SCHOOL COUNSELING PRACTICUM AND INTERNSHIP HANDBOOK

FOR

SITE SUPERVISORS

VALDOSTA STATE UNIVERSITY

College of Education

Department of Psychology and Counseling

901 North Patterson Street

Valdosta, GA

(229) 333-5930

PAGE

Purpose Statement……………………………………………………………………3

School Counseling Program Mission and Vision………………………………….…3

Field Experience………………….……………………………………………...…...4

Practicum Students………………………………………………………….4

Internship Students………………………………………………………….4

Site Supervisor………………………………………………………………5

University Supervisor……………………………………………………….5

Responsibilities of Site Supervisor………………………………..………………….6

Responsibilities of University Supervisor…………………………..………………..7

Responsibilities of Practicum/Internship Students……………………………………8

Suggested Activities for Practicum/Internship Students……………..…………..…...9

Practicum……………………………………………………………………9

Internship…………………………………………………….……………..10

Syllabi………………………………………………………………………………..11

Counseling Practicum Course Syllabus….………………………………....12

Counseling Internship Course Syllabus…………………………………….17

Forms…………………………………………….………………………………..….22

Application for Practicum ………………………………………………….23

Application for Internship…………………………………………….…….24

Internship Agreement..……………………………………………………...25

Weekly Log Sheet……………………………………………………….….27

Practicum/Internship Student Evaluation….……………………………….28

Site Supervision Evaluation…………………………………………...……33

Ethical Guidelines for Counseling Supervision……………………………….……..36

ACES Ethical Guidelines for Counseling Supervisors……………………..37

Georgia PSC Code of Ethics for Educators…………………………………44

Purpose Statement

The supervision of school counseling students enrolled in practicum and internship requires a significant professional responsibility resulting in students who are prepared to enter the counseling profession. This can be an exciting learning experience for both supervisor and the student when the field experience is well designed and implemented. This handbook furnishes information pertaining to the policies, procedures and guidelines established by the Department of Psychology and Counseling, School Counseling Program at Valdosta State University. The purpose of the handbook is to outline program expectations and provide the site supervisor with the information needed to provide an appropriate learning experience for the student.

Official School Counseling Program Mission and Vision

The mission of the Valdosta State University School Counseling Program is to educate professionals who will be leaders in the school environment and who accept responsibility for removing barriers and offering equal access to services for all students. The main emphasis of the School Counseling Program is to train school counselors to provide academic, career, and personal/social counseling and services to assist students from diverse backgrounds in achieving high levels of academic success.

The vision of the School Counseling Program is to educate and train school counselors dedicated to promoting success for all students by:

· developing and implementing comprehensive developmental school counseling programs that will assess and meet academic, career, and psychosocial needs of all students;

· developing community partnerships that provide support to the school counseling program;

· facilitating communication between students, family, school professionals, and the community through teaming and collaboration;

· serving as leaders and role models for students as a means of promoting positive student contributions to the school and community;

· and working with teachers and other school personnel to create a learning environment that will provide students with the skills necessary for academic, career, and personal success in a rapidly changing and diverse society.

Although the School Counseling Program is not CACREP approved, the department has adopted its standards and an application for approval will be submitted in 2003.

Field Experience

Field experience is an integral part of the School Counseling Program and is required each semester students are enrolled in school counseling courses throughout the program of study. Students must provide the instructor with completed field experience applications by the end of the second week of the semester. Applications may be obtained from the instructor or office staff. Students must obtain liability insurance prior to beginning field experience. Applications for liability insurance through the Student Professional Association of Georgia Educators are located in the Dean’s office in the Education Center.

Practicum

There is a fundamental difference in emphasis between the Practicum and Internship. The practicum stresses counseling skills. Individual, small group, and classroom guidance counseling activities should be the students’ primary focus while on site. Practicum requires a minimum of 100 field experience hours in the school setting with 40 of these hours resulting from direct student contact.

Students may enroll in practicum after completing Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Prepracticum (SCHC 7900), and Comprehensive School Counseling (SCHC 7010). Applications for practicum must be submitted and approved by the practicum committee prior to beginning the field placement. Please note that 100 hours at each school level (elementary, middle, and high school) must be acquired during practicum and internship. The other 500 hours may be completed in one setting.

Internship

The Internship is intended to provide counseling students with a broad-base practical

experience in school settings. This experience is designed to have interns relate academic and theoretical learning to field experience in the five areas of developmental guidance: individual counseling; small group counseling; classroom guidance; consultation with staff, parents, and community; and program planning and evaluation. The intern is asked to participate in as many activities as feasible in the settings that are similar to the responsibilities of an employed counselor.

The Council for Accreditation for Counseling and Related Educational Programs (CACREP) is the accrediting body for counseling programs. According to CACREP Standard III.H. the school counseling internship occurs in a school counseling setting under the clinical supervision of a site supervisor as defined by Section III, Standard C.1-2. The requirement includes 600 clock hours of internship with 240 of those hours being direct service clock hours. The recommendation is for the internship to occur over two semesters with the student working 20 hours per week at the school site. Students must complete the following courses prior to enrolling in internship: Law and Ethics (LEAD 7210), Conditions of Learning (PSYC 7020), Counseling Theory/Practice (SCHC 7400), Introduction to Counseling as a Profession (SCHC 7800), Career Counseling (SCHC 7820), Prepracticum (SCHC 7900), Comprehensive School Counseling (SCHC 7010) and Group Counseling (SCHC 7450). In addition, prior to enrolling in the internship field placement, the student must pass comprehensive examinations. Applications for internship must be submitted and approved by the internship committee by midterm of the semester before placement and hours cannot be counted until the site has been approved.

Site Supervisor

The site supervisor is the individual at the field site who has primary responsibility for the supervision of the practicum/internship student at the internship site. The Council for Accreditation for Counseling and Related Educational Programs (CACREP) is the accrediting body for counseling programs. According to CACREP Standard III.H. the school counseling practicum/internship occurs in a school counseling setting under the supervision of a certified school counselor as defined by Section III, Standard C.1-2. The requirements of this section indicate a site supervisor must meet the following criteria:

1. a minimum of a master’s degree in counseling or a closely related field and appropriate certifications and/or licenses;

2. a minimum of two years of pertinent professional experience; and

3. knowledge of the program’s expectations, requirements, and evaluation procedures.

University Supervisor

The University Supervisor is a member of the faculty who provides distant supervision of the practicum and internship and will serve as your contact person with the department during the practicum and internship. The faculty supervisor:

provides weekly supervision meetings with students;
works with the school to coordinate the practicum/internship experience;
conducts site visits to evaluate students performance;
is responsible for informing students that they must adhere to the administrative policies, rules, standards, schedules, and practices of the school;
selects students who have successfully completed all the prerequisite courses required to enter practicum/internship.
advises students that they must have adequate liability insurance.

Responsibilities of the Site Supervisor In Practicum/Internship

It is the responsibility of the site supervisor to:

1. Determine whether the experience that can be provided to prospective counseling students in the setting is appropriate and will assist the students in their professional growth.

2. Meet with the counseling student and university supervisor to discuss the goals and objectives of the practicum or internship and specifically how these can be met in the setting.

3. Acquire all official authorization necessary from the school administration for the counseling student to work in the school under the supervision of the site supervisor.

4. Meet at least once a week with the counseling student to provide regular supervision and consultation and be available at other times as needs arise. It is expected that the counseling student and the site supervisor will discuss the specific practicum/internship experience as well as the counseling profession at large in these meetings.

5. Inform the counseling student of the procedures and policies of the school. A suggested but not all-inclusive list of these would be: responsibilities, schedule, assignment of student-clients, emergencies, record keeping, confidentiality, and release of information.

6. Provide regular ongoing evaluation and feedback to the counseling students as to their performance. Site supervisors should contact the university supervisor immediately to discuss any concerns, which may arise during the semester, which they do not feel comfortable handling alone. Problems or concerns should be taken care of in a timely fashion rather than allowed to develop into larger problems.

7. Provide counseling students with a variety of experiences including, but not limited to, one-on-one and group counseling; classroom guidance activities; collaboration; consultation with parents, teachers, and administrators; administrative activities; record keeping; program development, implementation, and coordination; professional development; networking; and public relations.

