The Discrimination Model

THE UNIVERSITY OF VIRGINIA

SCHOOL COUNSELING PROGRAM

University and Site Supervisor Forms

University and Site Supervisor Forms End of the Year Evaluation by University Supervisor Fall to Spring School Counseling Internship Student Name

This evaluation is to sum up your performances and activities related to your school counseling internship for the school year 2010-2011. I attest that you have completed a 600-hour internship with at least 240 hours of direct service. I attest that you have completed an average of 1-hour per week of individual supervision with your site supervisor and 1 ½ hours per week of group supervision with your university supervisor. The following is a summation of your performance throughout the internship process.

Foundation

You show that you have knowledge about the school counseling process. You were able to show this knowledge in the manner in which you effectively carried out the role of a professional school counselor. You were involved in all aspects of your students’ lives. You helped them to develop as students as well as personally. You showed an extraordinary ability in helping students who live in challenging circumstances. You showed that you understand how those circumstances affect growth, ability, well-being, and student learning. Though your knowledge of school counseling programming, you are able to understand the roles and responsibilities of school counselors in many school-related events, including crisis and emergency situations.

Counseling, Prevention, and Intervention

You are grounded in counseling theory, skill, and school counseling programming. You are able to ….

Diversity and Advocacy

You understand culture ….

Assessment

You showed your acquired knowledge of family systems … You collected data from a needs assessment you created to develop small group counseling programs that…

Research and Evaluation

You were able to complete an accountability exercise. You…

Academic Development

You understand academic achievement and the role of school counselors in promoting the overall …

Collaboration and Consultation

Leadership

Additional Comments: ______Printed Name of Supervisee Printed Name of Supervisor

______Signature of Supervisee Date Signature of Supervisor Date

Evaluation of Supervisee by University Supervisor An Example

EDHS 8390 School Counseling Internship Supervisor: Derick J. Williams Counselor-in-Training: Student Name Semester: Fall/Spring

Evaluation of each skill area is shown using a scale of 1 (a clear deficit), 2 (needs improvement), 3 (acceptable but should improve), 4 (a clear strength) to 5 (excels).

I. Counseling skills A. Facilitative Skills 1 2 3 4 5 Able to facilitate group activities and process.

B. Techniques and Interventions 1. Performance 1 2 3 4 5 (You have good rapport with students. You attempt many different techniques to help reach counseling goals. Don’t try to use a technique for the technique sake, use it because it is effective with individual students.) 2. Rationale for Choice 1 2 3 4 5 Participated in the rationale for choosing activities that fit student(s)’s stated goals.

C. Intake Sessions 1 2 3 4 5

D. Closure Sessions 1 2 3 4 5

E. Ability to respond to a variety of emotions of client 1 2 3 4 5 (Use different techniques, activities…….)

F. Process Skills (e.g., pacing, dealing with client resistance) 1 2 3 4 5

G. Variety of approaches, creativity (cognitive, affective, and behavioral approaches) 1 2 3 4 5

H. Growth/Change in Skills 1 2 3 4 5

I. Ethical and Professional Behavior (e.g., confidentiality) 1 2 3 4 5 (No concerns.)

Comments:

(You are capable to joining with your students to develop a positive working relationship. You are intentional in that you work to address the specific issues they present. Prepare yourself to be intentional in that you will be able to respond to the various things that your students may bring to counseling.)

II. Case Conceptualization A. Complete and Holistic Assessment of Client- considers background/demographic information, environmental factors (stressors and resources), cognitive, affective, and behavioral (including interpersonal) aspects of client 1 2 3 4 5

B. Integration and Synthesis of above aspects to identify patterns and themes that benefit treatment 1 2 3 4 5 (You understand your students from multiple perspectives. Make sure this comes out in your sessions.)

C. Uses above as a basis for planning sessions, choosing interventions, and setting goals 1 2 3 4 5

Comments: III. Paper work A. Recorded Session Review Notes 1 2 3 4 5 (No problem. Continue to use your paperwork to help you understand your counseling and improve supervision.)

