School of Education
Department of Educational Leadership
& Special Education
EDL 611- Clinical Internship II
Spring 2009
Instructor: Tina R. Paone, PhD, NCC, NCSC, RPT-S
Office: MH 128
Phone: 732-263-5291
Email: tpaone@monmouth.edu
Office hours: Tuesdays 1-4pm
Course Details:
Tuesdays 4:30-7:15
MH 7
Course Description:
A supervised three-credit field based experience following Educational Leadership 610, which
allows students who have completed the practicum to participate in a range of professional
experiences expected of a school counselor according to CACREP standards. This is the
culminating activity of the school counselor program in which students will apply what they
have learned in a school setting. The internship includes a requirement for 300-hours of
documented supervised work as a student school counselor under the supervision of a practicing
school counselor and intensive individual and group supervision in the university seminar
through audiotape and videotape sessions. (3 credits)
Prerequisites:
EDL 610
Goals of the Course:
 To develop advanced counseling skills under supervision in a field setting
 To develop skills in planning and implementing activities and programs
 To prepare for the process of applying for professional positions and for certification
 To provide field experiences in consultation, collaboration, referral, and coordination
skills
 To provide intensive clinical supervision for candidates with onsite and university
professionals
 To provide field experiences applying ethical and legal principles and procedures
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 To provide field experiences using technological, Internet, and research tools
 To provide field experiences in preparation and planning crisis response
CACREP core standards for all counseling programs addressed in this course:
II.K.1b Professional roles, functions, and relationships with other human service providers
II.K.1d Professional organizations, primarily ACA, its divisions, branches, and affiliates,
including membership benefits, activities, services to members, and current emphases
II.K.1e Professional credentialing, including certification, licensure, and accreditation practices
and standards, and the effects of public policy on these issues;
II.K.1h Ethical standards of ACA and related entities, and applications of ethical and legal
considerations in professional counseling
II.K.2c Individual, couple, family, group, and community strategies for working with diverse
populations and ethnic groups
II.K.5a Counselor and consultant characteristics and behaviors that influence helping processes
including age, gender, and ethnic differences, verbal and nonverbal behaviors and
personal characteristics, orientations, and skills
II.K.5c A general framework for understanding and practicing consultation. Student
experiences should include an examination of the historical development of
consultation, an exploration of the stages of consultation and the major models of
consultation, and an opportunity to apply the theoretical material to case presentations.
Students will begin to develop a personal model of consultation
II.K.6f Professional preparation standards for group leaders
II.K.8e Use of research to improve counseling effectiveness
CACREP standards for school counseling programs addressed in this course:
A.5
Knowledge of the school setting, environment, and pre K-12 curriculum
A.10 Ethical and legal considerations related specifically to the practice of school counseling
C.2a Individual and small-group counseling approaches that promote school success, through
academic, career, and personal/social development for all
D
Clinical Instruction
CACREP clinical standards addressed in this course:
III.H.1 240 hours of direct service with clients appropriate to the program of study
III.H.2 Weekly interaction with an average of one hour per week of individual and/or triadic
supervision through the internship, (usually performed by the on-site supervisor)
III.H.3 An average of one and one half hours per week of group supervision provided on a
regular schedule thorough the internship, usually performed by a program faculty
member
III.H.4 The opportunity for the student to become familiar with a variety of professional
activities in addition to direct service
III.H.5 The opportunity for the student to develop program-appropriate audio and/or
videotapes of the student’s interactions with clients for use in supervision
III.H.6 The opportunity for the student to gain supervised experience in the use of a variety of
professional resources such as assessment instruments, technologies, print and nonprint media, professional literature, and research
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A formal evaluation of the student’s performance during the internship by a program
faculty member in consultation with the site supervisor
III.H.7
Department Standards for this course:
1. Candidates will secure an internship site, complete the required agreements with the on-site
supervisor, obtain insurance, and submit the completed application to their advisor prior to class.
2. Candidates and the on site supervisor will develop a plan to complete required experiences in
direct and indirect service activities. The list of required experiences may be amended with the
mutual agreement of the on site supervisor and the university internship director.
3. Candidates must engage in a supervised internship experience that totals 300 clock hours to
earn 3 academic credits. The internship provides an opportunity for the student to perform under
supervision a variety of counseling activities that a professional counselor is expected to
perform. (see required list).
Clinical experiences should provide opportunities for students to counsel clients who represent
the ethnic and demographic diversity of their communities. The student’s internship includes all
of the following:






300 Total Hour Requirement
120 Direct Contact Hours
180 Indirect Contact Hours
4 Videotapes of counseling sessions
Weekly supervision session with on-site supervisor
Group supervision sessions with university supervisor
1) 120 hours per semester of direct service. Direct services include individual, family, and
group counseling and assessment, under supervision;