8. Meet with the university supervisor a minimum of two times during the semester and at other times as dictated by the situation.

9. Meet with the practicum/internship student at the end of the term to provide an evaluation of his/her performance before it is submitted to the university supervisor.

10. Submit to the university supervisor at the completion of the term the Practicum/Internship Student Evaluation.

Responsibilities of the University Supervisor in Practicum/Internship

It is the responsibility of the university supervisor to:

1. Represent the Department of Psychology and Counseling, to function as Instructor of Record, and to submit the counseling students’ official grades to the university.

2. Provide an orientation for prospective practicum and internship students regarding the field experiences.

3. Assist prospective counseling students in locating appropriate practicum and internship sites.

4. Evaluate proposed sites and officially agree to use the sites.

5. Meet with the students and site supervisors during the semester to evaluate the practicum/internship experience and to assist with any problems or issues which may arise.

6. Be available to counseling students and/or site supervisors to work through any problems or issues which may arise.

7. Meet with practicum and internship students regularly during the semester in a group setting for the purpose of bringing them together to share their experiences and to offer support.

8. Conduct an evaluation of the practicum and internship experiences with counseling students and site supervisors.

9. Collect, review, and evaluate students’ Weekly Log of activities.

Responsibilities of Practicum/Internship Students

It is the responsibility of the practicum and internship student to:

1. Locate an appropriate practicum/internship site with the assistance of a faculty member.

2. Complete and submit the Application for Practicum/Internship form to the Program Coordinator by midterm of the semester before Practicum/Internship.

3. Arrange any requested meetings between involved parties (counseling student, site supervisor, and university supervisor).

4. Provide proof of professional liability insurance to the Program Coordinator for the period of practicum/internship.

5. Perform all practicum/internship duties in a professional, legal, and ethical manner, and to contact the site supervisor and/or university supervisor when concerns arise.

6. Notify all clients, that as practicum or internship students, they are training and that they may discuss the client’s case with their supervisors.

7. Become knowledgeable of and follow the policies and procedures of the school in which they are completing their practicum/internship.

8. Follow school and university policies and procedures regarding audio or videotaping.

Suggested Activities for Practicum and Internship Students

The Practicum and Internship are designed to satisfy requirements for professional training as stipulated by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) accreditation standards.

Practicum Students

The following list is presented only as a guideline and is subject to approval by the site supervisor.

· Plan, recruit and run small groups for students

· Plan and conduct individual counseling sessions with a diverse group of students

· Plan and implement a variety of classroom guidance lessons utilizing appropriate technology

· Be available for crisis intervention or drop-in counseling

· Provide orientation for new students

· Assist students in course selection and registration

· Assist students in using the computer career search program such as GCIS

· Participate in parent-teacher conferences

· Work with staff in identifying students at-risk and developing appropriate intervention strategies

· Make regular contact with students in need of special attention

· Attend SST and IEP meetings

· Attend faculty and counseling meetings

· Assist in making DFACS referrals.

· Administer and score standardized tests, and interpret test scores to teachers, parents, and students

· Read and interpret student records

· Observe classrooms

· Review materials in counseling and guidance office

· Review materials appropriate for a parenting class

· Read current school counseling journals to become familiar with trends in the field

Internship Students

In addition to the list suggested for Practicum students, the following list is presented only as a guideline for Interns and is subject to the approval of the site supervisor.

· Be visible in the school halls, cafeteria, and on the playground

· Observe administrators

· Become familiar with the county/city developmental guidance K-12 curriculum

· Become familiar with the role of other ancillary personnel in the school

· Become familiar with possible grant funding sources available for special projects

· Become familiar with grade level curriculum across the basic academic areas

· Plan and participate in the implementation of special large group activities and special projects

· Assist in conducting in-service workshops for staff regarding the developmental guidance program

· Assist in conducting in-service workshops for staff regarding child/adolescent

development

· Assist in the coordination of the developmental school counseling program

· Assist in constructing and implementing program assessment surveys

· Assist in the implementation of systematic developmental school counseling program evaluation

· Conduct accountability studies

· Review catalogs to become familiar with counseling materials

· Develop a resource guide of community resources

· Develop materials for parents, teachers, and counselors aimed at enhancing student academic, career and personal/social performance

· Network with other professional counselors to develop peer supervision and support groups

Syllabi

Counseling Practicum Course Syllabus

College of Education

Valdosta State University

Department of Psychology and Counseling

SCHC 7981: School Counseling Practicum

3 HOURS

Course Description

Practical supervised experience in counseling, career assessment, and report writing in approved sites. Classroom, and weekly meetings with the faculty supervisor will allow students to share their experiences and learn from one another, as well as providing further guidance to students and training in working in a professional setting and presentation of cases to other counselors.

M.Ed. School Counseling Outcome Objectives:

Students will:

1. provide academic counseling, career awareness, developmental counseling, and personal and social counseling to students; (CACREP SCSO D.1. , ASCA)

2. demonstrate knowledge and skill in multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socio-economic status, gender and sexual identity, language, values, social and equity issues on student development and progress in the school setting; (CACREP SCSO D.2 , ASCA, ED Trust)

3. demonstrate methods and techniques for prevention and early intervention to maximize school success for all students; (CACREP SCSO D.3., BOR Principle 4, ASCA, ED Trust)

4. demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate;

(CACREP SCSO D.4., ASCA, ED Trust)

5. demonstrate the ability to coordinate and develop programs and services that enhance school climate for effective student learning; (CACREP SCSO D.5. , ASCA)

6. demonstrate effective counseling and intervention strategies for individuals and groups of students, including advocating for student access to school and community programs; (CACREP D.7., ASCA, ED Trust)

7. demonstrate knowledge and skill in carrying out a comprehensive developmental school counseling program, including organizing and leading group guidance and counseling interventions appropriate to the school level; (CACREP D.8., ASCA)

8. demonstrate knowledge of the ethical standards and practices of the school counseling profession, and skill in applying these ethical standards to specific counseling situations; (CACREP D.9., ASCA)

9. demonstrate skill in working collaboratively with all members in the educational setting of the internship. (CACREP D.10., ASCA)

ACTIVITIES AND REQUIRMENTS

Activities:

1. Discussion

2. Field Experience

3. Case Studies

Requirements:

a. Practice: Students are required to work for 100 total hours in a school setting approved by the departmental practicum committee. The on-site supervisor will complete evaluations of the student during the final week of the semester.

b. Practicum Log: Students will complete a log based on their individual practicum experience. It is important that you update your log on a daily basis. The log also needs to indicate what outcome objective each activity was related to. Late responses will result in a penalty of 10% of assignment grade for each day late. A format is attached to the syllabus

c. Weekly Journal: Students will record their personal reactions to the basic five school counselor functions engaged in during practicum: classroom guidance, small group work, individual counseling, consultation, and program planning/coordination. Express your joys, concerns, what you have learned, and how you would improve in one double-spaced typed page. The journal report is to be turned in during the classroom meetings. For the final journal report, in two pages (typed, double-spaced), you are to provide a summary of your experience including personal reactions to the field experience and the class sessions. Discuss what knowledge and skills of a Comprehensive School Counseling Program you have gained from this experience.

d. Case presentation: Students are required to conduct two case presentations to be scheduled throughout the semester. Presentations will be made of an actual case from practicum, with appropriate precautions taken to best protect the confidentiality of the client. The case may be either an assessment or counseling case. It may be best to present an ongoing case with which you would like some assistance from other class members and/or faculty. You should work with the instructor to select an appropriate case for presentation. The case should follow the attached presentation outline. Ideally, the case presentation will result in an active discussion among those in attendance, to help formulate effective interventions.

The delivery of case #1’s presentation must be done using PowerPoint, and handouts. The second case presentation will follow a structured peer supervision model (to be given out in class). The length of the actual presentation will be approximately one-half hour.

e. Rationale for Theory: Each student will develop a rationale for his or her primary theory. An outline of the components to be included in this paper is attached. (Use APA style of writing).

COURSE EVALUATION

Instructor Evaluation 20%

Case Presentation 20% (10% each case)

Practicum Log 10%

Journal Report 10%

Rationale 10%

Student Evaluation by Site Supervisor 30%

TOTAL 100%

Schedule of Evaluation

Midterm – A site visit will be conducted during the 4^th or 5^th week of class for observation of a small group or classroom guidance activity.

