provides the student with extensive practice in the role and function of counselors in the school setting. The internship is intended to include all duties that a regularly employed entry level staff member would be expected to perform. Whatever level the student was engaged in with experiences in Practicum, the other level will be utilized for Internship.

Background of Students: The counseling curriculum and the internship application process have been extensively revised and systematized. We believe that this better insures that counseling internship students, although still novices, are much better prepared to learn from the internship experience and have the competencies to perform more effectively as emerging professionals.

All students enrolled in an initial M.S. level counseling internship (PSYCH 895) or advanced counseling internship

(PSYCH 995) will have satisfactorily completed, at a minimum, the following core of coursework: PSYCH 745

Introduction to Counseling and Psychotherapy, PSYCH 722 Fundamentals of Tests and Measurement, PSYCH 816

Group Dynamics, PSYCH 818 Theories of Counseling and Psychotherapy, and PSYCH 819 Techniques of Counseling and Psychotherapy and PSYCH 822 School Counseling Practicum or PSYCH 912 Advanced Counseling Practicum.

Other coursework is also required for school counseling licensure at various levels or to meet accreditation and licensure requirements for school settings. In addition, internship students must begin a formal internship application process by midterm of the semester before enrollment in each practicum or internship experience. The student's advisor reviews and endorses the application and then the faculty serving on the Counseling Committee review, discuss, and act upon each application. After the department chairperson's review and approval, students are notified by mail of the committee's decision as soon as possible after the midterm date and are instructed to then contact the practicum instructor(s) for the next semester. It is at this time that the students will contact you again to confirm their tentative plans and your initial approval for them to conduct an internship in your school or agency and to work out and complete a Internship in

Counseling Agreement form with you.

Expectations of Students: Students enrolled in the initial counseling internship are novices, but are considered capable of beginning to provide counseling services under supervision. With an orientation to the site, its organization and procedures, and the typical clientele, the internship student is expected to be capable of conducting counseling interviews and other counseling duties with supervision. As the semester progresses, it is expected that the student counselor's proficiency will rapidly increase as will his or her ability to function more independently. It is also expected that all internship students will be able to establish and maintain strong, positive counseling relationships, successfully conduct

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3.5d School Counseling Internship Manual developmental counseling interviews, and depending upon the site and the student's skill level and professional goals, be able to begin to demonstrate some proficiency in dealing with counseling interviews involving psychological remedial work with persons whose concerns are more than situational.

The primary expectations of the student counselors are that they conduct themselves in a professional and ethical manner, that they demonstrate caring and respect for the people with whom they work, and that they learn as much as they can about the practice of counseling. In order to accomplish the latter goal, minimum hour requirements have been established for all departmental practica and internships. Students are required to work on the site for a minimum of 50 hours, of which at least 15 hours must be direct contact with students, for each academic credit hour of enrollment. Since at least three credit hours of internship are required of all M.S. in Counseling students for their initial practicum experience and three credit hours is most typically the amount in which a student enrolls during a single semester, most often the internship students will need to engage in and document at least 150 hours of on-site counseling activity during the semester, with at least 45 of these hours representing direct contact with students. During the fall or spring academic semesters the student needs to average an adequate number of hours a week with at least a couple of hours of taped counseling sessions in order to successfully complete the experience of 150 total hours. In addition, the student counselor is required to engage in at least 30 hours of group work and/or classroom guidance activities.

Expectations of Site and Site Supervision: In general, then, it is hoped that the student counselor can become involved in as many of the activities and perform as many of the duties representative of the counseling position in your school or agency as possible, spending at least 150 hours in these activities for three academic credits. Appropriate activities may include orientation, record-keeping, attending staff meetings and conferences, participating in or conducting in-service training, conducting presentations and workshops, planning, working with referral sources, consulting, conducting classroom guidance, individual and group counseling. In addition, the internship student will have a list of specialty standards they will wish to gain knowledge about as they relate to your setting.

Probably the most crucial requisite for a successful internship is that students with personal concerns are willing to be to be taped and are available to the student counselor consistently throughout the semester. Your assistance in providing and helping the student counselor to maintain a taped counseling session rate of two to three sessions each week over the entire semester is very important. In addition, the student counselor needs an office or room in which to conduct all of these interviews that is free from distractions and absolutely private, so that confidentiality may be maintained.

