Counseling Practicum-Skills



California State University, Northridge

Michael D. Eisner College of Education

Department of Educational Psychology and Counseling

EPC 659B: COUNSELING PRACTICUM - SKILLS

School Counseling Section

Instructor: Charles Hanson, Ph.D. Class Time: Mondays 7-10 p.m.

Office: Education 2224 Room: Education 1200

Telephone: (818) 677-4013; (310) 455-4023 Email: charles.hanson@csun.edu

Office Hours: Monday 9:45-10:30 p.m.; Tuesday 2:00-4:00 p.m. and by appointment

CATALOG INFORMATION

Communication theory and skills, designed to help students develop greater self -knowledge and become aware of their impact on others through participation in group experiences and peer counseling; emphasis on verbal and non-verbal cues, refinement of basic response skills, and the subtleties of language and style.

COURSE DESCRIPTION

The primary purpose of this course is to educate and train students in the use of communication and counseling skills through class exercises and fieldwork training in schools. Special emphasis will be given to learning skills for social advocacy and school counseling leadership to promote educational equity and academic achievement for all pre-K-12 students in public schools. Ethical and legal issues relevant to school counseling are also addressed. All students will be required to work in a designated fieldwork setting where they will engage in counseling experiences in order to practice skills under supervision of fieldwork supervisors and course instructors. Practice of counseling skills will also be emphasized in small group and individual experiences during class. In addition, the class will participate in a growth and training group where students will have the opportunity to explore their professional identity as a counselor.

TEXTS AND READINGS

Ivey, A. E., & Ivey, M. B. (2003). Intentional interviewing and counseling, (5th ed.). Pacific Grove, CA: Brooks/Cole.

Hanson, C. (2002). Student handbook and fieldwork manual for school counseling. Northridge, CA: California State University Northridge.

Murphy, John J. (1997). Solution-focused counseling in middle and high schools. Alexandria, VA: American Counseling Association

COURSE OBJECTIVES

By the end of this course, students will:

1. Demonstrate knowledge of professional identity, role and responsibility including skills in respecting and establishing rapport with students, staff and parents, and other service professionals; recognition of and respect for the important role of field supervisors; and demonstration of commitment to ongoing education as part of professional development.

CACREP Core Standard: II.K.1.b; School Counseling Specialty Standards: A.2, A.3

2. Demonstrate knowledge of school counseling professional organizations and participate in organization functions to keep informed of changes in issues and laws pertaining to school, professional organizations, primarily ACA and professional credentialing and accreditation practices and standards.

CACREP Core Standards: II.K.1.d, 1.e, 1.f; School Counseling Specialty Standard: A.6

3. Demonstrate knowledge and skills of leadership and advocacy processes needed to address institutional and social barriers to student learning.

CACREP Core Standard: II.K.1.g; School Counseling Specialty Standards: A.4, B.1

4. Demonstrate knowledge of the ethical standards of ACA and ASCA and related entities, and skills in applying these to professional counseling situations

CACREP Core Standard: II.K.1.h; School Counseling Specialty Standard: A.10

5. Demonstrate knowledge and skills of the ethnic, cultural, socioeconomic, and environmental factors influencing pupil learning and achievement. Student will demonstrate skills to work effectively with pupils and their families from diverse backgrounds and exhibit an understanding and appreciation for diversity in order to effectively serve diverse and changing communities.

CACREP Core Standards: II.K.2.a, 2.d; School Counseling Specialty Standards: A. 7

6 Students will demonstrate knowledge and skills of ethical considerations unique to diverse group work and skill in applying ethical practices and diversity-competent practices in planning, observing, and participating in group activities designed for diverse populations and ethnic groups.

CACREP Core Standards: II.K.2.c, 2.d, 2.f, 3e

7. Demonstrate knowledge and skills in legal and ethical issues in school counseling including confidentiality, dual relationships, conflict of interest, child abuse reporting, suicide, attendance and truancy laws and sexual harassment. Students will demonstrate skill in applying legal tenets and ethical guidelines to counseling and school situations.

CACREP Core Standards: II.K.3.c, 3.d.; School Counseling Specialty Stds: A.6, A.10

8. Demonstrate knowledge and skills in self-awareness, sensitivity to others, skillfulness in relating to individuals and groups, and counselor characteristics and behaviors that influence helping processes.

CACREP Core Standard: II.K.5.a

COURSE OBJECTIVES (continued)

9. Demonstrate knowledge and skills in interviewing, counseling and crisis intervention with specific focus research based approaches to counseling children and adolescents and family systems and interventions.

Core Stds: II.K.5.b, 5.c, 5.d, 8e; School Cnslg. Specialty Stds: B.7, C.2.a, C.2.d

10.Demonstrate knowledge and skills in technological strategies within the counseling profession, and related ethnical and legal considerations.