Final – A site visit will be conducted during the 10^th or 11^th week of class for observation of individual counseling or an activity not seen during the midterm visit.

Site supervisors will be provided with evaluation forms.

Grades in the Practicum and Internship classes are either Pass or Fail with a minimum of 80% necessary for a grade of Pass.

COURSE INSTRUCTOR

Karen D. Thompson, Ph.D. Teddi Cunningham, Ph.D.

Assistant Professor Associate Professor, Program Coordinator

Department of Psychology and Counseling Department of Psychology and Counseling

Office: Room 3 (POB) Psychology Building Office: Room 5 (POB) Psychology Building

Telephone: 333-5930 or 259-5078 Telephone: 333-5930 or 259-5079

Email: kathomps@valdosta.edu Email: tjcunnin@valdosta.edu

ATTENDANCE POLICY

Valdosta State University policy requires class attendance. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course.

SPECIAL NEEDS STATEMENT

Valdosta State University, in accordance with the American Disabilities Act, will make arrangements for students who require special assistance due to a disability. If you require some assistance, do not hesitate to advise the instructor. Additionally, if you are not registered with Special Services Programs, you must contact the Special Services Office in Nevins Hall, or call 245-2498.

M.Ed. School Counseling

Outcome

Activity

Assessment

provide academic counseling, career awareness, developmental counseling, and personal and social counseling to students; (CACREP SCSO D.1. , ASCA)

Field Experience

Case Study

Instructor Evaluation

Supervisor Evaluations

Log

Journal

Rationale

Demonstrate knowledge and skill in multicultural counseling issues, including possible effects of culture, race, stereotyping, family, socio-economic status, gender and sexual identity, language, values, social and equity issues on student development and progress in the school setting; (CACREP SCSO D.2 , ASCA, ED Trust)

Field Experience

Discussion

Case Presentation

Instructor Evaluation

Supervisor Evaluation

Rationale

Journal

demonstrate methods and techniques for prevention and early intervention to maximize school success for all students; (CACREP SCSO D.3., BOR Principle 4, ASCA, ED Trust)

Field Experience

Discussion

Rationale

Instructor Evaluation

Supervisor Evaluation

Case Presentation

Journal

demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate;

(CACREP SCSO D.4., ASCA, ED Trust)

Field Experience

Case Study

Discussion

Instructor Evaluation

Site Evaluation

Log

Journal

demonstrate the ability to coordinate and develop programs and services that enhance school climate for effective student learning; (CACREP SCSO D.5. , ASCA)

Field Experience

Case Study

Case Presentation

Instructor Evaluation

Site Evaluation

Journal

Demonstrate knowledge of legal enablements and constraints and skill in applying these to specific counseling situations impacting school counselors and students; (CACREP SCSO D. 6., ASCA)

Field Experience

Instructor Evaluation

Site Supervisor Evaluation

demonstrate knowledge and skill in carrying out a comprehensive developmental school counseling program, including organizing and leading group guidance and counseling interventions appropriate to the school level; (CACREP D.8., ASCA)

Field Experience

Site Supervisor Evaluation

Instructor evaluation

Log

Journal

Rationale

Demonstrate knowledge of the ethical standards and practices of the school counseling profession, and skill in applying these ethical standards to specific counseling situations; (CACREP D.9., ASCA)

Field experience

Discussion

Case Study

Instructor Evaluation

Site Supervisor Evaluation

Case Presentation

Journal

Demonstrate skill in teaming and working collaboratively with members in the educational setting of the internship. (CACREP D.10., ASCA)

Field Experience

Site Supervisor Evaluation

Journal

Counseling Internship Course Syllabus

College of Education

Valdosta State University

Department of Psychology and Counseling

SCHC 7991/2: School Counseling Internship I & II

3 HOURS

Course Description

Prerequisite: SCHC 7981 and Graduate Standing. Practical supervised experience in counseling, career assessment, and report writing in approved sites. Classroom, and weekly meetings with the faculty supervisor will allow students to share their experiences and learn from one another, as well as providing further guidance to students and training in working in a professional setting and presentation of cases to other counselors.

M.Ed. School Counseling Outcome Objectives:

Students will:

1. provide academic counseling, career awareness, developmental counseling, and personal and social counseling to students; (CACREP SCSO D.1. , ASCA)

3. demonstrate methods and techniques for prevention and early intervention to maximize school success for all students; (CACREP SCSO D.3., BOR Principle 4, ASCA, ED Trust)

4. demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate; (CACREP SCSO D.4., ASCA, ED Trust)

5. demonstrate the ability to coordinate and develop programs and services that enhance school climate for effective student learning; (CACREP SCSO D.5. , ASCA)

9. demonstrate skill in working collaboratively with all members in the educational setting of the internship. (CACREP D.10., ASCA)

ACTIVITIES AND REQUIRMENTS

Activities:

1. Discussion

2. Field Experience

3. Case Studies

Requirements:

a. Practice: Students are required to work for 300 total hours in an intern setting approved by the departmental practicum committee. The on-site supervisor will complete evaluations of the student during the final week of the semester.

b. Practicum Log: Students will complete a log based on their individual internship experience. It is important that you update your log on a daily basis. The log also needs to indicate what outcome objective each activity was related to. Late responses will result in a penalty of 10% of assignment grade for each day late. A format is attached to the syllabus

c. Weekly Journal: Students will record their personal reactions to the basic five school counselor functions engaged in during internship: classroom guidance, small group work, individual counseling, consultation, and program planning/coordination. Express your joys, concerns, what you have learned, and how you would improve in one double-spaced typed page. The journal report is to be turned in during the classroom meetings. For the final journal report, in two pages (typed, double-spaced), you are to discuss the structure of the School Counseling Program: discuss the strengths and weaknesses of the program, what changes you would like to see and how would you implement these changes. Your suggestions must be grounded in the school counseling literature.

d. Case presentation: Students are required to conduct two case presentations to be scheduled throughout the semester. Presentations will be made of an actual case from internship, with appropriate precautions taken to best protect the confidentiality of the client. The case may be either an assessment or counseling case. It may be best to present an ongoing case with which you would like some assistance from other class members and/or faculty. You should work with the instructor to select an appropriate case for presentation. The case should follow the attached presentation outline. Ideally, the case presentation will result in an active discussion among those in attendance, to help formulate effective interventions.

e. Rationale for Theory: Each student will develop a rationale for his or her primary theory. An outline of the components to be included in this paper is attached. (Use APA style of writing).

COURSE EVALUATION

Instructor Evaluation 20%

Case Presentation 20% (10% each case)

Practicum Log 10%

Journal Report 10%

Rationale 10%

Student Evaluation by Site Supervisor 30%

TOTAL 100%

Schedule of Evaluation

Midterm – A site visit will be conducted during the 5^th or 6^th week of class for observation of a small group or classroom guidance activity.

Final – A site visit will be conducted during the 11^th or 12^th week of class for observation of individual counseling or an activity not seen during the midterm visit.

Site supervisors will be provided with evaluation forms.

Grades in the Practicum and Internship classes are either Pass or Fail with a minimum of 80% necessary for a grade of Pass.

COURSE INSTRUCTOR

Karen D. Thompson, Ph.D. Teddi Cunningham, Ph.D.

Assistant Professor Associate Professor, Program Coordinator

Department of Psychology and Counseling Department of Psychology and Counseling

Office: Room 3 (POB) Psychology Building Office: Room 5 (POB) Psychology Building

Telephone: 333-5930 or 259-5078 Telephone: 333-5930 or 259-5079

Email: kathomps@valdosta.edu Email: tjcunnin@valdosta.edu

ATTENDANCE POLICY

Valdosta State University policy requires class attendance. A student who misses more than 20% of the scheduled classes of a course will be subject to receiving a failing grade in the course.

