Internship in Professional School Counseling

APPALACHIAN STATE UNIVERSITY

HPC-6900-101 INTERNSHIP IN PROFESSIONAL SCHOOL COUNSELING Tentative Syllabus Spring 2016

Jill Van Horne, Ph.D., LPC, NCC, Phone: 828-262-2590/ cell: 609-713-1957 NCLPSC, NBCT, RPT, EAP Email: [email protected] Office: 336B- RCOE Office Hours: email for appointment Classroom: RCOE 301

Page Document

1 Course Description, Course Requirements Listing

16 Hours Requirements / Student Responsibilities

21 Course Calendar

23 Goals Sheet (form)

24 Site Contact Sheet (form)

25 Case Note Form

26 Weekly Reflection

27 Hours Log

28 Peer Site Visit Reflection Form

29 Verification of Destruction of Recordings Form

30 Case Presentation Format

32 Case Presentation Exam Rating Evaluation Form

35 Tapescript Guidelines

36 Counseling Skills Snapshot (form)

37 Competency Checklist: CACREP Requirements Checksheet

45 Case Presentation Peer Evaluation Form

46 Grading Rubric 6900

* *Internship Checklist: See PSC FIELD EXPERIENCES HANDBOOK* 2

Catalog Description: The internship is the final and most comprehensive field-based experience in the professional school counseling program. Taken after successful completion of practicum and all core coursework, the primary goal of the internship experience is to provide students with a supervised opportunity to perform the activities typically identified with the profession of school counseling. The internship is a learning experience, and the intern is viewed as a counselor-in- training. Hence, training and learning are centered upon the needs of the counselor-in-training. Although not an employee of the school, the intern is expected to demonstrate behavior consistent with practicing, employed school counselors. Successful completion of internship is a culminating prerequisite for recommendation for school counselor licensure.

The internship class provides an opportunity for interns to develop and apply their knowledge and skills in a school counseling setting. Interns become actively involved in implementing a comprehensive developmental school counseling program through counseling, consultation, and coordination with respect to the diversity of culture, race, religion, gender, orientation, and socio- economic status of the populations they serve. Student interns will receive individual and group supervision from site and faculty supervisors, with opportunity for continuous feedback.

Accommodations Regarding Students with Disabilities: “Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations."

Course Objectives/Competencies: 1. Students will complete 600-clock hour internship in a school setting (360 direct service). 2. Students will demonstrate competencies in the following areas: individual counseling, group counseling, classroom presentations, parent and teacher consultation, program planning, program coordination, appraisal, professional development. 3. Students will implement pieces of the Program Planning, Program Management, Program Delivery, and Program Accountability components of the ASCA National Model within their internship experience. 4. Students will increase their self-awareness with regard to ways in which they respond to ethical and professional decisions. 5. Students will gain information about school and community resources available to meet the needs of students and parents within their school setting. 6. Students will learn about the resources offered by their national and state school counseling association and have opportunity to participate in professional associations. 3

7. Students will become familiar with the school counselor appraisal instrument employed at their level of professional concentration.

Course Content: Students in HPC 6900 will enhance their knowledge and skills development in the following CACREP content areas:

1. Foundations 2. Counseling Prevention and Intervention 3. Diversity and Advocacy 4. Assessment 5. Research and Evaluation 6. Academic Development 7. Collaboration and Consultation 8. Leadership

CACREP Curricular Experiences This course is designed to meet the following counselor education accreditation standards as outlined in the 2016 CACREP Standards document under Section 2 Professional Counseling Identity / Counseling Curriculum / F CACREP Common Core Courses / 1 Professional Counseling Orientation and Ethical Practices / Section 5 Entry-Level Specialty Areas / G School Counseling

Statement of Assessment of CACREP Curricular Experiences: The following CACREP Curricular Experiences are assessed using Signature-Assignment based rubrics found at the back of this syllabus:

HPC 6900 Internship in Professional School Counseling meets the following CACREP common core and CMHC and/or NC specialty requirements: CACREP Competency Skill Learning Type of Assessment Standard Activity SECTION 2: PROFESSIONAL COUNSELING4 IDENTITY

2. F. The eight common core areas Counseling Case presentation, audio/video represent the foundational knowledge activities: tape, observation, lesson plans required of all entry-level counselor Individual & Assessment Rubric on the education graduates. Therefore, Group Internship Competency counselor education programs must (1,2,7,8,&10) Achievement Checklist and document where each of the lettered PSC Field Handbook, CCS-R standards listed below is covered in the curriculum. 2. F. 1. h current labor market information Supervision Assessment Rubric on the relevant to opportunities for practice & artifact Internship Competency within the counseling profession (2,3,4,10) Achievement Checklist and PSC Field Handbook, CCS-R 2. F. 1. k strategies for personal and Counseling Assessment Rubric on the professional self-evaluation and activities & Internship Competency implications for practice supervision Achievement Checklist and (2,4,6,7,9,10) PSC Field Handbook, CCS-R 2. F. 1. l self-care strategies appropriate to the Counseling Assessment Rubric on the counselor role activities Internship Competency (2,9,10) & Achievement Checklist and supervision PSC Field Handbook, CCS-R 2. F. 1. m the role of counseling supervision in Counseling Assessment Rubric on the the profession activities Internship Competency (1,2,8,10) & Achievement Checklist and supervision PSC Field Handbook CCS-R CACREP SECTION 3: PROFESSIONAL PRACTICE STANDARD 3. A Students are covered by individual Permission Completing the application professional counseling liability to register process to enter practicum and insurance policies while enrolled in and internship class practicum and internship. enrollment in Assessment Rubric on the course , Internship Competency counseling Achievement Checklist and activities PSC, Field Handbook, CCS-R (1,2,5) 3.B Supervision of practicum and Counseling Assessment Rubric on the internship students includes program- activities Internship Competency appropriate audio/video recordings (1,2,7,8,10) Achievement Checklist and and/or live supervision of students’ & PSC Field Handbook, CCS-R interactions with clients. supervision 3. C Formative and summative evaluations Counseling Assessment Rubric on the of the student’s counseling activities Internship Competency performance and ability to integrate (1,2, Achievement Checklist and and apply knowledge are conducted 6,7,8,9,10) PSC Field Handbook, CCS-R as part of the student’s practicum and Supervision internship. 3. D Students have the opportunity to Counseling Assessment Rubric on the become familiar with a variety of activities Internship Competency professional activities and resources, (1,2,3,8,9) & Achievement Checklist and including technological resources, supervision PSC Field Handbook, CCS-R during their practicum and internship. 3. E In addition to the development of Group Assessment Rubric on the individual counseling skills, during Counseling Internship Competency either the practicum or internship, & Achievement Checklist and students must lead or co-lead a supervision PSC Field Handbook counseling or psychoeducational (1,2,7,8,10) group. 5

Knowledge and Skill Competencies:

Infusion of Counseling Related Research: Students in HPC 6900 will complete assigned activities and read supplemental peer-reviewed journal articles as assigned on a meeting to meeting basis by the instructor on topics driven by group discussion and evident deficits in knowledge on a particular subject. Topics include, but are not limited to: successful parenting programs, ASCA model efficacy, and special populations of children/students in schools.

