field experience manual for programs in … · acquired throughout their training program. the...

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FIELD EXPERIENCE MANUAL

FOR

PROGRAMS IN COUNSELOR EDUCATION

DEPARTMENT OF LEADERSHIP AND

PROFESSIONAL STUDIES

FLORIDA INTERNATIONAL UNIVERSITY

Rev. 12/02/2017

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TABLE OF CONTENTS I. Introduction................................................................................................................................. 5

A. Mission and Objectives of Counselor Education Program B. Purpose of Field Experiences

C. Liability Insurance

D. Ethical and Legal Standards

II. Types of Field Experiences........................................................................................................ 6

A. The Counseling Practicum…………………..………………………...…………...……….. 6

1. Common Objectives for Practicum Students

2. Practicum Logistics

B. The Counseling Internship………………..……...………………………………………….. 7

1. Common Objectives for Interns

2. Internship Logistics

III. Field Experience Objectives…………….…………..................................................................... 9

IV. Responsibilities.......................................................................................................................... 9

A. Student-Counselor.......................................................................................................... 9

B. Site Supervising Counselor…………....……………...…………………………................. 10

C. Faculty Supervisor.......................................................................................................... 11

D. Coordinator of Clinical Field Experiences....................................................................... 11

V. Evaluation and Final Grades..................................................................................................... 12

VI. Clinical Mental Health Counseling……………………………………………………………………13

A. Mission & Objectives....................................................................................................... 13

B. Application Process for Field Experiences…………....……………………....................... 14

1. Deadline Dates

C. Practicum Hours.............................................................................................................. 14

D. Internship Hours.............................................................................................................. 15

E. Site Checklist...................................................................................................................16

VII. School Counseling…………………………………………………………………………………….18



1. Deadline Dates



E. Site Checklist...................................................................................................................22

VIII. Rehabilitation Counseling…………………………………………………….………………………24



1. Deadline Dates



E. Site Checklist...................................................................................................................27

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APPENDICES

Appendix 1A: Field Experience Prospectus & Site Agreement…………….…………........ 29

Appendix 1B: Student Evaluation of Field Placement…...………………………………….. 31

Appendix 1C: Site Supervisor’s Evaluations of Student Performance……………………. 34

Appendix 2C: Faculty Supervisor’s Evaluations of Student Performance……………. …. 42

Appendix 3C: Site Supervisor’s Evaluation of Student Performance, Rehabilitation

Counseling……………………………………………………………………… 50

Appendix 4C: Faculty Supervisor’s Evaluation of Student Performance, Rehabilitation

Counseling…………………………………………………………………. …. 62

Appendix 5A: Time Logs………………………………………………………….………........ 75

Appendix 6A: Field Experience Weekly Summary…………………………………………... 77

Appendix 7A: Consent Forms……………………………………………………………........ 78

Appendix 8A: Performance Outcomes………………..……………………………………… 83

Appendix 8B: Accreditation Standards:

CACREP 2016 Standards ……………………………… …………………… 88

CORE Standards……………………………………………………………..... 99

Florida Educators Accomplished Practices (FEAPS)…..............................119

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Contact Information

Program Faculty

Dr. Kelli Scanlon, Program Director, Counselor Education

305-348-1048, [email protected]

Dr. Isaac Burt, Clinical Mental Health Counseling

305-348-2091; [email protected]

Dr. Sandra Logan, School Counseling Coordinator, CACREP Liaison, IREP Liaison


Dr. Maureen Kenny, Clinical Mental Health Counseling Coordinator


Dr. Valerie Russell, Clinical Coordinator & Rehabilitation Counseling Coordinator


Program Address

Florida International University College of Arts, Sciences and Education School of Education and Human Development Department of Leadership and Professional Studies Counselor Education Program 11200 SW 8th Street-ZEB 313 Miami, FL 33199 305-348-3418 Fax 305-348-1515

mailto:[email protected]





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INTRODUCTION

This manual provides information about field experiences in the Counselor Education Program, located in the

Department of Leadership and Professional Studies, School of Education and Human Development, Florida

International University and is a supplement to the Student Handbook for Counselor Education Programs. Field

experiences consist of the practicum, internship, and practicum/internship supervision.

Field experiences are a part of all tracks of the Counselor Education Program, including Clinical Mental Health

Counseling, School Counseling, and Rehabilitation Counseling at the Master’s level. These tracks share common

core courses and objectives at all levels, yet each track develops distinct competencies through environmental

emphases and field experiences.

It is the student’s responsibility to be aware of the deadlines for application. Students are responsible for reviewing

the list of approved sites and contacting them for information and interviews. Any site that is not on the

list that the student desires to complete hours at must be approved by the Clinical Coordinator. Be aware

that this takes time so students should begin the process early. All students must have their site confirmed

prior to the semester they are to begin their field experience. Sites must be approved by the clinical

director by the end of the previous term. (e.g. if you apply for the Spring you must have your site

approved before the end of the Fall semester.) It is the student’s responsibility to secure a site and inform

the clinical director of the site.

PURPOSE

Field Experiences are designed to provide students with the opportunity to apply and practice the competencies

acquired throughout their training program. The field experience courses are judged by the faculty to be the most

important preparatory experiences in which students will engage. It is an opportunity to synthesize and apply

theoretical knowledge and to enhance and refine students' counseling and guidance skills. In many instances the

field experiences serve as a stepping-stone for future student employment. The field experiences also provide a

link between the schools, community, the University, and the department counseling unit.

LIABILITY INSURANCE

All mental health and rehabilitation counseling students must have obtained personal professional liability

insurance prior to beginning any practicum or internship experience. Documentation of liability insurance should

be kept current; both the Clinical Coordinator and your Faculty Supervisor(s) should have a copy of your current

policy. School counseling students are not required to have liability insurance but it is recommended that they do

so.

Liability insurance is available free of charge for students who belong to the American Counseling Association

(ACA) and/or the American School Counselor Association. Application forms for liability insurance and

membership in ACA and ASCA can be found on-line at www.counseling.org and www.schoolcounselor.org

ETHICAL AND LEGAL STANDARDS

Students must abide by (1) the standards of conduct established by the school district, agency, or other institution

in which they have been placed as a practicum or internship student; (2) the Code of Ethics and the Principles of

Professional Conduct of the Education Profession in Florida; and, (3) Standards of Ethical Conduct of the

American Counseling Association (ACA), the American School Counselors Association (ASCA), and/or the

http://www.counseling.org/

http://www.schoolcounselor.org/

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Commission on Rehabilitation Counseling Certification (CRCC). Any incident of unethical behavior should be

immediately brought to the attention of the Faculty Supervisor.

TYPES OF FIELD EXPERIENCES

There are two types of field experiences, the practicum and the internship. The practicum is designed to help

students develop requisite counseling skills and knowledge of the applied setting. The internship provides the

student with experience in all aspects of professional functioning applicable to his or her program track.

THE COUNSELING PRACTICUM

The practicum precedes the internship and provides for the development of counseling skills under supervision.

Initially, the practicum student should be restricted to the role of co-facilitator for all counseling modalities

(e.g., individual, couples, family, and/or group). Especially at the onset of the practicum experience, practicum

students should “sit in” on sessions of experienced counselors (ideally the Site Supervising Counselor) to observe

and learn the structure and content of counseling sessions performed at the particular site. At no time should a

practicum student be assigned individual clients or sole facilitation of groups until that student has demonstrated

competence with clients at the specific site. Competence should be determined through direct observation by the

Site Supervising Counselor (and/or other lead counselors) and may include input from the Faculty Supervisor.

The hours spent at FIU (or with the FIU faculty member or adjunct) in individual or group supervision for the

practicum course are not counted as practicum hours.

Common Objectives for Practicum Students

The site should provide opportunities to foster the following:

1. Communications Skills: Students will practice and build upon a repertoire of skills such as attending and

active listening, reflecting, facilitative responding, differentiating and balancing between affect and cognitive

messages, appropriate self-disclosing, confrontation, etc. These communication skills will be adapted to the

cultural expectations, age level, and special needs of each client.

2. Relationship Building Skills: Students will demonstrate the ability to establish a trusting, open, therapeutic

relationship through the establishment and maintenance of the core conditions such as immediacy,

congruence, unconditional positive regard and respect, effective levels of empathy, and maintaining focus on

the client. Appropriate skills will be chosen to respect the cultural expectations, age level, and special needs

of each client.

3. Problem Solving Skills: Students will develop and practice effective critical thinking, problem solving and

conflict resolution skills in individual and family therapy sessions. The client's autonomy will be respected in

the decision making process.

4. Professional Development: Students will demonstrate "professionalism" through proper dress, adherence to

ACA's, CRCC, or ASCA Ethical Codes, and respect for the clients’ values system, a willingness to work with

clients of different races, creeds, color, sex, sexual preference and an absence of prejudicial beliefs and

stereotypes.

5. Personal Growth and Development: Students will demonstrate an ability to understand and express their

personal dynamics in individual and family therapy sessions through self-disclosure, acceptance and reaction

to constructive criticism, and calm and persistent courage in facing difficult or crisis situations, and awareness

of expectations of self and others.

6. Conceptualization Skills: Students will be able to demonstrate conceptualization skills through case analysis

(e.g., identifying major issues and concerns, recognizing consistent patterns of behavior, providing diagnosis

using the DSM 5, recognizing dominant themes in sessions, defining objectives for the client's therapeutic

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change process, and/or defining treatment plans). Similarly, students will begin to solidify their

conceptualization of clients within their chosen theoretical framework(s).

Practicum Logistics

1. Direct Service: A minimum of 40 (School & Rehabilitation Counseling) and 160 (Clinical Mental Health)

face-to-face client hours (as documented on time logs) must be completed by the conclusion of the practicum.

These hours must include experience in both individual and group counseling work.

2. Individual Supervision: Weekly interaction with an average of one hour per week of individual supervision

on site (with the Site Host) as well as an average of one hour per week of individual and/or triadic supervision

on campus (with a program Faculty Member or a supervisor working under the supervision of a program

Faculty Member), will occur regularly over a minimum of one academic term.

3. Group Supervision: An average of one and one half hours per week of group supervision on campus will be

provided on a regular schedule over the course of the student's practicum by a program Faculty Member or a

supervisor under the supervision of a program faculty member.

4. Variety of Activities: The practicum student will have the opportunity to become familiar with a variety of

professional activities in addition to direct client service (e.g., record keeping, supervision, information and

referral, in service and staff meetings, etc.).

5. Audio/Videotapes/Digital voice recordings & Observation: The practicum student must have the

opportunity to develop program-appropriate audio, digital and/or videotapes of the student's interactions with

clients for use in supervision. Additionally, opportunities for direct observation and feedback of client

interventions and counseling sessions may occur.

6. Evaluation: The practicum student's performance will be evaluated throughout the practicum experience, to

include formal evaluations made by both the Site Host and Faculty Supervisor at the midpoint (at the 6-7 week

mark) and after the student completes the practicum. Similarly, the practicum student will have the

opportunity to evaluate the site, Site Supervising Counselor, and Faculty Supervisor. Students who receive

a grade less than a B on the practicum will not be allowed to enroll in the internship until a remediation

plan has been completed. Students will need to meet with their advisor and the clinical coordinator to

develop the remediation plan that would include the following: (a) repeating the practicum course, (b)

increased faculty supervision with direct faculty observations, and additional assignments from faculty

as deemed necessary in areas where knowledge, skills, and professional attitude needs improvement.

Student progress will be monitored at the midpoint and the goals identified in the plan may be

modified as necessary.