SPECIAL NEEDS STATEMENT

M.Ed. School Counseling

Outcome

Activity

Assessment

provide academic counseling, career awareness, developmental counseling, and personal and social counseling to students; (CACREP SCSO D.1. , ASCA)

Field Experience

Case Study

Instructor Evaluation

Supervisor Evaluations

Log

Journal

Rationale

Field Experience

Discussion

Case Presentation

Instructor Evaluation

Supervisor Evaluation

Rationale

Journal

demonstrate methods and techniques for prevention and early intervention to maximize school success for all students; (CACREP SCSO D.3., BOR Principle 4, ASCA, ED Trust)

Field Experience

Discussion

Rationale

Instructor Evaluation

Supervisor Evaluation

Case Presentation

Journal

demonstrate knowledge and skill in the consultation process, effectively consulting with teachers, administrators, parents, students, community groups, and agencies as appropriate;

(CACREP SCSO D.4., ASCA, ED Trust)

Field Experience

Case Study

Discussion

Instructor Evaluation

Site Evaluation

Log

Journal

demonstrate the ability to coordinate and develop programs and services that enhance school climate for effective student learning; (CACREP SCSO D.5. , ASCA)

Field Experience

Case Study

Case Presentation

Instructor Evaluation

Site Evaluation

Journal

Demonstrate knowledge of legal enablements and constraints and skill in applying these to specific counseling situations impacting school counselors and students; (CACREP SCSO D. 6., ASCA)

Field Experience

Instructor Evaluation

Site Supervisor Evaluation

Field Experience

Site Supervisor Evaluation

Instructor evaluation

Log

Journal

Rationale

Demonstrate knowledge of the ethical standards and practices of the school counseling profession, and skill in applying these ethical standards to specific counseling situations; (CACREP D.9., ASCA)

Field experience

Discussion

Case Study

Instructor Evaluation

Site Supervisor Evaluation

Case Presentation

Journal

Demonstrate skill in teaming and working collaboratively with members in the educational setting of the internship. (CACREP D.10., ASCA)

Field Experience

Site Supervisor Evaluation

Journal

Forms

M.Ed. School Counseling

Application for Practicum

Student Information

Name_______________________________ Date____________________

Email Address___________________________________________________________

Telephone number (h)__________________ (w)___________________________

Faculty Supervisor____________________ Advisor_____________________________

Proof of liability insurance______________ (copy attached)

Semester/ Year of enrollment________________________________________________

Site Information

Practicum Site_______________________________

Site Address_____________________________________________________________

School Level _________________________

Days and Hours you will work on-site_______________________________________

Supervisor Information

On-site Supervisor_____________________ Telephone number ____________

Email Address________________________

Highest degree__________________ Type of Certification________________

Years of Experience in School Counseling_________________

Grades level(s) you are responsible for____________________

This site is approved for the ___________________semester only.

Signature of Student_________________ Signature of Advisor__________________

Site Supervisor _____________________

Students may not count hours on-site until this form and the practicum/internship agreement is signed and submitted to the course instructor.

M.Ed. School Counseling

Application for Internship

Student Information

Name_______________________________ Date____________________

Email Address___________________________________________________________

Telephone number (h)__________________ (w)___________________________

Faculty Supervisor____________________ Advisor_____________________________

Proof of liability insurance______________ (copy attached)

Semester/ Year of enrollment________________________________________________

Site Information

Practicum Site_______________________________

Site Address_____________________________________________________________

School Level _________________________

Days and Hours you will work on-site_______________________________________

Supervisor Information

On-site Supervisor_____________________ Telephone number ____________

Email Address________________________

Highest degree__________________ Type of Certification________________

Years of Experience in School Counseling_________________

Grades level(s) you are responsible for____________________

This site is approved for the ___________________semester only.

Signature of Student_________________ Signature of Advisor__________________

Site Supervisor_____________________

Students may not count hours on-site until this form and the practicum/internship agreement is signed and submitted to the course instructor.

INTERNSHIP AGREEMENT

This agreement is made this_____________day of__________________by and between_______________________________(herein after referred to as the SCHOOL) and Valdosta State University (herein after referred to as the UNIVERSITY). This agreement will be effective for a period from____________to ________________ for student___________________________________________.

Purpose:

The purpose of this agreement is to provide a qualified graduate student with an internship experience in the field of school counseling.

The UNIVERSITY shall be responsible for the following:

Selecting a student who has successfully completed all the prerequisite courses and the practicum experience.

Designating a qualified faculty member as the internship supervisor who will work with the SCHOOL in coordinating the internship experience.

Notifying the student that he/she must adhere to the administrative policies, rules, standards, schedules, and practices of the SCHOOL.

Advising the student that he/she must have adequate liability insurance.

The SCHOOL shall be responsible for the following:

Providing the intern with an overall orientation to the agency’s specific services necessary for the implementation of the internship experience.

Designating a qualified staff member to function as supervising counselor for the intern. The supervising counselor will be responsible, with the approval of the administration of the SCHOOL, for providing opportunities for the intern to engage in a variety of counseling activities under supervision, and for evaluating the intern’s performance. (Suggested counseling/therapy experiences are included in the course outline.)

Equal Opportunity:

It is mutually agreed that neither party shall discriminate on the basis of race, color, nationality, ethic, origin, age, sex, sexual orientation or creed.

Termination:

It is understood and agreed by and between the parties hereto that the SCHOOL has the right to terminate the internship experience of the student whose health status is detrimental to the services provided the students in the school. Further, it has the right to terminate the use of the intern if, in the opinion of the supervising counselor, such person’s behavior is detrimental to the operation of the school and/or to students. Such action will not be taken until the grievance against any intern has been discussed with the intern and university officials.

The University has the right to terminate the use of the school if, as determined by the faculty supervisor, the intern is not provided the experiences necessary to meet course objectives. The University has the right to terminate the internship experience if the intern is not receiving appropriate supervision. Such action will not be taken until the grievance against the school has been discussed with the intern, school and university officials.

The names of the responsible individuals at the two institutions charged with the implementations of the contract are as follows:

________________________________________________________________________

Internship Supervisor at the UNIVERSITY Site Supervisor at the School

The parties agree to the above stipulations as indicated by their signatures.

___________________________________ _______________________

Student Date

___________________________________ _______________________

Site Supervisor Date

___________________________________ _______________________

Faculty Supervisor Date

___________________________________ _______________________

Principal Date

Weekly Log Sheet

Student Name_________________ Student ID_________________

Student Log of Activities

Counseling Practicum/Internship

This sheet should provide a summary of all client contact, including counseling sessions, telephone contact, testing sessions, letters, and consultations. Please list all contacts in sequence, including sessions cancelled by either the client or counselor. Indicate the time spent per activity by rounding to the nearest half-hour.

DATE

Time Spent

Outcome Objective Met

Activity:

IS GS TS CS IEP S

SST CG TS O AD OB PA

AD = Advocacy Activities PA = Planning Activities

C = Collaboration O = Other

CG = Classroom Guidance OB = Observation

CS = Consultation Session S = Supervision

GS = Small Group Session SST = Student Support Team

IEP = Individual Education Planning Session TS = Testing Session

IS = Individual Counseling Session

Supervisor Verification

I, __________________________, verify that _________________ has completed the _______________ hours of Practicum/Internship at this field site.

__________________________________ ______________________

Supervisor Date

Practicum /Internship Student Evaluation

For School Setting

INTERN:____________________________________________________________________

SITE SUPERVISOR:__________________________________________________________

SITE NAME and ADDRESS:____________________________________________________

SEMESTER/YEAR:_______________________

MID-TERM EVALUATION:_________ FINAL EVALUATION: ________

Counseling Competencies

GOAL STATEMENT: THE SCHOOL COUNSELOR POSSESSES THE PERSONAL CHARACTERISTICS, KNOWLEDGE, AND SKILLS REQUIREMENTS OF THE EFFECTIVE HELPER, COMPLIES WITH ETHICAL STANDARDS, AND DEVELOPS, MAINTAINS AND PROVIDES EFFECTIVE COUNSELING, GUIDANCE, CONSULATION, ORGANIZATION, AND ADMINSTRATION SKILLS AND EXPERTISE APPOPRIATE FOR A SCHOOL SETTING

DIRECTIONS: PLEASE USE THIS FORM AS A GUIDE TO ASSIST YOU IN THE EVALUATION OF YOUR INTERN.

