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EDC 576 (Rev. 2015)
SCHOOL COUNSELING PRACTICUM
COOPERATING COUNSELOR’S HANDBOOK
Department of Counseling and Human Services
Please note that additional information and
SUPERVISORY TRAINING MATERIAL for
cooperating counselors is provided through our
Department web pages located at
http://www.canisius.edu/masters-counseling/ Use the
link titled “Practicum and Internship Help for
Cooperating Counselors”.
Conceptual Framework: The School of Education and Human Services
builds its programs on the three interrelated dimensions of Knowledge,
Professionalism / Leadership and Service to others.
Knowledge: The counseling program prepares students with the
necessary historical, philosophical, theoretical, legal, and practical
knowledge necessary for successful counseling practice.
Professionalism/Leadership: The counseling program is designed to
promote attitudes and behaviors indicative of professionals who are able
to practice effectively and assume leadership roles in counseling. There is
a strong emphasis on collaboration and on reflective practice.
Service: Canisius College is committed to the education and care of the
whole person. By its nature, counseling is a process that is in service of
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the client’s needs. Candidates are expected to work effectively with
diverse populations and respect the dignity and worth of others.
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CONTENTS:
Page 3
Letter of Introduction
Page 4
Candidate Information
Page 5
Goals and Objectives of Practicum
Page 7
Events to Monitor
Page 8
Methods to Monitor
Page 9
Reflections on Mentoring Graduate Students
Page 12
Guide for Live Supervision
Page 13
Evaluation of Graduate Student
Page 14
Competency Assessments
Page 21
Responsibilities of the College and the School
Page 23
Agreement Made by the Student Counselor
Page 24
Agreement Made Between Student Counselor
and Cooperating Counselor
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Canisius College
Department of Counseling and Human Services
School Counseling Practicum
Letter of Introduction
Dear Cooperating Counselor:
The degree candidate, who will be working in your school, is a
registered graduate student at Canisius College in the counseling
program. This practicum is the first field experience and is designed to
develop the candidate’s professional counseling skills. The practicum
student has had a pre-practicum course with extensive preparation for
developing helping relationships.
The enclosed information is designed to give you an understanding
of your role as the practicum field supervisor and an overview of the
expectations for the practicum as we work with you in providing a field
based experience that develops the necessary knowledge, skills and
dispositions to be a competent school counselor.
Enclosed you will find:
a.
Descriptive information regarding the student counselor.
b.
Description of the course goals objectives.
c.
A summary listing of events to be observed or monitored
during the semester.
d.
Suggestions for monitoring of objectives.
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e.
Cooperating counselor’s evaluation form (please complete
the evaluation form and return it to Canisius College at the
middle and at the end of the semester).
f.
Agreement made by the student counselor.
g.
An agreement between the supervising counselor and the
student counselor.
We appreciate your interest in helping the candidate prepare for a
career in counseling. Thank you in advance for your supervisory work
with this candidate.
Sincerely,
Faculty and Staff of the Department of Counseling and Human Services
Canisius College
Candidate Descriptive Information
Date ______________
Name____________________________________________________________
Address__________________________________________________________
______________________________________________Zip________________
Tel. No.____________________E-mail_________________________________
Counseling courses taken to date (title of course):
Title of
Course
Date
Completed
Grade
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
_______________________________
Title of
Course
Date
Completed
Grade
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
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Educational Background:
School
Year
Completed
Degree
Major field of study
H.S.______________________________________________________________
College___________________________________________________________
Other____________________________________________________________
A current resume is available to cooperating counselors directly from the
student counselor.
Candidate’s Signature:
_______________________________________________________
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Canisius College
Department of Counseling and Human Services
School Counseling Practicum Goals and Objectives
This course is designed to provide counselors with an in-depth experience of school
counseling conceptualized through the ASCA National Model and focusing primarily on
helping relationships. Practicum students are required to complete a minimum of 100
clock hours of field experience including 40 direct service hours. The major objectives of
this class are organized using the Conceptual Framework of the School of Education and
Human Services and utilize outcome based measures of CACREP School Counseling
Standards.
