Harold Abel School of Social and
Behavioral Sciences
School Counseling
Orientation
Dr. Lori Soli
Clinical Coordinator~ School Counseling
FieldworkSC@Capella.edu
© 2004 Capella University - Confidential - Do not distribute
Field Experience for School Counselors
• Capella University Information
• General information: check www.capella.edu
• Capella History and Statistics
• Incorporated 1991
• Accredited by the North Central Association for Colleges and Schools,
Higher Learning Commission since 1997
• Enrollment nearly 31,000 learners
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Five schools
34 degree programs
122 graduate and undergraduate specializations
15 certificate programs
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Field Experience for School Counselors
Harold Abel School of Social and Behavioral
Sciences - Counselor Education:
Five Programs
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School Counseling (SC)
Mental Health Counseling (MHC)
Marriage, Couple, & Family Therapy (MFT)
Addiction Counseling (AC)
PhD in Counselor Education and Supervision (CES)
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Field Experience for School Counselors
School Counseling Program Approvals
• State of Arizona, Department of Education Approval
• State of Minnesota, Department of Education Approval
• Council for Accreditation of Counseling and Related Educational
Programs (CACREP)
• Since 2009
• NCATE since 2010
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
• The School Counseling Program is also a part of the Capella University
Professional Education Unit (PEU).
• Joins 13 other programs which prepare individuals to serve in the P-12
environment as teachers, administrators, counselors, and psychologists
• 15 PEU Outcomes, to which the School Counseling Outcomes are aligned
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
• The Conceptual Framework – Definition
The Capella University PEU Conceptual Framework is the
undergirding vision, mission, and philosophy which is either
directly or indirectly aligned with institutional expectations,
program-level specialization outcomes, state licensure
standards, and the national standards of NCATE, specialized
professional associations (SPAs), and CACREP, the national
accrediting agency for school counseling programs.
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
• The Conceptual Framework – Highlights
• Shared Assumptions About Learners
• Adult learners need meaningful, relevant, and collaborative learning
contexts
• Learners bring a wealth of experiences to the learning community
• Learners are members of many diverse communities of practice
• Shared Assumptions About the Learning Process
• Constructivist principles of learning support the development of reflective
practice
• Integration of theory and practice leads to best practices that can have an
immediate impact on learners
• Competency-based learning supports the development of reflective practice
• Reflective practice is a means for personal and professional growth.
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
•
The Conceptual Framework – Highlights
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Unit Outcome Examples
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PEU Outcome 6, Diversity Competencies – The School Counseling
candidate, as part of the Capella University Professional Education
Unit:
Has the knowledge, skills, and dispositions (i.e., competencies) to work
successfully with diverse learners, their families, and other
professionals who differ in ethnicity, race, socioeconomic status,
gender, exceptionalities, language, religion, sexual orientation, and
geographical area
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
•
The Conceptual Framework – Highlights
• Unit Outcome Examples
•
PEU Outcome 14, Professional Dispositions – The School Counseling
candidate, as part of the Capella University Professional Education Unit:
…are expected to develop the following seven professional attitudes, values,
and beliefs that support student learning and development, and they are
expected to demonstrate these seven unit-level professional dispositions in
their interactions with students, families, colleagues, and communities:
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Field Experience for School Counselors
School Counseling and the Professional Education Unit
•
The Conceptual Framework – Highlights
•
Unit Outcome Examples
•
PEU Outcome 14, Professional Dispositions – …con’t
1. Is committed to fairness
2. Is committed to personal and professional conduct that is both ethical and respectful
the rights of others
3. Believes that all children can learn at high levels
4. Persists in helping students from diverse populations achieve success by applying
different approaches until they achieve that success
5. Is willing to explore and use technology in the classroom
6. Recognizes when one’s own dispositions may need to be adjusted
7. Is committed to reflective practice, professional development, and life-long learning.
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Field Experience for School Counselors
Purpose of Fieldwork
•
for the intern to gain experience working with children, adolescents, and other key
stakeholders in the schools
• 700 total hours on site over 3-4 quarters of study
• 13 week quarters (10 online/ 13 clinical)
Site responsibilities
• Individual or triadic supervision onsite, 1+hour a week (12 hours
total/term)
• Taping of at least one session for training purposes and onsite review or
en vivo supervision
• Consultation between Capella Fieldwork Faculty and Site Supervisors
Site supervisors will be contacted by Capella fieldwork faculty once
every two weeks for ongoing consultation regarding the intern.