Method of Instruction: Methods used are didactic and experiential, including structured group activities, role plays, triadic and dyadic skill practice exercises, demonstrations, audio and/or video-recording and playback with instructor feedback and peer feedback. Students must be able to both offer quality verbal feedback to peers and to receive constructive verbal feedback with openness and discernment.

Required Course Materials: Studer, J.R., & Diambra, J.F. (Eds). (2010). A guide to practicum and internship for school counselors in training. New York: Routledge. Digital Recording Device – cell phones are NOT acceptable – must be compatible with Hightail & ASU sound programs. Additional research-based required readings will be given in class to remediate deficit areas.

Recommended Resources: American Counseling Association (2005). Code of Ethics and Standards of Practice. American School Counselor Association (1998). Ethical standards for School Counselors. American School Counselor Association (2004). ASCA National Standards for Students. American School Counselor Association. Role Statement for School Counselors.

Technology Statement: This course will require counselors-in-training to:

● Use word-processing software (Microsoft Word) to complete assignments.

● Use video/audio recording equipment to record and review peer counseling sessions

● Use video/audio recording equipment (HPC) to view/assess peer sessions 6

● Transcript by ear or through the use of a transcription software peer helping sessions for the purpose of self-supervision and to receive supervision feedback from instructor and peers.

● Use Hightail online, encrypted audio-sending service ( www.hightail.com )—free account.

● Occasionally send and/or receive e-mail messages as necessary for course purposes.

Supervision: School counseling interns will be supervised by a university faculty member and an on-site supervisor within the school system. The on-site supervisor shall be a licensed school counselor with a minimum of two years counseling experience. Interns are responsible for scheduling and completing a minimum of one hour per week in individual face-to-face supervision with the on- site supervisor. Additionally, supervision sessions with the university supervisor are required.

Primarily, this takes the form of regularly scheduled group supervision sessions. Second, individual supervision sessions with the university supervisor may be required (weekly, bimonthly, or monthly) as deemed necessary by the university supervisor. Third, interns will receive live supervision during an on-site visit(s) by the university supervisor. The roles of both the university and on-site supervisor involve the professional development of the school counseling intern and are defined in the field placement handbook.

Student Performance Evaluation Criteria: Course Assignments and Activities Students will earn grades of S (Satisfactory) or U (Unsatisfactory). All course requirements must be met satisfactorily in order to earn a grade of "S." Formal exit criteria will be evaluated during an end of the semester conference with the university supervisor. These criteria are based upon the CACREP Standards for Internship, the North Carolina School Counselor Performance Appraisal Instrument objectives, the CCS-R, and the objectives of the specific school counseling program. A summative evaluation verifying satisfactory completion of competencies and job functions will be documented by the university supervisor, and an evaluation of school counseling skills will be obtained from the on-site supervisor. Final grade determination is the responsibility of the university supervisor after consulting with the on-site supervisor. Students are reminded that failure to satisfactorily meet all the following course requirements will lead to failure of the Internship course and, therefore, permanent dismissal from the program.

1. Attendance Policy and Participation: (See policies on attendance and participation below.) The texts, readings, and handouts used in the course are complementary to lectures, discussions, and presentations. Therefore, regular class attendance is expected and necessary to ensure mastery of course competencies. If you know in advance that you must be absent, it is expected that you, the student, will make arrangements to get notes from the missed class 7

and notify the instructor of the reason for the absence prior to class. If more than one class is missed, the student will be required to have a conference with the instructor and withdrawal from the course may be recommended due to the highly experiential nature of the course. See additional ASU policies on attendance and participation. Note: The rigors of graduate training in counseling involve more than simply being able to earn an “A” or “B” in course material. It is recognized that adult learners have many things going on in their lives and that setting priorities is often challenging. As a counselor-in-training, this challenge becomes self- evident early in one’s graduate school life and remains throughout most individuals’ professional career. Learning to balance responsibilities within the context of one’s life is an essential part of developing into a competent and trustworthy clinician. Please note that no late assignments are accepted in this course for any reason—including absences.

2. Participation Policy: With this level of time and task management in mind, students are encouraged to come to class ready to engage in the material, each other, the instructor, and classroom guests with presence, energy, and active verbal involvement. All individuals have their particular challenges to overcome in the graduate classroom setting. However, it is expected of any professional counselor in their work setting to be active, engaged, and able to communicate their thoughts and feelings, intuitions and connections, questions and challenges both thoughtfully and effectively. It is also assumed that they be able to do so assertively in group settings in an appropriate manner. This course, therefore, is not a spectator course. Students are expected to practice reflective professional practice in evaluating self and others in this course and to provide both verbal and written, constructive and affirmative, formative and summative feedback to self and others.

3. Appropriate Professional Performance / Behavior Policy: This is the same policy that is provided in the PSC and CMHC Student Handbooks; please review the full policy there. In review, competencies in the area of demonstration of professional behavior include, but are not limited to: professional ethics, professionalism, self-awareness / self-understanding, emotional stability & self-control, motivation / initiative to learn & grow, multicultural competence, openness to feedback, professional & personal boundaries, flexibility & adaptability, and congruence & genuineness. Students’ academic, behavioral, interpersonal, and professional performance will be evaluated at each class meeting to include the contexts of written work, verbal presentations, interpersonal skills, and professional functioning. Points are earned in an all-or-nothing manner per class. This is because while professional behaviors which make up the whole impression of a persons’ professionalism may be numerous, colleagues’ and clients’ perceptions of their coworkers’ and counselors’ professionalism tends to be a general judgment. Therefore, professionals need to present as 8

possessing the whole package of behaviors. In this course, degrees of ‘active and professional participation’ are:

Exceeds Expectations / Demonstrates Competencies

Meets Expectations / Demonstrates Competencies *

Near Expectations / Developing Towards Competencies

Below Expectations / Insufficient or Unacceptable

* Students must meet a minimum rating of ‘Meets Expectations’ in all 10 of the professional behavior competencies AND attend class in its entirety in order to earn full point credit for that class. Points are earned in all-or-nothing fashion (e.g., someone meeting CCS-R standards who is tardy earns 0 pts.)