KNOWLEDGE AND SKILL OUTCOMES:
Knowledge:
1. Student Counselors will utilize the pardigms of the ASCA national model, the ASCA
standards for school counseling, and the use of Comprehensive Developmental School
Counseling Plans to understand the practice of school counseling within the total
education program.
2. Student counselors will explore policy and political issues related to community,
environmental and institutional systems that enhance as well as impede student success
and recognize issues that may affect the personal development of students including
abuse, violence, and childhood psychiatirc disorders and other exceptional student
characteristics.
3. Students will understand approaches to peer focused school based interventions such
as peer mediation and peer helper programs.
4. Students will understand NYS SAVE legislation regarding Violence Prevention
including background about the issue and school based intervention strategies.
Professionalism and Leadership:
5. Student counselors will engage in activities related to leadership, consultation,
collaboration, teaming and the use of data when working with other professionals in a
school setting and in the broader community of stakeholders.
6. Students will apply multi-cultural competencies when working with diverse
populations and explore the counselor’s role in confronting social justice issues,
advocacy, prejudice, discrimination and other dynamics that block human growth and
wellness in school counseling settings.
7. Students will embed ethical practice and ethical decision making into their role
as student counselor.
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Service:
8. Student counselors will provide direct counseling services to clients developing skills
related to the establishment of a therapeutic relationship, use of assessment procedures,
development of counseling goals, individual, and group counseling interventions and
evaluation of client outcome. Related to the counseling process, student counselors will
demonstrate the ability to conceptualize client issues including identification of student
competencies, and choosing interventions and modalities to enhance those competencies.
9. Student counselors will develop and lead an activity using a lesson plan as part of the
Guidance Curriculum of a Comprehensive School Counseling.
10. Student counselors will deliver age appropriate academic interventions with students
including educational planning including college admissions counseling when applicable.
11. Student counselors will identify and address career and vocation needs of clients
using appropriate career, educational and labor market information.
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SCHOOL COUNSELING PRACTICUM
LISTING OF EVENTS TO BE MONITORED
The following activities are suggested to help the candidate fulfill the
requirements for the Practicum. We recognize that each school counseling
program is unique and the list is provided only as a guide for providing the
student counselor with the appropriate opportunity to develop his/her
competencies.
MINIMUM
QUOTA
EVENTS
PER SEMESTER
1.
Supervision with cooperating counselor.........................
Weekly _____
2.
Cooperating counselor completes evaluation of student's competencies at
midterm and course completion.....................…………. 2 Minimum _____
3.
The student counselor delivers a minimum of 100 contact hours
including 40 direct service hours. Direct service hours are defined as
individual counseling, group counseling, guidance/education groups, test
administration or interpretations, phone contact or family
consultation......................................................................... 40 Minimum _____
4.
Student counselor keeps & maintains student records... 5 Minimum _____
5.
Student Counselor participants in one workshop or in-service
session.........................................………………………….. 1 Minimum _____
6.
Student counselor attends student conferences with staff......
5 Minimum _____
7.
Student Counselor attends staff or team meetings.......
3 Minimum _____
8.
Student counselor makes referrals .................................
3 Minimum _____
9.
Other activities may be developed by the cooperating counselor.
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SUGGESTED GUIDELINES FOR CARRYING OUT
THE MONITORING OF WEEKLY SPECIFIC
BEHAVIORAL OBJECTIVES
A wide range of methods may be employed for monitoring or observing
the events listed below. The methods employed are limited only by the
cooperating counselor's ingenuity and environmental limitations. The methods
suggested below are included merely as guidelines to the cooperating counselor.
1.
Individual Counseling Sessions, Group Counseling, Group
Guidance Activities and Case Conferences: May be monitored in a
variety of ways. Direct observation, video taping, dual counseling,
audio taping, use of observation rooms, and interpersonal process
recall are reasonable methods to use.
2.
Making Referrals and Referral Follow-up: Referral processes as
practiced by the school should be discussed and taught. This
process will vary in different schools.
3.
In-Service Sessions: The student counselor should have the
opportunity to participate in an in-service or supervisory sessions
with other counselors, teachers and other service providers.
4.