CACREP Core Standards: II.K.5.f, 5.g; School Counseling Specialty Stds: A.9, C.1.g

11. Demonstrate knowledge and skills of current theories and methods of using assessment data to support data-based decision making for the purpose of understanding, evaluating and promoting mental and emotional status and case conceptualization , and relevant ethical and legal considerations

Core Standards: II.K.7.h, 7.i; School Counseling Specialty Standard: C.1.a

12. Demonstrate knowledge of and skill in developing and implementing counseling activities and programs including the school community and parents to enhance a positive school climate. School Counseling Specialty Standards: A.8, B.2, B.4

13. Demonstrate knowledge of and skill in planning, developing and integrating a comprehensive school counseling program into the total school curriculum by providing information and skills to assist pupils in maximizing their academic, career and personal/social development.

School Counseling Specialty Standards: A.5, B.3, B.5, B.6, C.3.d

14. Demonstrate knowledge of and skill in the use, management, analysis, and presentation of data from school-based information to improve student outcomes;

School Counseling Specialty Standards: C.1.a, C.1.d

15. Demonstrate knowledge of and skill in the preparation of an action plan and calendar reflecting appropriate time commitments, and priorities and the use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. School Counseling Specialty Standards: C.1.e, C.1.f

16. Students will demonstrate knowledge of and skill in individual, group, and classroom guidance approaches designed to assist all students with academic, career and personal/social development. School Counseling Specialty Standards: C.2.c, C.3.d

17. Demonstrate knowledge of and skill in developing constructive partnerships with families and communities to promote student success including the relationships between school, community and family systems.

School Counseling Specialty Standards: C.2.f, C.2.g, C.3.a

18. Demonstrate knowledge of and skill in issues that may affect the development and functioning of students - childhood depression, suicide).

School Counseling Specialty Std: C.2.d

METHODS OF INSTRUCTION

|Readings |Field observation |

|Lecture |Field counseling - academic, personal/social, career |

|Discussion |Field activity – teach guidance lessons |

|Guest Lectures |Field activity – academic support group |

|Film/Video |Case presentation |

|Demonstration/Modeling |Case scenario analysis and discussion |

|Role Play Simulation |Group supervision |

|Skill Practice with Feedback |Personal and professional development group |

CONCEPTUAL FRAMEWORK

Michael D. Eisner College of Education

Regionally focused and nationally recognized, the Michael D. Eisner College of Education is committed to Excellence and Innovation. Excellence in the acquisition of professional knowledge, skills, and dispositions is evidenced by the growth and renewal of ethical and caring professionals – faculty, staff, candidates – and those they serve. Innovation occurs through collaborative partnerships that represent communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework:

• Excellence in professional and academic preparation • Collaborative partnerships

• Evidence of growth and renewal • Communities of diverse learners

• Ethical and caring professionals • Creative and reflective thinking

DEPARTMENT REQUIREMENTS

The following department requirements must be completed before the end of the academic year, May 2008:

1. Practicum Experience Requirement

Complete a minimum of 100 clock hours of preparation experience during the A/B practicum. Included in the required 100 hours is: (a) a minimum of 40 hours of direct service work with clients (individual and group); (b) one hour per week of individual supervision sessions when accumulating hours; (c) one and one-half (1.5) hours per week of group supervision (met by the practicum course). Time outside of class that you devote to practicing the counselor/therapist role during practice sessions with your EPC 659 practice partners may count for up to 20 hours of your 40 required hours of direct service. Hours of experience/service should be recorded on the EPC 659A/B Practicum Log. The log must be signed weekly by your supervisor and turned in to the instructor for signature at the end of the semester. On May 14th, submit a copy of the log to the instructor in the Professional Portfolio. Retain the original copy for your records. Your log should reflect the completion of the 100-hour requirement by the end of EPC 659B in the spring semester, 2008.

1. Practicum Experience Requirement (continued)

Due to the extra time required to participate in individual supervision, it is suggested that you register for one unit of independent study (EPC 699A) during the A and B practicum semesters or for two units of independent study (EPC 699B) during either the A or B practicum semesters (whichever allows you the lower tuition fee). Registration in an independent study course is not required, but highly recommended.

2. Personal Counseling Experience

Participate in at least eight hours of individual counseling with either an advanced trainee/intern or with a state licensed marriage, family and child therapist, psychologist, social worker, or psychiatrist. This requirement provides important and valuable experience as a client that supports your professional development as a therapist. Counseling with an advanced trainee/intern can be arranged through the instructor. Confidentiality between counselor and counselee is assured. A list of reduced fee licensed therapists is also available. When you have finished this requirement, complete the Verification of Personal Counseling form hand it in with your Professional Portfolio and give a copy of it to the instructor. Retain the original for your records. The form will be placed in your department file.