As far as supervision is concerned, we have defined the role of the site supervisor as being both administrative and counseling or therapeutic. The student counselor will receive regular counseling-therapeutic supervision on campus throughout the internship. For a variety of reasons, then, it is necessary that the site supervisor help to orient the student counselor, provide working space, resources and clients, and assist the counselor in other administrative ways. It would also be greatly appreciated if you wish to provide at least one hour of bi-weekly counseling supervision of the student counselor's counseling or therapeutic activities, in addition to that which they will receive on campus. One hour each week of counseling-therapeutic supervision, including tape review, would be even more helpful. We expect that the student will provide enough services during the semester to compensate your school the very valuable time you devote to supervision. Student counselors, at least initially, will most likely be anxious and unsure of their ability, but you should find that they are eager to learn and that they will learn at a very rapid rate with experience and your assistance.

Whatever model of supervision is comfortable for you should be appropriate. We do not expect a single model of supervision nor of practice with our internship students. If there do seem to be apparent conflicts, please discuss them with the student counselor and/or contact the on-campus practicum instructor so that we may work things through together.

Since we do supervise the counseling-therapeutic activity on campus, we will take full responsibility for course grades.

We will, however, send you a checklist before the end of the semester for you to use to share your evaluation of the student's progress with us at the end of the semester. If you do wish to share other observations concerning the studentcounselor's skills and performance, please do so by letter, e-mail, or telephone at any time. In addition, if, in your judgment, the student counselor's work has been inadequate, please do contact us and let us know (after the student has

17

3.5d School Counseling Internship Manual had a reasonable amount of time to move past initial awkwardness and feedback about the need to improve). The earlier you share your concern with us, the better the whole situation will be for you, for us, and for the student counselor.

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On-Campus Class and Supervision: Students enrolled in the counseling internship meet one evening every other week as a group. A variety of activities are conducted in the group sessions, including the organization and coordination of experiences, discussion of reading assignments and topics relevant to internship students (e.g., ethics, case management, counselor activities, etc.), case presentations and staffings (protecting client anonymity at all times), and peer feedback and instructor supervision and feedback of counseling tapes.

The student counselors also receive individual supervision of their internship work in individual sessions with the course instructor and occasionally with advanced, post-master's degree graduate students. These sessions serve to monitor the student's overall activities, to evaluate and give feedback concerning work on counseling tapes, and to encourage skill development.

Renumeration of Students and Supervisors: At this time, there are no formal requirements for renumeration to students for the services they provide nor to site supervisors for their valuable assistance. If, however, students are able to conduct their internship in their work setting while receiving salary, that is perfectly acceptable. If your agency is able to provide some funds for a stipend for student practicum, as several agencies do, it would be greatly appreciated. Although there are no university funds available for site supervisors, we hope that the experience will be valuable to you professionally and that you may conduct the supervision as part of your school or agency duties. We also expect that, over the entire semester, your school or agency will receive services from the student that more than compensate for the hours you have spent in supervision. We also hope to have a banquet, supervision training session, or other activity for field supervisors to which you will be invited at least once each year.

Protection of Client Anonymity: All records and tapes of clients are considered private and confidential. Only individuals teaching or enrolled in the internship class and bound by the "Ethical Standards of the American Counseling

Association" will listen to any parts of the tapes. In addition, at no time is the student’s full name revealed to anyone, including the faculty instructor-supervisor. Therefore, students and clients may be assured that their discussions with the internship counselor will be handled with confidentiality and with respect, and that their anonymity will be protected at all times.

Should you have any questions or concerns at any time throughout the semester, please do not hesitate to contact me at the following:

Dr. Becky Brannock, School Counseling Program Director



205A Whitesitt Hall

1701 South Broadway

Pittsburg, KS 66762

620. 235.4569 e-mail: rbrannoc@pittstate.edu

fax: 620.235.6102

Again, thank you in advance for devoting your time to assist our students!

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PARENTAL RELEASE FORM

Parent's Name______________________________________________________________________________________

Address___________________________________________________________________________________________

_________________________________________________________________________________________________

The Department of Psychology and Counseling at Pittsburg State University conducts a Counseling Internship Course

Each semester at Pittsburg State University. The Counseling Internship Course is an advanced course in counseling required of all degree candidates in the counseling internship at Pittsburg State University. Students are required to audio and/or video tape counseling sessions as part of their course and degree requirements.

(Student's Name) would like to work with your son/daughter who is a student at School.