Course Requirements: 1. Internship contracts: ASU Internship contracts should be completed by students and their site supervisors and submitted to the university faculty supervisor via mail prior to their first day on-site. Remember, interns cannot be on-site until after this form is signed, submitted, approved through the Graduate School, and on file in the HPC department. Signed contracts may be mailed to: Jill VanHorne, ASU Reich COED 151 College Street #336B, Boone, NC 28608. Notice: Interns are expected to follow the school calendar in the districts in which they are placed – not the ASU calendar. Therefore, the first day of school for the site school is students’ first day and should be listed as such on the contract. The last day of school/internship is the last day of courses for ASU in that semester – plus one week. This allows for bad weather delays in accumulating internship hours. Regardless of when students complete their 600 clock hours, students are contracted to be at their site until the last day of courses in that semester for ASU. ASU contracts should be received in the HPC office prior to the first day of the semester’s public school classes. HPC contracts are due at the first group supervision class meeting. (pass/fail)

2. Competency Checklist and Internship Checklist: Students are expected to satisfactorily meet the requirements listed on the "Competency Checklist" in the Internship/Field Placement Handbook and the companion checklist included in this syllabus. Students should plan these projects into their calendars at the start of the semester with the help of their site supervisors (16 criteria including: data project, multicultural experience, whole- school program or in-service, public relations tool, etc). (pass/fail) 9

3. Peer Site Visits: Students are expected to visit 2 colleagues' school counseling internship sites. These visits allow the opportunity for students to gain insight about ways in which schools and their school counseling programs are similar or different – as well as expose students to different styles of counseling and program management. Students should arrange peer site visits with one another, gain approval from their schools and supervisors, schedule the visits on times/days wherein peers can observe a variety of interventions, and provide driving directions to one another at least one week prior to the site visit. One of the two visits must be to a school that is outside the said intern's area of concentration (e.g., an elementary school intern should make a peer visit to at least one secondary school, and vice-versa) and last a minimum of four clock hours per visit.

Each intern should complete a written reflection summarizing each of the experiences and documenting personal reactions from the peer visit. Please see the end of this syllabus for "Peer Visit Written Reflection" form. The reflection may be submitted electronically to the university supervisor for the purposes of meeting weekly deadlines, but a printed copy (signed by all necessary parties) should be turned into the university supervisor at the group sessions for the purposes of documentation (audit). Please note that the form requires the signatures of the counseling intern you visit and their site supervisor – therefore, you will want to take this form with you to the visitation site on the day of your site visit. (pass/fail)

4. Weekly Reflection/Documentation: Students will submit one written Weekly Reflection per week documenting the date of the week of internship completed, direct and indirect hours completed at the time of submission, verification of at least one hour of individual supervision, and a brief (one page or less) summary of the week's internship experience. A copy of this form is provided in this syllabus. One copy for each week of internship service should be submitted to the university supervisor on Friday afternoon via email in a clearly labeled Word doc that should be labeled according to the professor’s specifications. The signed paper copy (one for each week) is to be submitted at each class meeting; the original copy should be retained by the intern for his/her own records. Please note that over the course of the semester, I need to see evidence of ALL the course objectives in your discussion/reflections: 2. F. 1. h 2. F. 1. k 2. F. 1. l 2. F. 1. m 3. A 3.B 3. C 3. D 3. E 3. J 3. K

3. L 3. M 5. G. 3. a 5. G. 3. 5. G. 3. c 5. G. 3. 5. G. 3. i 5. G. 3. j 5. G. 3. k 5. G. 3. n 5. G. 3. o b g Please document each week which objectives are evidenced in your week’s reflections by circling this on your Weekly Reflection and Log and clearly marking that objective in the text of the reflection discussion. (pass/fail) 10

5. Internship forms: Students are expected to have completed all necessary forms required at the beginning of the semester, as well as evaluation forms at midterm, and other forms required (including multiple evaluation forms) at the end of the semester. Please refer to the Field Experience Handbook forms and the forms contained in this syllabus. Tardiness in turning in paperwork late complicates internship supervision processes considerably and violates guidelines of professional behavior. Students will receive one warning. Following this, a remediation plan for students who demonstrate that this is an area of need will be swiftly enacted. (pass/fail)

6. Internship goals: (PDP) Specific, measurable internship goals based on components of the ASCA National Model shall be submitted in written form and signed by the internship student and site supervisor. Due no later than the projected date of the second group supervision meeting. Update due at midterm; final due at final individual meeting. Please see the sample goal sheet provided in this syllabus. (pass/fail)

7. Case Presentations: Students will prepare three recording-based case presentations portraying their counseling practice with a student client with whom they are working. A midterm and final presentation shall be presented during group supervision sessions, with the third presentation at the time of the faculty supervisor's site visit. The student will present at least 10 minutes of recorded session to the group during the presentation along with the 10 minute written transcription of the taped counseling session. Proper transcription format is included in this syllabus. The student may choose the 10 minutes of audiotape that she/he wishes to transcribe and play. However, the goal of supervision is improvement of clinical skills – therefore, the student should choose one “shining moment” and one “growing edge moment” to play/transcribe for the group during the course of the semester. (Note: the entire audio session will be sent to the university supervisor 72 hours prior to the scheduled presentation.) Three assignments accompany each case presentation tape: a) Case Presentation Form covering the whole session, b) Counseling Skills Snapshot form covering the last 10 minutes of the session, and c) Tapescript covering the 10 minutes of the student’s case presentation to the group. These three documents must be sent to the university supervisor no less than 48 hours prior to the supervision meeting. Late assignments are not tolerated as reflected in #9. A complete case presentation includes a thorough review of skills, theory, client conceptualization, and treatment plan. Your peers will provide oral feedback as well as written feedback (form). You will also be required to meet all criteria on the Case Presentation Rating Evaluation (form) evaluated by the university supervisor. (pass/fail)

8. Live and Recorded Supervision: Students will coordinate and participate in at least one site visit by the university supervisor during the semester. The 3-4 hour visit should include at a 11 minimum a classroom guidance lesson, group session, and individual session. Time should be scheduled for the university and site supervisors to meet and discuss the student’s progress. Additional time should be scheduled for the student to meet with the two supervisors as well. Students will receive feedback from the university supervisor on each observation of service- delivery that day(s). (pass/fail) Additionally, throughout the semester, students will send samples of their individual work with their students via digital audio sound files (in either iTunes form, .wav form, MP3 form) using the online Hightail program to the university supervisor. A total of no less than three (3) hours (180 minutes) of recordings and/or live supervision interventions must be received and reviewed by the university supervisor. If the supervisor deems that the counseling skills portrayed in the recordings or live supervision are unsatisfactory, the supervisor may request that the student record and send more recordings which do portray mastery of those skills. Such recordings must be accompanied by a Tapescript and Counseling Skills Snapshot form. (pass/fail)

