Indiana University-Purdue University
School of Education
EDUC 525 Offsite School Counseling Practicum
Spring 2011
Instructor: Amy Nitza,Ph.D.
Office #: Neff 250F
Phone: 260-481-6453
E-mail: nitzaa@ipfw.edu
Fax: 260/481-5408
Office Hours: Mondays and Wednesdays 10:00-12:00, or by appointment.
Class Schedule & Location:
Tuesdays 9:00-3:00
Waynedale Elementary School (FWCS)
Course Description From The IPFW Graduate Bulletin:
"Supervised use of individual, couples, and/or group counseling
techniques with emphasis upon more complex and difficult client
situations. May be repeated for credit with the advice of counselor
education program faculty."
Overview:
The purpose of the advanced G525 practicum is to assist the counseling student in the
continued process of integrating skills and knowledge previously acquired in the
program. The emphasis is upon application. Students will have a small caseload of
community clients to counsel. Case management, ethics, and the process of
counseling effectively are the primary goals, with an emphasis on self-of-the-therapist
issues.
Required Texts:
Jongsma, Arthur E. (2002). The School Counseling and School Social Work Treatment
Planner. Hoboken, NJ: John Wiley & Sons Inc.
APA, (1994). DSM IV quick reference guide (spiral bound). APA.
Course Objectives:
1) Students will demonstrate basic clinical skills in the context of live-supervised
sessions. Emphasis will be upon relationship and structuring skills, assessment,
and treatment planning.
Standards met: SOE Conceptual Model: Habits of mind, Experience, Leadership. CACREP & NBCC:
Standard 6. IHPB: Clinical Practicum. COAMFTE: 401.01-.08, 410.01-.07. ISPB: Standards 1-8.
2) Students will demonstrate a professional and ethical approach to all aspects of
the practicum experience. This includes in-session behavior with clients; live, peer,
and individual supervision; and any community advocacy or networking involvement.
Standards met: SOE Conceptual Model: Habits of mind, Experience, Leadership. CACREP & NBCC:
Standard 6. IHPB: Clinical Practicum. COAMFTE: 401.01-.08, 410.01-.07. ISPB: Standards 1-8.
3) Students will complete all clinical paperwork in a timely and accurate fashion.
Standards met: SOE Conceptual Model: Habits of mind, Experience, Leadership. CACREP & NBCC:
Standard 6. IHPB: Clinical Practicum. COAMFTE: 401.01-.08, 410.01-.07. ISPB: Standards 1-8.
4) Students will identify a personal theoretical preference Standards met: SOE
Conceptual Model: Habits of mind, Experience, Leadership. CACREP & NBCC: Standard 6. IHPB:
Clinical Practicum. COAMFTE: 401.01-.08, 410.01-.07. ISPB: Standards 1-8.
5) Students will participate in peer and self-supervision planning and outcome
processes Standards met: SOE Conceptual Model: Habits of mind, Experience, Leadership.
CACREP & NBCC: Standard 6. IHPB: Clinical Practicum. COAMFTE: 401.01-.08, 410.01-.07.
ISPB: Standards 1-8.
6) Students will integrate theory and practice. Standards met: SOE Conceptual Model:
Habits of mind, Experience, Leadership. CACREP & NBCC: Standard 6. IHPB: Clinical Practicum.
COAMFTE: 401.01-.08, 410.01-.07. ISPB: Standards 1-8.
Course Requirements:
1) Overall clinical performance in-session: 400 pts
You will be graded on your performance in the counseling process. Points will
be awarded according to the instructor’s evaluation of your demonstrated the
executive, conceptual, and perceptual skills. This evaluation is also weighted on
your performance in relationship to other students at this level of training.
Students are expected to show increased capability over the semester and this is
factored into the supervisor’s evaluation of the student. Students will be
expected to work with and include parents whenever possible, consult with
teachers, observe their clients in class, lunch and recess contexts, provide
classroom guidance presentations, and professional development presentations
for teachers.
Above Expectations (Grade of A)
The student very effectively manages the session flow, pacing, time, and client
management. The student can fluently discuss multiple theoretical models for
his/her client. The student has an advanced ability to implement theory in the
session. The student has an exceptional professional disposition. The student
fluently applies policies, procedures, and correctly completes clinic paperwork.
The student appropriately accepts and seeks out feedback from supervisors and
peers.
Meets Expectations (Grade of B)
The student can manage the session flow, pacing, time, and client management.
The student can discuss the theoretical model chosen for his/her client. The
student can consistently implement the theory in the session. The student has
an appropriate professional disposition. The student can apply policies,
procedures, and correctly complete clinic paperwork. The student appropriately
accepts feedback from supervisors or peers. There are no significant difficulties
in any of the above areas.