The counseling sessions conducted with your child will be audio and/or video taped and will be reviewed by the Student's

Supervisor . All audio and video tapes made will be erased at the completion of your child's involvement in the program.

We hope that you will take the opportunity to have your child become involved in the Counseling Program. If you are interested in having your child participate, please sign the form where indicated.

Thank you for your cooperation.

Parent's Signature___________________________________________________________________________________

Date__________________________

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STUDENT RELEASE FORM



I, , agree to be counseled by an internship student in the Department of

Psychology and Counseling at Pittsburg State University. I further understand that I will participate in counseling interviews that will be audio taped, video taped, and/or viewed by internship students through the use of one way observation windows. I understand that I will be counseled by a graduate student who has completed advanced coursework in counseling/therapy. I understand that the student will be supervised by a faculty member or site supervisor.

Student's Signature__________________________________________________________________________________

Age Date ___________________________________________________

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INTERNSHIP SUPERVISION JOURNAL

Name: _____________________________________________ Date: _______________

Cumulative Total Hrs (150 req.): __________________________ Level: _____________

Individual Counseling Hrs (30 req.): ________________________

Group/Classroom Guidance Hrs (15 req.): ___________________

JOURNAL ENTRIES FOR WEEK OF:_______________________________________

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SCHOOL COUNSELOR MULTICULTURAL COMPETENCE CHECKLIST

Name:_________________________________________________ Practicum Semester Date:__________________

Internship Semester Date:__________________

Directions: Check the competencies met in Practicum. Focus on the areas unmet and re-document in Internship. If met indicate with an “ok”.

Competence

Met Unmet

I.Multicultural Counseling

1. I can recognize when my attitudes, beliefs, and values are interfering with providing the best services to my students.

2. I can identify the cultural biases of my communication style.

3. I can discuss how culture affects the help-seeking behaviors of students.

4. I can describe the degree to which a counseling approach is culturally inappropriate for a specific student.

5. I use culturally appropriate interventions and counseling approaches with students.

6. I can list at least three barriers that prevent ethnic minority students from using counseling services.

7. I can anticipate when my helping style is inappropriate for a culturally different student.

8. I can give examples of how stereotypical beliefs about culturally different persons impact the counseling relationship.

II. Multicultural Consultation

9. I am aware of how culture affects traditional models of consultation.

10. I can discuss at least one model of multicultural consultation.

11. I recognize when racial and cultural issues are impacting the consultation process.

12. I can identify when the race and/or culture of the client is a problem for the consultee.

13. I discuss issues related to race/ethnicity/culture during the consultation process, when applicable.

III. Understanding Racism and Student Resistance

14. I can define and discuss White privilege.

15. I can discuss how I (if European American/White) am privileged based on my race.

16. I can identify racist aspects of educational institutions.

17. I can define and discuss prejudice.

18. I recognize and challenge colleagues about discrimination and discriminatory practices in schools.

19. I can define racism and its impact on the counseling process.

20. I can help students determine whether a problem stems from racism or biases in others.

21. I understand the relationship between student resistance and racism.

22. I include topics related to race and racism in my classroom guidance units.

IV. Understanding Racial and/or Ethnic Identity Development

23. I am able to discuss at least two theories of racial and/or ethnic identity development.

24. I use racial/ethnic identity development theories to understand my students’ problems and concerns.

25. I have assessed my own racial/ethnic development in order to enhance my counseling.

V. Multicultural Assessment

26. I can discuss the potential bias of two assessment instruments frequently used in the schools.

27. I can evaluate instruments that may be biased against certain groups of students.

28. I am able to use test information appropriately with culturally diverse parents.

29. I view myself as an advocate for fair testing and the appropriate use of testing of children from diverse backgrounds.

30. I can identify whether or not the assessment process is culturally sensitive.

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31. I can discuss how the identification of the assessment process might be biased against minority populations.

Competence

Met Unmet

VI. Multicultural Family Counseling

32. I can discuss family counseling from a cultural/ethnic perspective.

33. I can discuss at least two ethnic group’s traditional gender role expectations and rituals.

34. I anticipate when my helping style is inappropriate for an ethnically different parent or guardian.

35. I can discuss culturally diverse methods of parenting and discipline.

VII. Social Advocacy

36. I am knowledgeable of the psychological and societal issues that affect the development of ethnic minority students.

37. When counseling, I consider the psychological and societal issues that affect the development of ethnic minority students.