9. Active Professional Participation and Demonstration of Professional Behaviors (CCS-R): The rigors of graduate training in professional school counseling involve more than simply being able to master academic course material. Students in their culminating Internship experience also are expected to demonstrate mastery of the following competencies in professional behavior standards both in the Internship course as well as in their site schools: Preparedness, Timeliness, Follow-Through, Attendance, Active Participation, Affirmative Interpersonal Behavior, Honesty, and Integrity. Specifically in the area of classroom/academic performance, such professional behavior standards include, but are not limited to: Openness to new ideas, Flexibility, Cooperation with others, Willingness to accept and utilize feedback, Awareness of own impact upon others, Ability to deal with conflict appropriately, Ability to accept personal responsibility, Ability to express feelings effectively and appropriately, Ability to adhere to legal and ethical guidelines of the profession, Initiative and motivation, and Self- awareness. Students’ academic, behavioral, interpersonal, and professional performance will be evaluated regularly in the context of demonstration of written, quantitative, and interpersonal skills, as well as overall professional functioning. In keeping with these expectations, please note that no late assignments are accepted in this course. Also, please note the statements regarding the use of substances in the PSC Field Experience Handbook. (pass/fail)

For the purpose of this course, degrees of ‘professional participation’ are defined as:  Exceeds Expectations / Demonstrates Competencies (5)* = the counselor or trainee demonstrates strong (i.e., exceeding the expectations of a beginning professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

 Meets Expectations / Demonstrates Competencies (4)* = the counselor or trainee demonstrates consistent and proficient knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) 12

and behavior(s). A beginning professional counselor should be at the “Demonstrates Competencies” level at the conclusion of his or her practicum and/or internship.

 Near Expectations / Developing towards Competencies (3) = the counselor or trainee demonstrates inconsistent and limited knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

 Below Expectations / Insufficient / Unacceptable (2) = the counselor or trainee demonstrates limited or no evidence of the knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

 Harmful (1) = the counselor or trainee demonstrates harmful use of knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

10. Group and Individual Supervision Meetings: Attendance and participation at all of the group and individual supervision meetings is mandatory. There will be no ‘make-up’ meetings scheduled for those who miss a group meeting or portion of a group meeting. The instructor has given far-advanced notice of the dates of the internship meetings, and those dates are when the course will meet. Professionalism demands that minor student welfare remain the priority and focus of the internship experience. To that end, group supervision meetings will conclude only after all formal and informal case presentations have concluded (including, but not limited to: skills, theory, conceptualization, treatment plan discussion). To this end, meetings will last a minimum of 3 hours and a maximum of 10 hours per meeting on specified days. In the case of inclement weather which prohibits a class meeting, the instructor will schedule a group supervision make-up meeting. While effort will be made to take student schedules into account, the makeup date is scheduled at the sole discretion of the instructor. Therefore, students are hereby put on notice that they need to schedule their semester with this understanding in mind. (pass/fail)

Overall Expectations of the Instructor

1. Readings and Assignments: Effective learning is enhanced when students complete all reading assignments, written assignments, and experiential exercises. The input of each student is valuable. There is much that we can learn from each other’s contributions, but only if all students are prepared for class upon arrival—having read that week’s assignments, prepared for any activities or sessions to be conducted in that class, and mindfully planning in advance for upcoming assignments / experiences or reflecting upon past experiences such that the reflections can be shared with peers. 13

2. Writing Style: All work is expected to be of graduate level caliber. Papers should be written using current APA style. You are encouraged to have your work proofread prior to turning it in. Excessive typographical and grammatical errors detract from the content of your work and will be reflected in your grade. All assignments should be typed with 1 inch margins, double-spaced, and stapled—except as otherwise noted. Double sided use of paper is encouraged. Fancy packaging is unnecessary. Only original work will be accepted (not Xeroxed).

3. Timely Submission of Assignments: It is expected that all assignments will be submitted at the beginning of class on the deadlines noted in this syllabus. Late assignments will not be accepted except for extraordinary circumstances that are pre- approved by instructor.

4. Electronic Communications: Cell phones, notebook/tablet/computers, etc. are one way of communicating with others in the world around us. Another way, one which adds depth to the experience in the present moment, is communicating with the fullness of our presence (words, thoughts, and actions) with those immediately around us—being fully engaged in the present moment. The efficacy of counseling is in the present experience of the moment with others. Students are, therefore, asked to deactivate these devices prior to class starting. Cell phones, etc. may be checked while on scheduled class breaks. As a professional counselor you would not interrupt your client session to text or take a personal call (unless it was an emergency—and even then, schools have strict policies in place for staff use of cell phones and other devices that distract from direct instruction and supervision of students). Therefore, please give your classmates the same high quality of respect and attention that you would give your clients/kids. If you are unable to act in a professional manner you may be asked to leave the class.

Statement of Informed Participation Counselor-trainees will be prepared to actively participate in class discussions and activities – both in supervision meetings as well as on-site. Participation assumes that the counselor-trainee has prepared the material before class/school workday, has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning. The instructor reserves the right to remove a counselor-trainee from the course for demonstrated lack of participation or for inappropriate participation in the academic course or in the field (as per the Professional Behavior Standards). In the case that the student intern earns a failing grade or grade of “Incomplete” in the internship course, it should be noted that both the HPC and PSC Handbooks dictate that the student must be permanently removed from the course and program. 14

Liability Insurance Students are required to carry professional liability insurance. Interns are automatically covered by ASU's Liability Insurance upon registration. Additional information regarding insurance offered through ACA or ASCA is available in the departmental office. Students must also have received clearance from an ASU Criminal Background Check and a TB test within the past year.

Student Responsibilities: 1. The internship requires a minimum of 600 clock hours with a minimum of 360 clock hours of direct service work as defined in the Field Experiences Manual for Counselor Education. The remaining 240 clock hours are spent in other counseling-related activities at the site. Please note that all internship hours should be completed by the end of final exams for the relevant semester. In the event that adverse weather prevents the student from completing the required clock hours, the internship experience may need to be extended past the semester break (in accordance with the public school calendar). By the 2nd Group Supervision Session: 2. Bring evidence of negative TB results. You will be pulled from your site without them. 3. Provide site contact information, including written driving directions detailing the route from the RCOE to the site—see contact information sheet in this syllabus. 4. Develop and submit a minimum of five (5) individual learning goals for the internship experience. These goals should be based upon the concrete, measurable and obtainable activities over the course of the internship experience, and based upon the ASCA National Model Framework. A minimum of one goal should be addressed for each of the four main components: Foundation, Delivery System, Management, and Accountability. Additional key themes to address may include: counseling skills, self-awareness, case conceptualization skills, professional involvement, group facilitation, networking, etc.

General Documentation: (not comprehensive) 5. Maintain written case notes of caseload-clients seen during internship (See case notes form at the end of the syllabus) and submit them to your university supervisor at each meeting. 6. Complete and submit all required forms per Internship/Field Experience Handbook and this syllabus. 7. Present 3 tapes/presentations of counseling sessions to include both oral and written case presentations formats (guidelines for case presentations are included in this syllabus) – two tapes and one live supervision. 8. Maintain a time log and typed weekly reflection that includes a description of your field experience activities, the date of the field experience, the amount of time spent (direct and indirect contact), reflections on the experience, and questions that you may have as a result of the 15 experience. You will submit a copy of your Weekly Reflection/ Documentation sheets to faculty supervisor for review at each group supervision session.