3. Professional Workshop

Attend one professional workshop of at least four hours during each EPC 659 class. A total of two workshops is required during the first year of the School Counseling Program. This requirement is designed to promote further professional growth and expand your learning to the professional community. One of these workshops should cover child abuse/neglect and include information on the reporting law. After attending each workshop, complete the Professional Workshop Attendance Verification Form and give a copy to the instructor for inclusion in your department file. Retain the original for your records.

Course Requirements

1. Class Attendance

Class attendance is required because a primary means of learning in this course will occur during class activities. Students are expected to actively participate in class activities in order to benefit from the ongoing learning experience. Missing more than 2 classes will result in the student receiving no credit for EPC 659B. Please inform the instructor and student partners before class if you will be absent.

2. Practice Counseling Skills and Record Practice Sessions

Beginning the first week of the semester, participants are expected meet in small groups (2 to 3 people) outside of class sessions for practicing communication and counseling skills. Participants must complete a minimum of 6 practice sessions over the course of the semester

or 2 practice sessions each month. Practice sessions should be audio or video recorded with videotapes of practice sessions made available to the instructor on assigned dates. Videotape/DVD recordings are preferred. Videotapes/DVDs will be viewed and critiqued in class by the instructor and your peers. Campus video recording service is available in Room 32 on the basement floor of the Oviatt Library. Call the video technician, Tony Hillbruner, to schedule a taping session: (818) 677-3592.

3. Counseling Performance Demonstration Tape and Written Analysis

A video tape recording of your best performance as a helper/counselor with a fellow classmate is required to be turned in to the instructor on May 5th. A five-page written analysis of performance as a helper/counselor will be required. Follow the Performance Demonstration Guidelines provided in EPC 659A that give directions for writing an analysis of recordings and reviewing your development of counseling skills. Evidence of required readings must be presented in the analysis and discussion of the performance. Due May 5th.

4. Fieldwork Practicum Experience and Documentation

All students must be in a fieldwork placement for at least one school day or equivalent per week at an approved school. Fieldwork must include minimum of 60 minutes of supervision each week with a specified supervisor. See Fieldwork Manual for guidelines and required activities. Students will need to submit the following documents:

a. Fieldwork Agreement Form – Due February 4th if change in school site is made or additional placement added

b. Fieldwork Placement Information Form – Due February 4th if change in school site is made or additional placement added

c. School Counseling Fieldwork Weekly Notes – All logs due May 12th.

d. Counseling Performance Demonstration Tape and Analysis - Due May 5th.

e. CACREP Practicum Log – due when and if additional hours are needed to reach 100

f. School Counseling Fieldwork Log - Due May 12th.

g. Fieldwork Evaluation Form – Due May 12th.

Students are required to follow the calendar of their fieldwork placement site and continue field activity through the end of the school’s academic year.

5. School Counseling Portfolio

In order to help you begin to build a professional portfolio we are adding the requirement of a school counseling portfolio. You will be required to obtain a notebook and dividers to keep the following items: Fieldwork Agreement Forms; Logs of Fieldwork Activity; Fieldwork Information Form; Fieldwork Evaluation Form; School Counseling Program Form; Work-shop/Conference Attendance Form; Personal Counseling Verification Form; Weekly Field-work Notes; Counseling Case Reports; Honors and Awards; Letters of Recommendation. Students should prepare one portfolio to turn in to the 659 course instructor that will be kept as a department record. A second portfolio should be maintained by the student for future job placement. This portfolio will be continued through the EPC 659C and 659D, Fieldwork in Counseling Services courses.

6. Crisis Intervention/Suicide Prevention Videotape

Students will work in pairs to prepare a 20-30 minute videotape of their performance in conducting crisis intervention and suicide prevention. One student will role-play a problem situation disclosed by an adolescent. The problem should involve thoughts of suicide at a low, moderate or severe risk. Thoughts of suicide should not be willingly disclosed and must be uncovered by the counselor. The tape should demonstrate the counselor's ability to go through the steps of crisis intervention and assess for suicide potential. Responses to suicide assessment should include treatment interventions, recommendations and directives. Due on or before February 25.

