Department of Psychology, Counseling and
Guidance
SCHC 7991 School Counseling
Internship
3 HOURS
Stone, C. B., & Dahir, C. A. (2004). School counselor accountability: A
MEASUE of student success. Upper Saddle,
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.
Students
will:
1.
SCSO
D.1. provide academic counseling, career awareness, developmental counseling,
and personal and social counseling to students;
2.
SCSO
D.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;
3.
SCSO
D.3. demonstrate methods and techniques for prevention and early intervention to
maximize school success for all students;
4.
SCSO
D.4. demonstrate knowledge and skill in the consultation process, effectively
consulting with teachers, administrators, parents, students, community groups,
and agencies as appropriate;
5.
SCSO
D.5. demonstrate the ability to coordinate and develop programs and services
that enhance school climate for effective student learning;
6.
SCSO-D.6. demonstrate knowledge of legal enablements and consraints and
skill in applying these to specific counseling situations impacting school
counselors and students.
7.
SCSO
D.7. demonstrate effective counseling and intervention strategies for
individuals and groups of students, including advocating for student access to
school and community programs;
8.
SCSO-D.8. 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;
9.
SCSO-D.9. demonstrate knowledge of the
ethical standards and practices of the school counseling profession, and skill
in applying these ethical standards to specific counseling situations;
10.
SCSO-D-10. demonstrate skill in working collaboratively with all members
in the educational setting of the internship.
BOARD OF
REGENTS PERFORMANCE OUTCOMES
Students
will:
IIA(1). Advocate for school policies, programs and
services that are equitable and responsiveness to cultural differences among
students.
IIA(2). Advocate for
rigorous academic preparation of all students to close the achievement gaps
among demographic groups.
IIA(3). Coordinate a school to career transition plan
for each student.
IIA(4). Provide
leadership in the development, implementation, evaluation, and revision of a
comprehensive school counseling plan that contributes to school renewal by
promoting increased academic success, career preparedness, and social/emotional
development for all students.
IIA(5). Use student
outcomes data to facilitate student academic success.
IIA(6). Provide
individual and group counseling and classroom guidance that promote academic
success, social/emotional development, and career preparedness for all
students.
IIA(7). Collaborate with other professionals in the
development of staff
training, family support, and appropriate community initiatives that address
student needs.
IIA(8). Assess student needs and make appropriate
referrals to school and/or community resources.
1.
School Counselor
Accountability
2.
Case
Conceptualization
3.
Academic, Career and Personal/Social
Issues
4.
Leadership in School
Counseling
5.
Ethics and Laws in
Counseling
Diversity
Activities:
1.
Discussion
2.
Field Experience
3.
Case
Studies
4.
Presentations
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.
Internship
Log: Students will
complete a log based on their individual internship experience. It is important
that you update your 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.
Case
presentation: Students
are required to conduct two case presentations to be scheduled throughout the
semester. Presentations will consist of an actual case from internship, with
appropriate precautions taken to best protect the confidentiality of the client.
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. Ideally, the case presentation will
result in an active discussion among those in attendance, to help formulate
effective interventions. Be sure to
follow the format in the presentation outline.
School
Improvement Plan (SIP):
Students will construct a profile of the school in which they are placed (if you
are at two sites, please choose one). See
SIP outline format for data that is to be included in the school profile.
Students will provide the instructor with a report summarizing the data.
Advocacy
Activity: Students will
develop, implement and evaluate an advocacy activity. (See instructions at end
of syllabus for further details).
Journal:
Students will complete 5 journals that summarize the activities and
experiences at their internship site. The journal is a minimum of two pages and
includes your personal reactions to the basic school counselor functions engaged
in during internship: classroom guidance, small group work, individual
counseling, consultation, advocacy, leadership, program planning/coordination,
etc. Express your joys, concerns, what you have learned, and how you would
improve as a school counselor. The journal report is due on the date of
classroom meetings.
Evaluation
Instruments/Methods
Schedule of
Evaluation
Instructor Evaluation: As scheduled
Supervisor Evaluation: As scheduled with site
supervisor
Case Studies: As assigned
Advocacy Activity: November 18
School Improvement Plan: As assigned
Internship Log: December 2
Journal: August 26, September 9, September 30, October 28, December
2
Instructor
Evaluation
15%
Case
Presentation
15%
School
Improvement Plan
20%
Advocacy
15%
Practicum
Log
10%
Journal
10%
Student
Evaluation by Site Supervisor
15%
________________________________________________
Total
100%
Grades in the Practicum and Internship
classes are either Pass or Fail with a minimum of 80% necessary for a grade of
Pass.