ASSESSMENT KEY

1 = LOW

2 = LOW AVERAGE

3 = MID AVERAGE

4 = HIGH AVERAGE

5 = HIGH

NO = NOT OBSERVED

NE = NOT ABLE TO EVALUATE

LEAVE BLANK IF A SECTION DOES NOT APPY

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO :

1. Design and implement a developmental guidance program.

THE PROFFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATTING THE ABILITY TO:

_____ a. Understand the psychological, emotional, and physiological development of children and adolescents.

_____ b. Stay familiar with national and state models for comprehensive developmental guidance programs.

_____ c. Assess needs of all students and others served.

_____ d. Adapt/devise, implement, and coordinate a comprehensive developmental guidance curriculum that covers the major areas of developmental needs—personal, social, academic and career.

_____ e. Adapt the institution’s comprehensive developmental guidance model to accommodate specific needs of all student populations; e.g., at-risk, gifted, those with disabilities and minority groups.

_____ f. Develop and coordinate a collaborative team approach to program implementation that involves all members of the guidance team; e.g., students, counselors, parents, teachers, administrators and community resource persons.

_____ g. Plan and conduct classroom guidance activities.

_____ h. Assist classroom teachers in implementing guidance activities.

_____ i. Assist students in educational and career planning.

_____ j. Assist students in transitions between grades or educational levels.

_____ k. Inform students, parents, teachers, and administrators about the developmental _____ l. guidance program and available services.

_____ m. Develop a program budget.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

2. Manage the guidance program.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATIING THE ABILITY TO:

______ a. Conduct needs assessments of students, teachers, and parents to determine

goals and priorities for the guidance program.

______ b. Plan the school guidance program based on needs assessments.

______ c. Develop evaluation instruments to measure student outcomes related to the

guidance program.

______ d. Conduct guidance program evaluation and follow-up studies and share results

with school personnel, parents and students.

______ e. Use results of program evaluation and follow-up studies to improve the guidance

program.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

3. Provide individual and group counseling.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a. Counsel individual students in order to meet remedial, preventive and developmental needs.

______ b. Counsel small groups of students in order to meet remedial, preventive and developmental needs.

______ c. Develop and use effective ways to inform students, staff and parents about procedures for obtaining individual or group counseling services.

______ d. Respond to students, staff and parents in crisis.

______ e. Be an advocate for all students.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

4. Consult with students, teachers, parents, administrators and other interested individuals.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a Consult with students and parents concerning family situations that affect school attitude and performance.

______ b. Consult with teachers concerning classroom situations that affect school attitudes and performance emphasizing classroom management strategies and the developmental needs of students.

______ c. Consult with teachers, administrators and staff to meet individual students need in areas such as attendance, progress and motivation.

______ d. Conduct parent education groups and individual conferences on specific problems/issues related to normal developmental concerns.

______ e. Assist teachers in developing curriculum in areas related to counseling such as career development and psychosocial development.

______ f. Conduct staff development on problem areas that may affect students in schools, such as depression and suicide, attention-deficit hyperactivity disorder, eating disorders and being at-risk of failure.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

5. Coordinate services available to students, their families, teachers and school related personnel.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a. Encourage cooperative relationships among and between the school, business and members of the local community.

______ b. Develop an effective referral process for assisting students and school personnel to obtain specialized services within the school system and agencies within the community.

______ c. Assist special program personnel with student referrals.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

6. Facilitate the educational and career development of all students.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a. Help students understand inter-relationships among and between educational, career, and overall human development.

______ b. Collaborate in identifying, obtaining, and disseminating appropriate educational and career developmental resources.

______ c. Adapt educational and career resources for dissemination to students through infusion in all aspects of the curriculum.

______ d. Encourage teachers to integrate career development activities throughout the curriculum.

______ e. Conduct sessions with students to promote career awareness.

______ f. Provide career and educational opportunity information to students.

______ g. Help students explore post-secondary school education and training opportunities.

______ h. Encourage parents to participate in student planning and participation.

______ i. Help students develop decision-making skills.

______ j. Facilitate student near-term and long-term educational and career planning and decision making .

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

7. To use data to assist increase academic outcomes.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a. Through needs assessment determine the data indicators that need to be collected.

______ b. Determine the means and processes to collect the data.

______ c. Collaborate with school personnel, parents, and community members to analyze the data and determine specific courses of action that address problems in the school environment.

______ d. Interpret student information and assessment scores to students, parents, teachers and administrators.

______ e. Use appraisal data to assist with decisions on student placement.

______ f. Use assessment data to identify students who have special needs.

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

8. Demonstrate regard for professional development and ethical standards.

THE PROFESSIONAL COUNSELOR PROVIDES EVIDENCE OF COMPETENCE BY DEMONSTRATING THE ABILITY TO:

______ a. Obtain state and national professional credentials.

______ b. Maintain active membership in local, state and national organizations such as the American Counseling Association, the American School Counselors Association and state and local divisions of ACA and ASCA.

______ c. Abide by school board and individual school policies.

______ d. Adhere to school board and individual school policies.

______ e. Participate in professional development opportunities on a continuing basis.

______ f. Continue to follow current and innovative strategies and theories in the field of guidance and counseling.

Qualitative Evaluation

_________________________ _________________

Intern’s Signature Date

_________________________ __________________

Site Supervisor’s Signature Date

_________________________ __________________

Instructor’s Signature Date

Site Supervision Evaluation

Student _________________________ Site ____________________

Supervisor ______________________

SITE SUPERVISION EVALUATION FORM

Site supervisors utilized in our Counseling Internship Program at Valdosta State University provide an extremely vital service to our Master’s level counseling interns’ professional development. Hence, these site supervisors are carefully selected and must meet certain criteria as defined by the Council for the Accreditation of Counseling Related Educational Programs (CACREP), our expected accrediting body. CACREP also requires that these site supervisors be evaluated by the counseling students at the end of each internship semester. Please complete the following evaluation form and return it to the Faculty Member Supervisor prior to the last session of Group Supervision.

NOTE: Modified from Engels and Dameron (1990). The Professional Counseling (2^nd Ed.). AACD Publishing, Alexandria, VA.

COMPETENCIES The Site Supervisor is a skilled professional who is able to:	PERFORMANCE GUIDELINES The Site Supervisor provides evidence of competence by demonstrating the ability to do the following:	ASSESSMENT Low 1 2 3 4 5 High Not Observed (NO)
Teach and apply knowledge of ethical, legal, and regulatory aspects of the profession.	1.1 Inform the intern of the code(s) of ethics of pertinent professional entities (ACA, Lic. Brd., NBCC, etc.)	1		2		3		4		5		NO
	1.2 Inform the intern of legal and regulatory documents and professional standards of practice for licensure and certification in the specialty.	1		2		3		4		5		NO
	1.3 Inform the intern of legal issues that affect counselors and counseling (e.g. privilege and confidentiality, professional disclosure, informed consent, duty to warn, civil and criminal liability).	1		2		3		4		5		NO
	1.4 Inform the intern of ethical/legal issues related to the supervisory process (e.g. dual relationships, evaluation, vicarious liability, etc.).	1		2		3		4		5		NO
	1.5 Model appropriate use of ethical and legal standards.	1		2		3		4		5		NO
Apply knowledge of issues related to the supervisory relationship and process.	2.1 Recognize variables that affect the supervisory relationship (e.g. sex roles, ethnicity, supervisory style).	1		2		3		4		5		NO
	2.2 Establish a supportive environment for the supervisory relationship.	1		2		3		4		5		NO
COMPETENCIES The Site Supervisor is a skilled professional who is able to:	PERFORMANCE GUIDELINES The Site Supervisor provides evidence of competence by demonstrating the ability to do the following:	ASSESSMENT Low 1 2 3 4 5 High Not Observed (NO)
2. Apply knowledge of issues related to the supervisory relationship and process.	2.3 Deal effectively with supervisory resistance	1	2		3		4		5		NO
	2.4 Recognize and clarify the parallel processes between teaching, counseling and supervision.	1	2		3		4		5		NO
	2.5 Use the supervisory relationship as a vehicle for learning about the dynamics of the counseling relationship.	1	2		3		4		5		NO
	2.6 Display sensitivity to the intern’s anxiety relative to feelings of inadequacy and the evaluative nature of the relationship.	1	2		3		4		5		NO
	2.7 Present an openness of self to feedback from the intern relative to the effectiveness of the supervision.	1	2		3		4		5		NO
	2.8 Clarify the intern’s personal and professional needs that affect counseling	1	2		3		4		5		NO
Apply supervision methodology effectively and with sensitivity.	3.1 Relate to the intern in the various roles of: (a) teacher (b) counselor (c) consultant (d) evaluator	1 1 1 1	2 2 2 2		3 3 3 3		4 4 4 4		5 5 5 5		NO NO NO NO
	3.2 Utilize appropriate supervisory interventions, such as: (a) role-playing (b) role-reversal (c) live supervision (d) audio/visual tape critiques (e) group supervision (f) other, ________________________________	1 1 1 1 1 1	2 2 2 2 2 2		3 3 3 3 3 3		4 4 4 4 4 4		5 5 5 5 5 5		NO NO NO NO NO NO
	3.3 Negotiate a mutual agreement with the intern regarding additional readings, training and/or supervision needs.	1	2		3		4		5		NO
	3.4 Clarify to the intern the supervisor’s style of supervision.	1	2		3		4		5		NO
	3.5 Provide equal dimensions of challenge and support.	1	2		3		4		5		NO