Orientation of New Students: The student counselor should have
the opportunity to engage in intake procedures for new students.
5.
Staff Meetings: The student counselor should have the opportunity
of attending staff meetings, committees and other collaborative
activities.
6.
Program Management: The student counselor should actively
participate in program management processes such as review of
the Comprehensive School Counseling Plan, data development,
needs assessments and program evaluation.
7.
Client Evaluations of Counselor: This activity is suggested to
provide the student counselor with the opportunity to gain insight
to client perceptions of his/her counseling. It is suggested that the
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coordinating counselor randomly select the evaluating clients from
among the population assigned to the student counselor.
Reflections on Mentoring Practicum Experiences
Introduction:
This section provides a summary of ideas generated by professors, cooperating
counselors, and graduate counseling students regarding various factors that contribute to
a successful practicum experience.
From Professors:
Without professional counselors who are willing to be mentors to our students,
Canisius would not be able to effectively train future counselors. Graduate students
begin their practicum experiences with various levels of professional background and
comfort. Graduate students need to be trained from a developmental perspective,
meaning that each should be assessed individually and supported according to his or her
needs. Some graduate students may be ready for more independent activity in the first
practicum while others may need to be brought along more slowly.
It is important to touch base with students each week and talk with graduate
students about the value of all of the activities that they experience at the site. Students
need to process and understand these experiences. While there is considerable value in
having students become involved in some of the behind the scenes paperwork and other
organizational activity of the counselor, these kinds of activities should not preclude
direct client contact.
Students should be expected to conduct themselves in a professional manner. In
addition, the practicum student should feel part of a professional team. Their
participation in team meetings or staffing activities is vital for developing their own
professional identity. In addition, most students are as yet unaware of their own
theoretical orientation and are just developing techniques to help people change. They
need to be aware of the cooperating counselor’s theoretical and practical framework.
This kind of discussion is an important step in helping graduate students make the
transition from having theoretical ideas to developing successful practical skills.
Although cooperating counselors can expect at least one contact from the
practicum professor during the semester (either by phone or in person), they should feel
free to call the student’s professor at any time. In those rare situations where there are
issues with a graduate student, the quicker everyone is aware of the concern, the better
chance there is to resolve the concern with a positive outcome. On a related topic, your
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evaluation of the student counselor should accurately reflect their performance; it is not
expected that everyone does “A” work. While the cooperating counselor's suggested
grade for the student is given considerable weight, the professor has the ultimate
responsibility for the course grade.
From Cooperating Counselors:
The practicum experience should be a professional, developmental experience for
the cooperating counselor as well as for the student counselor. Planning and organizing a
"defined path" for the graduate student has benefits not only of efficiency, but also in
considering one's own professional identity.
Students have different levels of professional background when they begin a
practicum. For some students recognizing the need for professional dress cannot be
taken for granted. For other students a whole set of professional skills and experiences
are already in place. A hidden benefit for cooperating counselors comes when they are
able to utilize the strengths of the graduate student to contribute to their counseling
programs. Cooperating counselors recognize that students should not be considered
"cheap labor", but at the same time, it is necessary to teach student-counselors practical
tasks, which may involve some degree of tedium. When the purpose behind such
activities is discussed, students are able to see the value of the work.
Experiences that allow students to be integrated and to network with regular staff
members are important. Strategies toward this end include involving the student
counselor in presentation projects, in team meetings, and in other consultation activities.
In addition to providing the student counselor with opportunities to enhance counseling
skills, cooperating counselors should offer experiences that give the student counselor
practice in consultation, advocacy, coordination, and leading groups.
Proper supervision of students and good communication between student
counselors and cooperating counselors is crucial. Student counselors should be allowed
to make some mistakes and be taught that mistakes are acceptable. Regular
communication with the graduate student will allow learning from mistakes as well as
successes. Graduate students need to be told that being proactive, independent, and selfdirected are expectations. Passive behavior on the part of the graduate student will
generally lead to a less than satisfying experience for the student and for the cooperating
counselor. When cooperating counselors contact the practicum professor they can expect
support and assistance.