B. Group Presentations 1 2 3 4 5

Comments:

IV. Other Comments

______Supervisee Signature Date Supervisor Signature Date The University of Virginia School Counseling Program University Supervisor’s Evaluation of Supervisee End of Practicum

Supervisee’s Name: ______

Supervisor’s Name: ______

Supervisory Period: from ______to ______

Supervisee’s Practicum Site: ______school’s name Elementary Middle School High School

This form contains a description and evaluation of the Practicum student’s professional development in five clinical competency areas. Rate the student’s performance on the five global dimensions using the 3 point scale. Please keep in mind that you are rating beginning level students in their first practicum experience. If this form requests information about skills not observed or areas not covered in Practicum rate them as n/o (not observed).

1 2 3 N/O

Below Expectations At Expected Level Above Expected Level Not Observed

Part 1. PLANNING

1 2 3 NO

_____ Overall Evaluation (1 – 3; using the scale on Page 1 of this evaluation) _____ 1. Obtains necessary and relevant background information about client _____ 2. Considers client’s developmental level _____ 3. Conceptualizes client concerns in a way that appropriately guides the formation of therapy goals and interventions _____ 4. Develops an appropriate treatment plan within the context of the client’s cognitive, social, and emotional development. _____ 5. Articulates a theoretical orientation that is related to treatment goals and intervention _____ 6. Shows an awareness of a broad range of client feelings, thoughts, values, and attitudes _____ 7. Communicates an understanding of the client’s worldview as perceived by the client _____ 8. Considers cultural factors when conceptualizing client’s concerns and generating hypotheses _____ 9. Demonstrates the ability to match individual needs to appropriate individual and/or group settings _____ 10. Demonstrates the ability to advocate appropriately for clients

Comments: ______

Part 2. PERFORMANCE IN THE COUNSELING PROCESS

1 2 3 NO

_____ Overall Evaluation (1 – 3; using the scale on Page 1 of this evaluation)

_____ 1. Uses the following skills as appropriate:

_____ a. Empathy/Rapport _____ j. Immediacy _____ b. Encouraging _____ k. Confronting _____ c Pacing/Leading _____ l. Recognizing a theme _____ d. Respect _____ m. Logical consequences _____ e. Verbal tracking _____ n. Reframing _____ f. Open-ended questions _____ o. Silence _____ g. Paraphrasing _____ p. Information giving _____ h. Reflecting feelings _____ q. Clarifying _____ i. Reflecting content _____ r. Maintaining boundaries

_____ 2. Uses culturally appropriate and sensitive counseling skills. _____ 3. Communicates hope and expresses a belief in client’s capacity to solve or cope with problems. _____ 4. Sessions with clients reflect purpose and intentionality. _____ 5. Demonstrates an ability to secure cooperation of clients in individual settings. _____ 6. Demonstrates an ability to secure cooperation of clients in group settings. _____ 7. Demonstrates an ability to communicate clearly and effectively (e.g. communicate on child’s level). _____ 8. Demonstrates the ability to use/develop appropriate activity media in counseling and guidance work. Comments: ______

Part 3. ETHICAL SENSITIVITY AND PROFESSIONALISM

1 2 3 NO

_____ 1. Identifies and responds to the ethical issues unique to the school setting. _____ 2. Conducts self in a manner consistent with the professional standards in this setting. _____ 3. Understands the limits of confidentiality and practices in a manner consistent with these limits. _____ 4. Demonstrates awareness of the ASCA Model in relation to the roles of a school counselor. _____ 5. Demonstrates knowledge and appreciation of client’s diversity, and understands the impact of that diversity on the counseling relationship. _____ 6. Takes care not to impose own worldview onto clients. _____ 7. Maintains confidentiality.

Comments: ______

Part 4. PERSONAL CHARACTERISTICS

1 2 3 NO

_____ 1. Establishes productive working relationships with peers, supervisors and staff members. _____ 2. Takes responsibility for indicating when the communication of others is not clear, and for providing responsible feedback and critiquing to others. _____ 3. Demonstrates understanding of and adaptation to the site’s procedures and professional standards of behavior. _____ 4. Demonstrates tolerance of ambiguity. _____ 5. Demonstrates positive attitude toward individual growth in self and others. _____ 6. Demonstrates sense of personal adequacy and worth in professional work. _____ 7. Shows an awareness of and ability to cope with personal issues in problems, which might interfere with professional duties, services and relationships. _____ 8. Monitors and recognizes one’s own limitations as a counselor/therapist. _____ 9. Displays congruence between one’s own beliefs and behavior in professional work. _____ 10. Demonstrates willingness to make purposeful changes in self. _____ 11. Is developing a professional identity that integrates the unique needs and qualities of the individual with the standards and norms of the profession. _____ 12. Recognizes and responds to impact of client and counselor cultural diversity (e.g., gender, ethnicity, sexual orientation, culture) on one’s thoughts/feelings/behaviors. _____ 13. Demonstrates and ability to be flexible.