38. I work with families and community members in order to reintegrate them with the school.

39. I can define “social change agent.”

40. I perceive myself as being a “social change agent.”

41. I can discuss what it means to take an “activist counseling” approach.

42. I intervene with students at the individual and systemic levels.

43. I can discuss how factors such as poverty and powerlessness have influenced the current conditions of at least two ethnic groups.

VIII. Developing School-Family-Community Partnerships

44. I have developed a school-family-community partnership team or some similar type of groups that consists of community members, parents, and school personnel.

45. I am aware of community resources that are available for students and their families.

46. I work with community leaders and other resources in the community to assist with student (and family) concerns.

IX. Understanding Cross-Cultural Interpersonal Interactions

47. I am able to discuss interaction patterns that might influence ethnic minority students’ perceptions of inclusion in the school community.

48. I solicit feedback from students regarding my interactions with them.

49. I verbally communicate my acceptance of culturally different students.

50. I nonverbally communicate my acceptance of culturally different students.

51. I am mindful of the manner in which I speak and the emotional tone of my interactions with culturally diverse students.

Source: Professional School Counseling (February 2004)

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Candidate Name

Graduate Knowledge Base

School

Evaluator Name/Title Date

DIRECTIONS : The Evaluation of Candidates is an opportunity for feedback, which serves as an aid in the process of identifying areas of strength and defining steps to be taken for continuing growth. Please use the below scale to indicate the degree of progress in each area. In this evaluation, if any ratings are 2 or below please expand in the Comment section. Every candidate, regardless of his/her current level of performance, benefits from this evaluation for it provides focus throughout the program.

NA No Opportunity Provided for Performance

_0_ Not Witnessed

_1_ Needs Experience (Incorrectly Demonstrated, Preparing, or Unsatisfactory Performance)

_2_ Developing Competence (Infrequently Demonstrated, Adjusting, or Weak Performance)

_3_ Competent (Basically Demonstrated, Performing, or Proficient Performance)

_4_ Showing Effective Competence (Consistently Demonstrated, Habitually Performing, or Effective Performance)

_5_ Distinguished (Naturally Demonstrated, Personally Creating, or Outstanding Performance)

ASSESSMENT OF PERFORMANCE AREAS

A.

Professionalism

RATING

The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect a commitment to a dependable and professional demeanor.

1.

Acts with integrity and fairness in an ethical manner

2.

Demonstrates commitment to life-long learning

3.

Participates in ongoing professional development

4.

Demonstrates professional behavior

5.

Sets priorities through self-motivation and self-direction

6.

Maintains confidentiality at all levels

B.

Communication

The educator will demonstrate specific attitudes, values, beliefs and behaviors which promote effective communication.

7.

Utilizes multiple collaborative strategies necessary in developing effective learning opportunities for all

8.

Demonstrates a high level of proficiency in oral and written communication skills

9.

Adapts to a variety of unique cultural and ethnic communication styles

10.

Practices effective interpersonal skills that enhance communication

C.

Leadership

The educator will demonstrate specific attitudes, values, beliefs and behaviors which exhibit leadership competencies.

11.

Demonstrates the ability to make decisions based on data and input from stakeholders

12.

Adheres to ethical and professional standards

13.

Transforms ideas into action through effective team building

14.

Utilizes a variety of problem-solving strategies and possesses strong critical thinking abilities

15.

Prioritizes tasks and manages time efficiently

26


D.

Instruction and Assessment

The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect advocating, nurturing and sustaining best practices and multiple assessments.

16.

Possesses pedagogical knowledge relevant to specific disciplines

17.

Provides for instructional variation and integration with other disciplines

18.

Establishes goals and expectations that lead to effective learning

19.

Inspires all learners to develop self confidence and competence

20.

Demonstrates specialized preparation in specific area of study

21.

Differentiates instruction appropriately for specific needs of learners

22.

Expects all students will achieve full potential and attain individual success

23.

Evaluates student knowledge and performance by using multiple methods of assessment

24.

Utilizes assessment outcomes to develop instruction that meets the needs of all students

25.

Adheres to ethical and unbiased assessment practices

E.

Diversity

The educator will demonstrate specific attitudes, values, beliefs and behaviors which provide equitable learning opportunities for all.

26.

Demonstrates sensitivity to community and cultural norms

27.

28.

29.

Values students and encourages them to value self and others

Promotes a bias free learning environment

Believes in and encourages the success of all learners

30.