From Graduate Students:
Graduate students feel some anticipatory anxiety about starting the practicum.
Establishing a set of goals during the initial meeting at the site can be a helpful
procedure. Communication is a critical component of a successful practicum experience.
Practicum experiences are considered by students to be the most important
experiences of their graduate training. Descriptive and balanced feedback provided in a
timely manner by the cooperating counselor is essential. Student Counselors need a wide
variety of counseling experiences in order to develop their own approach. Having a
mentor to direct, support, and teach is an integral part of professional development.
Additional Factors:
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1. It is acceptable for students to stay on at their sites after the college semester is
over. Many students stay on at their sites after the close of a semester, and some must
continue at their sites to complete service hours. In these cases a professor is “on call”
from the College.
2. Cooperating counselors as well as graduate students in practica are free to
negotiate more time at the site than the minimum requirements of practicum.
3. Some professional counselors have found that it is a good experience to take
more than one student counselor at a time. The energy and collaboration of two or more
student counselors can add another dimension to the practicum experience.
DEPARTMENT OF COUNSELING AND HUMAN SERVICES
GUIDE FOR LIVE SUPERVISION
Electronic recording of counseling sessions is preferred. This guide is only used
when the graduate student is unable to make electronic recordings of counseling
for review by the College supervisor. If the graduate student is able to make
recordings from the site for review at the College you can disregard this form. In
placements where recordings are not permitted you should use this form twice
over the course of the semester to facilitate communication of live supervision of
graduate students’ counseling skills with the professor at the College. You can
use this form in one of two ways. You can scan a completed form and send to the
professor via e-mail or you can use the form to facilitate telephone consultation
with the professor if not sent electronically. If you prefer, the professor can send
you an electronic copy of the form in a Word document. It is essential that formal
reviews are done two times during the semester and communicated to the course
professor. Please complete the form in a concise manner. It is meant to aid
communication and not to be a burden for the cooperating counselor.
Please rate each area on a scale of 1 – 6
6 = highest
1 = lowest
1. Over-all effectiveness of counseling
_____
2. Over-all level of professional development of counselor
from perspective of your expectation at this point in time _____
3. Student awareness of areas needing growth
_____
4. Focus of supervision (briefly describe):
_____
5. Does the student show evidence of using feedback?
_____
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6. Additional Comments
CANISIUS COLLEGE
SCHOOL COUNSELING PRACTICUM: EVALUATION OF
STUDENT COUNSELOR
Student Counselor (Candidate)______________________________________
Cooperating Counselor ____________________________________________
Practicum Site____________________________________________________
Phone ___________________
Midpoint Eval (use 6 pt. scale) ______ Final Eval (use 6 pt. scale) _______
Please rate the student counselor using the Field Placement
Competency Assessment Form that follows on page 8 at the eighth
(8th) and fifteenth (15th) week.
Knowledge, Skills and
Dispositions are assessed. Use pencil for the eighth week and pen
for the fifteenth week. Please use the following system for
assessment:
Scoring
6. Exceptional – Consistently exceeds performance standards.
Currently has the potential to be an outstanding first-year
counselor.
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5. Advanced – Performance is consistently above the average
performance standards. Demonstrates the likelihood of becoming
an excellent counselor with more experience and mentoring.
4. Acceptable/adequate – Meets the average performance standards.
Demonstrates acceptable level of performance.
3. Minimally Acceptable – Meets, but does not exceed the minimum
performance standards. Demonstrates basic level of performance.
2. Needs Improvement – Is inconsistent in meeting minimum
performance standards. Does not demonstrate sufficient depth on
required competencies.
1. Unsatisfactory – Does not meet minimum performance standards.
Does not perform at an acceptable level on required competencies.
Qualitative comments may also be made. At the 8th week evaluation,
recommendations must be listed in any area where the candidate is
rated unsatisfactory. On the 15th week evaluation, specific reasons
must be given in any area where the candidate is rated unsatisfactory.
During the final week of the semester, please forward this assessment
form to the college supervisor.
FIELD PLACEMENT COMPETENCY ASSESSMENT FORM
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not
applicable.