THE COUNSELING INTERNSHIP

Students enrolled in the full-time internship assume more professional responsibilities than practicum students

and, by the middle of the academic semester, are expected to assume the same responsibilities and tasks of a

professional counselor. All degree-seeking students in all three tracks must complete a supervised internship of

600 clock hours that is initiated after successful completion of the student's practicum (i.e. you are not permitted

to “bank” hours). The internship provides an opportunity for the student to perform, under supervision, a variety

of counseling activities that a professional counselor is expected to perform.

School Counseling students may complete their internship in a site different from that of their practicum.

However, since certification for school counselors is K-12, completing field experiences at different educational

levels is encouraged. Clinical Mental Health and Rehabilitation students may continue their internship at the same

site as their practicum or may elect to experience a different setting. In order to provide opportunities for a breadth

of clinical experiences, students are not allowed to complete their internship (or practicum) hours at their current

places of employment. The only exception is if the student can provide evidence that they would be competing

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their hours in an area/location different from their current job-related responsibilities (e.g., completing their hours

in different branch of the same company under a supervisor other than their current employer).

Common Objectives for Interns

**Note: The internship is intended to build upon the student’s practicum experiences. Therefore, interns are

expected to process clients at a much richer level than they did as practicum students. In supervision, they should

be challenged to explore themselves and how they conceptualize particular case dynamics more so than they

might have been in practicum.

The site should provide opportunities to foster the following:

1. Communications Skills: Students will practice and build upon a repertoire of skills such as attending and

active listening, reflecting, facilitative responding, differentiating and balancing between affect and cognitive

messages, appropriate self-disclosing, confrontation, etc. These communication skills will be adapted to the

cultural expectations, age level, and special needs of each client. The key difference here is that the intern

should demonstrate intentionality in the implementation of communication skills.

2. Relationship Building Skills: Students will demonstrate the ability to establish a trusting, open, therapeutic

relationship through the establishment and maintenance of the core conditions such as immediacy,

congruence, unconditional positive regard and respect, effective levels of empathy, and maintaining focus on

the client. Appropriate skills will be chosen to respect the cultural expectations, age level, and special needs

of each client.

3. Problem Solving Skills: Students will develop and practice effective critical thinking, problem solving and

conflict resolution skills in individual and family therapy sessions. The client's autonomy will be respected in

the decision making process.

4. Systems Approaches: Integrate, as appropriate to site and clientele, wraparound services and discuss the

implementation of wraparound services in individual and group supervision.

5. Professional Development: Students will demonstrate "professionalism" through proper dress, adherence to

ACA's, ASCA’s, CRCC’s Ethical Codes, and respect for the clients’ value system, a willingness to work with

clients of different races, creeds, color, sex, sexual preference and an absence of prejudicial beliefs and

stereotypes.

6. Personal Growth and Development: Students will demonstrate an ability to understand and express their

personal dynamics in individual and family therapy sessions through self-disclosure, acceptance and reaction

to constructive criticism, and calm and persistent courage in facing difficult or crisis situations, and awareness

of expectations of self and others.

7. Conceptualization Skills: Students will be able to demonstrate conceptualization skills through case analysis

(e.g., identifying major issues and concerns, recognizing consistent patterns of behavior, providing diagnosis

using the DSM 5, recognizing dominant themes in sessions, defining objectives for the client's therapeutic

change process, and defining treatment plans). Similarly, students will solidify their conceptualization of

clients within their chosen theoretical framework(s).

Internship Logistics

1. Direct Service: A minimum of 240 hours face-to-face client hours (as documented on time logs) must be

completed by the conclusion of the internship. These hours must include experience in both individual and

group counseling work.

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2. Supervision: Weekly interaction with an average of one hour per week of individual supervision on site (with

the Site Host) as well as an average of one and one half hours per week of group supervision on campus (with

a program Faculty Member or a supervisor working under the supervision of a program Faculty Member),

will occur regularly over a minimum of one academic term. Supervision hours with the faculty member do

not count toward total hours.

3. Variety of Activities: The intern will have the opportunity to become familiar with a variety of professional

activities in addition to direct client service (e.g., record keeping, supervision, information and referral, in

service and staff meetings, etc.). Similarly, the intern will have the opportunity to gain supervised experience

in the use of a variety of professional resources such as assessment instruments, technologies, program

development and evaluation, professional literature, and research.

4. Audio/Videotapes, Digital voice recordings& Observation: The intern must have the opportunity to

develop program-appropriate audio and/or videotapes of the intern's interactions with clients for use in

supervision. Additionally, opportunities for direct observation and feedback of client interventions and

counseling sessions may occur.

7. Evaluation: The intern's performance will be evaluated throughout the internship experience, to include

formal evaluations made by the Site Host at the midpoint (at the 6-7 week mark) and after the intern completes

the internship. Similarly, the intern will have the opportunity to evaluate the site, Site Supervising Counselor,

and Faculty Supervisor. Students who receive a grade less than a B on the internship will not be allowed

to graduate until a remediation plan has been completed. Students will need to meet with their advisor

and the clinical coordinator to develop the remediation plan that would include the following: (a)

repeating the internship course, (b) increased faculty supervision with direct faculty observations, and

additional assignments from faculty as deemed necessary in areas where knowledge, skills, and

professional attitude needs improvement. Student progress will be monitored at the midpoint and

the goals identified in the plan may be modified as necessary.

FIELD EXPERIENCE OBJECTIVES

There are several primary objectives that are common to all students involved in the field experiences. These

include:

1. Conduct individual and group counseling to facilitate positive behavioral, attitudinal, and educational

changes in clients.

2. Conduct counseling activities that facilitate the development of educational, life, and career skills in

clients.

3. Conduct consultation with significant individuals in the life of the client.

4. Apply appraisal and measurement procedures including but not limited to the following: achievement,

abilities and aptitude, personality, career exploration, and development; interpretation of testing results;

social-emotional development, and; assessment of classroom social climates.

5. Use developmental guidance and preventive clinical mental health strategies to promote positive mental

health, individual development, and prevention of adjustment problems.

6. Work collaboratively, cooperatively, and effectively with diverse individuals (e.g., special needs and at

risk-youth; multicultural and multiethnic; males and females, etc.).

7. Abide by the standards of conduct established by the school district, agency, or other mental health or

educational institution, the Standards of Ethical Conduct of the American Counseling Association (ACA),

the American School Counselors Association (ASCA), and the Commission on Rehabilitation Counseling

Certification (CRCC).

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RESPONSIBILITIES

The field experiences involve a collaborative effort of four individuals: The Student-Counselor, the Site

Supervising Counselor, the Faculty Supervisor, and the Coordinator of Clinical Field Experiences. Each individual

has their own set of responsibilities and each is held accountable to these.

STUDENT-COUNSELOR

1. Completes the application process for the practicum or internship by the deadline dates to the Coordinator

of Clinical Supervision and Placement and the Faculty Supervisor. Applications are available from the

Coordinator of Clinical Supervision and your faculty advisor. Two copies and the original are to be

submitted to the Coordinator of Clinical Supervision and Placement. One copy is given to the Faculty

Supervisor and one copy is retained by the student.

2. Shows evidence of having obtained professional liability insurance. Professional liability insurance is free

to student members of ACA and ASCA.

3. Completes the Field Experience Prospectus and Site Agreement with the Site Supervising Counselor (see

Appendix 1A). This is a schedule that is suitable and agreeable to both parties and the placement site. The

student must adhere to this agreement and advise the Site Supervising Counselor and the Faculty

Supervisor/Clinical Instructor if conflicts or changes occur.

4. Completes the required number of field experience hours on site.

5. Abides by the rules, regulations, and time schedules of the placement setting.

6. Performs customary counseling functions, activities, and tasks as assigned by the Site Supervising

Counselor.

7. Attends any school, district, or agency staff development conferences and meetings as directed by the

Supervising Counselor or the school or agency administrator.

8. Continuously strives to improve performance at the placement site and accept feedback from supervisors

and other placement personnel in a professional manner.

9. Attends all group and individual supervision meetings scheduled by the Faculty Supervisor, Site

Supervising Counselor, and Clinical Coordinator.

10. Completes and submits (a) the “Counseling Clinical Hours” Time Log (see Appendix 5A) signed by the

Site Supervising Counselor and Faculty Supervisor documenting the number of hours completed on site

and (b) the “Field Experience Weekly Summary” Sheets (see Appendix 2E).

11. Maintains a neatly written or typed logbook that includes both the “Counseling Clinical Hours” Time

Logs and the “Field Experience Weekly Summary” Sheets (see Appendix 6A). This logbook will be

reviewed throughout the semester and should be brought to every individual and group supervision

session, currently updated and accurate.

12. Completes any additional course requirements and documents outlined on the course syllabus and in this

Field Experience Manual.

13. Acts in a professional and ethical manner at all times.

SITE SUPERVISING COUNSELOR

1. Provides on-site supervision of the Student-Counselor, allowing for independence as the Student-

Counselor improves his/her functioning as the field experience progresses. At no time should a student

be left alone on site, whether or not clients are present.

2. Completes the Field Experience Prospectus and Site Agreement with the Student-Counselor (see

Appendix 1A). This is a schedule that is suitable and agreeable to both parties.

3. Provides opportunities for the Student-Counselor to achieve the objectives and the competencies of the

course by assigning appropriate duties, tasks, and responsibilities.

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4. Evaluates the student's performance at the midpoint (at the 6-7 week mark) and end of the field experience.

The Site Supervisor’s Evaluation of Student Performance must be mailed, or submitted to the Faculty

Supervisor via the student, no later than the Monday of the middle of the semester and the Monday of the

last week of the student's field experience. These forms are located in Appendix 1C.

5. Is available to the Student-Counselor for consultation and supervision. If supervising an intern, an

average of one hour of individual supervision per week must be provided and documented on the time

log.

6. Possess the necessary Credentials and Experience:

a. If supervising school counseling practicum students/interns, the supervisor must: (a) be a Certified

School Counselor, (b) have completed the Florida Clinical Educator’s Training, (c) have completed

a minimum of 3 years professional experience in the discipline, and; (d) have knowledge of the

program’s expectations, requirements, and evaluation procedures for students.

b. If supervising clinical mental health counseling practicum students/interns, the supervisor must: (a)

possess a minimum of a master’s degree in Mental Health Counseling or a related profession (e.g.,

Marriage and Family Therapy, Social Work, or Psychology) with equivalent qualifications (including

appropriate certifications and/or licenses); (b) have completed training in supervision, (c) have

completed a minimum of 3 years professional experience in the discipline, and; (d) have knowledge

of the program’s expectations, requirements, and evaluation procedures for students.

c. If supervising rehabilitation counseling practicum students/interns, the supervisor must: (a) be a

Certified Rehabilitation Counselor, or (b) have completed a minimum of 3 years professional

experience in the discipline, and; (c) have knowledge of the program’s expectations, requirements,

and evaluation procedures for students.

7. Attends any Orientation Meetings at FIU scheduled by the Clinical Coordinator of Field Experiences.

FACULTY SUPERVISOR

1. Coordinates the field experience to assure a successful program for the student.

2. Consults with the Site Supervising Counselor and other district or agency counseling staff as needed.

3. Provides monitoring and supervision via group supervision meetings and individual meetings with

students.