Supervision & Site Visits: 9. Attend and actively participate in scheduled group supervision sessions. 10. Coordinate site visits between site supervisor and faculty supervisor. 11. Coordinate and participate in peer site visits (2).

12. Prepare for and attend individual supervision sessions with the faculty supervisor as deemed necessary throughout the semester. This may include additional tapes/ transcriptions to be due to the faculty supervisor 72 (audio) and 48 (paperwork) hours prior to the scheduled meeting.

Career Readiness: 13. Create a resume and cover letter for peer review – due at the second to the last group meeting. 14. Create either a paper or online professional portfolio – due at the last group.

Memberships associated with the Profession of Counseling: Students are encouraged to join state and national professional organizations and keep up to date with publications such as the Journal of Counseling and Development and Professional School Counseling.

Web Sites (by organization/topic) The ethical codes & information found at these sites are relevant knowledge for this course: American Counseling Association: www.counseling.org American School Counselor Association www.schoolcounselor.org North Carolina School Counselor Association www.ncschoolcounselor.org National Board for Counselor Certification: www.nbcc.org Association for Play Therapy: www.a4pt.org

~~~ASU Policies~~~

Inclement Weather: In the event of serious weather problems that could affect the safety and well-being of students and/or the instructor traveling from off-campus, the instructor will consult with the department chair and make a decision regarding whether class will be held. In the event that class is postponed, students will be contacted by email. Students are responsible for checking messages before leaving for class. As a last resort, and only in those cases where 16 checking email or reaching other classmates is impossible, students may text the instructor via cell phone to inquire about class. Classes postponed due to inclement weather will be rescheduled or compensated for through other arrangements or assignments.

6.3 Student Absences From Class / 6.3.1 General Attendance Policy 6.3.1.1 It is the policy of Appalachian State University that class attendance is an important part of a student’s educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes. In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class. Faculty, at their discretion, may include class attendance as a criterion in determining a student’s final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus. A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. Further, if a class meets only one time per week—e.g., a laboratory or an evening class—the student must attend the FIRST meeting of that class or risk losing her or his seat. 6.3.1.2 A syllabus is to be prepared for each course and distributed at the first of the semester. The syllabus should include the following: an explanation of course goals and objectives, the name of the text and any other materials required of each student, the instructor’s office hours, an explanation of how the grade is to be determined, and an explanation of any additional reading, papers, projects and examination which the instructor expects to give or assign. 6.3.1.3 Syllabi for courses taught in the present and previous semester should be on file in the departmental offices and should be made available to students who request them. These syllabi would indicate the structure of courses as they are being or have been taught. 17

6.3.1.4 If a student does not regularly attend an audited course, the instructor may request an administrative withdrawal grade to be assigned. The instructor should provide documentation to the Registrar’s Office with the recommendation. 6.3.1.5 The Student Health Services DOES NOT write medical excuses for students who miss a class for illness or injury. However, faculty may call Student Health Services at (828) 262-3100 to verify the day and time the student was seen. The nature of the student’s illness or problem will not be divulged unless the student has signed the appropriate release of medical information. 6.3.1.6 Classes prior to a university break or a state holiday end with the student’s last meeting time for the day preceding the break or holiday. 6.3.2 Attendance Policy Relating to Participation in University-Sponsored Activities 6.3.2.1 As an integral part of the academic program at Appalachian State University, the University sponsors and otherwise supports co-curricular programs, athletic programs, and other out-of-class activities such as field trips. Participation in such activities occasionally requires a student to miss one or more class meetings. 6.3.2.2 A student who expects to miss one or more class meetings because of participation in a University-sponsored activity has several responsibilities: the student (in person) will notify the instructor in advance of any absence; the student is expected to complete all work missed by making up the work in advance or by completing any compensatory assignment that may be required by the instructor; the student is expected to maintain satisfactory progress in the course; and the student (otherwise) is expected to maintain satisfactory attendance in the class if so required. In the event that a student anticipates that participation in a University-sponsored activity will require missing more than 10% of the class meetings, the student is required to discuss this matter with her or his instructor at the beginning of the semester and may be advised to drop the course. 6.3.2.3 If the above responsibilities are met, it is expected that the instructor will excuse the absence and permit the student to make up missed work in whatever manner the instructor deems appropriate. 6.3.3 Emergency Absences. When a student is out of town and unable to return to campus due to hospitalization, death in the family, or other extenuating circumstances, the student or the student’s parents may contact the Office of Student Development to request that professors be notified as to the reason for the absence. This notification is conveyed to the appropriate departmental office as a matter of information only and does not serve as an official excuse for class absence. Only individual faculty members make this determination, and documentation may be requested by the faculty members. The Office of Student Development does not provide this service when notification is received after the absence has occurred. Also, if a student is in town, that student is responsible for notifying the individual faculty members that she/he will be missing class

Disability Services: Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the 18

Americans with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973. If you have a disability and may need reasonable accommodations in order to have equal access to the University’s courses, programs and activities, please contact the Office of Disability Services (828.262.3056 or www.ods.appstate.edu).Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Academic Integrity Code: I. Introduction Appalachian State University’s Academic Integrity Code is designed to create an atmosphere of trust, respect, fairness, honesty, and responsibility. The Academic Integrity Code outlines “user-friendly” procedures and mechanisms for resolving alleged violations of academic integrity. The Academic Integrity Code is the result of cooperation among Appalachian’s faculty, students, and administrators, and promotes a campus dialogue about academic integrity. All members of the Appalachian State University community are responsible for promoting an ethical learning environment.

II. The Academic Integrity Code Students attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage. o Students will oppose every instance of academic dishonesty. Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link: http://studentconduct.appstate.edu/