60 hours of individual counseling and assessment

One of the individual case studies must include a minimum of 4 sessions with one client

60 hours of group or family counseling and assessment (direct service) One of the group
experiences must include a minimum of 4 sessions
2) 180 hours of indirect service. Indirect services must include:

The opportunity for the student to become familiar with a variety of professional
activities in addition to direct services (e.g. record keeping, multidisciplinary
committee meetings, supervision, information and referral, in service and staff
meetings)

The opportunity for the student to develop program-appropriate counseling audio
and/or videotapes of the student’s interactions with clients for use in supervision
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
The opportunity for the student to gain supervised experience in the use of a variety
of professional resources such as assessment instrument, technologies, print and non
print media, professional literature, and research,

A formal evaluation of the student’s performance during the internship by a program
faculty member in consultation with the site supervisor

The student’s evaluation of the site, the internship experience and the supervision

15 hours of weekly interaction per semester with an average of 1 hour per week of
individual and/or triadic supervision that is provided on a regular schedule over the
course of the student’s internship that is usually provided by the on-site supervisor.

15 Weekly Sessions of Group Supervision each semester with an average of 1.5
hours per week of group supervision that is provided on a regular schedule
throughout the internship, usually performed by a program faculty member. The
internship experiences are tutorial forms of instruction; therefore, when the
individual supervision caseload is provided by program faculty, the ratio is 5:1 and
group supervision should not exceed 10 students. The class time is primarily for
group supervision experiences to:
1) critique assessment and counseling skills using case studies and audio taped
and videotaped sessions;
2) discuss professional experiences
3) express personal reactions
4) increase knowledge and skills through readings, mini-lectures, role plays,
and activities
5) learn clinical, developmental, administrative, and peer supervision models
The internship provides an opportunity for you to perform under supervision a variety of
counseling activities that a professional counselor is expected to perform and to develop and
refine your individual and group counseling skills.
Clinical experiences provide opportunities for you to counsel clients who represent the ethnic
and demographic diversity of their communities. The faculty is responsible for developing
counselors-in-training and ensuring quality client care. In order to fulfill these dual
responsibilities, faculty continuously evaluates your academic, professional, and personal
qualities.
You will be dismissed immediately if you demonstrate inappropriate, immature, disruptive,
unprofessional, or offensive behavior during class or field site experience, and not return until
successful remediation has been completed and approved by the instructor and review
committee.
Attendance, punctuality, participation; professional dispositions; evidence of professional
growth; candidates shall behave in the internship experience as they would in professional
employment. Tardiness, leaving early, failure to report for work and/or to behave as a
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responsible, ethical professional at the internship site may result in a lower or failing grade and
dismissal from the course and/or program.
**Professional liability insurance is required for this course.
All students shall:
1. Demonstrate professional counseling knowledge, skills, and dispositions including
warmth, genuineness, respect, unconditional positive regard, and empathy in interactions
with clients, classmates, staff, and faculty.
2. Demonstrate the ability to accept and integrate feedback, and express feelings effectively
and appropriately.
3. Be aware of your impact on others and accept personal responsibility for your
knowledge, behavior, and attitudes.
4. Demonstrate knowledge of and compliance with the ACA Code of Ethics and other
relevant ethical codes, regulations, and standards of conduct and continuously monitor
your own performances accordingly.
5. Consult immediately with both your on-site supervisor and instructor if you have a
ethical dilemma on site
6. Report any serious or potentially serious issue (e.g. suicide ideation, threat, neglect,
abuse) immediately to your site supervisor/designee, instructor, and/or director of the
program. Know and follow institutional policy
7. Behave at all times as a professional counselor, a representative of Monmouth University,
and a volunteer worker and guest at the field site.
8. Comply with the decisions of your instructor, clinical director, and/or field supervisor.
Your progress in the program may be interrupted for failure to comply with academic
standards, or if your interpersonal or emotional status interferes with being able to
provide ethical and professional counseling services to clients.
Learner Outcomes:
1. Develop advanced counseling skills under supervision in a field setting (II.K.1b, II.K.2c,
II.K.5a, C.2a, D, III.H.1, III.H.4, III.H.5, III.H.7). To be assessed by: Case studies/video