4. Evaluates the student's completion of the course requirements and performance. The Faculty

Supervisor/Clinical Instructor will assign a letter grade based on (a) the assessment of the student’s

completion of course requirements, (b) the Site Supervisor’s Evaluation of Student Performance

completed by the Site Supervising Counselor, and (c) The Evaluation of Student Performance completed

by the Faculty Supervisor at both the midpoint (at the 6-7 week mark) and end of the Field Experience

(see Appendix 2C).

5. Visits the placement site to consult with the Supervising Counselor or other school/agency administrators

as needed, or to conduct on-site observations of students. Progress of students may also be assessed by

phone or e-mail.

COORDINATOR OF CLINICAL FIELD EXPERIENCES

1. Processes student applications for field experiences.

2. Coordinates with district personnel and the Office of Student Teaching to finalize placement sites and

obtain contractual agreements for school counseling students.

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3. Coordinates with agency personnel to finalize placements and obtain contractual agreements for

Rehabilitation and Clinical Mental Health Counseling students.

4. Monitors the field experience process to assure quality of site placements and satisfactory experiences for

counseling students.

5. Consults with faculty as needed regarding student progress and completion of field experiences.

6. Prepares letters of verification of completion of field experiences by counseling students.

7. Coordinates the Student and Site Supervising Counselors Orientation.

8. Maintains evidence of student liability insurance and passing of State certification exams.

9. Maintains and revises the Field Experience Handbook as needed.

EVALUATION AND FINAL GRADES

The Faculty Supervisor will assess the student with a letter grade based on (a) the completion of all course

requirements (b) the Site Supervisor’s Evaluation of Student Performance completed by the Site Supervising

Counselor at the midpoint and end of the semester, and (c) The Evaluation of Student Performance completed by

the Faculty Supervisor. Course requirements are listed on the course syllabi and include, but may not be limited

to, the following:

1. Completion of the required on-site hours.

2. Attendance at all individual and group supervision meetings scheduled by the Faculty Supervisor/Clinical

Instructor and Site Supervising Counselor.

3. Completion of all required documentation, to include the time log signed by the Site Supervising

Counselor and Faculty Supervisor.

4. Completion of any additional course requirements specified on the course syllabus. Other course

requirements may include portfolios, case analyses, class presentations, and audiotapes or videotapes of

counseling sessions. Any student who audiotapes a counseling session with an adult or child must have

the signed written consent of the client. When counseling children and adolescents, signed written consent

must be obtained from the parent or legal guardian of the child.

5. Uploading of all Taskstream assignments required in practicum and internship courses.

6. For school counseling students, evidence of passing score on the Florida Teacher Certification Exam

(FTCE), the General Knowledge Exam (all sections, including the Essay), and the subject area exam in

Guidance and Counseling.

7. Clinical Mental Health Counseling students must show evidence of passing the CPCE exam.

8. Rehabilitation Counseling students must show evidence of passing the CRC exam.

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Clinical Mental Health Counseling

MISSION AND OBJECTIVES

Our mission is to prepare competent mental health counselors to significantly impact diverse individuals in a

variety of settings (e.g., hospital, agencies, private practice). Our program trains counselors to meet the challenges

involved in working in a multiethnic, multicultural, and urban environment. The second part of our mission is to

provide both educational experiences that emphasize multiculturalism in practice and theory as well as

opportunities for professional and personal growth. Finally, it is our intent to produce ethical and responsible

mental health counselors who function to help others achieve positive personal change.

Objectives

To prepare competent and ethical mental health counseling professionals who:

1. Understand and act according to the ethical principles of the American Counseling Association (2014) and

the legal guidelines of Florida Statutes 455 and 491, Rule Ch. 61F4 (1994), and 491.0045 (1998).

2. Understand the wide variety of theories and techniques of counseling with the inherent assumptions regarding

the nature of mankind.

3. Address and respond to the impact of culture and ethnicity on the practice of counseling and consultation.

4. Function as program evaluators and interpreters/consumers of empirical research in the field of counseling.

5. Recognize the value and importance of on-going self-analysis, self-improvement and life-long learning.

6. Understand, master, and apply subject matter from the following areas:

a. Personality and counseling theories and practice

b. Human development theories

c. Psychopathology, diagnosis, and treatment planning

d. Human sexuality theory

e. Group theories and practice

f. Measurement and appraisal

g. Research concepts and applications

h. Career and vocational counseling

i. Crisis counseling and interventions

j. Legal, ethical, and professional standards

k. Multicultural and cross-cultural counseling

7. Are able to engage in the pursuit of new knowledge in the profession of mental health counseling.

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APPLICATION PROCESS FOR FIELD EXPERIENCES

Students must apply for field experiences by the deadline dates of the School of Education and Human

Development.

Deadline Dates:

June 15: Fall semester placement

October 1: Spring semester placement

March 1: Summer semester placement

Applications for mental health counselor field experiences are available on-line at

http://education.fiu.edu/counselor_ed/experiences.html and from faculty advisors or the Clinical Coordinator.

The completed packet includes:

The completed Field Experience Application

An unofficial copy of your transcript, and

An updated resumé

Applicants must prepare and submit 3 copies of the completed, signed packet to the individuals or offices shown

below by the deadline.

Original signed application and one copy to Clinical Coordinator of Field Experiences in ZEB 238 B.

One copy for the student

Students may choose the geographical area or feeder pattern in which they would prefer placement. Although,

we try to accommodate students as best we can, there are no guarantees that students will be assigned their choice

of placements. As of Spring 2012, the Counselor Education program does not offer school or mental health

site placements outside of Miami-Dade and Broward counties.

Practicum Hours

1. Clinical Mental Health Counseling practicum students must complete a total of 400 hours at the placement

site (160 of which must be direct service hours with clients; these hours must include experience in both

individual and group counseling work). Students should enroll in MHS 6800, Advanced Practicum in

Counseling and Consultation.

a. Direct Service: A minimum of 160 hours face-to-face client hours (as documented on time logs) must

be completed by the conclusion of the internship. Direct client contact hours should include individual

and group counseling, outreach presentations for the agency, consultation with parents or guardians.

b. Indirect Service: Indirect contact hours should include weekly on site group supervision and may

include observation of other counseling sessions, preparing case notes, doing research to prepare for

counseling sessions each week, and professional development (NOTE: anything beyond 10 hours

must be approved by university supervisor).

2. All students are expected to complete their practicum or internship experience for the full duration of a

semester.

http://education.fiu.edu/counselor_ed/experiences.html

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Internship Hours

1. Clinical Mental Health Counseling interns must complete a total of 600 hours at the placement site (240 of

which must be direct service hours with clients; these hours must include experience in both individual and

group counseling work). Students should enroll in MHS 6820, Supervised Field Experience in Counseling.

a. Direct Service: A minimum of 240 hours face-to-face client hours (as documented on time logs)

must be completed by the conclusion of the internship. Direct client contact hours should include

individual and group counseling, outreach presentations for the agency, consultation with parents

or guardians.

b. Indirect Service: Indirect contact hours should include weekly on site individual or group

supervision and may include observation of other counseling sessions, preparing case notes, doing

research to prepare for counseling sessions each week, and professional development (NOTE:

anything beyond 10 hours must be approved by university supervisor).


semester.

16

MENTAL HEALTH COUNSELING

PRACTICUM/INTERNSHIP CHECKLIST

PRACTICUM

Can the site provide me with 400 hours of work over the semester?

Can the site provide me with 160 hours of direct contact? *reminder direct

contact is face to face with clients.

Is there a LMHC, LMFT or LCSW or psychologist to provide weekly

supervision? *reminder need one hour of individual supervision a week

How many other mental health students are at this site?

What is the typical day like?

Which days and hours would you most prefer your interns to work?

What types of activities would I be expected to perform? (e.g., individual

counseling, group, intakes) *reminder CACREP requires both individual

and group experience

Does the site prescribe to a specific theoretical orientation?

Will I have office space assigned?

What is the clientele like?

When might I first be assigned my own clients?

How many clients might I expect to have assigned to me?

Will I be assigned at least one English-speaking client?

Will the site allow me to audio/video record clients with consent?

*reminder you must be able to record for FIU supervision purposes

INTERNSHIP

Can the site provide me with 600 hours of work?



Is there a LMHC, LMFT or LCSW or psychologist to provide weekly

supervision? *reminder need one hour of individual supervision a week

How many other mental health students are at this site?



http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjDkL6wv63PAhUHOiYKHaIUD0sQjRwIBw&url=http://gks2.com/files/college-student-studying-clipart.html&psig=AFQjCNF0rBxezz2tFk3npaSv1PTi1aIKTA&ust=1474995065960036

17


counseling, group, intakes) *reminder CACREP requires both individual

and group experience

Does the site prescribe to a specific theoretical orientation?








18

School Counseling


Our mission is to prepare competent school counselors to significantly impact diverse individuals in a variety of

settings (e.g., those at the elementary, middle, and/or high school levels). Our program trains counselors to meet

the challenges involved in working in a multiethnic, multicultural, and urban environment. The second part of our

mission is to provide both educational experiences that emphasize multiculturalism in practice and theory as well

as opportunities for professional and personal growth. Finally, it is our intent to produce ethical and responsible

school counselors who facilitate learning and development in academic, career and social/emotional domains as

well as achieve positive change within urban, diverse school settings.

Objectives

To prepare competent and ethical school counseling professionals who:

1. Understand and act according to the ethical principles of the American Counseling Association (2014), the

American School Counselor Association (2016), and the legal guidelines of Florida Statutes 455 and 491,

Rule Ch. 61F4 (1994), and 491.0045 (1998).

2. Understand the knowledge base of counseling and how it is organized within the structure of school

counseling.

3. Use a variety of guidance and counseling approaches, interventions, and methods including technological

innovations to promote learning and change.

4. Are ready to work effectively with and demonstrate sensitivity toward individuals from diverse populations

(i.e., ethnic, racial, cultural, gender, sexual/affectional, class, age, disability, and/or spiritual/religious).

5. Recognize the value and importance of on-going self-analysis, self-improvement, and life-long learning.


a. Individual and group counseling skills, techniques, and theories


c. Measurement and appraisal in counseling

d. Educational and career development

e. Consultation approaches and interventions

f. Guidance Coordination functions and activities

g. Multiculturalism and counseling diverse populations

h. Crisis counseling and interventions

i. Research and evaluation methods in school guidance and counseling

j. Legal, ethical, and professional issues in counseling

7. Are able to engage in the pursuit of new knowledge in the profession of school counseling and counseling

skills.

19

8. Have had opportunities to interact with faculty in a variety of ways (i.e., advisement and career counseling,

research projects, presentations at conferences, mentoring, student and professional associations).


Students must apply for field experiences by the deadline dates of the School of Education and Human

Development.

Deadline Dates:

Clinical Experience Office (ZEB 130) SUBMIT PAPERWORK:

FALL SEMESTER: Feb. 15th through March 1st

SPRING SEMESTER: June 15th through July 1st

School Counseling Track Coordinator SUBMIT PRACTICUM/INTERNSHIP APPLICATION:

FALL SEMESTER: March 15th

SPRING SEMESTER: October 15th

(*There is no summer placement for School Counselors)

Students applying for School Counseling field experiences must visit the Office of Field Experiences (ZEB 130)

to begin steps necessary for completion prior to turning in the application. This includes fingerprinting

application and/or documentation regarding current employment in the school district (Miami Dade or

Broward). Information can be found by accessing http://education.fiu.edu/clinical_experiences.html. Once

requirements are completed, School Counseling students should submit signed applications to the School

Counseling Track Coordinator (ZEB 246B) by deadlines listed above.