Dr. Karen D.
Rowland, Ph.D., NCC, LPC, Assistant Professor
Department of
Psychology and Counseling
Office: Psychology Building Rm 3
Telephone: 259-5078 or
333-5930
Email: karowlan@valdosta.edu website: http://www.valdosta.edu/~karowlan
Office Hours:
Monday & Wednesday
Friday appointment as needed
DATE AND TIME OF FINAL
EXAM
Final Evaluations will be scheduled with
the instructor, student, and site supervisor from November 27-December
4.
ATTENDANCE
POLICY
|
Outcome Students
will: |
Activity |
Assessment |
|
Provide
academic counseling, career awareness, developmental counseling, and
personal and social counseling to students; (SCSO D.1.) |
Field
Experience Case Study SIP
Presentation |
Instructor
Evaluation Supervisor
Evaluations Log SIP
Presentation Advocacy
Activity |
|
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; (SCSO D.2) |
Field
Experience Case Study SIP
Presentation |
Case
Presentation Instructor
Evaluation Supervisor
Evaluation SIP
Presentation Advocacy
Activity |
|
Demonstrate methods and techniques
for prevention and early intervention to maximize school success for all
students; (SCSO D.3.) |
Field
Experience Discussion Case Study Presentations |
Instructor
Evaluation Supervisor
Evaluation Case
Presentation Log SIP
Presentation Advocacy
Activity |
|
Demonstrat knowledge and skill in the
consultation process, effectively consulting with teachers,
administrators, parents, students, community groups, and agencies as
appropriate; (SCSO-D.4.) |
Field
Experience Discussion Case Study Presentations |
Instructor
Evaluation Site
Evaluation Log SIP
Presentation Advocacy
Activity |
|
Demonstrate the ability to
coordinate and develop programs and services that enhance school climate
for effective student learning; (SCSO D.5) |
Field
Experience Case Study Presentations |
Case
Presentation Instructor
Evaluation Site
Evaluation SIP
Presentation Advocacy
Activity |
|
Demonstrate knowledge of legal
enablements and constraints and skill in
applying these to specific counseling situations impacting school
counselors and students; (SCSO D. 6) |
Field
Experience |
Instructor
Evaluation Site Supervisor
Evaluation SIP
Presentation Advocacy
Activity |
|
Demonstrate effective counseling
and intervention strategies for individuals and groups of students,
including advocating for student access to school and community programs.
(SCSO D.7) |
Field
Experience Case Study Presentations |
Instructor
Evaluation Site Supervisor
Evaluation SIP
Presentation Advocacy
Activity |
|
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 Presentations |
Site Supervisor
Evaluation Instructor
evaluation Log SIP
Presentation Advocacy
Activity |
|
Demonstrate knowledge of the
ethical standards and practices of the school counseling profession, and
skill in applying these ethical standards to specific counseling
situations. (SCSO-D.9) |
Field
experience |
Instructor
Evaluation Site Supervisor
Evaluation |
|
Demonstrate skill in teaming and
working collaboratively with members in the educational setting of the
internship. (SCSO-D.10) |
Field
Experience |
Site Supervisor
Evaluation Instructor
Evaluation |
BOR Performance
Outcomes
|
Outcomes Students
will: |
Activity |
Assessment |
|
Advocate
for school policies, programs and services that are equitable and
responsiveness to cultural differences among students. IIA(1) |
Field
Experience Case
Study Presentations |
Instructor
Evaluation Supervisor
Evaluation Case
Presentation Advocacy
Activity |
|
Advocate
for rigorous academic preparation of all students to close the achievement
gaps among demographic groups. IIA(2) |
Field
Experience Case
Study Presentations |
Instructor
Evaluation Supervisor
Evaluation Case
Presentation Advocacy
Activity |
|
Coordinate
a school to career transition plan for each student. IIA(3) |
Field
Experience Case
Study |
Instructor
Evaluation Supervisor
Evaluation Case
Presentation |
|
Provide
leadership in the development, implementation, evaluation, and revision of
a comprehensive school counseling plan that contributes to school renewal
by promoting increased academic success, career preparedness, and
social/emotional development for all students. IIA(4) |
Field
Experience Presentations |
Instructor
Evaluation Site
Evaluation SIP
Presentation |
|
Use
student outcomes data to facilitate student academic success.