Appreciates individual variation and shows respect for the diverse talents of all learners

31.

Responds appropriately to larger political, social, economic and cultural issues through global awareness

F.

Technology

The educator will demonstrate specific attitudes, values, beliefs and behaviors which enhance the integration of technology within the education environment.

32.

Maximizes learning by using technology

33.

Enhances the educational environment through technology

34.

Implements various instructional technology strategies

35.

Tailors appropriate technology strategies to a specific content area

G.

Research

The educator will demonstrate specific attitudes, values, beliefs and behaviors which implements effective

research within the educational environment.

36.

Uses existing educational research to inform and guide practice

37.

Maintains ethical standards in both conducting and applying educational research

38.

Identifies and solves problems by making decisions based upon accepted theory and research

COMMENTS : For any area ratings 2 or below, please mention specific behaviors found in this evaluation that need immediate attention for growth. Please provide any comments that define plans and/or goals for the candidate’s performance in these targeted growth areas.

Supervisor Signature: ______________________________________________________ Date____________________

27


PITTSBURG STATE UNIVERSITY

FINAL EVALUATION

CANDIDATE NAME

School: Grade Level:

Directions: On the scale to the right of each area listed below, place an “X” in the box identifying the degree of achievement observed during the experience.

A. Professionalism

The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect a commitment to a dependable and professional demeanor. (Acts with integrity and fairness in an ethical manner, Demonstrates commitment to life-long learning,

Participates in ongoing professional development, Demonstrates professional behavior, Sets priorities through self-motivation and self-direction, Maintains confidentiality at all levels)

B. Communication

The educator will demonstrate specific attitudes, values, beliefs and behaviors which promote effective communication. (Utilizes multiple collaborative strategies necessary in developing effective learning opportunities for all, Demonstrates a high level of proficiency in oral and written communication skills, Adapts to a variety of unique cultural and ethnic communication styles, Practices effective interpersonal skills that enhance communication)

C. Leadership

The educator will demonstrate specific attitudes, values, beliefs and behaviors which exhibit leadership competencies. (Demonstrates the ability to make decisions based on data and input from stakeholders, Adheres to ethical and professional standards, Transforms ideas into action through effective team building, Utilizes a variety of problem-solving strategies and possesses strong critical thinking abilities, Prioritizes tasks and manages time efficiently)

D. Instruction and Assessment

The educator will demonstrate specific attitudes, values, beliefs and behaviors which reflect advocating, nurturing and sustaining best practices and multiple assessments. (Possesses pedagogical knowledge relevant to specific disciplines,

Provides for instructional variation and integration with other disciplines, Establishes goals and expectations that lead to effective learning, Inspires all learners to develop self confidence and competence,

Demonstrates specialized preparation in specific area of study, Differentiates instruction appropriately for specific needs of learners, Expects all students will achieve full potential and attain individual success, Evaluates student knowledge and performance by using multiple methods of assessment, Utilizes assessment outcomes to develop instruction that meets the needs of all students, Adheres to ethical and unbiased assessment practices)

E. Diversity

The educator will demonstrate specific attitudes, values, beliefs and behaviors which provide equitable learning opportunities for all. (Demonstrates sensitivity to community and cultural norms, Values students and encourages them to value self and others, Promotes a bias free learning environment, Believes in and encourages the success of all learners, Appreciates individual variation and shows respect for the diverse talents of all learners, Responds appropriately to larger political, social, economic and cultural issues through global awareness)

F. Technology

The educator will demonstrate specific attitudes, values, beliefs and behaviors which enhance the integration of technology within the educational environment. (Maximizes learning by using technology, Enhances the educational environment through

28

3.5d School Counseling Internship Manual technology, Implements various instructional technology strategies, Tailors appropriate technology strategies to a specific content area)

G. Research

The educator will demonstrate specific attitudes, values, beliefs and behaviors which implements effective research within the educational environment. (Uses existing educational research to inform and guide practice,

Maintains ethical standards in both conducting and applying educational research, Identifies and solves problems by making decisions based upon accepted theory and research.)

COMMENTS : For any area ratings 2 or below, please mention specific behaviors found in this evaluation that need immediate attention for growth. Please provide any comments that define plans and/or goals for the candidate’s performance in these targeted growth areas. Use back if necessary.

Supervisor Signature: __________________________________________________________________ Date: _________________

29

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