Additional instructions are available from the Director of Clinical Supervision and Intern Placement in the

School of Education and Human Development or from the faculty advisor.

The placement site for School Counseling students is selected by the school district/agency in coordination with

the Faculty Supervisor and/or Clinical Coordinator. Determinations about placements take into consideration

student preferences, as well as input from faculty and the MDCPS Counseling Supervisor. Students may choose

the geographical area or feeder pattern in which they would prefer placement. Although, we try to accommodate

students as best we can, there are no guarantees that students will be assigned their choice of placements. As of

Spring 2012, the Counselor Education program does not offer school or mental health site placements outside

of Miami-Dade and Broward counties.

School Counseling Students: The State of Florida certification guidelines indicate that a school site placement

(practicum or internship) should be in a Pk-12 grade setting (i.e., an elementary, middle, or senior high school).

These schools operate during the regular, "A.M." working day. Consequently, students must make every effort

to assure that their work schedules do not conflict with the hours of the practicum or internship. In most instances,

http://education.fiu.edu/clinical_experiences.html

20

the school district will not place students in schools where they are employed, and during the employee's regular,

working hours. Schools do not place students in the summer.

Practicum Hours

1. School Counseling practicum students must complete a total of 150 hours at the placement site (40 of which

must be direct service hours with clients; these hours must include experience in both individual and group

counseling work). Students should enroll in SDS 6800, Advanced Practicum in Counseling and Consultation

a. Direct Service: Direct client contact hours should include individual and group counseling of

students, classroom guidance presentations, and consultation services to parents and teachers.

b. Indirect Service: Indirect contact hours should include weekly on site individual or group supervision

and may include observation of other counseling sessions, preparing case notes, administrative tasks

on behalf of students served, doing research to prepare for counseling sessions each week, and

professional development (NOTE: anything beyond 10 hours must be approved by university

supervisor).


semester.

Internship Hours

3. School Counseling interns must complete a total of 600 hours at the placement site (240 of which must be

direct service hours with clients; these hours must include experience in both individual and group counseling

work). Students should enroll in SDS 6820, Supervised Field Experience in Counseling.

a. Direct Service: Direct client contact hours should include individual and group counseling of

students, classroom guidance presentations, and consultation services to parents and teachers.


supervision and may include observation of other counseling sessions, preparing case notes,

administrative tasks on behalf of students served, doing research to prepare for counseling

sessions each week, and professional development (NOTE: anything beyond 10 hours must be

approved by university supervisor).


semester.

21

“MUST DO” CHECKLIST FOR SCHOOL COUNSELING STUDENTS

1. Have valid security clearance from the appropriate district:

Clearance card for Miami-Dade County Schools

Badge for Broward County Schools

If needed, please go to ZEB 1310 to apply for security clearance in the district you are going to

do you clinical experience (Miami-Dade or Broward County)

2. Bring your valid security clearance to ZEB 130 for approval.

3. Complete the School Counseling Practicum or Internship Application.

Make sure to consult with you advisor regarding whether your preferred site(s) have an

approved supervisor on-site

4. Get your application packet approved by your Faculty Advisor.

5. Submit faculty-approved paperwork to Dr. Logan, School Counseling Track Coordinator, ZEB 244B.

For Fall semester: By March 15th

For Spring Semester: By October 1st

If you have any questions regarding security clearance, please visit the Office of Clinical Experiences

(ZEB 130; 305-348-2082)

For any other questions, visit Dr. Logan, School Counseling Track Coordinator

(ZEB 244B), 305-248-2097, [email protected]


22

SCHOOL COUNSELING


PRACTICUM




Is there a certified school counselor to provide weekly supervision?

*reminder need one hour of individual supervision a week

How many other school counseling students are at this site?




counseling, group, classroom guidance lessons) *reminder CACREP

requires both individual and group experience

Does the school counselor prescribe to a specific theoretical orientation?

Do they follow the ASCA model?


What is the student population like?

Will I have the opportunity to attend RTI, IEP, or other student service

meetings and collaborate with other professionals?






INTERNSHIP




Is there a certified school counselor to provide weekly supervision?

*reminder need one hour of individual supervision a week

How many other school counseling students are at this site?


23



counseling, group, classroom guidance lessons) *reminder CACREP

requires both individual and group experience

Will I have access to data to design interventions and programming?

Does the school counselor prescribe to a specific theoretical orientation?

Do they follow the ASCA model?


What is the student population like?

Will I have the opportunity to attend RTI, IEP, or other student service

meetings and collaborate with other professionals?






24

Rehabilitation Counseling


Our mission is to prepare competent rehabilitation counselors to fulfill the national critical shortage of

diverse and trained professionals who can provide vocational and rehabilitation counseling and services

to individuals with physical or mental disabilities in a variety of settings (e.g., agencies, hospitals,

treatment centers, assisted living facilities). Our program trains counselors to meet the challenges

involved in working in a multiethnic, multicultural, and urban environment. The second part of our

mission is to provide both educational experiences that emphasize multiculturalism in practice and

theory as well as opportunities for professional and personal growth. Finally, it is our intent to produce

ethical and responsible rehabilitation counselors who assist clients struggling with physical, intellectual,

and emotional disabilities.

Objectives

To prepare competent and ethical rehabilitation counseling professionals who:

1. Understand and act according to the ethical principles of the Commission on Rehabilitation

Counseling Certification (2017), as well as the Florida legal statutes.

2. Understand the wide variety of theories and techniques of counseling with the inherent assumptions

regarding the nature of humankind and their application to individuals with disabilities.

3. Address and respond to the impact of culture and ethnicity on the practice of counseling and

consultation.

4. Function as program evaluators and interpreters/consumers of empirical research in the field of

counseling and rehabilitation counseling.

5. Recognize the value and importance of on-going self-analysis, self-improvement and life-long

learning.


a. Personality and counseling theories and practice


c. Psychopathology, diagnosis, and treatment planning

d. Human sexuality theory and human sexuality issues with individuals with disabilities

e. Group theories and practice

f. Measurement and appraisal

g. Research concepts and applications

h. Career, vocational assessment, and vocational counseling

i. Crisis counseling and interventions

25

j. Legal, ethical, and professional standards

k. Multicultural and cross-cultural counseling

l. Medical, psychological, and social issues of individuals with disabilities

m. Case management and service delivery in vocational rehabilitation counseling

n. Basic principles, concepts, and procedures in public and private vocational rehabilitation

counseling

o. Transition and job placement services for individuals with disabilities

7. Are able to engage in the pursuit of new knowledge in the profession of counseling and rehabilitation

counseling.


Students must apply for field experiences by the deadline dates of the College of Education.

Deadline Dates:

June 15: Fall semester placement

October 1: Spring semester placement

March 1: Summer semester placement

Applications for rehabilitation counselor field experiences are available on-line at

http://education.fiu.edu/counselor_ed/experiences.html and from faculty advisors or the Clinical Coordinator.

The completed packet includes:

The completed Field Experience Application

An unofficial copy of your transcript, and

An updated resumé

Applicants must prepare and submit 3 copies of the completed, signed packet to the individuals or offices shown

below by the deadline.

Original signed application and one copy to Clinical Coordinator of Field Experiences in ZEB 238 B.

One copy for the student

Practicum Hours

1. Rehabilitation Counseling practicum students must complete a total of 105 hours at the placement site

(40 of which must be direct service hours with clients; these hours must include experience in both

individual and group counseling work). Students should enroll in RCS 6801, Advanced Practicum in

Counseling and Consultation.

a. Direct Service: A minimum of 40 hours face-to-face client hours (as documented on time logs) must

be completed by the conclusion of the internship. Direct client contact hours should include individual

and group counseling, outreach presentations for the agency, consultation with parents or guardians.

b. Indirect Service: Indirect contact hours should include weekly on site individual or group supervision

and may include observation of other counseling sessions, preparing case notes, doing research to

prepare for counseling sessions each week, and professional development (NOTE: anything beyond

10 hours must be approved by university supervisor).

http://education.fiu.edu/counselor_ed/experiences.html

26


semester.

Internship Hours

5. Rehabilitation Counseling interns must complete a total of 600 hours at the placement site (240 of which

must be direct service hours with clients; these hours must include experience in both individual and group

counseling work). Students should enroll in RCS 6821, Supervised Field Experience in Counseling.

a. Direct Service: A minimum of 240 hours face-to-face client hours (as documented on time logs)

must be completed by the conclusion of the internship. Direct client contact hours should include

individual and group counseling, outreach presentations for the agency, consultation with parents

or guardians.


supervision and may include observation of other counseling sessions, preparing case notes, doing

research to prepare for counseling sessions each week, and professional development (NOTE:

anything beyond 10 hours must be approved by university supervisor).


semester.

27

REHABILITATION COUNSELING


PRACTICUM




Is there a CRC or a supervisor with extensive years of experience to

provide weekly supervision? *reminder need one hour of individual

supervision a week

How many other rehabilitation or counseling students are at this site?


Which days and hours would you most prefer your practicum students to

work?


counseling, group, intakes) *reminder CORE requires both individual and

group experience

Does the site serve a specialized disability population?








INTERNSHIP




Is there a CRC or a supervisor with extensive years of experience to

provide weekly supervision? *reminder need one hour of individual

supervision a week

How many other rehabilitation students are at this site?



28


counseling, group, intakes) *reminder CORE requires both individual and

group experience

Does the site serve a specialized disability population?








29

Appendix 1A: Field Experience Prospectus & Site Agreement

Counselor Education Program

College of Education

Florida International University

Student Name_____________________________ Panther ID#___________________________

Phone ____________________________________Email________________________________

Address

______________________________________________________________________________

______________________________________________________________________________

Check One: Intern ___ Practicum Student ___

Beginning Date ____________________ and Ending Date ______________________________

Prospective agency/school (and particular department) address

______________________________________________________________________________

______________________________________________________________________________

Individuals involved with supervision of student (e.g., administrator, lead-counselor(s), and/or

coordinator)

______________________________________________________________________________

______________________________________________________________________________

Responsible Site Supervisor _______________________________________________________

Job Title________________________________ Phone _________________________________

Address _______________________________________________________________________

Highest Degree ____________________ Field ______________________________________

Licenses/Certifications ___________________________________________________________

30

Field Experience Agreement

This is a cooperative agreement between Florida International University, Counselor Education Program and the

agency/school named above. As a result, the Counselor Education Program agrees to: (1) acquaint students with

the rules and regulations of the cooperating institution and shall hold the student responsible for complying with

all rules and regulations applicable as non-resident personnel; (2) jointly plan the field experience with the

institution and the student; (3) jointly review and agree upon the qualifications and credentials of the institutional

supervisor who will conduct the supervision of the student; (4) make available to the institution, university

resources for consultation purposes; (5) provide methods for student evaluation which are appropriate, meaningful

and comprehensive; and (6) release, discharge, and hold harmless the Department/University from any and all

claims existing out of any personal injuries, illnesses, disability, loss or damage of any kind sustained by the

student during the period of field experience at the institution.

Additionally, the Site (i.e. agency/school) agrees to: (1) provide the student with an average of one hour per week

of individual supervision on site (with the Site Host); (2) provide the student with the opportunity to become

familiar with a variety of professional activities in addition to direct client service (e.g., record keeping,

supervision, information and referral, in-service and staff meetings, etc.); (3) provide the opportunity to develop

program-appropriate audio and/or videotapes of the student's interactions with clients for use in supervision

(additionally, opportunities for direct observation and feedback of client interventions and counseling sessions

may occur), and; (4) evaluate the student's performance throughout the field experience, to include a formal

evaluation made by the Site Host both at the midpoint (at the 6-7 week mark) and at the end of the field experience.