7. Support Program Accountability Report Card (SPARC)

As a part of the fieldwork experience, students will develop parts of the SPARC based on the school fieldwork site. The SPARC is a school counseling program improvement document that will be beneficial for the school counseling program. It brings together information that describes assets of support personnel, the contributions the program makes to the school and demonstrates a commitment to getting results in terms of student outcomes. Your work on the SPARC will prepare your school to submit a SPARC for a possible award next year and prepare you for developing this highly regarded document at other school settings. Your work will comprise most of the First-Step SPARC that is being recognized as a significant accomplishment in school counseling by the Los Angeles Office of Education and the California Association of School Counselors. See Support Program Accountability Report Card Guidelines for details. You should make arrangements with your school site supervisor to spend part of your time at the field site to prepare the SPARC. The final SPARC report is due May 12, but sections of the SPARC must be handed in over the course of the semester. (See SPARC Guidelines)

8. Interpersonal Process Group

Class sessions will include a group experience for you to develop awareness of your beliefs and values, your personal style of relating and the impact your behavior has on others. You will also have opportunity to experiment with new ways of perceiving and behaving. You are strongly encouraged to:

a. Self-Disclose. You are asked to show who you really are to the other people in the group including talk about what it feels like to be you, to show your joy, your hurt, your warmth and in other ways to be congruent in your internal experience and expressive behavior. You are not asked to necessarily reveal your past life or your darkest secrets. Self-disclosure should invite contact with others so that they will be involved with you.

b. Listen and develop empathy. You are asked to deeply listen to each other, and try to feel what it is like to be the other person. Your ability to listen and develop empathy for others are essential qualities of the therapeutic process.

c. Invest in the group. Actively participate in the group experience and take advantage of opportunities to express your feelings, your thoughts, your empathy and other experiences. You cannot remain silent for a large portion of group time and expect to receive a top grade for this class.

d. Give and receive concrete feedback. Feedback is a difficult relational skill that takes practice. You will receive guidelines on how to give concrete and constructive feedback to members of the group.

Please Note: The interpersonal process group differs significantly from the standard counseling or therapy group in that you are expected to: (a) take interpersonal risks; (b) to gain a deeper awareness of who you are and how you relate; (c) to experiment with more effective ways of being with others and supporting the growth of others; and (d) you are being evaluated in respect to these expectations. The EPC Department takes a strong stance in the tenet that effective helpers are themselves involved in an ongoing process of their own personal growth. This is supported by empirical research. A major portion of your grade in the course will be determined by an evaluation of the quality of your involvement in the course training experiences and the process group.

CONFIDENTIALITY

In this course, you will be involved in an experience that involves significant disclosure of personal information. It is your responsibility and duty to maintain confidentiality and trust. You are expected to study the ACA ethics code that will be contained in the class readings, paying particular attention to issues of confidentiality and client’s rights. There are times and conditions under which confidentiality can or must be broken. These are:

1. If a class member threatens danger to him/herself, the instructor is permitted by law to make those limited disclosures necessary to avert that danger.

2. If a class member threatens grave bodily harm or death to another person(s), the instructor is required by law to inform the intended victim(s) and appropriate law enforcement agencies.

3. If there is any reasonable suspicion of child abuse or neglect, the instructor is required by law to report it immediately to the proper authorities.

4. If a court of law issues a legitimate subpoena, you are required by law to provide the information specifically described in the subpoena.

The course instructor is responsible to you to act professionally and ethically. The instructor is also responsible to uphold policies, practices and standards of the university and the profession. Normally, these responsibilities are not in conflict and confidentiality can be maintained. If the instructor has concern about your current or future performance as a counselor/therapist, s/he may discuss this with other faculty members and particularly faculty on the department Student Affairs Committee.

It is important for you to know that you have the right and personal responsibility to share only what you want with the instructor and the other class members. You do not have to reveal anything in the group(s) that you do not want to reveal. Specifically, there is no pressure or expectation that you are to share shameful or painful experiences from your past. You are free to share such experiences if you view that as being in your interest, but there is no necessity. Experiential exercises or activities are optional and you may stop participating in any of them if you wish at any time without penalty. At the same time, if you find yourself not wishing to participate in the group(s) or in any of the experiential activities, or if your lack of participation poses a barrier to your interpersonal development, you may wish to reconsider if this is an appropriate program for you. You may prefer to drop the course and pursue another graduate program. This course, by its very nature, is experientially oriented.

COUNSELING/COMMUNICATION SKILL EVALUATION

For the student’s benefit, an end of the semester evaluation will be provided which covers areas of strength and areas in which to continue growth as a counselor. Evaluations will be based upon:

1) The students critique of themselves and of their skills as a counselor.

2) Peer and supervisor feedback of each student counseling/communication skills.

3) Instructor and fieldwork supervisor feedback.

Each student will have an individual meeting to discuss this information with the instructor during the final week of class or the week of final examinations.

EVALUATION

Course grade will be based on:

1. Class participation (15%)

2. Video tape of counseling performance and written analysis (20%)

3. Fieldwork counseling case report (10%)

4. Fieldwork notes and supervisor evaluation-includes regular attendance and acceptable performance (20%)

5. Crisis Videotape (10%)

6. SPARC Report (25%)

Students must also hand in the professional workshop and individual counseling forms to obtain a grade.

