Department of Psychology,
Counseling and Guidance
Fall 2004
SCHC 7992/School Counseling
Internship II
3 HOURS
Stone,
C. B., & Dahir, C. A. (2004). School counselor accountability: A
MEASUE of student success. Upper Saddle,
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.
1.
demonstrate individual and small group approaches
that promote school success, through academic, career, and personal/social
development for all; (SCSO D.1.)
2.
provide individual, group, and classroom guidance
approaches systematically designed to assist all students with academic,
career, and personal/social development; (SCSO D. 2.)
3.
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)
4.
demonstrate methods and techniques for prevention
and early intervention to maximize school success for all students; (SCSO D.3.)
5.
demonstrate knowledge and skill in the consultation
process, effectively consulting with teachers, administrators, parents,
students, community groups, and agencies as appropriate;(SCSO D.4.)
6.
demonstrate the ability to coordinate and develop
programs and services that enhance school climate for effective student
learning; (SCSO D.5.)
7.
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)
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; (SCSO D.8.)
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; (SCSO D.9.)
10.
demonstrate skill in working collaboratively with
all members in the educational setting of the internship. (SCSO D.10.)
BOR Performance Standards:
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.
Topics:
1.
Program
Evaluation
2.
Case
Conceptualization
3.
Career
Issues
4.
Ethics
5.
Diversity
Activities:
1.
Discussion
2.
Field
Experience
3.
Case
Studies
4.
Exercises
Practice: Students are required to work for 300
total clock hours in an intern setting approved by the departmental internship
committee. One hundred and twenty hours must be direct contact. 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.
You will use the Internet Logging System.
Case
presentation: Students
are required to conduct a case presentation to be scheduled throughout the
semester. The presentation 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. 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. Be sure to follow the
format in the presentation outline.
School
Improvement Plan: Each
student will complete a data driven school improvement plan. Instructions can
be found at the end of the syllabus.
Advocacy
Activity: You will
develop, implement and evaluate an advocacy activity. (See instructions at end
of syllabus for further details).
Portfolio: Students will complete their
Comprehensive Developmental School Counseling Program portfolio after compiling
all assignments from this and previous courses. The portfolio will also include
a current resume. A computer disc (CD) must be submitted along with a hard
copy. See Portfolio Outline.
Instructor
Evaluation 15%
Case
Presentation 5%
Internship Log 10%
Portfolio (w/ Resume) 15%
Advocacy
Activity 20%
School
Improvement Plan 20%
Student Evaluation
by Site Supervisor 15%
______________________________________________
Schedule
of Evaluation
Instructor
Evaluation As Scheduled
Case
Presentation As Assigned
Advocacy
Activity November
15
Internship Log December 6
Resume October
25
School
Improvement Plan December
6
Site Supervisor
Evaluation As Scheduled
Grades
in the Practicum and Internship classes are either Pass or Fail with a minimum
of 80% necessary for
a grade of Pass.
VSU policy requires class attendance. Class roll will be taken at each class
meeting. Changes in class calendar will
be announced in class.
Based
upon stated objectives, completion of requirements, and internship evaluation
forms completed by the on-site supervisor. Students will also
present a case presentation during the semester.
Teddi Cunningham, Ph.D., Associate Professor
Department of
Psychology, Counseling and Guidance
Office:
Email: tjcunnin@valdosta.edu
Telephone:
333-5930
Office
Hours: Tuesday 10-1, Wednesday 10-12 and
1-4, and Thursday 10-12
Thursday
PCB Room 107
Final Site Visits
Final Site
Visits will be scheduled in class.
|
Outcome |
Activity |
Assessment |
|
provide academic counseling, career awareness,
developmental counseling, and personal and social counseling to students;
(SCSO D.1.) |
Field Experience Case Study |
Instructor
Evaluation Supervisor
Evaluations Log |
|
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 Presentation Instructor
Evaluation Supervisor
Evaluation |
|
demonstrate methods and
techniques for prevention and early intervention to maximize school success
for all students; (SCSO D.3.) |
Field Experience Discussion |
Rationale Instructor Evaluation Supervisor Evaluation Case Presentation Accountability Study |
|
Demonstrate
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 Case
Study Discussion |
Instructor
Evaluation Site
Evaluation Log Accountability
Study |
|
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 |
Case Presentation Instructor Evaluation Site Evaluation Accountability Study |
|
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 |
|
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; (SCSO D.8.) |
Field Experience |
Site Supervisor Evaluation Instructor evaluation Log Accountability Study |
|
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 Accountability Study |
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.
Part A:
Completed in Internship I
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
Part II:
Completed in Internship 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 7992: Advocacy Activity
Introduction
You
are to develop, implement and evaluate
two hands-on exercises that focus on Board of Regents performance standards IIA(2). The exercise can developed for a classroom guidance
lesson, an individual counseling session or a group counseling session.
Additional Instructions:
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.
Date Assignment
August
19 Introduction
to Course, internship placement
August
26 Textbook
discussion, presentation assignment
September
2 Web
base class discussion, week of site visits
September
9 Case
Presentations, site visits (contd)
September
16 Web
base class discussions
September
21 Case
Presentations
September
30 Web
base class discussion
October
7 Case
Presentations
October
14 Web
base class discussion
October
21 SIP
Presentations
October
28 SIP
Presentations
November
4 SIP
Presentations
November
11 Advocacy
Presentations, CDSCP Portfolio due
November
18 Advocacy
Presentations, CDSCP Portfolio due
November
25 THANKSGIVING
BREAK
December 2 Log
due, course evaluation, CD