Field Experience Prospectus

On the next page, the student shall concisely outline the proposed field experience. The prospectus should make

clear the chief responsibilities of the student and the approximate allocation of time. You may take advantage,

however, of new opportunities, when they arise, after consulting with your Faculty supervisor.

The Prospectus should be typed and will cover these topics:

1. Time: Indicate dates (months, year) and specific hours per week.

2. Host: Indicate names, positions, and a brief background of each person tube involved in the supervision

and the approximate weekly time to be devoted to supervision.

3. Experience: List the various duties you will perform. Indicate approximate time devoted to each. An

internship student should engage in all the activities performed by a full-time staff member of the

agency.

4. Signatures: The prospectus must be completed, signed by the student, site host, and Faculty supervisor.

The prospectus should be submitted no later than the first week in which classes are held.

Student:

Site:

Site Supervisor:

1. Student's Signature ________________________________________________ Date __________

2. Host's Signature __________________________________________________ Date __________

3. Faculty Supervisor ________________________________________________ Date __________

31

APPENDIX 1B: STUDENT EVALUATION OF FIELD PLACEMENT

COUNSELOR EDUCATION PROGRAMS


PLACEMENT SITE: ____________________________________________________________

ADDRESS: ___________________________________________________________________

SITE SUPERVISOR: __________________________________________________________

NAME OF STUDENT: _________________________________________________________

PROGRAM: ___________________________________________________________________

SEMESTER & YEAR: __________________________________________________________

******************************************************************************

Directions:

The Student Field Experience Evaluation provides students with the opportunity to analyze and appraise

the field experience. This evaluation is utilized to assess the quality of the experience gained by the student;

as well as the achievement of learning objectives identified at the beginning of the term. Completion of

this evaluation is a requirement of SDS 6800, SDS 6820, MHS 6800, MHS 6800, MHS 6820, RCS 6801,

RCS 6821.

1. Describe the counseling activities in which you engaged during this field experience. Include the type

and number of clients counseled (individual, group, couple, family, workshop, etc...); supervisory

sessions attended; staff meetings; in-service training; projects; documentation of therapeutic services;

etc...(use additional paper, if needed).

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

32

2. List the learning objectives which you expected to achieve during this field experience and indicate

the results obtained.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

3. Were you satisfied with the achievement of stated learning objectives? Yes_____ No_____

A. If so, in what ways do you believe the setting of this field experience was conducive to achievement of

these objectives?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

B. If not, what problems have you identified which may have interfered with the achievement of these

learning objectives?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

4. Describe and appraise the supervisory process available (i.e., Did you work independently or with close

supervision? What was the type and frequency of the supervisory sessions conducted between you and

the supervisor? Do you believe there was adequate supervision?). Comment on your relationship with

your immediate supervisor.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

5. What improvements in the field placement do you believe would have enhanced the quality of this

learning experience?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

6. Do you believe the Counseling Program’s curriculum provided adequate theoretical background and

preparation for the type of counseling responsibilities which were assigned during this field experience?

Yes _____ No _____ If not, in what areas did you feel weak?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

33

7. Did the placement setting:

A. Accept you in the role of student counselor? Yes ___ No ___

B. Offer you the opportunity to meet and interact with other professionals? Yes ___ No ___

C. Provide an atmosphere conducive to cooperative working relations with others? Yes ___ No ___

D. Provide adequate physical facilities conducive to learning? Yes ___ No ___

E. Provide opportunities to be innovative and creative? Yes ___ No ___

F. Provide the opportunity to participate in a variety of learning experiences? Yes ___ No ___

8. Was there agreement between your expectations of the field experience and

the school / agency expectations? Yes ___ No ___

9. Would you recommend this field placement to be assigned to other students in the future? Yes ___ No ___

Please comment on any item(s) checked “no.” Use an additional page if necessary.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Student’s Signature: _____________________________________Date: ___________________

34

APPENDIX 1C: SITE SUPERVISOR’S EVALUATION OF STUDENT PERFORMANCE FLORIDA INTERNATIONAL UNIVERSITY COUNSELOR EDUCATION PROGRAMS

Mid Term Assessment

Student-Counselor: _________________________________Panther ID#______________ Major: School Counseling_________ Clinical Mental Health Counseling__________________

Field Experience Type: Practicum ____ Internship ____ Semester/Yr _______________

Placement Site: ______________________________________________________________

Site Supervisor: _____________________________________________________________

Site Address: ________________________________________________________________

Site Phone #: _________________________Supervisor Email:_______________________

The purpose of this evaluation is to provide meaningful feedback to the counselor trainee. Rate

the student using the following scale:

N/O 1 2 __ 3__________ ___4 Not Below Near Meets Exceeds Observed Expectations Expectations Expectations Expectations

1. DISPOSITION AND PERSONAL CHARACTERISTICS

N/O 1 2 3 4

Prompt

Dependable

Responsible

Shows initiative

Cooperative

Appropriate appearance

Good rapport with staff members

Self-awareness and self-understanding

Ability to communicate clearly and effectively

Ability to be tactful

The capacity to accept and profit from constructive criticism

2. PROFESSIONAL, ETHICAL, AND LEGAL COMPETENCIES (CACREP #1)

N/O 1 2 3 4

Demonstrates the ability to initiate and complete a variety of tasks related to the professional work of the agency/school

Demonstrates the ability to provide a clear rationale for professional interventions using current and acceptable theoretical, empirical, and research based formulations

Demonstrates knowledge and acceptance of the agency/ school policies

Demonstrated the ability to use and interpret psychological appraisal instruments with clients

Professional conduct during clinical experiences

Knowledge of legal rights of clients and minor clients with

35

regard to records and confidentiality

Knowledge of use of legislation concerning special needs clients (e.g., IDEA, ADA)

Knowledge of laws regarding child abuse/neglect and acts in accordance with such laws

Ability to consult with others about ethical issues

Ability to act as advocates for clients and programs

3. CONSULTATION AND COLLABORATION (CACREP #5)

N/O 1 2 3 4

Ability to communicate the needs of clients and/or families through the consultation process

Ability to conduct meetings with parents/family members to communicate the needs of clients

Knowledge and familiarity with outside referral agencies

4. THEORY, SKILLS, AND TECHNIQUES (CACREP #5 & #6)

N/O 1 2 3 4

Evidence of pre-planning for the counseling sessions

Appropriate application of counseling theories/techniques to individual situations and clients

Appropriate procedures/language to disseminate information

Appropriate listening and responding skills

Knowledge/application of group dynamics and techniques

Appropriate interventions for presenting problems

Ability to identify and evaluate materials and resources for implementing counseling activities

Ability to apply “closure”

5. ASSESSMENT AND RESEARCH (CACREP #7 & #8)

N/O 1 2 3 4

Uses assessment/research techniques and strategies appropriate to clients’ developmental needs

Uses assessment/research techniques and strategies to measure intervention and program outcomes

Employs a variety of assessment techniques and strategies

Assesses clients and gives specific strategies for improvement

Assesses learning in a positive, non-threatening manner

Involves clients in self-assessment activities at appropriate intervals

6. MULITCULTURAL COUNSELING AND ADDRESSING CURRENT CONCERNS (CACREP #2 & #5)

N/O 1 2 3 4

Knowledge of cross-cultural techniques and interventions

Demonstrates the importance of addressing the differences between the counselor and client

Demonstrates knowledge of diversity in clients and a willingness to be open to differences

Demonstrates sensitivity to issues of gender differences

Possess the ability to build rapport and respect with clients

Knowledge of activities that teach communication, decision-making, and social skills

Knowledge and skills in conflict mediation/resolution

36

Ability to identify and apply intervention strategies for client self-destructive and addictive behaviors

7. ATTITUDE TOWARD SUPERVISION (CACREP #1)

N/O 1 2 3 4

Promptness (arriving for supervision on time)

Ability to complete tasks on time

Initiative to make arrangements for absences

Completion of required number of hours on site

Ability to take initiative and perform independently

Active involvement in dyad/group supervision

Ability to seek new information from the dyad/group

Receptiveness to learning

Ability to seek additional supervision when necessary

Awareness of areas that need improvement

8. SCHOOL RELATED EXPERIENCES AND OUTCOMES (FLDOE)

N/O 1 2 3 4

Demonstrates an understanding of the school, curriculum, student records, and appraisal processes

Understands the role of the school counselor as a leader, advocate, and community liaison

Demonstrates knowledge and application of evidence-based strategies that promote academic, career, and personal- social development

Demonstrates knowledge of school counseling programs for classrooms, large groups, and school-wide

Observes and participates in consultation/collaboration with teachers or other school personnel

Observes and participates in consultation/collaboration with parents

Demonstrates knowledge of referral procedures for students with special needs (i.e. RTII)

Facilitates appreciation for the cultural, lifestyle, and gender diversity of the school population

Reviews and participates in school related activities, i.e., IEP, peer helper programs, peer mediation, program planning that are used in the school

Designs goals that are consistent with the ASCA National Model, the state and local educational agency goals, and local school goals

Adheres to appropriate ASCA ethical standards for working with minors

Demonstrates knowledge of the appropriate use of technology to plan, organize, implement, evaluate, and enhance the comprehensive school counseling program

37

Please note the student counselor’s areas of strength, which you have observed: Please note the student counselor’s areas needing improvement, which you have observed: Please rate the student counselor’s general performance during his/her field experience to this point: (check the corresponding box)

1 2 3__________ ___4___ Below Near Meets Exceeds Expectations Expectations Expectations Expectations

1 2 3 4

Site Supervisor Date

Student Date

University Supervisor/Instructor Date

38

APPENDIX 1C: SITE SUPERVISOR’S EVALUATION OF STUDENT PERFORMANCE FLORIDA INTERNATIONAL UNIVERSITY COUNSELOR EDUCATION PROGRAMS

Final Assessment



Placement Site: ______________________________________________________________

Site Supervisor: _____________________________________________________________

Site Address: ________________________________________________________________

Site Phone #: _________________________Supervisor Email:_______________________





N/O 1 2 3 4

Prompt

Dependable

Responsible

Shows initiative

Cooperative








N/O 1 2 3 4






Knowledge of legal rights of clients and minor clients with regard to records and confidentiality

39






N/O 1 2 3 4





N/O 1 2 3 4










N/O 1 2 3 4








N/O 1 2 3 4









40


N/O 1 2 3 4












N/O 1 2 3 4













41



1 2 3 4

Site Supervisor Date

Student Date


42

APPENDIX 2C: FACULTY SUPERVISOR’S EVALUATION OF STUDENT PERFORMANCE

FLORIDA INTERNATIONAL UNIVERSITY COUNSELOR EDUCATION PROGRAMS

Mid Term Assessment



Placement Site: ______________________________________________________________

Faculty Supervisor: ___________________________________________________________





N/O 1 2 3 4

Prompt

Dependable

Responsible

Shows initiative

Cooperative








N/O 1 2 3 4








43





N/O 1 2 3 4





N/O 1 2 3 4










N/O 1 2 3 4








N/O 1 2 3 4









44


N/O 1 2 3 4












N/O 1 2 3 4













45



1 2 3 4

Student Date


46

APPENDIX 2C: FACULTY SUPERVISOR’S EVALUATION OF STUDENT PERFORMANCE

FLORIDA INTERNATIONAL UNIVERSITY COUNSELOR EDUCATION PROGRAMS

Final Assessment



Placement Site: ______________________________________________________________

Faculty Supervisor: ___________________________________________________________





N/O 1 2 3 4

Prompt

Dependable

Responsible

Shows initiative

Cooperative








N/O 1 2 3 4







Knowledge of use of legislation concerning special needs

47

clients (e.g., IDEA, ADA)





N/O 1 2 3 4





N/O 1 2 3 4










N/O 1 2 3 4








N/O 1 2 3 4









48


N/O 1 2 3 4












N/O 1 2 3 4













49



1 2 3 4

Student Date


50

APPENDIX 3C: SITE SUPERVISOR’S EVALUATION OF REHABILITATION COUNSELING STUDENT’S PERFORMANCE

COLLEGE OF EDUCATION


Mid-Term Assessment

Student-Counselor: ____________________________________________________________

Practicum_______________ Internship______________ (Check one)

Placement Site: ________________________________________________________________

Site Supervisor: ________________________________________________________________

Site Address: _____________________________________________________________________

Phone: _____________________________ Date of evaluation: __________________________

Site Supervisor Completing Form Signature: ____________________________________________

******************************************************************************

Directions: Please complete this evaluation to assess the Student-Counselor's performance during

individual supervision. This evaluation should be reviewed with the student counselor.