Comments: ______

Part 5. USE OF SUPERVISION

1 2 3 NO

_____ 1. Assumes responsibility in an appropriate manner. _____ 2. Actively solicits feedback from supervisor. _____ 3. Willing to admit mistakes, and is responsive to feedback. _____ 4. Recognizes the need for supervision, referral, or consultation. Does not demand that oneself handle everything alone. _____ 5. Is able and willing to discuss and analyze own behavior as a therapist (i.e., thoughts, feelings, or actions) and own cultural assumptions during supervision. _____ 6. Shows willingness to be observed and evaluated. _____ 7. Is willing to be assertive with supervision; does not inappropriately defer to supervisor. _____ 8. Carries out comments or assignments formulated in supervision. _____ 9. Critiques and analyzes own taped interview(s). _____ 10. Attends supervisory sessions on time and regularly. _____ 11. Presents cases in an effective, professional manner. _____ 12. Provides supervisor with tapes and critiques in preparation for supervising session. _____ 13. Completes required paperwork in a timely manner.

Comments: ______

Supervisor’s Recommendations: ______Supervisor’s Comments: ______

______Supervisor’s Signature Date

Supervisee’s Comments: ______

______Supervisee’s Signature Date

Return to: Vickie Thomas, 212 Bavaro

UNIVERSITY OF VIRGINIA School Counseling Practicum MID-Semester Evaluation of Student by Site Supervisor

Student’s Name ______

Site Supervisor ______

Name of School ______

Date ______

Please rate the school counseling practicum student according to the following scale as fairly and objectively as possible. This evaluation will be reviewed by the practicum instructor (Antoinette Thomas) and the doctoral supervisor but will not be shared directly with the student. Therefore, we encourage you to include any information that you believe would be helpful for us to know regarding this student’s performance.

Below At Above Not No Opportunity Expectations Expected Levels Expected Applicable to Observe 1 2 3 NA NO 1. Attitude Toward Work and Professional Behavior (i.e. promptness, dependability, flexibility, cooperation, and ethical behavior)

1 2 3 NA NO

Comments:

2. Planning and Preparation to Work with Students, School Personnel and Parents (i.e., obtains necessary information to clients, considers class schedule, finds appropriate resources, etc.)

1 2 3 NA NO

Comments:

3. Performance in Counseling Process (i.e. establishes rapport, demonstrates good counseling skills, matches intervention to students’ needs)

1 2 3 NA NO

Comments:

4. Personal Characteristics (i.e. takes imitative, asks for help as needed, communicates effectively, adapts to site’s procedures, follows through, etc.)

1 2 3 NA NO

Comments:

5. Use of Supervision (i.e. solicits feedback, is responsive to feedback, shows a willingness to be observed, etc.)

1 2 3 NA NO

Comments:

6. Please comment on the progress that this student has made during the semester.

7. What do you see as the student’s strengths? ADDITIONAL COMMENTS:

______Site Supervisor Signature

Thanks for all you do to help our students develop into well-trained professional school counselors. UNIVERSITY OF VIRGINIA School Counseling Practicum End of Semester Evaluation by Site Supervisor

Student’s Name ______

Site Supervisor ______

Name of School ______

Date ______

Please check the appropriate response for each statement to indicate the acceptance level at which the student meets the following criteria.