KNOWLEDGE OF COMPREHENSIVE SCHOOL COUNSELING
1. Demonstrates knowledge of national and state models for comprehensive
developmental counseling programs.
Rating ____/_____
2. Demonstrates knowledge of child and adolescent developmental issues in
counseling and how developmental awareness relates to a comprehensive
developmental counseling program.
Rating ____/_____
3. Demonstrates knowledge of the program’s comprehensive developmental school
counseling curriculum covering the domains of academic, career and personal social
concerns.
Rating ____/_____
4. Recognizes the importance of a Comprehensive School Counseling Plan in the
organization and delivery an effective school counseling program.
Rating ____/_____
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5. Can articulate how counselor activities are embedded in the ASCA National Standards.
Rating ____/_____
6. Able to collect, analyze, and interpret data regarding how the school counseling
program makes a difference.
Rating ____/_____
COMMENTS:
COUNSELING ATTITUDES
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
1. Recognizes personal values and the impact of these values on a professional
relationship.
Rating ____/____
2. Able to be nonjudgmental and communicate that to clients.
Rating ____/_____
3. Demonstrates an awareness of and respect for individual and cultural differences.
Rating____/_____
4. Recognizes and exhibits the ability to work with diversity issues of clients.
Rating ____/_____
5. Engages in counselor supervision in a receptive and professional manner.
Rating ____/_____
6. Demonstrates ability to adhere to professional ethical standards as well as state and
federal legal requirements.
Rating ____/_____
7. Displays willingness to take reasonable personal and professional risks.
Rating ____/_____
8. Exhibits willingness to participate in continuing education activities.
Rating ____/_____
COMMENTS:
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ASSESSMENT AND REFERRAL
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
1. Able to assess students’ strengths and needs while accounting for diverse
backgrounds and abilities.
Rating ____/_____
2. Demonstrates the ability to form a valid conceptualization of students’ needs and
develop an appropriate intervention based on the conceptualization.
Rating ____/_____
3. Exhibits understanding of referral criteria and techniques.
Rating ____/____
4. Exhibits knowledge of transmitting to referral sources appropriate data requested for
the effective, efficient handling of referrals.
Rating ____/_____
5. Prepares and gathers appropriate data on the case being referred.
Rating _________
6. Follows procedures for handling the referral, including any follow-up procedures
inherent in the process.
Rating ____/_____
COMMENTS:
COUNSELING AND HELPING RELATIONSHIPS
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
1. Communicates genuine concern and respect for the client and the client’s welfare
Rating ____/_____
2. Communicates genuine empathy.
Rating ____/_____
3. Exhibits congruence and genuiness in verbal and nonverbal communication.
Rating ____/_____
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4. Responds to client’s needs with clear therapeutic intention.
Rating ____/_____
5. Creates appropriate structure by setting and maintaining the boundaries of the helping
relationship including appropriate application of confidentiality in the school setting.
Rating ____/_____
6. Reflects feelings expressed verbally or nonverbally by clients.
Rating ____/_____
7. Succinctly conveys an understanding of the theme or underlying meaning of client’s
issues.
Rating ____/_____
8. Communicates in specific and concrete terms, including use of appropriate openended questions.
Rating ____/_____
9. Summarizes and reframes client communications when appropriate.
Rating ____/_____
10. Able to confront and clarify discrepancies in client communication.
Rating ____/_____
11. Exhibits immediacy by appropriate sharing and self-disclosure.
Rating _____/____
12. Collaborates with the client to develop counseling goals.
Rating ____/_____
13. Able to articulate his or her guiding theory or approach to counseling.
Rating ____/_____
14. Formulates hypotheses appropriate to the counselor’s theory and the client’s
concerns.
Rating ____/____
15. Demonstrates the ability to use counseling theory and strategies to ameliorate client
issues as well as to help students identify strengths, and cope with environmental and
developmental problems.
Rating _____/____
16. Addresses termination issues in an appropriate manner.
Rating _____/____
17. Understands potential barriers to effective counseling with multicultural and specific
populations including the following: historical events, client mistrust of authority figures,
counselor cultural biases, client’s cultural orientation, developmental issues that include
ethnic, sexual, and gender identities.