*********************************************************************************

Please use the following rating scale to assess the student's performance in relation to the

competencies attained:

5 = Excellent 4 = Very Good 3 = Good 2 = Fair 1 = Poor

If you have not directly observed or believe you do not have sufficient information on which to base

a rating, please rate "0" for not observed/cannot evaluate.

Place the number used to assess the degree of competency attained by the Student-Counselor next

to the competency being evaluated.

THE STUDENT-COUNSELOR WAS ABLE TO...

1. Knowledge and Application of Counseling (CORE #C2:2)

______ Establish a therapeutic counseling relationship with clients.

______ Recognize the relationship of personality, learning, and human development

and is able to apply these according to client need.

______ Apply counseling theories/techniques appropriate to specific situations.

______ Demonstrate knowledge and application of group dynamics.

______ Apply appropriate listening and responding skills in counseling interventions.

______ Plan and conduct group life skills and activities.

51

______ Select appropriate procedures to communicate information to clients.

______ Identify and evaluate materials and resources for implementing counseling

activities.

______Integrate data from a number of sources into a meaningful case study or to

develop prescriptive client treatment plans.

Comments:_______________________________________________________________________

________________________________________________________________________________

2. Knowledge of Measurement and Appraisal (CORE C2:5, E5)

________ Demonstrate knowledge and application of basic measurement concepts (validity,

norming, reliability, error of measurement, standardization).

________ Demonstrate knowledge of administration and scoring of assessment instruments.

________ Identify conditions that may affect test results.

________ Demonstrate knowledge of appropriate procedures for collecting, storing, and

safeguarding assessment instruments and data.

________ Develop oral and written reports that provide meaningful information based upon

assessment data.

________ Interpret assessment data to clients, family members, and/or professional personnel in

terms of the growth and development of clients.

________ Interpret individual student data from records and professional reports.

Comments: _______________________________________________________________________

________________________________________________________________________________

3. Knowledge of Educational, Career Development, and Post-Secondary Opportunities

(CORE C2:4, E4)

________ Organize guidance and counseling activities related to career development.

________ Identify decision-making processes and how these processes can be used with clients in

various aspects of career development.

________ Evaluate educational and career materials.

________ Identify appropriate materials to be used in educational and career development.

________ Interpret client appraisal data relevant to career development.

________ Assist clients in exploring career and educational options.

52

________ Demonstrate knowledge of career, vocational, educational, financial, occupational and labor

market information resources, visual and print media, computer-based career information

systems, and other electronic career information systems.

________ Understand the interrelationships among and between work, family, and other life roles and

factors including the role of diversity and gender in career development.

Comments: _______________________________________________________________________

________________________________________________________________________________

4. Knowledge of Consultation, Collaboration and Coordination (CORE E2)

________ Communicate the needs of clients through the consultation process.

________ Assist individuals and groups to identify, collect, and utilize appropriate data and

resources.

________ Demonstrate skills in consulting with school and/or agency professionals in team

meetings and staffing.

________ Collect and synthesize client referral data.

________ Coordinate case management services for clients.

Comments: _______________________________________________________________________

________________________________________________________________________________

5. Knowledge of Professional, Ethical, and Legal Considerations (CORE E1)

_________ Demonstrate knowledge of ethical, legal, and professional standards.

_________ Demonstrate knowledge of legal rights of clients with regard to counseling notes and

records.

_________ Demonstrate knowledge of use of legislation concerning clients with disabilities.

_________ Demonstrate knowledge of laws regarding child abuse and neglect and act in accordance

with such laws.

_________ Act in a professional manner befitting a counselor.

_________ Apply the principles of disability-related legislation including the right of persons with

disabilities to independence, inclusion, choice and self-determination, access, and respect

for individual differences.

Comments: _______________________________________________________________________

________________________________________________________________________________

53

6. Knowledge of Diversity (CORE C2:2, E3:2)

_________ Demonstrate knowledge and skills in working with culturally and linguistically diverse

clients.

_________ Demonstrate knowledge and skills in working with clients with special needs.

_________ Demonstrate cultural understanding and sensitivity when working with others from

diverse backgrounds.

_________ Apply counseling interventions congruent with clients worldviews and orientations.

Comments: _______________________________________________________________________

________________________________________________________________________________

7. Knowledge of activities and programs for addressing current concerns (CORE E2:4, E2:5)

________ Demonstrate knowledge of activities that teach communication skills, decision-making

skills, and social skills.

________ Demonstrate knowledge and apply a crisis intervention plan if needed.

________ Demonstrate knowledge and skills in conflict mediation and resolution.

________ Identify self-destructive and addictive behaviors in clients and develop

appropriate intervention strategies.

Comments: _______________________________________________________________________

________________________________________________________________________________

8. Knowledge of appropriate technology (CORE C2:3d)

________ Demonstrate knowledge of the use of technology in student record management.

________ Demonstrate knowledge and use of technology for reporting and data-based management.

Comments: _______________________________________________________________________

________________________________________________________________________________

9. Interpersonal and Supervisory Relationship

_________ Demonstrate ability to relate and work effectively with others involved in the client’s life

(e.g., parents, and/or responsible adults, staff counselors, administrators, and other

professionals).

_________ Seek help and accept supervisory feedback without being unduly embarrassed, upset, or

defensive.

_________ Adapt to, and incorporate recommendations and changes.

Comments: _______________________________________________________________________

________________________________________________________________________________

54

10. Rehabilitation Practices and Case Management (CORE C2:1, C2:3, E3)

_________ Determine the adequacy of existing information for rehabilitation planning.

_________ Integrate cultural, social, economic, disability-related, and environmental factors in

planning.

_________ Plan a comprehensive individual assessment (e.g., personality, interpersonal skills,

intelligence, and related functional capabilities, educational achievement, work

experiences, vocational aptitudes, personal and social adjustment, transferable skills, and

employment opportunities).

_________ Identify available personal and public resources with the informed choice of the individual

to determine jointly, with the consumer, an appropriate rehabilitation plan.

_________ Facilitate, with the individual, the development of a client-centered rehabilitation and/or

independent living plan.

_________ Establish working relationships with other service providers involved with the individual

and/or family, or client’s advocate, including provision of consumer involvement and

choice.

_________ Determine mutual responsibilities with other service providers involved with the

individual, family, or client’s advocate, including consumer involvement and choice.

_________ Develop a knowledge base of and refer individuals to other community resources when

appropriate.

_________ Assist individuals in identifying areas of personal responsibility including potential fiscal

resources to obtain need services.

_________ Serve as a consultant to other community agencies to advocate for integration of

individuals with disabilities within the community.

_________ Market the benefits and availability of rehabilitation services to potential consumers,

employers, and the general public.

_________ Identify and plan for the appropriate use of assistive technology including computer related

resources.

_________ Utilize existing or acquired information about the existence, onset, severity, progression,

and expected duration of an individual’s disability.

_________ Determine an individual’s eligibility for rehabilitation services and/or programs including

the need for services to prepare for, enter, engage in, or retain gainful employment.

_________ Evaluate the feasibility of an individual’s rehabilitation or independent living objectives.

_________ Review assessment information to determine appropriate services.

_________ Assess the individual’s capabilities to make decisions.

_________ Determine an individual’s vocational or independent living skills, aptitudes, interests, and

preferences.

55

_________ Assess an individual’s need for rehabilitation engineering/technologic services throughout

the rehabilitation process.

Comments: ________________________________________________________________________

_________________________________________________________________________________

11. Job development, placement, and job retention (CORE C2:6, E6)

_________ Obtain and use labor market information.

_________ Identify and contact employers to develop job opportunities.

_________ Evaluate work activities through the use of job and task analyses.

_________ Modify and restructure jobs and use assistive devices, where appropriate.

_________ Consult with experts to increase the functioning of individuals.

_________ Educate prospective employers about the benefits of hiring persons with disabilities

including providing technical assistance with regard to reasonable accommodations in

conformance with disability-related legislation.

_________ Assist employers to identify, modify, and/or eliminate architectural, procedural, and/or

attitudinal barriers.

_________ Review available data to determine potential person/job match.

_________ Teach appropriate job-seeking and job retention skills.

_________ Provide support services to facilitate job retention.

_________ Establish follow-up and/or follow-along procedures to maximize an individual’s

independent functioning through the provision of post-employment services.

Comments: _______________________________________________________________________

________________________________________________________________________________

12. MY OVERALL RATING OF THIS STUDENT-COUNSELOR IS (Circle one)

"5" "4" "3" "2" "1"

Excellent Very Good Good Fair Poor

COMMENTS: __________________________________________________________________

______________________________________________________________________________

Student Signature: _____________________________________ Date: ___________________

Supervisor Signature: __________________________________ Date: ___________________

56

APPENDIX 3C: SITE SUPERVISOR’S EVALUATION OF REHABILITATION COUNSELING STUDENT’S PERFORMANCE

COLLEGE OF EDUCATION FLORIDA INTERNATIONAL UNIVERSITY

Final Assessment



Placement Site: ________________________________________________________________

Site Supervisor: ________________________________________________________________

Site Address: _____________________________________________________________________


Site Supervisor Completing Form Signature: ____________________________________________

******************************************************************************



*********************************************************************************






Place the number used to assess the degree of competency attained by the Student-Counselor next to

the competency being evaluated.









______ Plan and conduct group life skills and activities


______Identify and evaluate materials and resources for implementing counseling

activities.



57

Comments: _______________________________________________________________________

_________________________________________________________________________________









assessment data.




Comments: _______________________________________________________________________

_________________________________________________________________________________

3. Knowledge of Educational, Career Development, and Post-Secondary Opportunities (CORE C2:4, E4)










systems, and other electronic career information systems.



Comments: _______________________________________________________________________

_________________________________________________________________________________

Evaluation of Performance 3

58




resources.





Comments: _______________________________________________________________________

_________________________________________________________________________________




records.



with such laws.





Comments: _______________________________________________________________________

_________________________________________________________________________________



clients.





Comments: _______________________________________________________________________

_________________________________________________________________________________

59

Evaluation of Performance 4








Comments: _______________________________________________________________________

_________________________________________________________________________________




Comments: _______________________________________________________________________

___________________________________________________________________________




professionals).


defensive.


Comments: _______________________________________________________________________

______________________________________________________________________________




planning.