Competency No Some Acceptable Exceeds Evidence Evidence Evidence Acceptable Criteria 0 Points 1 Point 2 Points 3 Points Integrated and applied academic knowledge of various theories, techniques, and interventions to practical setting. Demonstrated multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. (SC F.1) Advocated for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. (SC F.2) Advocated for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. (SC F.3) Engaged parents, guardians, and families to promote the academic, career, and personal/social development of students. (SC F.4) Made appropriate referrals to school and/or community resources. (SC H.4) Assessed barriers that impede students’ academic, career, and personal/social development. (SC H.5) Understands a general framework for understanding and practicing consultation. (G5f) Understands theoretical and experiential principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work. (G6a) Demonstrated the ability to apply and adhere to ethical and legal standards in school counseling. (SC B.1) Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students. (SC C.2) Knows strategies for helping students identify strengths and cope with environmental and developmental problems. (SC C.3) Knows how to design, implement, manage, and evaluate transition programs, including school-to- work, postsecondary planning, and college admissions counseling. (SC C.4) Understands the potential impact of crises, emergencies, and disasters on students, educators, and schools, and knows the skills needed for crisis intervention. (SC C.6) Demonstrated self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. (SC D.1) Provided individual counseling to promote the academic, career, and personal/social development of students. (SC D.2) Provided group counseling to promote the academic, career, and personal/social development of students. (SC D.2) Provided classroom guidance to promote the academic, career, and personal/social development of students. (SC D.2) Designed and implemented prevention and intervention plans related to the effects atypical growth and development on student learning and development. (SC D.3) Designed and implemented prevention and intervention plans related to the effects of health and wellness on student learning and development. (SC D.3) Designed and implemented prevention and intervention plans related to the effects of language, ability level, and multicultural issues on student learning and development. (SC D.3) Demonstrated the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. (SC D.5) Understands multicultural counseling issues, as well as the impact of ability levels, stereotyping, family, socioeconomic status, gender, and sexual identity, and their effects on student achievement. (SD E.4) Developed measurable outcomes for school counseling programs, activities, interventions, and experiences. (SC J.2) Understands the relationship of the school counseling program to the academic mission of the school. (SC K.1) Understands the concepts, principles, strategies, programs, and practices designed to close the achievement gap, promote student academic success, and prevent students from dropping out of school. (SC K.2) Understands curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies for teaching counseling and guidance-related material. (SC K.3) Conducted programs designed to enhance student academic development. (SC L.1) Implemented strategies and activities to prepare students for a full range of postsecondary options and opportunities. (SC L.2) Implemented differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. (SC L.3) Understands the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration. (SC M.1) Knows strategies to promote, develop, and enhance effective teamwork within the school and the larger community. (SC M.2) Knows how to build effective working teams of school staff, parents, and community members to promote the academic, career, and personal/social development of students. (SC M.3) Understands systems theories, models, and processes of consultation in school system settings. (SC M.4) Knows strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children. (SC M.5) Knows school/community collaboration models for crisis/disaster preparedness and response. (SC M.7) Worked with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. (SC N.1) Located resources in the community that can be used in the school to improve student achievement and success. (SC N.2) Consulted with teachers, staff, and community- based organizations to promote student academic, career, and personal/social development. (SC N.3) Used referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. (SC N.5) Knows the qualities, principles, skills, and styles of effective leadership. (SC O.1) Understands the school counselor’s role in student assistance programs (e.g., IEP Teams, Student Behavioral Intervention Teams (SBIT)), school leadership, curriculum, & advisory meetings. (SC O.5) Participated in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. (SC P.1)

Please consider the following for assignment of a suggested grade.  Attendance and punctuality related to the site and required site meetings  Completion of required number of direct client contact and service hours  Your evaluation of the student’s skills and performance during practicum  Professionalism, including ethical behavior  Professional attitude and demeanor

Suggestion of a grade of “Satisfactory” indicates that, in addition to completing all course requirements in a timely and professional manner the student demonstrates ethical practice, the ability to work with students/clients from diverse populations, at least average standards of professional and personal behavior, strong counseling skills, and a continued willingness to learn,

I recommend a grade of: ______Satisfactory _____ Unsatisfactory

Do you think this student is ready for internship? YES NO

IF no, please comment. IF yes, please respond to the next question. List areas that the student should continue to address/work on during internship

Please provide additional comments as you see fit. You may attach any additional comments to this evaluation.