tapes/presentations
2. Develop advanced skills in planning and implementing activities and programs (II.K.1b,
II.K.2c, II.K.5a, II.K.5c, II.K.6f, A.5, C.2a, III.H.1, III.H.4, III.H.5). To be assessed by:
Structured Activity & Creative Activity
3. Prepare for the process of applying for professional positions and for certification
(II.K.1d, II.K.1e, II.K.1h, III.H.7). To be assessed by: Documentation and Participation
4. Provide field experiences in consultation, collaboration, referral, and coordination skills
(II.K.1b, II.K.5c, III.H.7). To be assessed by Documentation and Participation
5. Provide intensive clinical supervision for candidates with onsite and university
professionals (D, III.H.2, III.H.3, III.H.7)To be assessed by: Site visit and Participation
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6. Provide field experiences applying ethical and legal principles and procedures (II.K.1b,
II.K.1d, II.K.1h, and A.10). To be assessed by Participation
7. Provide field experiences using technological, Internet, and research tools (II.K.8e). To
be assessed by: Participation and Theoretical Paper
8. Provide field experiences in preparation and planning crisis response (III.H.6). To be
assessed by: Participation and Documentation
Methods of Instruction:
A variety of instructional and experiential methods will be employed including lecture, role-play,
in-class discussion, practical research, audio and videotape critiques, video and book reflections,
and student presentation. Students will need to be active in the classroom setting and conduct
field activities in school and community settings.
**Students beginning in Fall 05 must purchase and use Foliotek for your electronic portfolio.
Foliotek is a requirement for all Educational Counseling students in the School of Education.
The contact person and Foliotek Advisor is Renee Bell and she can be reached at
rbell@monmouth.edu
Required Texts:
Hitchner, K. W., & Hitchner, A.T. (1996). Counseling today’s secondary students: Practical
strategies, techniques, and materials for the school counselor. Hoboken, NJ: JosseyBass.
Schmidt, J. J. (2004). A survival guide for the elementary/middle school counselor. Hoboken,
NJ: Wiley.
Field Experiences Handbook- This is required of all courses that encompass field experience at
Monmouth University. It can be purchased through Monmouth University Copy Center
& the student bookstore.
Optional Texts:
Jones, A. (2000). Team building activities for every group. Richland, WA: Rec Room
Publishing.
Muller-Ackerman, B. (2002). A year of school counseling: Tools and techniques for K-12 themes
throughout the year. Chapin, SC: Youthlight, Inc.
Muller-Ackerman, B. (2005). Public relations toolbox: A collection for the best practices for
school counselors. Chapin, SC: Youthlight, Inc.
Course Requirements:
***ALL COURSEWORK SHOULD BE TURNED IN ON THE DATE INDICATED BY
THE SYLLABUS. NO LATE WORK WILL BE ACCEPTED!
Documentation- 15 pts.
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Each student will submit all documentation in a folder during the last scheduled class. Organized
document files are highly appreciated. Documents that should be turned in are listed on the
Practicum/Internship Required Checklist.
Case Studies/Tapes/Presentations- 240 pts. (4 @ 60 pts. each)
Each student will turn in a total of four tapes and four case studies. **The case study should be
submitted via e-campus drop box. The format for these Case Studies, tapes, and presentations are
as follows:
1. Case studies: Written case studies will be of the four tapes. Case studies will include the
following information:
a. Presenting Problem
b. Psychosocial History
c. Mental Status
d. Assessment
e. Intervention Plan and Goals
f. Research Support Plan and Goals
g. Prognosis
h. Diagnostic Impressions
i. Skills and Challenge Areas of the Sessions
2. Tapes: Tapes will be presented in class. Students should have at a minimum, one group
session. The ideal is to provide two individual and two group sessions.
3. Presentations: Students will be responsible for providing the class with a summary of
the client’s history prior to playing the video/audio tape for the class. Failure to do so will
result in the lowering of your grade.
Theoretical Exploration Paper- 75 pts.
You will be required to do a 2-3 page (typed, doubled spaced, APA style) theoretical exploration
paper. Each student should already be using a particular theoretical orientation. If you haven’t
been, this is a good opportunity for you to explore one. Your paper should explain: 1) how well
your theory fits with school counseling and why; 2) what your theory says about the nature of
people; 3) the role of the counselor; 4) the role of the client; 5) how to handle resistance; and 6)
any techniques the theory uses. The cover page, abstract, and references are not included in the
2-3 pages. **E-campus drop box.
Participation- 160 pts.
What you get out of internship is directly related to what you put into internship. You will be
evaluated on attendance, your openness to feedback, your ability to provide feedback to fellow
students, the effort you put into assignments and your internship, and your growth through out
the semester. You will receive feedback throughout the semester. If you have any questions or
concerns with your progress, feel free to meet with me. Participation is composed of the
following:
 General Participation- 20 pts.
 Prepared Guidance Activity- 10 pts.