60





choice.




appropriate.








resources.









preferences.



Comments: _______________________________________________________________________

_________________________________________________________________________________





61


_________ Consult with experts to increase the functioning of individuals











Comments: _______________________________________________________________________

_________________________________________________________________________________


"5" "4" "3" "2" "1"


COMMENTS: __________________________________________________________________

______________________________________________________________________________

Student Signature: _____________________________________ Date: _________________

Supervisor Signature: ___________________________________ Date: _________________

62

APPENDIX 4C: FACULTY SUPERVISOR’S EVALUATION OF REHABILITATION COUNSELING STUDENT’S PERFORMANCE



Midterm Assessment



Placement Site: ________________________________________________________________

Site Supervisor: ________________________________________________________________

Site Address: __________________________________________________________________


Faculty Supervisor Completing Form: ____________________________________________

******************************************************************************



*************************************************************************************

















63



activities.



Comments: _______________________________________________________________________

________________________________________________________________________________









assessment data.




Comments: _______________________________________________________________________

________________________________________________________________________________


(CORE C2:4, E4)








64



systems, and other electronic career information systems



Comments: _______________________________________________________________________

________________________________________________________________________________




resources.





Comments: _______________________________________________________________________

________________________________________________________________________________




records.



with such laws.





Comments: _______________________________________________________________________

________________________________________________________________________________



clients.

65





Comments: _______________________________________________________________________

________________________________________________________________________________








Comments: _______________________________________________________________________

________________________________________________________________________________




Comments: _______________________________________________________________________

________________________________________________________________________________




professionals).


defensive.


Comments: _______________________________________________________________________

________________________________________________________________________________



66


planning.











choice.




appropriate.








resources.









preferences.



67

Comments: _______________________________________________________________________

_________________________________________________________________________________

















Comments: _______________________________________________________________________

_________________________________________________________________________________


"5" "4" "3" "2" "1"


COMMENTS: __________________________________________________________________

______________________________________________________________________________



68

APPENDIX 4C: FACULTY SUPERVISOR’S EVALUATION OF REHABILITATION COUNSELING STUDENT’S PERFORMANCE



Final Assessment



Placement Site: ________________________________________________________________

Site Supervisor: ________________________________________________________________

Site Address: __________________________________________________________________


Faculty Supervisor Completing Form: ____________________________________________

******************************************************************************



*************************************************************************************

















69



activities.



Comments: _______________________________________________________________________

________________________________________________________________________________









assessment data.




Comments: _______________________________________________________________________

________________________________________________________________________________


(CORE C2:4, E4)








70



systems, and other electronic career information systems



Comments: _______________________________________________________________________

________________________________________________________________________________




resources.





Comments: _______________________________________________________________________

________________________________________________________________________________




records.



with such laws.





Comments: _______________________________________________________________________

________________________________________________________________________________

71



clients.




_________ Apply counseling interventions congruent with clients= worldviews and orientations.

Comments: _______________________________________________________________________

________________________________________________________________________________








Comments: _______________________________________________________________________

________________________________________________________________________________




Comments: _______________________________________________________________________

________________________________________________________________________________




professionals).


defensive.


72

Comments: _______________________________________________________________________

________________________________________________________________________________




planning.











choice.




appropriate.








resources.







73



preferences.



Comments: _______________________________________________________________________

________________________________________________________________________________

















Comments: _______________________________________________________________________

________________________________________________________________________________


"5" "4" "3" "2" "1"


COMMENTS: __________________________________________________________________

______________________________________________________________________________

74



75

Appendix 5A: Time Logs Instruction Sheet for Completing Time Logs

Logistics

1. Make multiple copies of this blank “Counseling Clinical Hours” sheet for both Practicum and Internship.

2. Fill in your name on each sheet. 3. Fill in the “Page __ of __” field (e.g., “Page 2 of 4”) – leave the second field blank until you know

how many pages you will have in total. 4. Fill in the “Dates ___ to ___” with the dates that this particular sheet covers (i.e. not the dates of

your total field experience). 5. You may have more than one line filled out per day. 6. Only fill in activities that contain information that is pertinent to the supervisor who will sign off on

those activities (see more info below).

Instructions for Completing “Counseling Clinical Hours” Time Sheet

1. Begin/End Time – Using 15 minute increments [round to the nearest clock hour (e.g., 4:00, 4:15, 4:30, etc.)], encapsulate the activities performed.

2. Date – Use DD/MM/YY format (it is possible to have multiple entries for one date). 3. Activity – Note the kind of activity(s) that you participated in for that entry. 4. Supervisor's Signature – This is where your supervisor will sign to verify the activities that

you’ve completed. If these activities are completed on site, the Site Supervisor must sign. On the other hand, if these activities were completed at the University, the Faculty Supervisor must sign.

5. Individual Supervision (# hours) – Note the amount of time spent in individual supervision. 6. Group Supervision (# hours) – Note the amount of time spent in group supervision. 7. Client Contact (# hours) – Note the amount of time spent in face-to-face client contact (e.g.,

individual, family, or group counseling; guidance; consultation, etc.) done on site. 8. Non-client Contact (# hours) – Note the amount of time spent in non-client contact on site (e.g.,

reading client files, completing paperwork, preparing for sessions, etc.), which will be signed by the Site Supervising Counselor.

9. Total Clinical Hours – Note the total amount of time spent for that particular “Begin/End Time” period.

10. Total the number of hours for Individual Supervision, Group Supervision, Client Contact, Non-Client Contact, and Total Clinical Hours for each page.

11. MAKE A MINIMUM OF TWO COPIES OF EACH PAGE THAT YOU SUBMIT TO THE UNIVERSITY. These sheets will be invaluable to you as you submit documentation for certification and/or licensure after graduation.

Instructions for Completing “Field Experience Weekly Summary” Sheet

1. This sheet is provided for you to write a brief reflection paper of what occurred during the course of each week of your field experience.

2. Summary of Week's Activities (what did you do, how often, and when) – Briefly summarize what occurred during the week on site.

3. Impressions or Learning Drawn from This Week's Activities – Based upon what happened this week (and putting it in context with what has occurred previously), what are you learning about yourself, clients, the counseling profession, your site, etc.

4. Concerns or Questions Arising from This Week's Activities (things to bring into supervision) – Based upon what happened this week (and putting it in context with what has occurred previously), what are some concerns or questions that you would like addressed in your university supervision (come to supervision prepared!).

Both the “Counseling Clinical Hours” Time Log and the “Field Experience Weekly Summary”

Sheet will be kept in the Student-Counselor’s Field Experience Logbook and should be brought to

every individual and group supervision session, currently updated and accurate.

76

Appendix 5A: Time Log

COUNSELING CLINICAL HOURS

Time Log

FOR (CHECK ONE): ___ PRACTICUM ___ INTERNSHIP Dates _________________ to __________________ Page ___ of ___

Student’s Name: ______________________________________Panther ID#:__________________Placement: ___CMH___SC___RC

Name of Clinical Site__________________________Supervisor Name_______________________Signature____________________

Week #/

Date

Begin/End Time

(Clock

Hours in

no less

than 15

minute

increments)

Intervention/Activity (Be specific)

(Individual counseling, group counseling,

classroom guidance, individual supervision,

staffing, testing, coordination of services, case

management, professional development, clerical

tasks, recording case notes, research)

Direct

Client

Contact

(# hrs)

Non-direct Client

Contact (# hrs)

Supervision (# hrs)

Total Clinical

Hours

Supevisor

Initials

TOTALS TOTALS FOR THIS PAGE TOT TOT TOT TOTALS

77

APPENDIX 6A: FIELD EXPERIENCE WEEKLY SUMMARY

Name: ______________________________ Dates for the Week: _________________

Summary of Week's Activities (what did you do, how often, and when):

Impressions or Learning Drawn from This Week's Activities:

Concerns or Questions Arising from This Week's Activities (things to bring into supervision):

78

Appendix 7A: Consent Forms


Master of Science in Counselor Education

Parental Consent Form

This is to provide permission for my child, _____________________, to engage in audiotaped or

videotaped guidance and counseling sessions with _______________________________, a Student-

Counselor enrolled in the nationally accredited graduate Counselor Education program at FIU. The

Student-Counselor is under the direct supervision of ____________________________, a Counselor

Education faculty member at FIU, and a State of Florida certificated or licensed professional counselor. An

audiotape or videotape of the counseling interview is necessary for the supervision and instruction of the

Student-Counselor. The tape will be used solely for supervisory and instructional purposes, and will be

erased following completion of the class for which it is required. All information disclosed in the tape will

be kept strictly confidential.

However, in the event that the child’s condition indicates that there is a clear and imminent danger to

him/her, or to another individual, or if the child discloses information involving a violation of federal, state,

or local laws, the student counselor may be ethically and legally bound to take direct, personal action and

report this information to the school or agency supervisor and/or administrator who will in turn notify the

appropriate parties.

Parent signature: ______________________________________ Date: __________

Student-Counselor signature: _____________________________ Date: __________

Minor client signature: __________________________________ Date: __________

79



Client Consent Form

This is to provide my permission to engage in audiotaped or videotaped counseling sessions with

_________________________________, a Student-Counselor enrolled in the nationally

accredited Counselor Education graduate degree program at FIU. The Student-Counselor is

under the direct supervision of ____________________________, a Counselor Education faculty

member at FIU, and a State of Florida certificated or licensed mental health professional. An

audiotape or videotape of the counseling interview is necessary for the supervision and instruction

of the Student-Counselor. The recording will be used solely for supervisory and instructional

purposes, and will be erased following completion of the class for which it is required. All

information disclosed in the tape will be kept strictly confidential.

However, in the event that you disclose a situation or event that presents and indicates clear and

imminent danger to your or to another individual, or involves abuse of an elderly, minor or disabled

persons, the student counselor may be ethically and legally bound to take direct, personal action

and report this information to the school or agency supervisor and/or administrator who will in turn

notify the appropriate parties.

Client signature: ______________________________________ Date: __________

Student-Counselor signature: ___________________________ Date: __________

80



Formulario de Autorización para Cliente

Por medio del presente documento autorizo participar en sesiones de consejería grabadas en

audio o vídeo con _______________________________, un(a) Estudiante-Consejero

matriculado(a) en el programa de postgrado Counselor Education de FIU, acreditado

nacionalmente. El Estudiante-Consejero estará bajo la supervisión directa de

_____________________, miembro docente de la facultad de FIU, y un terapeuta certificado, o

con licencia del Estado de la Florida. Una grabación en audio o vídeo de la entrevista de

consejería es necesaria para la supervisión e instrucción del Estudiante-Consejero. La cinta será

usada solamente con propósitos de supervisión e instrucción, y se eliminará una vez concluida

la clase. Toda la información reportada en la cinta se mantendrá bajo estricta confidencialidad.

Sin embargo, en caso de que usted revele una situación o evento que presenta e indica peligro

claro e inminente para usted o para otra persona, o que implique abuso de un anciano, un menor

de edad o personas incapacitadas, el estudiante-consejero estará ética y legalmente obligado a

tomar acción directa, y personal, y reportar esta información al supervisor y/o administrador de

la facultad o agencia, quien a su vez notificará a las partes correspondientes.