COMPETENCIES The Site Supervisor is a skilled professional who is able to:	PERFORMANCE GUIDELINES The Site Supervisor provides evidence of competence by demonstrating the ability to do the following:	ASSESSMENT Low 1 2 3 4 5 High Not Observed (NO)
Apply knowledge and competence in case management, reporting, recording and client assessment and evaluation.	4.1 Monitor the use and interpretations of tests and other assessment techniques.	1	2	3	4	5	NO
	4.2 Assist intern in developing report-writing and record-keeping skills.	1	2	3	4	5	NO
	4.3 Assist intern in integrating assessment results and observations to establish counseling priorities, set appropriate therapeutic goals and make appropriate recommendations.	1	2	3	4	5	NO
	4.4 Assist the intern in assessing client progress.	1	2	3	4	5	NO
	4.5 Monitor intern’s reports to ensure confidentiality of client and supervisor records.	1	2	3	4	5	NO
	4.6 Assist the intern in developing a network and process for referrals.	1	2	3	4	5	NO
Apply knowledge of evaluation of counselor performance.	5.1 Specify criteria and procedures for counselor evaluation.	1	2	3	4	5	NO
	5.2 Identify the counselor’s personal and professional strengths and weaknesses.	1	2	3	4	5	NO
	5.3 Assist the intern in developing and implementing a self-evaluation plan.	1	2	3	4	5	NO
	5.4 Behaviorally focus feedback and evaluation related to counseling skills and developmental issues.	1	2	3	4	5	NO
	5.5 Utilize informal evaluation/feedback as an ongoing, dialogical process.	1	2	3	4	5	NO
Assimilate knowledge of current counseling literature and research, and incorporate that knowledge into the supervision process.	6.1 By showing an understanding of: (a) literature and research (b) current issues and trends (c) historical perspectives	1 1 1	2 2 2	3 3 3	4 4 4	5 5 5	NO NO NO
	6.2 Encourage the intern to reach and to incorporate research findings.	1	2	3	4	5	NO
	6.3 Integrate research findings in supervision and case management.	1	2	3	4	5	NO

Intern’s qualitative evaluation of site supervisor:

ETHICAL

GUIDELINES FOR

SUPERVISION

ETHICAL GUIDELINES FOR COUNSELING SUPERVISORS

ASSOCIATION FOR COUNSELOR EDUCATION AND SUPERVISION

Adopted by ACES Executive Counsel and Delegate Assembly
March, 1993

Preamble:

The Association for Counselor Education and Supervision (ACES) is composed of people engaged in the professional preparation of counselors and people responsible for the ongoing supervision of counselors. ACES is a founding division of the American Counseling Association for (ACA) and as such adheres to ACA's current ethical standards and to general codes of competence adopted throughout the mental health community.

ACES believes that counselor educators and counseling supervisors in universities and in applied counseling settings, including the range of education and mental health delivery systems, carry responsibilities unique to their job roles. Such responsibilities may include administrative supervision, clinical supervision, or both. Administrative supervision refers to those supervisory activities, which increase the efficiency of the delivery of counseling services; whereas, clinical supervision includes the supportive and educative activities of the supervisor designed to improve the application of counseling theory and technique directly to clients.

Counselor educators and counseling supervisors encounter situations which challenge the help given by general ethical standards of the profession at large. These situations require more specific guidelines that provide appropriate guidance in everyday practice.

The Ethical Guidelines for Counseling Supervisors are intended to assist professionals by helping them:

1. Observe ethical and legal protection of clients' and supervisee' rights;

2. Meet the training and professional development needs of supervisees in ways consistent with clients' welfare and programmatic requirements; and

3. Establish policies, procedures, and standards for implementing programs.

The specification of ethical guidelines enables ACES members to focus on and to clarify the ethical nature of responsibilities held in common. Such guidelines should be reviewed formally every five years, or more often if needed, to meet the needs of ACES members for guidance.

The Ethical Guidelines for Counselor Educators and Counseling Supervisors are meant to help ACES members in conducting supervision. ACES is not currently in a position to hear complaints about alleged non-compliance with these guidelines. Any complaints about the ethical behavior of any ACA member should be measured against the ACA Ethical Standards and a complaint lodged with ACA in accordance with its procedures for doing so.

One overriding assumption underlying this document is that supervision should be ongoing throughout a counselor's career and not stop when a particular level of education, certification, or membership in a professional organization is attained.

DEFINITIONS OF TERMS:

Applied Counseling Settings - Public or private organizations of counselors such as community mental health centers, hospitals, schools, and group or individual private practice settings.

Supervisees - Counselors-in-training in university programs at any level who working with clients in applied settings as part of their university training program, and counselors who have completed their formal education and are employed in an applied counseling setting.

Supervisors - Counselors who have been designated within their university or agency to directly oversee the professional clinical work of counselors. Supervisors also may be persons who offer supervision to counselors seeking state licensure and so provide supervision outside of the administrative aegis of an applied counseling setting.

1. Client Welfare and Rights

1.01 The Primary obligation of supervisors is to train counselors so that they respect the integrity and promote the welfare of their clients. Supervisors should have supervisees inform clients that they are being supervised and that observation and/or recordings of the session may be reviewed by the supervisor.

1.02 Supervisors who are licensed counselors and are conducting supervision to aid a supervisee to become licensed should instruct the supervisee not to communicate or in any way convey to the supervisee's clients or to other parties that the supervisee is himself/herself licensed.

1.03 Supervisors should make supervisees aware of clients' rights, including protecting clients' right to privacy and confidentiality in the counseling relationship and the information resulting from it. Clients also should be informed that their right to privacy and confidentiality will not be violated by the supervisory relationship.

1.04 Records of the counseling relationship, including interview notes, test data, correspondence, the electronic storage of these documents, and audio and videotape recordings, are considered to be confidential professional information. Supervisors should see that these materials are used in counseling, research, and training and supervision of counselors with the full knowledge of the clients and that permission to use these materials is granted by the applied counseling setting offering service to the client. This professional information is to be used for full protection of the client. Written consent from the client (or legal guardian, if a minor) should be secured prior to the use of such information for instructional, supervisory, and/or research purposes. Policies of the applied counseling setting regarding client records also should be followed.

1.05 Supervisors shall adhere to current professional and legal guidelines when conducting research with human participants such as Section D-1 of the ACA Ethical Standards.

1.06 Counseling supervisors are responsible for making every effort to monitor both the professional actions, and failures to take action, of their supervisees.

2. Supervisory Role

Inherent and integral to the role of supervisor are responsibilities for:

1. Monitoring client welfare;

2. Encouraging compliance with relevant legal, ethical, and professional standards for clinical practice;

3. Monitoring clinical performance and professional development of supervisees; and

4. Evaluating and certifying current performance and potential of supervisees for academic, screening, selection, placement, employment, and credentialing purposes.

2.01 Supervisors should have had training in supervision prior to initiating their role as supervisors.

2.02 Supervisors should pursue professional and personal continuing education activities such as advanced courses, seminars, and professional conferences on a regular and ongoing basis. These activities should include both counseling and supervision topics and skills.

2.03 Supervisors should make their supervisees aware of professional and ethical standards and legal responsibilities of the counseling profession.