Statement on Student Engagement with Courses: The following statement has been approved by the Faculty Senate and the Academic Policies and Procedures Committee: In its mission statement, Appalachian State University aims at “providing students a rigorous liberal education that emphasizes transferable skills and preparation for professional careers” as well as “maintaining a faculty whose members serve as excellent teachers and scholarly mentors for their students.” Such rigor means that the foremost activity of Appalachian students is an intense engagement with their courses. In practical terms, students should expect to spend two to three hours of studying for every hour of class time. Hence, a fifteen hour academic load might reasonably require between 30 and 45 hours per week of out-of-class work.

Notes about the Course Calendar: The tentative course calendar appears below. Because of potential inclement weather, students will need to remain flexible. Understanding that the internship course is necessary to graduation, students will need to make the internship course a priority in their schedules. In the event that rescheduling a group supervision meeting becomes necessary, students need to be prepared to avail their personal schedules to the group, making group supervision make-up a priority – as a grade of “S” in internship largely hinges on formal and informal assessment of learning that 19 takes place in the group supervision meetings – and graduation hinges on successful completion of internship – and licensure hinges upon this as well. 20

Tentative Schedule

Date Class # Due Text Dec. 4th 1 (3 hours) Organizational meeting: Bring personal calendar, syllabus, and NA remaining contract paperwork, notepad for assignments and notes. BEFORE Obtain digital recording device, create a 15 second voice recording January Send the recording through your hightail account to Van Horne 10th Turn in your TB test results to Van Horne’s box Turn in all your Internship registration paperwork January 2 (3 hours)  Bring course syllabus, Field Experience Handbook, Ch. 1-4 12th Diambra text  “Handbook Understanding and Acknowledgment” signed and turned in  Bring personal calendars (we will record public school special dates)  Bring TB test results if not turned in yet  Bring Site Supervisor Supervision Training Form  Pre-selected Data Sheet  Bring Self-Assessment of CCS-R January 3 (3 hours)  Evidence of negative TB test results (copy); if not in, will Ch. 5,6 19th be pulled from site  Site contact information sheet  Learning goals for semester (copy) PDP  School Scavenger Hunt (copy)  Course syllabus  Field Experience Handbook, Diambra text  weekly reflection and documentation (copy)  Hardcopy w/signatures  School Population Diversity Survey  Case notes (copies) (DUE EVERY MEETING)  *come ready to schedule site visit* Case presentations: A1 - Brooke  Don’t forget: Peer Evaluation forms (4 copies)  Case Presentation Exam Rating form (1) February 5 (3 hours) Case notes Ch. 7,8 2nd Weekly reflection and documentation (copy) Case presentations : B1 - Kelly Jean February 6 (3 hours) Case notes Ch. 9 9th Weekly reflection and documentation (copy) Case presentations: C1- Katie February 7 (3 hours) Case notes Ch. 10 16th Weekly reflection and documentation (copy) Case presentations: D1 - Emily February 8 (3 hours) Case notes Ch. 11 21

23rd Weekly reflection and documentation (copy) Case presentations: SMART Goals (Updated) Site Sup. Midterm Eval. CCS-R Student Midterm Eval. Univ. Sup. Midterm Eval. Case presentations : E1 - Amanda March 9 (10 hours) Case notes Ch. 12 19th Weekly reflection and documentation (copy) Case presentations: A2- Brooke B2 -Kelly Jean C2 - Katie April 16th 10 (6 hours) Case notes Ch. 13 & Weekly reflection and documentation (copy) 14 Case presentations: Go over Graduation and Licensure Procedures, Form, & Questions Case presentations : D2 - Amanda E2- Emily April: 7th Site visit (4 hours/1 To: ______hour supervision) April: 14th Site visit (4 hours/ To: ______1 hour supervision) April: 21st Site visit (4 hours/ To: ______1 hour supervision) April: 26th Site visit (4 hours/1 To: ______hour supervision) April: 28th Site visit (4 hours/ To: ______1 hour supervision) Individual Individual Meetings: Final Evaluations and Paperwork (plan for 60- meetings 90 minutes) (1.5 hours) Due: Summary of Internship Supervisory Data Sheet (2) Two Competency Checklists (1 handbook/1 syllabus) (2) Site Supervisor Evaluation of Student CCS-R Self-Assessment of CCS-R Site Eval. Form(1) Student counselor evaluation of on-site supervisor (1) HPC Eval. Form(1) Smart Goals sheet (PDP) (2) Folder of Artifacts Verification of Destruction of Recordings Form Student Eval. Of University Supervisor form (mail to L. Baruth after this meeting) (2) peer site reflections LPC/NCC Supervision Verification (2) Grading Rubric for 6900 Professional Portfolio to Share Licensure process! 22

Outline your proposed field experience goals using the ASCA National Model Framework (below) by listing the activities you will complete during the internship experience.

PROFESSIONAL DEVELOPMENT PLAN (PDP)… Internship Counselor Trainee Goals

Outline your proposed field experience goals using the ASCA National Model Framework (below) by listing the activities you will complete during the internship experience.

Goal Area Observable Goal Date Confirmatory Statement (Activity) Accomplished Student Initials Foundation

Management

Delivery

Accountability

Supervision I will engage in a minimum of one hour per week of direct supervision with my site supervisor.

Counselor Trainee: ______Date: ______

Faculty Supervisor: ______Date: ______23

INTERNSHIP SITE CONTACT SHEET

Intern Name: ______

Intern School Site Name: ______

Site Supervisor: ______

Phone Number and Email where Site Supervisor can be reached swiftly and directly:______

Site Principal/Assistant Principal: ______

School Mailing Address: ______

School Phone Number: ______

Explicit Driving Directions to the School from RCOE: ______

Description of Site and Primary Duties of PSC Site Supervisor at School Site:

ES MS HS K-8 K-12

504 EC RTI EOG EOC

Parent Conf. GRP SSTeam ______

Confidential Case Notes (example) 24

Student Client: (First Name or Initials) ______Date of Session: (Day of Week, Month/Day/Year) ______Session #: ______Type of Session: ______Start Time: ______Stop Time: ______

Presenting Problem:

Referred by:

Session Goals:

Impressions / Observations:

Date and Plan for Next Meeting:

Counselor Signature: ______

University Supervisor Signature: ______

______Student Initials ______Counselor Initials 25

Weekly Reflection and Documentation Form for Internship *** To be used in conjunction with “School Counseling Internship Log” (Handbook)***

Name______Date______

Total # of Hours for the Semester: Total ______(Direct ______Indirect ______)

Course Objectives Evidenced this Week in Discussion Below and in Weekly Log (circle all that apply): 2. F. 2. F. 2. F. 2. F. 3. A 3.B 3. C 3. D 3. E 3. J 3. K 1. h 1. k 1. l 1. m

3. L 3. M 5. G. 5. G. 5. G. 5. G. 5. G. 5. G. 5. G. 5. G. 5. G. 3. a 3. b 3. c 3. g 3. i 3. j 3. k 3. n 3. o

Reflection of the Week's Activities: (activities/tasks and meaning made from experiences)

I provided one hour of supervision this week to this student intern on __/ /_ at __:__ CACREP Content Areas addressed were (please circle one or two that were discussed):

Individual counseling and interventions Research/Evaluation of program Diversity and advocacy Student assessment Collaboration/consultation w/stakeholders School leadership Foundations/professional identity Academic development

______Site Supervisor Signature Date ______Student's Signature Date ______University Supervisor’s Signature Date SCHOOL COUNSELING PRACTICUM/INTERNSHIP HOURS LOG 26

~~SAMPLE~~

Intern’s Name: ______Date Turned In______

Site/School Name: ______

Site Supervisor: ______

WEEK 1 WEEK 2 WEEK3 WEEK MONTHLY Activity From: From: From: 4 TOTAL To: To: To: From: To: Individual counseling (DS) Academic advising (DS) Group counseling (DS) Classroom presentations (DS) Career counseling (DS Consultation services (DS) Collaboration (DS) Parent conferencing (DS) Family counseling (DS) Referral (IS) Testing (IS) Report writing (IS) Scheduling (IS) Individual Supervision (IS) Group Supervision (IS) Professional Development (IS) Weekly Total

PEER SITE VISIT WRITTEN REFLECTION 27

Name______Date of Visit ______

Name of School Site Visited______

Name of Classmate/Peer Assigned to this School ______

Site Visit began at ______AM/PM and ended at ______AM/PM

Written Reflection Regarding Peer Site Visit:

______Visiting Student's Signature Date

______Peer/Classmate (Home Campus) Signature Date

Verification of Destruction of Audio/Video Recordings 28

I, ______, verify that I have destroyed all copies of audio and/or visual recordings made during my field experiences. This includes, but is not limited, to: 1. any or all devices on which the original sound/video file was recorded,

2. any or all devices onto which the recorded files were uploaded,

3. any or all transmission programs (e.g., Hightail) by which recordings were sent to supervisors,

4. any or all objects onto which the recordings were copied for the purpose of conveyance (cd, etc),

5. any and all “downloads” files on any of these programs and/or devices,

6. any and all “trash”, “recycling”, or deleted files receptacles.

In the case that any question should arise hereafter regarding this legal and ethical matter, I am hereby attesting to fact that the permanent and complete deletions/destructions of these recording files were executed on ___/___/___ at ___:___ am/pm.

______Student Signature Date ______University Supervisor Signature verifying receipt of this form Date 29

GUIDELINES FOR CASE PRESENTATION AND FORMAT (example for practicum – STANDARD for Internship) The case presentation provides opportunities for interactive group supervision and consultation. Case presentations must include a cued audio/video tape ready to be played for the class, for about 10 to 15 minutes. Bring two copies one for the instructor and yourself . You will use this form to introduce your client and assist you in discuss your case. Your introduction and review of the tape should take no more than 20 minutes- followed by 10 minutes of group discussion.

Presenting Problem: State the client's perception of the problem, onset and durations of symptoms, durations; influence on the client, family and career. Include any related problems and circumstances. Developmental History and Bio-psychosocial history: Describe the developmental milestone as related to presenting problem, current developmental stage of the client and family and provide a complete bio-psychosocial of the client. Current Environment: Describe the individual's current circumstances, including support systems, significant relationships, career and/or school involvement, significant interests and other activities, etc. Identify the effects of racism, discrimination, sexism, power, privilege, and oppression. Mental Health History: Describe any current and past treatments for mental health, substance use, or co- occurring disorders. Describe any incidents of current and past aggression towards self or others. Describe current Mental Health Status. Psychological Assessments: Include your assessment the following; (a) signs and symptoms of the problem, signs and symptoms including onset and duration of each, (b) differentiates between diagnostic and developmentally appropriate reactions during crisis, disasters, and other trauma-causing events. (c) screening for substance abuse disorders and co-occurring disorders, (d) client’s stage of dependence, change and recovery. Identify cultural bias in the implementation and interpretation of this information. Assessment Interventions: Describe any assessment tools you used and identify cultural bias in the implementation and interpretation considerations. Identify your own racism, discrimination, sexism, power, privilege, and oppression bias that may have influenced the assessment process. Counseling Plan: 30

Describe the specific theoretical approach you are using with your client to accomplish the counseling goals. Provide treatment goals, interventions and any modifications that were made to account for the client’s culture and uniqueness (i.e. diversity). Cultural and Diversity Awareness and Adjustments: Report the client’s cultural and anything that needs to be consider supporting this client’s success in treatment (diversity). Discuss how you have modified the theory, and techniques for your client’s uniqueness. Indicate the research that supports this modification. **Do not use the client's name in the case study; use initials or a fictitious name. Do not write any other identifying information, such as workplace/school, county of residence, use initials, or fictitious names. 31

CASE PRESENTATION EXAM RATING EVALUATION FORM Bring a copy each time you present an audio/video segment.

Date of presentation: ______Tape number: ______

Presenter’s Name: ______Rater’s Name: ______

Section Skills Met Not N/A & Met Number Section I Micro & Relationship Building Skills Presenters has the ability to demonstrate the following to: 1. active attending behavior 2 listen to and understand nonverbal behavior 3. listen to what client says verbally, noticing mix of experiences behaviors, and feelings 4. understand accurately the client’s point of view 5. identify themes in client’s story 6. identify inconsistencies between client’s story and reality 7. respond with accurate empathy 8. ask open-minded questions, 9. help clients clarify and focus 10. balance empathic response, clarification, and probing 11. assess accurately severity of client’s problems 12. establish a collaborative working relationship with client 13. assess and activate client’s strengths and resources in problem solving 14. identify and challenge unhealthy or distorted thinking or behaving 15. use advanced empathy to deepen client’s understanding of problems and solutions

16. explore the counselor-client relationship 17. share constructively some of own experiences, behaviors, and feelings with client

18. summarize 19. share information appropriately 20. understand and facilitate decision making 21. help clients set goals and move toward action in problem solving 32

22. recognize and manage client reluctance and resistance 23. help clients explore consequences of the goals they set 24. help clients sustain actions in direction of goals 25. help clients review and revise or recommit to goals based on new experiences

Section II Procedural Skills Met Not Met N/A Presenters has the ability to demonstrate the following to: 26. open the session smoothly

27. collaborate with client to identify important concerns for the session

28. establish continuity from session to session

29. Knowledge of policy and procedures of educational or agency setting regarding harm to self and others, substance abuse, and child abuse 30. keep appropriate records related to counseling process

31. to end the session smoothly

Section III Diversity and Advocacy – Skills and Practices Met Not Met N/A Presenters has the ability to demonstrate the following to: 32. Advocates for policies, programs, and services that are equitable and responsive to the unique needs of clients

33. Demonstrates the ability to modify counseling systems, theories, to make them culturally appropriate for diverse populations 34. Demonstrates the ability to modify counseling systems, techniques to make them culturally appropriate for diverse populations 35. Demonstrates the ability to modify counseling systems, interventions to make them culturally appropriate for diverse populations Section IV. Assessment – Skills and Practices Met Not Met N/A Presenters has the ability to demonstrate the following to:

36. Selects appropriate comprehensive assessment interventions to assist in diagnosis and treatment planning, with an awareness of cultural bias in the implementation and interpretation of assessment protocols 33

37. conducting an intake interview, mental status evaluation, a biopsychosocial history, a mental health history, and a psychological assessment for treatment planning and caseload 38. Screens for addiction, aggression, and danger to self and/or others, as well co-occurring mental disorders

39. assessment of a client’s stage of dependence, change, or recovery to determine the appropriate treatment modality and placement criteria within the continuum of care Section V. Research and Evaluation – Skills and Practices Met Not Met N/A Presenters has the ability to demonstrate the following to: 40. Apply relevant research findings to inform the practice of clinical mental health counseling

41. Develops measurable outcomes for clinical mental health counseling programs, interventions, and treatments

42. Analyzes and uses data to increase the effectiveness of clinical mental health counseling interventions and programs