Rating _____/____
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18. Effectively counsels with clients from diverse backgrounds.
Rating _____/____
19. Identifies and demonstrates the ability to use various advocacy strategies when
appropriate.
Rating ____/_____
20. Able to effectively lead counseling groups by using appropriate selection procedures,
choice of group model, establishment of “rules” and facilitation of group processes.
Rating ____/_____
COMMENTS:
GUIDANCE AND EDUCATIONAL PLANNING
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
1. Effectively implements guidance activities in the classroom and with small groups.
Rating ____/_____
2. Able to structure and facilitate positive and cooperative behavior with students.
Rating ____/_____
3. Facilitates the educational and career development of all students.
Rating ____/_____
4. Demonstrates the ability to appropriately assist students in planning for educational
and career goals.
Rating ____/_____
5. Provides effective career counseling including the use of labor market information and
college and other training opportunity admissions counseling.
Rating ____/_____
6. Selects age and culturally appropriate materials and activities designed to facilitate
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goals of guidance activities.
Rating ____/_____
COMMENTS:
FOSTERS COLLABORATIVE AND COOPERATIVE RELATIONSHIPS
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
1. Conducts self in professional manner including professional dress and behavior
Rating ____/_____
2. Communicates effectively and demonstrates ability to maintain collaborative
relationships.
Rating ____/_____
3. Consults with all stakeholders in education including teachers, administrators, staff,
parents and other community members to meet student needs.
Rating ____/_____
4. Exhibits awareness of economic and political realities, as they exist in the school
setting.
Rating ____/_____
COMMENTS:
USES TECHNOLOGY EFFECTIVELY AND COMMUNICATES CLEARLY
RATING: 6=Exceptional, 5=Advanced, 4=Adequate, 3=minimally
Acceptable, 2=Needs Improvement, 1=Unsatisfactory, NA=not applicable.
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1. Prepares and maintains accurate and updated student records.
Rating ____/_____
2. Displays appropriate professional writing skills in all written documents.
Rating_____/_____
3. Displays ability to ensure confidentiality of all clinical records on the basis of
pertinent legal and ethical guidelines.
Rating ____/_____
4. Applies technology in the design, implementation and assessment of counseling and
guidance experiences to engage students, improve outcomes and administer the
counseling program.
Rating ____/_____
.
COMMENTS:
SUMMARY NOTES:
Student Counselor’s strong points:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Student Counselor’s needs for improvement:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Would you hire this counselor to work for you? Yes ___No ____
Uncertain _____
_________________________________________________________________
_________________________________________________________________
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Has this evaluation been discussed with the student? Yes ____ No ____
Additional Comments:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Based on the preceding information, I recommend a grade of _______ for
the student.
Cooperating counselor signature_________________________Date_______
Print Name and Title_______________________________________________
Practicum Site Address:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
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RESPONSIBILITIES OF THE COLLEGE AND OF THE SCHOOL
Canisius College will:
a. Select students, with the School’s approval, for the purpose of
obtaining clinical learning experience and forward the names of the
students to the School. At the School’s option, a pre-placement
interview may be required.
b. Select only such students who have completed the necessary
academic pre-requisites as determined by Canisius College.
c. Assign faculty member(s) to the course who will assume the
responsibility for selecting and planning appropriate learning
experience, for guiding students during the designated experience,
and for evaluating the student’s learning through the course.
d. Retain direct responsibility for and the control of its student
education through mutually agreed upon objectives and ongoing
communication with the School.
e. Furnish to the School validation that all students participating in
activities pursuant to this Agreement be covered by a policy of
insurance for malpractice liability.
f. Provide on-going consultation and supervisory assistance to the
cooperating counselor assigned to the practicum student.
g. Provide a tuition waiver to the cooperating counselor at the end of
the practicum. Check with professor on current amount.