A plus/minus grading system will be utilized in determining grades. Each assignment will be graded on a point-basis, and your final grade will be appropriately weighted. The scale will be:

93-100%: A 80-82%: B-

90-92%: A- 78-79%: C+

88-89%: B+ 73-77%: C

83-87%: B 72% and below: not passing

Support Program Accountability Report Card Guidelines

The SPARC is a continuous improvement document that gives a school counseling program and student support team an opportunity to demonstrate effective communication and a commitment to getting results. Modeled after the School Accountability Report Card (SARC), the Support Personnel Accountability Report Card (SPARC) has been developed by an advisory group of Los Angeles County counselors and consultants, counselor administrators, counselor educators and California Department of Education consultants. For this semester, you will be required to complete part of the first part of the SPARC - a First-Step SPARC - unless your school has already submitted a SPARC. If so, you should work on an Advocacy Project (see handout.) Samples of completed SPARCs can be seen at the Los Angeles County Office of Education (LACOE) website: lacoe.edu. Explore this website for ideas on how to write paragraphs for each section below, but don't copy what others have written.

You should have completed 4 sections of the First-Step SPARC: a description of the Student Support Personnel Team; School Climate and Safety; Measurements and Assessments and a proposal for Student Results. Refer to the syllabus for EPC 659A if you have to complete these sections. If you have yet to develop an advocacy project, the following guidelines are provided. If you have already proposed the project, your work this semester will involve implementing all or some aspect of the project. You may work with either a large or small group of students or consult with your supervisor and school administrators on a plan for systemic change. If your project is best implemented in the classroom, consider collaborating with a teacher you know or one recommended by your supervisor. You may develop an intervention program intended for all students at one grade level, but implement it with a small group of students or in one class.

In addition to working on implementing your advocacy project and reporting student results, the following sections of the SPARC should be completed this semester:

Major Achievements

Community Partnerships/Resources

Focus for Improvement

Development Plan for an Advocacy Project

You are required to plan or develop an intervention program or systems change effort that aims to improve student academic performance. The first step is to review data and identify the problem. You can go to the California Department of Education website: cde. to get data on academic performance for your school. Also, consider consulting with the head counselor, the principal or other administrators, key teachers, students and parents about what they see as a major problem with regard to student achievement at the school. Administrators, including the head counselor, may have data that indicates the nature of the problem. There may be social and/or personal needs that impede student learning at the school so this could be a focus of your advocacy project (e.g. improving school safety, school climate). Particular groups of students (e.g. ELL, disabled, African American, Latino, freshmen, girls not taking science, student profiles in advanced placement classes, etc.) may demonstrate a particular gap in achievement, course enrollment, attendance, school completion, etc. Make sure you look at data disaggregated by student ethnicity and gender. The data you gather to demonstrate a problem is your "needs data."

Based on your consultation and data collection, make an effort to determine how widespread the problem is in the school. How many students are affected? You may have to go to data reports to find this information (e.g. dropouts; low attendance patterns; few Latinos in advanced placement classes with considerable numbers of Latinos interested in taking those classes; students who need and want more help with school work and learning, etc.) or you might consider creating a survey to give to a select sample of students/classes. Consultation with key people including students may help.

Develop a plan for addressing your advocacy project that includes the results data you will gather to demonstrate the impact of your intervention. Results are the outcome of what students know or are able to do as a result of your intervention or change effort. Results are not what adults do. Results are not the number of students seen, the number of meetings, conferences, or classes held or attended, or the number of referrals to other agencies or programs - although these data will be useful in reporting on your project. Only student outcome results that you have demonstrably impacted will be considered. Results should reflect the student performance in any domain or program, not just the numbers or percentage of students placed in those programs. In other words, if you are effective in getting students to enroll in advanced placement classes, also include data on how they are performing in those classes or data on skills they have developed to be successful in those classes (e.g. study skills, time management).

The following information must be included in the Development Plan:

• Describe the need for your intervention including data from surveys, assessments, community feedback, consultation and evaluation data that you have or plan to collect.

• Describe the intervention including the activity, the student competency that will be addressed, and when and where (classrooms, small groups in the counseling office, etc.) you will implement the activity

• Identify the data/results you plan to gather including the following:

Process data: What you plan to “do” for “whom” data. This is accountability data, which shows that the event occurred. (“Time to Tell” violence prevention guidance lesson presented to 1,350 6-8th grade students).

Perception data: What they “think” data. This measures attitudes, through surveys or evaluation forms. (74% more students believe fighting is wrong)

Results data: “So what” data. Shows proof of competency achieved, knowledge gained and actual change in behavior.

This also includes “outcome” data such as: # violent incidences decreased; # of F grades decreased; improved test scores, improved attendance.