~~~ APPENDICES ~~~

APPENDIX A: Transcript Format 34

Follow the sample format below. Be sure to include responses to the criteria for evaluation of counselor responses (the right hand column) which includes: 1. What is the intent of the response? 2. What happened following the response? 3. What is another alternative response? Use the split page format as shown on the sample typescript critique. Begin tapescripts with a client response and end tapescript with client response. Begin evaluative criteria with first counselor response. (To be turned in with tapes 1 and 3 for Case Presentations)

SAMPLE TAPESCRIPT CRITIQUE VERBATIM DIALOGUE EVALUATIVE CRITERIA 1. What was your intent in saying it? 2. What happened after you said it? 3. Formulate an alternative response.

CL: I’ve been having a little trouble with my new job. I’m not getting along well with the people ~~~ there.

CO: You’re feeling some concern about fitting in 1.To show that I care. with people at work. 2. Client confirmed accuracy, felt facilitated, continued with sharing 3. You are upset that you’re not getting along with people at work.

CL: Yes, it does concern me. I was hoping to make some friends, but the two girls in my office ~~~ don’t get along and I’m caught in the middle.

CO: Are there people in the office you get along 1. To gather info about getting along in setting, looking for with? positives, fixing. 2. Poor response led client off his sharing of concerns. 3. You feel trapped between them and are frightened that their conflict is reflecting poorly on you.

Summary of what you noticed about your counseling during this session. (1-2 paragraphs)

COUNSELING SKILLS SNAPSHOT (CSS) Name Date Session Title Minutes: ___:00 – ___:00 35

Code Skill Employed Frequency & Rating 36

CR Content/Simple Reflection (Rephrase Reflection) RF Reflection of Feeling

RM Reflection of Meaning (Cognitive Reflection) PM Personalized Meaning (Complex Reflection) OQ Open Question

CQ Closed Question

CL Clarification SUM Summarization

ME Minimal Encourager

GL General Lead I Use of Immediacy A Affirmation / Support CH Challenge SD Self-Disclosure FB Feedback EPE Elicit, Provide, Elicit RE Reframing STR Structuring BR Brainstorming GS Goal-Setting

Three Strengths in this Recording:

Three areas for growth in this Recording: Internship Competency Achievement Checksheet *** To be used in conjunction with “School Counseling Internship Competency Checklist in PSC Field Experiences Handbook”***

Students will score a “Met” on all competencies to pass internship and a 4 or above on the end of the semester PSC Handbook Evaluations (CCS-R) by all evaluators to pass HPC 6900 Students are to bring their copy to class each week for faculty to verify achievement CACREP Standard Competency Skill Learning Type of Date of Verifying Activity Assessment Proof & Faculty PSC 37 Grading Rubric Score SECTION 2: PROFESSIONAL COUNSELING IDENTITY 2. F. The eight common Counseling Case core areas represent activities: presentation, the foundational Individual & audio/video knowledge required Group tape, of all entry-level (1,2,7,8,&10) observation, counselor education lesson plans graduates. Assessment Therefore, counselor Rubric on education programs the must document Internship where each of the Competency lettered standards Achievement listed below is Checklist covered in the and PSC curriculum. Field Handbook, CCS-R 2. F. 1. h current labor market Supervision Assessment information relevant & artifact Rubric on to opportunities for (2,3,4,10) the practice within the Internship counseling Competency profession Achievement Checklist and PSC Field Handbook, CCS-R 2. F. 1. k strategies for Counseling Assessment personal and activities & Rubric on professional self- supervision the evaluation and (2,4,6,7,9,10) Internship implications for Competency practice Achievement Checklist and PSC Field Handbook, CCS-R 2. F. 1. l self-care strategies Counseling Assessment appropriate to the activities Rubric on counselor role (2,9,10) & the supervision Internship Competency Achievement Checklist 38 39

CASE PRESENTATION PEER EVALUATION FORM (example) Bring a copy for each classmate each time you present an audio or video segment.

Student Name: Presentation #: Date: _

Salient skills that were demonstrated in this session were: 1. _

Strengths that the student counselor demonstrated. Be specific including knowledge, skills, techniques, or creativity, etc. Each person provides two that are different from his or her peers.

Suggestions for areas to improve upon, research, or do differently with this client. Be specific: including conducting research, making referrals, gaining more supervision, skills, techniques, or creativity etc. Each person provides two that are different from his or her peers. 1. _

Any additional or follow-up comments from previous supervision: _

Demonstrates Competency: Met ______Not met______GRADING RUBRIC FOR HPC 6900

CACREP Curricular Standards are evaluated according for each student at the end and/or throughout the semester as necessary to check on each student’s progress. Bring a copy to your end of the semester meeting with your university supervisor

To receive an “S” in this course, the student must be successful in the following areas by receiving all “yes” responses. If a “no” response is received, a student will receive a “U” or an “I”. If the instructor of the course (after meeting with the site and the students) that the “No” response is out of the students control then a S or I may be considered. The student will need to consult the PSC Handbook and the Practicum/Internship Handbook. The student has received the: PSC Student, ______, has/has not: Has Met: Has Not Met: 1. Met the required direct hours at site Yes No 2. Met the required indirect hours at the site Yes No 3. Met the required individual supervision hours on-site Yes No 4. Met the required university supervision hours/group hours Yes No 5. Not missed more than one class (1) (and did make up the class) Yes No 6. Attended class on time and its entirety Yes No 7. Met the required audio/video case presentation (3) assignments Yes No 9. Completed all forms for each case presentation to satisfactory standard Yes No 10. Completed all paperwork on time and to satisfactory standard Yes No 11. Met standard on the Site Evaluation form (only one rating of a “3” and no rating less than a “3”) Yes No 12. Met standard on the University Evaluation form of student (only one rating of a “3” and no rating less than a “3”) Yes No 41

13. Met all legal and ethical standards of professional conduct Yes No 14. Demonstrated skill and knowledge to level of CACREP standards (as stated on the Internship Competency Achievement Check sheet) Yes No 15. Met the Competency Checklist and Internship Checklist requirements Yes No 16. Met the required 2 peer site visits with written reflections Yes No 17. Completed all 4 internship goals to standard Yes No 18. Met the required site visit standards with live supervision opportunitiesYes No 19. Met the requirements of the CCS-R (competency of 4 or above) Yes No 20. Has filed all the documents for internship, licensure, and graduation Yes No

______(Student Signature) ______(Date)

______(Faculty Signature) ______(Date)