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Field Experience for School Counselors
Site Supervisor Requirements
Credentials: Credentialed school counselor in your state(a current copy must be on file)
• Participation in an initial orientation (this ppt and response you have viewed it)
• Evidence of supervision training (transcript, CEU certificates, resume)
• If you have not had this, it is available Capella free of charge. Contact the
clinical coordinator for details.
• Supervision hours: minimum of one hour individual or triadic per week
• Provide students: from 4 hours (practicum) to 10 hours (internship) weekly
• Participation in bi-weekly consultation with faculty supervisor
• Completion of Site Supervisor Evaluation of Learner
• Submitted electronically week 9 of the academic quarter to the intern’s faculty
instructor
• Advise of questions and concerns
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Field Experience for School Counselors
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Taping of Counseling Sessions (intern with student)
It is a requirement of the fieldwork experience that the intern be able to audio
or video record at least one session per quarter.
The session tape is used for training purposes; the intern will transcribe and
annotate a portion of the tape for their final course project.
You are encouraged to review tapes produced by your intern and to provide
feedback about counseling skills.
If your school does not permit taping of any kind, discuss with your intern an
alternative site where they will be able to meet this requirement.
If taping is not allowed, we can also provide an alternative assignment.
Please contact the clinical coordinator for details.
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Field Experience for School Counselors
SITE SUPERVISOR EVALUATION OF LEARNER
• Site supervisors will receive an evaluation form that will be need
to be completed and returned to the fieldwork faculty during
week nine. The evaluation form can also be found on the
Capella’s site for supervisors.
• Supervisor evaluations will be worth 20% of the intern’s grade.
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Field Experience for School Counselors
Faculty Fieldwork Supervisor provides:
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Phone /Adobe web supervision with learners (interns):
• 90-120 minutes weekly via group conference call
• Minimum 15 hours for the quarter
• Attendance of all sessions is required. Non attendance equates to a
drop in learner grade for the course
•
Biweekly contact with site supervisor:
• Via email and ongoing phone consultation
•
Monitoring of intern progress via time sheets and course
room discussion questions
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Field Experience for School Counselors
Intern course work requirements
In addition to obtaining hours at your site, interns will be involved
in the following:
• Transcription: Interns will transcribe and annotate the taped session for a
course project (slide 13).
• Weekly online discussions: Interns participate in courseroom discussions
related to their work onsite.
• Other on-line course requirements. (Please ask your intern to provide you
with their syllabus, or the Clinical Manual for additional information about
requirements).
• Phone/adobe web supervision sessions
• Attending phone calls with site/university supervisors if requested
• Submitting all forms in course room in a timely and professional manner
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Field Experience for School Counselors
Practicum Hour Requirements
•Minimum of 100 total hours
Practicum
Total
Clinical
Hours
Direct
Contact
Hours
(Minimum)
Non-Direct
Work at the site
Supervision
onsite
(Minimum)
School Counseling
100
40
48
12
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Field Experience for School Counselors
Internship Hour Requirements
•Minimum of 600 total hours
Internship
Total
Clinical
hours
Direct Client
contact
(minimum)
Non-Direct
Work at the site
Supervision
onsite
(minimum,
does not
count hours
between
terms)
School Counseling
600
240
336
24
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Field Experience for School Counselors
Definition of Clinical Hours
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Total Hours: the sum of direct, non-direct, and individual supervision hours
Direct Contact Hours: time wherein the intern is directly interacting with
students, not just observing. Co-counseling and co-facilitation of groups and
guidance lessons is counted. It is expected the learner will progress to
independently or primarily acting as counselor for children and adolescents at
your school toward the end of practicum. Direct contact can also include
delivering classroom guidance lessons/units, and direct involvement in
consultation /training/meetings with teachers and parents.
Non-Direct Hours: all activities on site that are not supervision or direct
contact with clients. Could include note writing, staff meetings, research, etc.
Individual Supervision with Site Supervisor: one-to-one or two-to-one
supervision with the licensed and approved supervisor
Other: Additional types of supervision and staff meetings as offered or
required by your site are welcome, but will not meet the requirement for
individual or triadic supervision.
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Field Experience for School Counselors
Paperwork
Interns are responsible for a variety of fieldwork documents.
Weekly Activity Logs
• Learners document hours spent in counseling activities onsite in 15
minute increments
• Site supervisor’s signature is required on each Weekly Activity Log as
verification of hours logged.