• Link your results to the National Standards for School Counseling Programs

Presenting Student Results Data

Once you gather your data, you can use Microsoft Excel to plug your data into a variety of graphs or charts. Your school SARC (School Accountability Report Card) should be able to give you some formatting ideas for displaying results. Also check examples from the L.A. County website. Two data sets including at least two graphic representations of data will make this section complete. Remember to communicate with community partners/resources regarding the use of their data and their contribution in developing your SPARC. Don’t forget to identify community partnership/resource data; your participation in partnership activities may be clearly linked to successful outcomes.

Helpful Hints: The relationship between the data presented and the student support team should be clearly stated. You may have business, math, computer applications departments or service organizations on campus that would want to crunch numbers for you. You may have another intern doing a practicum, fieldwork or internship hours at your school who would want to help with your SPARC. Keep your graphs simple to read – focus on one concept per graph. The following information must be included in Student Results:

Lead paragraph on importance of student results and relationship to the National Standards

Graphic representations of data (minimum of two)

Written explanation of each graphic representation

You will want to start gathering data and consulting with school stakeholders early in the semester and have an idea for an intervention or system change effort by March 14 and turn in your needs data,

Major Achievements

This section of the SPARC is for identifying major achievements that your school has attained. Has your support personnel team previously won an Academy or Best in the West award? If your student support system was given a commendation by an accreditation team such as the Western Association of Schools and Colleges (WASC), this is the place to mention it. Don't forget to mention any honors that your community partners/resources might have achieved; your coordination/collaboration with them should have had some relationship to their success. Finally, any school-wide achievements that your program contributed to should be mentioned as well.

A very short description of how the student support system is related to achievement is required to make this section complete. Some examples:

• Boys and Girls Club Outreach Award - Our team provides referrals and technical support to this award-winning program.

• Distinguished School - Our role in the safety plan was integral to our school's winning this award.

• Redesign of 9th grade orientation program - Our incoming 9th grade class was 90% successful in selection of appropriate coursework upon entrance into high school.

• SAT/ACT increase – Our teamwork effort with the AVID program has helped us increase by 25% the number of students taking these college prep exams. The following information must be included in Major Achievements section: Description of how the student support system is related to the achievement being cited if at all.

Community Partnerships/Resources

Your student support system coordinates a variety of resources and collaborates with a significant number of community partners/resources. This section asks you to classify all of your partnerships/resources into the academic, career and personal/social domains. Identify, if possible that active relationship these partnerships/resources have with your student support system. Remember to spell out acronyms. Helpful Hint: You may want to consider highlighting a community partner and their results working in coordination with the student support team. The following information must be included in Community Partnerships/Resources:

• Lead paragraph on the importance of partnerships and how program works with them. If there is no recognition of these relationships, develop your own rationale for partnerships you would propose.

• Listing of partnerships/resources by academic, career, and personal/social domains. (A, C, P/S). You can propose partnerships that you would develop if you were a counselor at the school.

Your work in this section may be enhanced by reviewing the following National Model applications: system support (p. 43-44).

Focus for Improvement

This section should reflect some of additional identified needs from surveys, assessments, community feedback, consultation and evaluation data that you have collected. For example, does the 10th grade counseling program work for all students or is there a group of students who need a different intervention? Has the school safety plan been updated to reflect current realities? Some ideas for this section:

• Increase in successful access to post secondary financial aid opportunities

• Increase in daily attendance of students with health problems

• Increase in grade point average of special education students

• Implementation of support services for students and families participating in the Gifted and Talented Program

You have the option of identifying a measurable increase or decrease in a focus for improvement area. Include the ideas your supervisor and head counselor have about areas for improvement. Also include your recommendations for further improvement based on your advocacy project plan.

Helpful Hints:

• Prioritize your areas for improvement based on data or school/community feedback.

• Don’t commit in writing to more than your team can deliver.

The following information must be included for this section:

Lead paragraph on commitment to improvement and alignment of this section to your school's improvement plan

Identification of needs from surveys, assessments, community feedback, and/or evaluation data

Prioritization of areas of improvement. Your work in this section will be enhanced by reviewing the following National Model applications: use of data (p. 49-53), advisory council (p. 47-48), and program audit (p. 65-66).

EPC 659B – Spring 2008

Practicum in Counseling

COURSE SCHEDULE AND ASSIGNMENTS

|January 28 |Topics: Introduction and Overview of the Course |

| |Fieldwork Activity Review and Goal Setting |

| |CATCHING UP! |

| |Legal/Ethical Issues: Child abuse reporting that yields no results except angry parents |

|February 4 |Topics: COMBINED CLASS: Crisis Intervention & Suicide Prevention |

| |CLASS LOCATION in ED 1214/1216 |

| |Readings: Problem Solving Handout |

| |Assignments: Crisis Intervention Skills Videotape |

|February 11 |Topics: Legal and Ethical Issues: Negligence in Suicide Prevention |