IIA(5) |
Field
Experience Presentations |
Instructor
Evaluation Site
Evaluation SIP
Presentation Advocacy
Activity |
|
Provide
individual and group counseling and classroom guidance that promote
academic success, social/emotional development, and career preparedness
for all students. IIA(6) |
Field
Experience Presentations |
Instructor
Evaluation Site
Evaluation SIP
Presentation |
|
Collaborate
with other professionals in the development of staff
training, family support, and appropriate community initiatives that
address student needs. IIA(7) |
Field
Experience Presentations |
Instructor
Evaluation Site
Evaluation SIP
Presentation |
|
Assess
student needs and make appropriate referrals to school and/or community
resources. IIA(8) |
Field
Experience Presentations |
Instructor
Evaluation Site
Evaluation SIP
Presentation |
School Improvement Plan
(SIP)
Each student
will construct a profile of the school in which they are placed (if you are at
two sites, please choose one). Under the direction of the site supervisor, you
will identify a particular issue related to the school improvement goals and
design, implement, and evaluate an intervention then present it in class to
demonstrate competence.
I.
Review the school improvement goals and
examine the achievement data, attendance
information, behavior referrals, number of suspensions, promotion rates,
graduation rates, postsecondary attending, standardized test results, etc.
You also need to examine demographic information relevant to the school (number
of children, gender, race, number of teachers, etc.) and information about the
community that the students live in.
II.
Interview an administrator, school
counselor, two teachers, a parent, and two students to respond to questions
posed from your examination of one of the issues noted in the school improvement
goals (See I). Identify a problem
that can be addressed during the time you are in the school.
III.
Prepare a report that
a.
summarizes and de-aggregates the school
and community demographic data
b.
includes a discussion of the problems
that the school/students are facing
c.
identifies and justifies the problem you
will address in Part II
IV.
Based on the information learned in #I
and # II, design an intervention (counseling program) to address the issue
identified in # II. You are to include a rationale for you intervention (base
this on the results of #I and # II).
Your intervention MUST address student academic success, social/emotional
development, and/or career preparedness. The intervention will
include:
a.
A
rationale for the counseling program
b.
Pretest and posttest
c.
A
detailed description of a guidance unit, small group, and/or individual
counseling program (at least 5 sessions).
V.
Implement your intervention by first
administering the pretest followed by the counseling program then ending with
the posttest.
VI.
Analyze the results of the pre and post
tests and report on differences noted in the comparison of the pre and post
tests. Your results SHOULD address student academic success, social/emotional
development, and/or career preparedness (ex., improvement in students spelling
test scores, decrease in students suspensions/behavioral referrals/absenteeism,
increase in students with specific postsecondary plans, etc.). You might also
want to report on the results by examining gender, ethnicity, and SES in order
to demonstrate that your program was successful for all
students.
Report your results in written form with tables, graphs and charts to complement your written analysis.
Please prepare a 20 - 30 minutes
PowerPoint presentation of this SIP to present in class on the assigned
date.
Note:
For SES you may
use whether the student is on reduced or free lunch.
Information
to include on the Pre and Post Tests
SCHC
7991: Advocacy Activity
Introduction
You are to develop, implement and evaluate
two hands-on exercises that focus on Board of Regents performance standards
IIA(1). The exercise can developed for a classroom
guidance lesson, an individual counseling session or a group counseling
session.
Additional
Instructions:
IIA(1). Advocate for school policies, programs and
services that are equitable and responsiveness to cultural differences among
students.
IIA(2). Advocate for
rigorous academic preparation of all students to close the achievement gaps
among demographic groups.
IIA(5). Use
student outcomes data to facilitate student academic
success.
SCHC 7991/7992 Case
Presentation
Instructions:
You will write three case studies: one that addresses a career issue, one that addresses an academic issue and one that addresses a
personal/social issue. Each case
study will be posted on the
Please note
that the career case study
must include a career transition plan for the student.
Notes
Date
Assignment
August 19
Introduction to Course, internship placement
August 26
Textbook discussion, presentation assignment
Journal #1 due
September 2
Web base class discussion, week of site visits
September 9
Case Presentations, site visits (contd)
Journal #2 due
September 16
Web base class discussions
September 21
Case Presentations
September 30