______Site Supervisor Name (Printed)

______Signature of Site Supervisor Date

______Signature of Practicum Student The Discrimination Model

FOCUS OF SUPERVISOR ROLES SUPERVISION Teacher Counselor Consultant

Intervention Supervisee would like to Supervisee is able to use Supervisee finds her use systematic a variety of intervention clients reacting well to desensitization with a skills, but with one client her humor and would like client but has never uses question-asking as to know more ways to learned the technique her/his primary style use humor in counseling

Supervisor teaches the Supervisor attempts to Supervisor works with supervisee relaxation help supervisee determine supervisee to identify techniques, successive the effect of this client on different uses of humor in approximation, hierarchy her/him which limits use counseling and to building, & the of skills in therapy practice these desensitization process sessions

Conceptualization Supervisee is unable to Supervisee is unable to Supervisee would like to recognize themes and set realistic goals with use a different model for patterns of client thought her/his client who case conceptualization either during or following requests assertion training therapy sessions

Supervisor uses session Supervisor helps Supervisor discusses transcripts to teach supervisee relate her several models for supervisee to identify discomfort to her own supervisee to consider thematic client statements inability to be assertive in (e.g., blaming; several relationships dependence)

Personalization Supervisee is unaware Supervisee is unaware Supervisee would like to her/his preference for a that her/his client is feel more comfortable close seating arrangement attracted to her/him working with older intimidates the client sexually clients

Supervisor assigns the Supervisor attempts to Supervisor and reading of literature help the supervisee supervisee discuss summarizing proximity confront her/his own developmental concerns studies sexuality and her/his of older people resistance to recognizing sexual cues from others

Taken from Bernard & Goodyear (1998). Fundamentals of clinical supervision. Needham Heights, MA: Allyn & Bacon (p. 29). Supervisor Styles Inventory*

Please indicate your perception of the style of your style as a supervisor of counseling on each of the following descriptors. Circle the number on the scale, from 1 to 7, which best reflects your view of yourself.

Not very Very 1. goal- 1 2 3 4 5 6 7 oriented 2. perceptive 1 2 3 4 5 6 7 3. concrete 1 2 3 4 5 6 7 4. explicit 1 2 3 4 5 6 7 5. committed 1 2 3 4 5 6 7 6. affirming 1 2 3 4 5 6 7 7. practical 1 2 3 4 5 6 7 8. sensitive 1 2 3 4 5 6 7 9. collaborati 1 2 3 4 5 6 7 ve 10. intuitive 1 2 3 4 5 6 7 11. reflective 1 2 3 4 5 6 7 12. responsive 1 2 3 4 5 6 7 13. structured 1 2 3 4 5 6 7 14. evaluative 1 2 3 4 5 6 7 15. friendly 1 2 3 4 5 6 7 16. flexible 1 2 3 4 5 6 7 17. prescriptiv 1 2 3 4 5 6 7 e 18. didactic 1 2 3 4 5 6 7 19. thorough 1 2 3 4 5 6 7 20. focused 1 2 3 4 5 6 7 21. creative 1 2 3 4 5 6 7 22. supportive 1 2 3 4 5 6 7 23. open 1 2 3 4 5 6 7 24. realistic 1 2 3 4 5 6 7 25. resourcefu 1 2 3 4 5 6 7 l 26. invested 1 2 3 4 5 6 7 27. facilitative 1 2 3 4 5 6 7 28. therapeuti 1 2 3 4 5 6 7 c 29. positive 1 2 3 4 5 6 7 30. trusting 1 2 3 4 5 6 7 31. informativ 1 2 3 4 5 6 7 e 32. humorous 1 2 3 4 5 6 7 33. warm 1 2 3 4 5 6 7

Item 15 = Item 2 = Item 1 = Item 16 = Item 5 = Item 3 = SUM A = ____  7 = Item 22 = Item 10 = Item 4 = Item 23 = Item 11 = Item 7 = SUM B = ____  8 = Item 29 = Item 21 = Item 13 = Item 30 = Item 25 = Item 14 = SUM C = ____  10 = Item 33 = ______Item 26 = Item 17 = SUM A = Item 28 = ______Item 18 = A = Consultant Tendencies SUM B = Item 19 = B = Counselor Tendencies Item 20 = ______C = Teacher Tendencies SUM C = *Developed by M.L. Friedlander & L. G. Ward (1984) – Instrument unpublished