| |Crisis Intervention Skills Videotape Presentations |

| |______________________________________________ |

| |______________________________________________ |

| |Due: Problem Solving Exercise |

| |Readings: Personalizing Article |

|February 18 |Topics: Legal and Ethical Issues: Domestic violence and child abuse reporting |

| |Crisis Intervention Skills Videotape Presentations |

| |______________________________________________ |

| |______________________________________________ |

| |Readings: Ivey, Chapter 9; Murphy, Chapter 1 |

|February 25 |Topics: Legal and Ethical Issues: Dual relationships with students and parents |

| |Crisis Intervention Skills Videotape Presentations |

| |______________________________________________ |

| |______________________________________________ |

| |Personalizing |

| |Readings: Ivey, Chapter 10; Murphy, Chapter 2 |

| |Quiz: On assigned readings to date |

|March 3 |Topics: Legal and Ethical Issues: Teacher on Student Sexual Abuse |

| |Crisis Intervention Skills Videotape Presentations |

| |______________________________________________ |

| |Personalizing; Solution Focused Counseling |

| |Readings: Ivey, Chapter 10; Murphy, Chapter 3 |

|March 10 |Topics: Legal and Ethical Issues: Counselor Commits Child Abuse |

| |Practice Tape Review____________________________ |

| |______________________________________________ Goal Setting with Clients/Strategies for Change |

| |Readings: Ivey, Chapter 11; Murphy, Chapter 4 |

COURSE SCHEDULE AND ASSIGNMENTS (continued)

|March 17 |SPRING BREAK |

|March 24 |Topics: COMBINED CLASS: Interprofessional collaboration in counseling with students with |

| |special education needs/ Transdisciplinary Practice/Inclusion in general education |

| |-CLASS LOCATION in ED 1214/1216 |

| |Readings: Internet resources- (TLC |

| |                    Center and transdisciplinary services) |

| |                    http.//iris.peabody.vanderbilt.edu/ (School resources for                     working |

| |with students at risk or with special education needs) |

| |Assignments: TBA, reaction sheet |

|March 31 |Topics: Legal and Ethical Issues: Rape, statutory rape and child abuse |

| |Practice Tape Review |

| |______________________________________________ |

| |______________________________________________ Skill Integration/Integrating skills with theory |

| |Readings: Ivey, Chapter 12; Murphy, Chapter 5 |

|April 7 |Topics: Legal and Ethical Issues: Cyber-sexual harassment Practice Tape Review |

| |______________________________________________ |

| |______________________________________________ Skill Integration/Integrating skills with theory/Culture |

| | |

| |Readings: Ivey, Chapter 13; Murphy, Chapter 6 |

|April 14 |Topics: School-wide Crisis Intervention |

| |Legal and Ethical Issues: Negligence in eating disorders |

| |Readings: Handout to be assigned |

| |Quiz: On assigned readings since previous quiz |

| |Readings: Ivey, Chapter 14; Murphy, Chapter 7 |

| |Quiz: On assigned readings since previous quiz |

|April 21 |Topics: Legal and Ethical Issues: Teacher ignoring sexual harassment |

| |Practice Tape Review |

| |______________________________________________ |

| |______________________________________________ |

| |Readings: Murphy, Chapter 8 & 9 |

|April 28 |Topics: Legal and Ethical Issues: Sexual harassment and gay, lesbian, bisexual and transgender youth |

| |Practice Tape Review |

| |______________________________________________ |

| |______________________________________________ |

| |Readings: Murphy, Chapter 10 & 11 |

|COURSE SCHEDULE AND ASSIGNMENTS (continued) |

|May 5 |Topics: Legal and Ethical Issues: Teacher on student sexual harassment |

| |Practice Tape Review |

| |______________________________________________ |

| |______________________________________________ |

| |Readings: Murphy, Chapter 12 |

| |Quiz: On assigned readings since previous quiz |

|May 12 | Individual Evaluation and Advisement Meetings |

|Finals Week |Due: School Counseling Fieldwork Logs |

| |Fieldwork Evaluation Form |

| |Counseling tape written analysis |

| |All Fieldwork notes |

| |Case report |

| |Workshop Attendance Form |

| |Verification of Personal Counseling Form |

|May 19 |School Counseling Town Hall Meeting – Education 1214-16 |

Competencies to be Addressed in EPC 659B and Related Field Activity

Helping Skills

Students will demonstrate knowledge of and skill in helping students with personal, social, academic and career development needs through the effective use of communication skills including attentive listening, asking questions, empathic processing, use of interpretation, giving advice, appropriate disclosure, and problem solving skills.

Students will demonstrate knowledge of and skills in establishing the conditions for effective helping relationships with students, teachers, parents, school administrators and university faculty. Conditions include genuineness, respect, non-judgmental acceptance, flexibility and maturity of judgment, and ethical and professional behavior.