• Intern submits Weekly Activity Logs to Fieldwork Faculty Supervisor by
scanning documents and submitting through their assignment link. Once
approved, learner submits directly to Capella
Interns are responsible for submitting all other required fieldwork
paperwork to their Fieldwork Faculty Supervisor or capella directly as
directed in the courseroom
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Field Experience for School Counselors
Sample day for Direct Activities
SC: Direct contact can be individual
& group counseling, parent &
teacher consultation, and
classroom guidance. These
modalities are separated out, but
no specific minimums are
required.
SKILLS
Monday
School Counseling
DC
Direct Contact Activities
Parent Consultation
Teacher Consultation
Individual Counseling
Group Counseling
Classroom Guidance
1.0
Total
1.0
NDC
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IS
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Field Experience for School Counselors
Sample day for Non-Direct activities
with school related processes:
• 11 identified activities accounted
for in 15 minute increments
• For example, in an 7 hour day:
• two hours might be devoted to
meetings
• two hours to report writing/case
notes, an hour of tape review, and
• two hours of education,
• one hour in a training
• one hour in supervision.
SKILLS
Monday
Indirect Contact
Activities
DC
NDC
IS
Education/training
1.0
1.0
Meeting
2.0
Report Writing
2.0
Reviewing Tapes
1.0
Total
6.0
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1.0
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Field Experience for School Counselors
Sample Totals Section of Weekly
Activity Log
Weekly Totals (Practicum)
Total Hours
DC
NDC
IS
Site supervisor’s signature on the time
log attests that the intern
completed the hours as listed.
10
4
5
1
Total Hours
DC
NDC
IS
Interns are required to submit their
Weekly Activity Log every two
weeks to ensure they are staying
on track to finish their hours on
time.
100
40
48
12
Cumulative Totals (Practicum)
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Field Experience for School Counselors
Moving on to Internship
The differences between the practicum and
internship are related to the number of
hours and intensity of the work.
• Internship requires the learner to be on
site an average of 25 hours per week,
and providing an average of 10 hours
of direct contact
• Onsite supervision remains at a
minimum of one hour per week
• Expectations of the intern should rise
with each subsequent quarter,
preparing the learner to function as a
full time school counselor by
graduation
Weekly Totals (Internship I & II)
Total Hours
DC
NDC
IS
25
10
14
1
Cumulative Totals (Internship II)
Total Hours
DC
NDC
IS
600
240
336
24
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Field Experience for School Counselors
How long will the intern be at the site?
The practicum and two internship experiences are typically a total of 36 weeks in
length.
• Most interns remain at one site for the entire experience while some will add
or change sites for variety of reasons including state requirements
• Some interns will extend their experience an additional 13 weeks for a third
internship depending on state certification/licensure needs and life
circumstances
• A very few interns will spend additional time in their internship experience
beyond 49 weeks.
• Regular discussion with the intern will help to determine what they and you
need to do to assist timely completion of hours.
• A revised Placement Agreement will be required for extensions beyond the
initial Placement Agreement in order to accurately represent the revised
termination date.
• Interns can collect hours between academic breaks towards internship hours
as long as they are receiving ongoing on site supervision.
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Field Experience for School Counselors
Intern Responsibilities and Grading
• Interns are responsible for returning all paperwork, with exception to the site
supervisor evaluation of the learner. (evaluations must be sent from the
designated email of the site supervisor)
• The site supervisor evaluation accounts for 20% of the intern’s grade (as
noted in slide 14)
• The media transcription also accounts for 20% of the grade
• The University Instructor evaluation accounts for 20% of the grade
• Interns not attending all group supervision sessions will receive a lowered
course grade.
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Field Experience for School Counselors
Other Information
• Monitoring Progress: Although the faculty monitor the attitudes, readiness, and
skills of each learner with every contact, issues may still arise that are unforeseen
once the learner is directly challenged by the realities of the field. Learners are
also reviewed yearly through their faculty advising forum and reccomendations
may be made for additional support.
• Liability Insurance Learners are required to carry liability insurance through
membership in a professional organization (ASCA; ACA).
• Site Supervisor Clinical Role: The site supervisor’s decisions in any case on
site will prevail.
• Non-direct hours at the site are activities for the development of the intern as a
fully-functioning school counselor.
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Field Experience for School Counselors
Good luck as you continue to develop your skills as a professional
school counselor.
• Please contact your faculty supervisor with any additional
questions! If you are reviewing this before your contact with the
faculty supervisor has occurred, please contact the School
Counseling Clinical Coordinator, Dr. Lori Soli at
fieldworksc@capella.edu
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