2.04 Supervisors of post-degree counselors who are seeking state licensure should encourage these counselors to adhere to the standards for practice established by the state licensure board of the state in which they practice.

2.05 Procedures for contacting the supervisor, or an alternative supervisor, to assist in handling crisis situations should be established and communicated to supervisees.

2.06 Actual work samples via audio and/or video tape or live observation in addition to case notes should be reviewed by the supervisor as a regular part of the ongoing supervisory process.

2.07 Supervisors of counselors should meeting regularly in face-to-face sessions with their supervisees.

2.08 Supervisors should provide supervisees with ongoing feedback on their performance. This feedback should take a variety of forms, both formal and informal, and should include verbal and written evaluations. It should be formative during the supervisory experience and summative at the conclusion of the experience.

2.09 Supervisors who have multiple roles (e.g., teacher, clinical supervisor, administrative supervisor, etc.) with supervisees should minimize potential conflicts. Where possible, the roles should be divided among several supervisors. Where this is not possible, careful explanation should be conveyed to the supervisee as to the expectations and responsibilities associated with each supervisory role.

2.10 Supervisors should not participate in any form of sexual contact with supervisees. Supervisors should not engage in any form of social contact or interaction which would compromise the supervisor-supervisee relationship. Dual relationships with supervisees that might impair the supervisor's objectivity and professional judgment should be avoided and/or the supervisory relationship terminated.

2.11 Supervisors should not establish a psychotherapeutic relationship as a substitute for supervision. Personal issues should be addressed in supervision only in terms of the impact of these issues on clients and on professional functioning.

2.12 Supervisors, through ongoing supervisee assessment and evaluation, should be aware of any personal or professional limitations of supervisees which are likely to impede future professional performance. Supervisors have the responsibility of recommending remedial assistance to the supervisee and of screening from the training program, applied counseling setting, or state licensure those supervisees who are unable to provide competent professional services. These recommendations should be clearly and professionally explained in writing to the supervisees who are so evaluated.

2.13 Supervisors should not endorse a supervisee for certification, licensure, completion of an academic training program, or continued employment if the supervisor believes the supervisee is impaired in any way that would interfere with the performance of counseling duties. The presence of any such impairment should begin a process of feedback and remediation wherever possible so that the supervisee understands the nature of the impairment and has the opportunity to remedy the problem and continue with his/her professional development.

2.14 Supervisors should incorporate the principles of informed consent and participation; clarity of requirements, expectations, roles and rules; and due process and appeal into the establishment of policies and procedures of their institutions, program, courses, and individual supervisory relationships. Mechanisms for due process appeal of individual supervisory actions should be established and made available to all supervisees.

3. Program Administration Role

3.01 Supervisors should ensure that the programs conducted and experiences provided are in keeping with current guidelines and standards of ACA and its divisions.

3.02 Supervisors should teach courses and/or supervise clinical work only in areas where they are fully competent and experienced.

3.03 To achieve the highest quality of training and supervision, supervisors should be active participants in peer review and peer supervision procedures.

3.04 Supervisors should provide experiences that integrate theoretical knowledge and practical application. Supervisors also should provide opportunities in which supervisees are able to apply the knowledge they have learned and understand the rationale for the skills they have acquired. The knowledge and skills conveyed should reflect current practice, research findings, and available resources.

3.05 Professional competencies, specific courses, and/or required experiences expected of supervisees should be communicated to them in writing prior to admission to the training program or placement/employment by the applied counseling setting, and, in case of continued employment, in a timely manner.

3.06 Supervisors should accept only those persons as supervisees who meet identified entry level requirements for admission to a program of counselor training or for placement in an applied counseling setting. In the case of private supervision in search of state licensure, supervisees should have completed all necessary prerequisites as determined by the state licensure board.

3.07 Supervisors should inform supervisees of the goals, policies, theoretical orientations toward counseling, training, and supervision model or approach on which the supervision is based.

3.08 Supervisees should be encouraged and assisted to define their own theoretical orientation toward counseling, to establish supervision goals for themselves, and to monitor and evaluate their progress toward meeting these goals.

3.09 Supervisors should assess supervisees' skills and experience in order to establish standards for competent professional behavior. Supervisors should restrict supervisees' activities to those that are commensurate with their current level of skills and experiences.

3.10 Supervisors should obtain practicum and fieldwork sites that meet minimum standards for preparing student to become effective counselors. No practicum or fieldwork setting should be approved unless it truly replicates a counseling work setting.

3.11 Practicum and fieldwork classes would be limited in size according to established professional standards to ensure that each student has ample opportunity for individual supervision and feedback. Supervisors in applied counseling settings should have a limited number of supervisees.

3.12 Supervisors in university settings should establish and communicate specific policies and procedures regarding field placement of students. The respective roles of the student counselor, the university supervisor, and the field supervisor should be clearly differentiated in areas such as evaluation, requirements, and confidentiality.

3.13 Supervisors in training programs should communicate regularly with supervisors in agencies used as practicum and/or fieldwork sites regarding current professional practices, expectations of students, and preferred models and modalities of supervision.

3.14 Supervisors at the university should establish clear lines of communication among themselves, the field supervisors, and the students/supervisees.

3.15 Supervisors should establish and communicate to supervisees and to field supervisors specific procedures regarding consultation, performance review, and evaluation of supervisees.

3.16 Evaluations of supervisee performance in universities and in applied counseling settings should be available to supervisees in ways consistent with the Family Rights and Privacy Act and the Buckley Amendment.

3.17 Forms of training that focus primarily on self understanding and problem resolution (e.g., personal growth groups or individual counseling) should be voluntary. Those who conduct these forms of training should not serve simultaneously as supervisors of the supervisees involved in the training.

3.18 A supervisor may recommend participation in activities such as personal growth groups or personal counseling when it has been determined that a supervisee has deficits in the areas of self understanding and problem resolution which impede his/her professional functioning. The supervisors should not be the direct provider of these activities for the supervisee.

3.19 When a training program conducts a personal growth or counseling experience involving relatively intimate self disclosure, care should be taken to eliminate or minimize potential role conflicts for faculty and/or agency supervisors who may conduct these experiences and who also serve as teachers, group leaders, and clinical directors.

3.20 Supervisors should use the following prioritized sequence in resolving conflicts among the needs of the client, the needs of the supervisee, and the needs of the program or agency. Insofar as the client much be protected, it should be understood that client welfare is usually subsumed in federal and state laws such that these statutes should be the first point of reference. Where laws and ethical standards are not present or are unclear, the good judgment of the supervisor should be guided by the following list.

a. Relevant legal and ethical standards (e.g., duty to warn, state child abuse laws, etc.);

b. Client welfare;

c. Supervisee welfare;

d. Supervisor welfare; and

e. Program and/or agency service and administrative needs.

You may also refer to the American School Counselor Association’s (ASCA) Ethical Standards for School Counselors (1998) at www.schoolcounselor.org

Georgia Professional Standards Commission

THE CODE OF ETHICS FOR EDUCATORS

Effective October 10, 2001

Introduction

The Code of Ethics for Educators defines the professional behavior of educators in Georgia and serves as a guide to ethical conduct. The Professional Standards Commission has adopted standards which represent the conduct generally accepted by the education profession. The code protects the health, safety and general welfare of students and educators, ensures the citizens of Georgia a degree of accountability within the education profession, and defines unethical conduct justifying disciplinary sanction.

Definitions

"Certificate" refers to any teaching, service, or leadership certificate, license, or permit issued by authority of the Professional Standards Commission.

"Educator" is a teacher, school or school system administrator, or other education personnel who holds a certificate issued by the Professional Standards Commission and persons who have applied for but have not yet received a certificate. For the purposes of the Code of Ethics for Educators, "educator" also refers to paraprofessionals, aides, and substitute teachers.

"Student" is any individual enrolled in the state's public or private schools from preschool through grade 12 or any individual between and including the ages of 3 and 17.

"Complaint" is any written and signed statement from a local board, the state board, or one or more individual residents of this state filed with the Professional Standards Commission alleging that an educator has breached one or more of the standards in the Code of Ethics for Educators. A "complaint" will be deemed a request to investigate.

"Revocation" is the invalidation of any certificate held by the educator.

"Denial" is the refusal to grant initial certification to an applicant for a certificate.