Students will demonstrate knowledge of problem solving skills and ability to apply these skills in helping at least one student with a personal, social, academic or career issue/problem/concern in a manner that improves that student’s ability to learn and achieve at a high academic level.

Personal Growth and Development

Students will demonstrate awareness and understanding of their personal strengths and weaknesses in communicating with others and show progress in changing at least one characteristic, style, or communication problem in a manner that improves their sensitivity to others and ability to communicate effectively.

Students will demonstrate awareness and understanding of personal bias/ discrimination/separatist thinking, feeling or behavior and change that response in a manner that shows sensitivity to others, understanding and valuing of differences in race, ethnicity, socio-economic status, gender, and sexual preference.

Students demonstrate knowledge of and skill in enabling students to respect themselves and others, identify and express feelings, contain intense and overwhelming emotions, maintain self-control, cooperate in groups, develop communication skills for positive relations with teachers and peers, manage anger and discuss changes in personal, social and family roles.

Legal and Ethical Issues

Students demonstrate knowledge of legal and ethical issues in school counseling including confidentiality, child abuse reporting, suicide, attendance and truancy laws and sexual harassment. Students will demonstrate skill in applying legal tenets and ethical guidelines to counseling and school situations. Students demonstrate familiarity with the code of ethics of the American Counseling Association and the American School Counseling Association and skill in applying the code to situations encountered by school counselors.

Advocacy Stages and Steps

Candidate demonstrates knowledge of the stages and steps in advocating for students and skill in advocating for high academic expectations and learning success for all students.

Academic Equity

Students demonstrate knowledge of and skill in implementing practices that ensure that all students receive equitable treatment relating to appropriate course selection for post-secondary options including college.

Advocacy

Students will demonstrate understanding of the professional identity of a school counselor as an advocate for educational equity and social justice and as leaders for educational excellence and high academic achievement. Professional identity includes knowledge of school counseling professional organizations and participation in professional workshops.

School Entry and Working Relationships

Candidate demonstrates knowledge and skill in school system entry and ability to establish constructive working relationships with school staff, parents and students.

Factors Influencing Learning

Students demonstrate understanding of the influence of school, community, family and environmental factors on student learning.

Professional Identity Role and Responsibility

Students demonstrate knowledge of professional identity, role and responsibility including: a) ability to appropriately enter a school community; b) skill in respecting and establishing rapport with students, staff and parents; c) skill in adapting to the demands of the school environment; d) recognition of and respect for the important role of field supervisors; e) and demonstration of commitment to ongoing education as part of professional development.

Students demonstrate knowledge of school counseling professional organizations and participate in organization functions to keep informed of changes in issues and laws pertaining to school.

Communication & Relationship Building

Student demonstrates knowledge of theories and conceptual models of interpersonal relations and communication and skill in communicating with and developing effective working relationships with colleagues, teachers, school staff, families, students and other school stakeholders.

Students will demonstrate knowledge of and skill in helping/consulting with at least one teacher regarding problems, issues or concerns related to student learning and achievement through the use of effective communication and problem solving skills, and the establishment of conditions for an effective helping relationship.

Impact of Cultural Diversity

Students demonstrate an appreciation of diversity and knowledge of the ways in which ethnic, cultural, gender, language, socioeconomic, acculturation, assimilation, and school and community environmental factors influence student learning and achievement with emphasis on the impact of bias, prejudice, processes of intentional and unintentional imposition, entitlement and discrimination.

Cultural Assessment and Sensitivity

Students demonstrate skill in assessing the cultural background, values and mores of students and their families and skill in working effectively in a culturally sensitive manner with diverse colleagues, students and families.

School Systems and Resources

Students demonstrate knowledge of the systems and resources at the school and district level including school based and school linked services (e.g. family centers) and agencies and professional associations that work with individuals with exceptional needs.

Leadership Communication and Skill

Students demonstrate skill in communicating effectively, analyzing problems and needs, initiating, guiding and delegating to build consensus, to achieve results and to influence school change.

Programs of Wellness Promotion

Students demonstrate ability to design and implement programs of wellness promotion, prevention and intervention that help students understand: rules, laws, safety and individual rights; personal boundaries, rights and privacy needs; appropriate and inappropriate physical contact; dangers of substance use and abuse; how to cope with peer pressure, eating disorders and depression; and techniques for managing stress (only personal techniques for managing stress in Practicum A).

Advocacy Action

Candidate demonstrate skill in taking a leadership role in advocating for educational equity, high academic expectations and learning success for all students, social justice, and harmony and peace among diverse groups of students, families and school staff.

Collaboration with Teachers

Candidate demonstrates knowledge of and skill in working with teachers to implement and evaluate educational programs to increase learning and academic success.

Use of Data-Management Systems

Students demonstrate understanding of and skill in the use of computer based technology and data-management systems in support services including the ability to access information and evaluate student progress.

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