2. The SCHOOL agrees to:
a. Make available appropriate clinical learning experience (consistent
with clients’ rights) enabling students to meet the objectives of the
educational program. The School agrees that all students will be
under the training and general supervision of an individual who
has appropriate professional credentials (a master or doctorate
degree in counseling, counselor education, clinical or counseling
psychology, who is a NYS certified school counselor), and who is
judged to be appropriate to the student’s level of training and the
specific course goals and objectives.
b. Forward the final evaluation of the student’s performance and
progress to the College in writing. The establishment of final grades
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for the experience shall be the direct responsibility of the faculty of
the College.
c. With the exception of emergency care, the students will provide for
their own medical care needs.
3.
It is MUTUALLY agreed by the parties that the following student
responsibilities shall be applicable to all students assigned to the School.
a. While at the School, the students’ program shall be structured
within the working policies of the School.
b. Canisius College and the School shall maintain ongoing
communication to integrate the academic and clinical fieldwork
experience, which may include written correspondences, phone
communication, and reciprocal on-site visits.
c. Canisius College shall advise students of their responsibility to
conduct themselves in accordance with the School’s rules and
regulations. The School will inform each student of all such rules
and regulations, and the students will be responsible for this
information.
d. The School reserves the right to dismiss at any time any student
whose condition or conduct jeopardizes the well being of the clients
or employees of the School. Unless unusual circumstances occur,
such dismissal shall not occur without prior consultation with
Canisius College.
e. The students and faculty shall respect the confidential nature of all
information that they have access to, including but not limited to
client’s personal health information provided to them orally,
contained in a student’s records or maintained on the School ’s
electronic information system. The College shall advise all students
and faculty of the importance of complying with all relevant state
and federal confidentiality laws.
f. Canisius College and the School acknowledge that students in
conjunction with faculty may refer to clients for educational
purposes at the School and at the College. Information used for
such purposes shall be appropriately de-identified so as to remove
all data that may be used to connect such information back to the
student to whom it relates.
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AGREEMENT MADE BY THE STUDENT COUNSELOR
DIRECTIONS: Please submit this sheet to the Practicum Professor.
A.
I hereby attest that I have read and understand the ethics of the
American Counseling Association and will practice my counseling
in accordance with these standards. I further understand that any
breach of this code or any unethical behavior on my part will result
in my receiving a failing grade and notification of such behavior
will be placed in my permanent record.
B.
I understand that the practicum experience is critical to my
development as a counselor and I must observe my responsibilities
at the site with the same commitment and dedication that is
necessary on any job. Weekly attendance is expected. Absences
are permitted only for extreme circumstances. All absences must
be immediately reported to the cooperating counselor. Should my
cooperating counselor develop concerns about my performance, he
or she has the capacity to discontinue my work at the site which
will automatically result in a failing grade.
C.
I understand that my responsibilities include keeping my
practicum professor informed regarding my practicum experience.
Should I experience any difficulty in starting at my site or
completing the requirements of the practicum, I will inform my
professor within 1 week of the becoming aware of the concern.
Failure to do so may result in a failing grade or the condition of
spending additional time to complete practicum requirements.
D.
I understand that I will not be issued a passing grade until I have
demonstrated a specific minimal level of counseling knowledge,
skills, and attitudes.
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E.
I further understand that my responsibilities include attending
classes and supervisory sessions fully prepared as outlined by the
course requirements.
Candidate Signature
Date__________
Print Name ___________________________________________ID#___________
e-mail ___________________________________ phone #___________________
Professor __________________________________________________
AGREEMENT BETWEEN COOPERATING COUNSELOR & CANDIDATE
DIRECTIONS:
The student counselor is to have the cooperating counselor
sign this sheet at the start of the practicum.
Date _____________________
Student Counselor (name) _____________________________________________
has permission to begin counseling interviews under my supervision.
NOTE:
Cooperating Counselor Signature _________________________________________
Name (print) ___________________________________________________________
Title ___________________________________________________________________
Please Check Applicable Credentials: _____ M.S. Degree _____ Doctorate
_____ NYS School Counseling Certification _____ N.C.C. _____ LMHC
_____ Other (Please List)__________________________________________________
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_____Years of Professional Experience
Telephone Number ___________________E-mail_____________________________
Name of Agency ________________________________________________________
Address
_______________________________________________________
_______________________________________________________
_______________________________________________________
Principal
_______________________________________________________