"Suspension" is the temporary invalidation of any certificate for a period of time specified by the Professional Standards Commission.

"Reprimand" admonishes the certificate holder for his or her conduct. The cautions that further unethical conduct will lead to a more severe action.

"Warning" warns the certificate holder that his or her conduct is unethical. The warning cautions that further unethical conduct will lead to a more severe action.

"Monitoring" is the quarterly appraisal of the educator's conduct by the Professional Standards Commission through contact with the educator and his or her employer. As a condition of monitoring, an educator may be required to submit a criminal background check (GCIC). The Commission specifies the length of the monitoring period.

Standards

Standard 1: Criminal Acts - An educator should abide by federal, state, and local laws and statutes. Unethical conduct includes the commission or conviction of a felony or misdemeanor offense, including DUI/BUI, but excluding minor traffic violations such as speeding, following too closely, improper lane change, etc. As used herein, "conviction" includes a finding or verdict of guilt, a plea of guilty, or a plea of nolo contendere.

Standard 2: Abuse of Students - An educator should always maintain a professional relationship with all students, both in and outside the classroom. Unethical conduct includes but is not limited to:

committing any act of child abuse, including physical and emotional abuse;

committing any act of cruelty to children or any act of child endangerment;

committing or soliciting any unlawful sexual act;

engaging in harassing behavior on the basis of race, gender, sex, national origin, religion or disability;

5. soliciting, encouraging, or consummating a written, verbal, or physical romantic or inappropriate relationship with a student (including dating a student); and

furnishing tobacco, alcohol, or illegal/unauthorized drugs to any student or allowing a student to consume alcohol, or illegal/unauthorized drugs.

Standard 3: Alcohol or Drugs - An educator should refrain from the use of alcohol or illegal or unauthorized drugs during the course of professional practice. Unethical conduct includes but is not limited to:

being on school premises or at a school-related activity involving students while under the influence of, possessing, using, or consuming illegal or unauthorized drugs; and

being on school premises or at a school-related activity involving students while under the influence of, possessing, using, or consuming alcohol. A school-related activity includes, but is not limited to, any activity sponsored by the school or school system (booster clubs, parent-teacher organizations, or any activity designed to enhance the school curriculum i.e. Foreign Language trips, etc).

Standard 4: Misrepresentation or Falsification - An educator should exemplify honesty and integrity in the course of professional practice. Unethical conduct includes but is not limited to:

falsifying, deliberately misrepresenting, or omitting professional qualifications, criminal history, college or staff development credit and/or degrees, academic award, and employment history when applying for employment and/or certification or when recommending an individual for employment, promotion, or certification;

falsifying, deliberately misrepresenting, or omitting information regarding compliance reports submitted to federal, state, and other governmental agencies;

falsifying, deliberately misrepresenting, or omitting information regarding the evaluation of students and/or personnel including improper administration of any standardized tests (changing test answers, copying or teaching identified test items, unauthorized reading of the test to students, etc.);

falsifying, deliberately misrepresenting, or omitting reasons for absences or leaves; and

falsifying, deliberately misrepresenting, or omitting information submitted in the course of an official inquiry/investigation.

Standard 5: Public Funds and Property - An educator entrusted with public funds and property should honor that trust with a high level of honesty, accuracy, and responsibility. Unethical conduct includes but is not limited to:

misusing public or school-related funds or property;

failing to account for funds collected from students or parents;

submitting fraudulent requests for reimbursement of expenses or for pay; and

co-mingling public or school-related funds with personal funds.

Standard 6: Improper Remunerative Conduct - An educator should maintain integrity with students, colleagues, parents, patrons, or businesses when accepting gifts, gratuities, favors, and additional compensation. Unethical conduct includes but is not limited to:

soliciting students or parents of students to purchase equipment, supplies, or services from the educator in a private remunerative capacity;

accepting gifts from vendors or potential vendors for personal use or gain where there may be the appearance of a conflict of interest;

tutoring students assigned to the educator for remuneration unless approved by the local board of education or superintendent.

Standard 7: Confidential Information - An educator should comply with state and federal laws and local school board policies relating to the confidentiality of student records, unless disclosure is required or permitted by law. Unethical conduct includes but is not limited to sharing of confidential information concerning student academic and disciplinary records, personal confidences, health and medical information, family status and/or income, and assessment/testing results.

Standard 8: Abandonment of Contract - An educator should fulfill all of the terms and obligations detailed in the contract with the local board of education or education agency for the duration of the contract. Unethical conduct includes but is not limited to:

abandoning the contract for professional services without the prior release from the contract by the employer; and

willfully refusing to perform the services required by a contract.

Standard 9: Failure to Make a Required Report - An educator should file reports of a breach of one or more of the standards in the Code of Ethics for Educators, child abuse (O.C.G.A. §19-7-5), or any other required report. Unethical conduct includes the failure to make a required report.

Standard 10: Professional Conduct - Professional Conduct - An educator should demonstrate conduct that follows generally recognized professional standards. Unethical conduct is any conduct that seriously impairs the certificate holder's ability to function professionally in his or her employment position or conduct that is detrimental to the health, welfare, discipline, or morals of students (inappropriate language, physical altercations, inadequate supervision, inappropriate discipline, etc.).

Reporting
Educators are required to report a breach of one or more of the Standards in the Code of Ethics for Educators. Educators should be aware of local policies and procedures and/or the chain of command for reporting unethical conduct. Complaints filed with the Professional Standards Commission must be in writing and must be signed by the complainant (parent, educator, personnel director, superintendent, etc.).

The Commission notifies local and state officials of all disciplinary actions. In addition, suspensions and revocations are reported to national officials, including the NASDTEC Clearinghouse.

Disciplinary Action

The Professional Standards Commission is authorized to suspend, revoke, or deny certificates, to issue a reprimand or warning, or to monitor the educator's conduct and performance after an investigation is held and notice and opportunity for a hearing are provided to the certificate holder. Any of the following grounds shall be considered cause for disciplinary action against the holder of a certificate:

unethical conduct as outlined in The Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-2-.03);

disciplinary action against a certificate in another state on grounds consistent with those specified in the Code of Ethics for Educators, Standards 1-10 (PSC Rule 505-2-.03);

order from a court of competent jurisdiction or a request from the Department of Human Resources that the certificate should be suspended or the application for certification should be denied for non-payment of child support (O.C.G.A. §19-6-28.1 and §19-11-9.3);

notification from the Georgia Higher Education Assistance Corporation that the educator is in default and not in satisfactory repayment status on a student loan guaranteed by the Georgia Higher Education Assistance Corporation (O.C.G.A. §20-3-295);

violation of any other laws and rules applicable to the profession (O.C.G.A. §16-13-111); and

any other good and sufficient cause.

An individual whose certificate has been revoked, denied for disciplinary reasons, or suspended may not be employed as an educator, paraprofessional, aide, or substitute teacher.

Authority O.C.G.A. 20-2-200; 20-2-981 through 20-2-984.5

VALDOSTA STATE UNIVERSITY

Department of Psychology and Counseling

Valdosta, GA

(229) 333-5930

TABLE OF CONTENTS

Field Experience

Practicum

Course Description

ACTIVITIES AND REQUIRMENTS

COURSE EVALUATION

TOTAL 100%

COURSE INSTRUCTOR

Office: Room 3 (POB) Psychology Building Office: Room 5 (POB) Psychology Building

M.Ed. School Counseling

Course Description

ACTIVITIES AND REQUIRMENTS

COURSE EVALUATION

TOTAL 100%

COURSE INSTRUCTOR

Office: Room 3 (POB) Psychology Building Office: Room 5 (POB) Psychology Building

M.Ed. School Counseling

Student Information

Site Information

Supervisor Information

Application for Internship

Student Information

Site Information

Supervisor Information

SST CG TS O AD OB PA

INTERN:____________________________________________________________________

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

THE COUNSELOR IS A SKILLED PROFESSIONAL WHO IS ABLE TO:

SITE SUPERVISION EVALUATION FORM

COMPETENCIES

ASSESSMENT

COMPETENCIES

ASSESSMENT

COMPETENCIES

ASSESSMENT

Georgia Professional Standards Commission

THE CODE OF ETHICS FOR EDUCATORS

Effective October 10, 2001