Below expectations (Grade of C or lower)
The student is below the expectations of what most students achieve at this level
of training and may have one or more of the following concerns. The student
has difficulty managing the session flow, pacing, time, or client management.
The student has difficulty discussing the theoretical model chosen for his/her
client. The student has difficulty consistently implementing the theory in the
session. The student has difficulty with professional disposition. The student
has difficulty with applying policies, procedures, or correctly completing clinic
paperwork. The student has difficulty with accepting feedback from supervisors
or peers. Note: “difficulty” in any of these areas may be issues that arise
consistently or occasionally, and may range from moderate to severe concerns.
2) End of Practicum Reflection Paper 100 pts The ending of practicum and the
beginning of internship is a milestone event in counselor education. Therefore,
students will write a 5-6 page paper reflecting on their practicum experience. Please
address the following in your paper: What did you learn about yourself? What did
you learn about working with children of this age group? In what ways have you
grown over the semester? What clinical strengths and growth areas do you
currently possess? In what ways has this experience prepared you for internship?
What new skills and experiences do you need to develop during internship? This
paper will be evaluated on the student’s critical self-reflection, professionalism,
depth and specificity.
3) Session Observations (10 at 5pts each) 50 pts
One of the best learning opportunities practicum offers is reviewing your video each
week. You are expected to watch your sessions weekly. For 10 of your sessions,
you will complete and submit a DVD Observation form; these should be submitted
regularly – do not wait until the due date to turn them in.
4) Guidance Lesson & Reflection 50 pts
Each student will be responsible for developing and presenting one guidance
lesson. For the guidance lesson, students will submit a 2 page reflection that
addresses the following: What were the objectives of your lesson? How well were
the objectives achieved? What worked well? What did not? What, specifically,
would you do differently if you were to do this lesson again?
EVALUATION:
Final course grades will be assigned as delineated below.
Clinical Performance:
400 pts
Reflection Paper:
100 pts
Observation Papers:
50 pts
Guidance Lesson:
50 pts
-----------------------------------------------------Total Points:
600 pts
Grading Scale:
99-100%
94-98
90-93
87-89
83-86
80-82
-
A+
A
AB+
B
B-
77-79
73-76
70-72
67-69
63-66
60-62
-
C+
C
CD+
D
D-
Course Policies
Confidentiality:
No tapes, DVD’s, or written materials will be transported outside of the clinic (including
off-site clinics) with any identifying information. Off-site clinic students will complete
clinical paperwork by: 1) sending drafts without identifying information by email to the
supervisor for approval, 2) upon approval, the student will go to the campus clinic and
transfer the document to the supervisors file on a classroom computer with identifying
information, 3) the supervisor will print out the completed files and place them in the
appropriate off-site client files.
Professional Behavior: Professional behavior is expected at all times. You are
expected to be on time, to avoid cell phone calls and other technological distractions
during practicum hours, and otherwise act as a professional counselor. Please
communicate any concerns or problems directly to the instructor.
Professional Dress:
Students are required to dress professionally when working with clients. There is
latitude for personal preferences, but jeans, tee shirts, and tennis shoes and other
casual wear are not permitted. On the other hand, business suits or dresses are not
required. It is the supervisor’s discretion as to what is appropriate dress in therapy.
Liability Insurance:
All students must obtain student liability insurance from ACA for school counselors and
AAMFT for agency/mft at the start if their practicum. Proof of insurance must be shown
to the instructor and filed with the clinic manager.
Ethics:
The ethical standards of the American Counseling Association and the American
Association for Marriage and Family Therapy will be adhered to during the Practicum
experience.
Weather Cancellations- 481-5770 or 481-6050
Students with Disabilities
If you have or acquire a disability and would like to find out what special services and
accommodations may be available to you, contact services for students with disabilities
in Wu 118 & 218, voice/tty.
Missed Classes:
In practicum a missed class means that your clients go without counseling. Therefore,
it is important that you addend all class meetings. If you cannot attend a class, you
must notify your clients at least one week ahead of time. For emergency absences,
contact your supervisor as soon as possible. As is standard in the program, more than
two absences will result in the lowering of your final grade by a letter grade. Excessive
lateness or leaving early may be considered an absence, at the discretion of the
instructor.
Writing Quality
As a professional counselor or therapist, much of your communication with other
professionals will be in writing. Students are encouraged to visit the Writing Center at
Kettler G35 if the quality of their writing assignments does not meet the standards
expected of a graduate student. Students may sign up for an appointment or walk-in
for help (priority is given to those with appointments). The Writing Center staff will not
revise, edit, or proofread your papers for you but will help you learn how to better do
this on your own. You can get free help brainstorming, developing, and organizing
ideas and learning how to revise and edit final drafts by visiting the Writing Center.