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You will choose one activity from The wRECking Yard of Games and Activities to share
with the class members. You will be expected to tell the class what grade level the
activity is appropriate for and simulate you are the school counselor coming in to our
class to do a classroom guidance activity.
 Creative Guidance Activity- 10 pts.
You will have an opportunity to develop and share an activity with class members. Please
provide each class member with a written outline and rational of the guidance activity (so
they can use it). You will be expected to tell the class what grade level the activity is
appropriate for and simulate you are the school counselor coming in to our class to do a
classroom guidance activity.
 Current Events- 120 pts. (12 @ 10 pts. each)
Students will be responsible for bringing a newspaper or magazine article in each week to
discuss with the class. Articles should be directly related to counseling or counseling
issues. Attach the article to an APA style title and reference page. (Please be sure to
consult the APA Publications Manual on how to properly format a title page and how to
cite your chosen article).
University & School of Education Policies:
Students Who Need Accommodations
Students with disabilities who need special accommodations for this class are encouraged to
meet with me or the appropriate disability service provider on campus as soon as possible. In
order to receive accommodations, students must be registered with the appropriate disability
service provider on campus as set fort thin the student handbook and must follow the University
procedure for self-disclosure, which is stated in the University Guide to Services and
Accommodations for Students with Disabilities. Students will not be afforded any special
accommodations for academic work completed prior to the completion of the documentation
process with the appropriate disability service provider.
Academic Honesty Policy
Plagiarism is the use of another’s words or ideas without acknowledgement. It is the equivalent
of theft. Some plagiarism is extreme and willful i.e. buying term papers. Other forms of
plagiarism may arise from carelessness or ignorance, i.e. misusing quotation marks or citations.
But plagiarism of any kind is not acceptable and will not be tolerated.
Attendance Policy
Attendance is mandatory. More than one absence or late entrance may result in lowering of your
final grade. Please make every attempt to attend all classes. If you have a medical or school
emergency, please contact the professor by phone or email immediately.
Policy on Papers: SUBMISSION OF THE SAME WORK FOR TWO COURSES
The submission of the same or essentially the same work for two separate courses without the
express permission of all faculty members involved is not permitted. There is no intention to
work against student research efforts that cross over departmental and/or course lines. Indeed,
more complex projects with an interdisciplinary focus are highly desirable; faculty members
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involved with such a project must know in advance what is being done, and there must be mutual
agreement about the project. (Faculty Desk Reference, Chapter 5.7)
Last Day to Withdraw from Class
Monday, March 30, 2009
Student Performance Evaluation:
Attendance for EDL 611: The emphasis in this course is on both cognitive understanding and
experiential learning. Therefore, attendance in class is required. Students missing more than 1
class periods will have a FULL letter grade deducted from their final grade. Tardiness will also
impact your grade.
Grading Scale:
Participation:
Theoretical Paper:
Case Studies/Tapes:
Documentation:
160
75
240
15
Total Possible Points:
Grade
A
AB+
B
BC+
C
CF
Percentage
94-100%
90-93%
88-89%
83-87%
80-82%
77-79%
73-76%
70-72%
< 70%
490
Points
(460-490)
(441-459)
(431-440)
(406-430)
(392-405)
(377-391)
(357-376)
(343-356)
(342 or below)
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Course Outline:
Week
Date
Topic
Assignments
Due
In-Class
1/27
Syllabus,
Introduction to
Internship II,
Micro-skills
Resume
Reading
Assignments (for
next class)
H & H:1-4
S:1 & 2
1
1/20
2
Current Events
Structured Activity
3
2/3
Cover letter
Current Events
4
2/10
Current Events
5
2/17
6
2/24
Age of Consent,
Confidentiality,
Child Abuse
Letters of
Recommendation
Interviewing Skills
Structured Activity
& Tapes
Structured Activity
& Tapes
H & H:5-8
S:3
H & H:9-12
S:4
H & H:13-16
S:5
7
3/3
Current Events
H & H:17-20
S:6
H & H:21-24
S:7
H & H:24-28
S:8
8
9
3/10
3/17
10
3/24
SAT, ACT, College
Board, NCAA,
FAFSA, Financial
Aid
*Spring Break
**Comprehensive
Exam
Suicide
Structured Activity
& Tapes
Structured Activity
& Tapes
Creative Activity &
Tapes
*Spring Break
**Comprehensive
Exam
Creative Activity &
Tapes
H & H:28-32
S:9
11
3/31
Ethics
*Spring Break
**Comprehensive
Exam
Current Events
Theoretical
Orientation Paper
& Current Events
Current Events
12
4/7
Counselor Burnout
Current Events
13
4/14
Current Events
14
4/21
15
4/28
Advocacy, NCC,
NCSC
Issues related to
school counseling
Wrap up
Current Events
Current Events
Creative Activity &
Tapes
Creative Activity &
Tapes
Creative Activity &
Tapes
Tapes
H & H:32-36
S:10
H & H:36-39
S:11
S:12
Documentation
File
*Spring Break- Class will not meet
**Comprehensive Exam- Class will not meet
** Class schedule is subject to change
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