Issues Related to Diversity and Multiculturalism
Issues related to student diversity will be addressed in each of the courses in the
Counselor Education Program. This means that differences in individuals and groups
will be discussed. It is our understanding that different contexts result in different
worldviews. Counselors must always be sensitive to the possible differences in
perceptions and beliefs that exist outside of their own.
Class Schedule
Date
Topic and Assignments
1/11
Begin Sessions
1/18
Sessions
1/25
Sessions
2/1
No Class
2/8
Sessions
2/15
Sessions
2/22
Sessions
3/1
Sessions
3/8
Spring Break
3/15
Sessions
3/22
Sessions
3/29
Sessions
4/5
FWCS Spring Break
No Sessions - Meet at Dolnick
*Guidance Lesson Reflections Due
4/12
Sessions
4/19
Sessions
*All Session Observations Due
4/26
Last Week for Sessions
*Reflection Paper Due
5/4
Course Wrap-Up (Meet at Dolnick)
Final evaluation meetings by arrangement
*All client paperwork due
IPFW SCHOOL OF EDUCATION MISSION STATEMENT
(adopted January 10, 1996)
To prepare professionals in teaching, counseling, and leadership who demonstrate the capacity and
willingness to continuously improve schools and related entities so that they become more effective with
their clients by:
·
Becoming more caring, humane, and functional citizens in a global, multicultural,
democratic society;
·
Improving the human condition by creating positive learning environments;
·
Becoming change agents by demonstrating reflective professional practice;
·
Solving client problems through clear, creative analyses;
·
Assessing client performance and creating and executing effective teaching,
counseling, and educational leadership by utilizing a variety of methodologies
reflecting current related research;
·
Utilizing interdisciplinary scholarship, demonstrating technological and critical
literacy, and effectively communicating with all stakeholders.
IPFW SCHOOL OF EDUCATION CONCEPTUAL FRAMEWORK:
A LEARNING AND LEADERSHIP MODEL
We in the School of Education are committed to the following conceptual framework for our program:
1.
Democracy and Community
Effective educators, such as teachers, counselors, and administrators need to be part of a dynamic
educational community as a model for the climate of community they hope to create. To do this, these
educators need an understanding of the moral, cultural, social, political, and economic foundations of our
society. Consequently, the SOE should foster a democratic, just, inclusive learning community
among its students, faculty, and staff, and with all other stakeholders in the educational
enterprise.
2.
Habits of Mind
Effective educators realize that knowledge alone is not sufficient. They practice critical reflection in all
endeavors. Within the context of a compassionate, caring community, educators foster habits of mind
necessary to engage learners, such as investigating, inquiring, challenging, critiquing, questioning, and
evaluating. Consequently, the SOE must integrate critical habits of mind in all aspects of the
teaching/learning process.
3.
Pedagogy
Effective educators need to understand multiple approaches to pedagogy as well as the multiple roles of
the teacher, such as facilitator, guide, role model, scholar, and motivator. Educators appreciate and are
receptive to the diverse perspectives, modes of understanding, and social circumstances that they and
their students bring to the educational setting. Consequently, the SOE needs to prepare educators to
understand and use pedagogy creatively and thereby ensure active learning, conceptual
understanding, and meaningful growth.
4.
Knowledge
Effective educators need to be well-grounded in the content which they expect to teach. Educators need
to understand how knowledge is constructed, how the processes of inquiry are applied, how domains of
knowledge are established, how disciplines can be integrated and most effectively communicated to their
students. Educators also need understanding of themselves, of communities in which they intend to teach
and of students. Consequently, the SOE should immerse educators in nurturing learning
communities that deepen knowledge, and encourage on-going intellectual, emotional, and
personal growth.
5.
Experience
Effective educators learn their craft through experiences in actual educational settings. Through on-site
campus activities and field-based experiences, students will observe and emulate exemplary teaching and
learning. These educators will practice, collaborate, and interact with practitioners and their students.
Consequently, the SOE must integrate field and/or clinical experiences that reflect the diversity of
educators, students, and schools into all aspects of the curriculum, and help educators to assess
and reflect on those experiences.
6.
Leadership
Effective educators are leaders. They have developed educational and social visions informed by
historical and cultural perspectives. They strive to set the highest goals for themselves and inspire
students to do likewise. Educators are enriched by the convergence of knowledge, theory and practice as
they optimistically face the educational challenges of the twenty-first century. Consequently, the SOE
must provide opportunities for educators to develop as leaders in their procession and in their
communities.
a. “Educator” is broadly defined as pre-service teachers, administrators, and counselors.