Firma del Cliente: _____________________________________ Fecha: __________

Firma del Estudiante-Terapeuta: __________________________ Fecha: __________

81



Formulario de Autorización para Padres

Por medio del presente documento autorizo a mi hijo(a), o menor de edad dependiente,

______________________, para participar en sesiones de consejería grabadas en audio o vídeo

con _______________________________, un(a) Estudiante-Consejero matriculado(a) en el

programa Graduate Counselor Education de FIU, acreditado nacionalmente. El Estudiante-

Consejero estará bajo la supervisión directa de _____________________, miembro docente de

la facultad de FIU, y un terapeuta certificado, o con licencia del Estado de la Florida. Una

grabación en audio o vídeo de la entrevista de consejería es necesaria para la supervisión e

instrucción del Estudiante-Consejero. La cinta será usada solamente con propósitos de

supervisión e instrucción, y se eliminará una vez concluida la clase. Toda la información

reportada en la cinta se mantendrá bajo estricta confidencialidad.

Sin embargo, en el evento de que la condición del menor de edad indique que existe un claro e

inminente peligro asimismo, o para otro individuo, o si el menor de edad reporta información que

involucra la infracción de leyes federales, estatales, o locales, el estudiante-consejero estará

ética y legalmente obligado a tomar acción directa, y personal, y reportar esta información al

supervisor y/o administrador de la facultad o agencia, quien a su vez notificará a las partes

correspondientes.

Firma del Padre: _______________________________________ Fecha: __________

Firma del Estudiante-Terapeuta: __________________________ Fecha: __________

Firma del cliente menor de edad: __________________________ Fecha: __________

82

Sample “Opt-Out” Consent Form

Dear Parent or Guardian:

This letter serves as notification that ________________________________ a counselor in

training will be providing services to the students at ____________________________ for this

semester. The student-counselor is enrolled in a nationally accredited Counselor Education

program at Florida International University and is working under the direction of

___________________________, a counselor at the school. The student-counselor receives

further supervision from a faculty member at the university with whom he/she meets weekly.

Some sessions may be audiotaped or videotaped to assist the student-counselor in reviewing the

strategies used and improving his/her skills. The tape will be used solely for supervisory and

instructional purposes and will be erased following the completion of the class for which it is

required. All information disclosed in the tape will be kept strictly confidential.

However, in the event that the child’s condition indicates that there is a clear and imminent danger

to him/her, or to another individual, or if the child discloses information involving a violation of

federal, state, or local laws, the student-counselor may be ethically and legally bound to take

direct, personal action and report this information to the school or agency supervisor and or

administrator who will in turn notify the appropriate parties.

If you are unwilling for your child’s session(s) with the student-counselor to be taped, please return

this letter with your signature. An absence of a response will indicate permission. If you have

any questions, please contact me at ___________________.

Sincerely,

_________________

Student-Counselor

_________________

Supervising School Counselor

Department of Leadership and Professional Studies

Counselor Education Program

University Park ZEB 230A, Miami, FL 33199 • Tel: 305-348-35062552 • http://education.fiu.edu/counselor_ed/ Florida International University is an Equal Opportunity/Access Employer and Institution • TDD via FRS 1-800-955-8771

83

APPENDIX 8A: PERFORMANCE OUTCOMES

The following performance outcomes will be expected to be demonstrated by students following

successful completion of all course requirements including the clinical field experiences. The

CACREP standards, CORE standards and the Florida Educators Accomplished Practices

(FEAPs) are embedded and expected performance outcomes for counseling students.

Florida Department of Education (FLDOE) 16th Edition Subject Area

Competencies, and Skills Covered in this Course cross-walked with the CACREP

standards

FOLLOWING COMPLETION OF THE INTERNSHIP THE STUDENT COUNSELOR WILL

HAVE DEMONSTRATED:

1 Knowledge of counseling

1. Demonstrate knowledge of major counseling theories. CACREP 5.d, SC C1

2. Recognize the relationships of cultural identity, personality, learning, and human

development theories to counseling theories. CACREP 2.c; 3.a, b

3. Apply relevant counseling theories and techniques appropriate to specific situations

and populations. CACREP 2.c, 5.d,

4. Recognize criteria for selecting appropriate modes of counseling interventions in

individual, small group, and large group settings. CACREP 6c,d

5. Demonstrate knowledge of interpersonal processes in small and large group settings.

CACREP 6a

6. Demonstrate knowledge of techniques and leadership skills for facilitating small and

large groups. CACREP 6.b

7. Demonstrate knowledge of appropriate listening and responding skills with all

stakeholders. CACREP 5c,

8. Identify appropriate evidence-based counseling approaches for specific populations.

CACREP 2. d, 5.d, SC D1; SCD2

9. Demonstrate knowledge of human development and behavior to promote positive

change. CACREP 3.c, 3.f. 3.h

2 Knowledge of activities and programs for addressing current concerns

Demonstrate knowledge of evidence-based strategies that promote academic, career, and personal-

social development, and community involvement. CACREP 4.e,g, SC D.2

1. Demonstrate knowledge of crisis counseling and crisis management plans (e.g., responses

to death, natural disasters, acts of violence, medical emergencies). CACREP 5.g

84

2. Identify materials and resources for implementing guidance curricula (e.g., character

education, conflict resolution, bullying prevention, mediation training). SC C2

3. Identify high-risk and addictive behaviors and appropriate intervention strategies.

CACREP 3.g, SC G.2,

4. Demonstrate knowledge of school counseling programs for classrooms and large groups

(e.g., drug education, personal safety, career education). CACREP SC K1, 3

5. Demonstrate knowledge of peer helper programs. CACREP SC M6, N4

7. Demonstrate knowledge of the components of ASCA National Model: A Framework

for School Counseling Programs and Florida's School Counseling and Guidance

Framework: A Comprehensive Student Development Program Model (e.g., foundation,

management, delivery, accountability, systemic change, collaboration, advocacy,

leadership). CACREP SC A.5

3 Knowledge of student assessment

Demonstrate knowledge of basic measurement concepts (e.g., validity, norming, reliability, error

of measurement, standardization). CACREP 7b, c, d, e

1. Identify factors that may influence student performance and affect test results. CACREP

SC G1,

2. Demonstrate knowledge of the major functions, strengths, and limitations of various

standardized and non-standardized assessments. CACREP 7b

3. Interpret the results of formal and informal assessments. CACREP 7g

4. Identify appropriate methods of communicating synthesized data from a variety of

sources (e.g., response to intervention, Florida’s Academic Counseling and Tracking for

Students [FACTS]) for a comprehensive assessment of a student. CACREP 7g

5. Apply the results of formal and informal assessments from a variety of sources to

improve student educational outcomes. CACREP SC H3

4 Knowledge of career development and postsecondary opportunities.

Demonstrate knowledge of major career development theories. CACREP 4a

1. Identify school counseling activities related to careers. CACREP SC D2

2. Identify decision-making approaches for students in various stages of career

development. CACREP 4f

3. Demonstrate knowledge of resources, including assessments, used in career development.

CACREP 4b

4. Interpret student assessment data relevant to career development. CACREP 4e

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5. Identify appropriate activities for promoting student employability and lifelong learning.

CACREP SC D2

6. Demonstrate knowledge of resources that provide specific information about educational

and technical career opportunities. CACREP 4b

7. Identify ways to assist students in selecting secondary and postsecondary opportunities.

CACREP SC L2

8. Demonstrate knowledge of sources of financial assistance for funding educational

opportunities. CACREP 4b

5. Knowledge of consultation, collaboration, and coordination.

1. Identify components essential to a consultation model. CACREP 5f, SC M4

2. Demonstrate knowledge of strategies for collaborating with stakeholders to facilitate

student success. CACREP SC M2

3. Demonstrate knowledge of collaborative decision making and the use of appropriate data

and resources to assist individuals and groups and enhance the school environment.

CACREP N3

4. Select effective procedures for communicating information to stakeholders (e.g.,

graphing response to intervention, Web site, e-mail, workshop, newsletter). CACREP B2

5. Identify appropriate approaches and resources for making in-school and out-of-school

referrals. CACREP SC N5

6. Identify effective methods for communicating the benefits of a comprehensive school

counseling program to all stakeholders. CACREP B2

7. Demonstrate knowledge of multicultural, ethical, and professional competencies in

planning, organizing, implementing, evaluating, and enhancing the comprehensive school

counseling program. CACREP SC, A2

6. Knowledge of professional, ethical, and legal considerations

1. Demonstrate knowledge of legal and ethical standards relevant to the counseling process

and practices. CACREP SC A.2

2. Demonstrate knowledge of the professional and ethical standards of the American

Counseling Association and the American School Counselor Association. CACREP SC

A.2

3. Demonstrate knowledge of the legal rights of students and parents or guardians with

regard to student records (e.g., Family Educational Rights and Privacy Act, Health

Insurance Portability and Accountability Act, Individuals with Disabilities Education

Improvement Act). CACREP A2

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4. Demonstrate knowledge of legislation concerning students with special needs. CACREP

A2

5. Demonstrate knowledge of the counselor's role as an advocate and leader to promote and

support student success in the school and community. CACREP SC A.2

7 Knowledge of academic advisement

1. Identify effective strategies for promoting student awareness of graduation requirements,

the college admission process, scholarships, and other postsecondary opportunities.

CACREP SC L2

2. Interpret academic assessment data for appropriate educational placement and

progression for all student populations. CACREP H1, 3

3. Identify approaches for assisting students with course selection to prepare for

secondary and postsecondary educational or employment opportunities. CACREP SC

L2, H2

4. Identify systemic interventions that foster equity and access to close achievement,

opportunity, and informational gaps. CACREP L3

8 Knowledge of research, program evaluation, and follow-up.

3. Demonstrate knowledge of needs assessment techniques. CACREP 8d

9 Knowledge of appropriate technology

1. Demonstrate knowledge of the use of technology in accessing, managing, storing,

reporting, and transmitting student information.

2. Demonstrate knowledge of the appropriate use of technology to plan, organize, implement,

evaluate, and enhance the comprehensive school counseling program.

3. Demonstrate knowledge of the benefits and limitations of various technological

applications.

10 Knowledge of social and cultural diversity

1. Demonstrate knowledge of multicultural and pluralistic societal changes and trends when

developing and coordinating the school counseling program. CACREP SC E1

2. Demonstrate knowledge of the characteristics, needs, and issues of diverse populations.

CACREP 2b

3. Demonstrate knowledge of facilitating the counseling process for diverse students and

families. CACREP SC F1

4. Demonstrate knowledge of the counselor's responsibility to address his or her own biases.

CACREP 2e, SC D1

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5. Identify inclusive strategies that eliminate biases, prejudices, and discriminatory contexts

within the school and community. CACREP 2f, E2

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APPENDIX 8B--CACREP STANDARDS

Council for Accreditation of Counseling and Related Educational Programs Standards

(CACREP)

1. PROFESSIONAL COUNSELING ORIENTATION AND ETHICAL PRACTICE

a. history and philosophy of the counseling profession and its specialty areas

b. the multiple professional roles and functions of counselors across specialty areas, and

their relationships with human service and integrated behavioral health care systems,

including interagency and interorganizational collaboration and consultation

c. counselors’ roles and responsibilities as members of interdisciplinary community

outreach and emergency management response teams

d. the role and process of the professional counselor advocating on behalf of the

profession

e. advocacy processes needed to address institutional and social barriers that impede

access, equity, and success for clients

f. professional counseling organizations, including membership benefits, activities,

services to members, and current issues

g. professional counseling credentialing, including certification, licensure, and

accreditation practices and standards, and the effects of public policy on these issues

h. current labor market information relevant to opportunities for practice within the

counseling profession

i. ethical standards of professional counseling organizations and credentialing bodies, and

applications of ethical and legal considerations in professional counseling

j. technology’s impact on the counseling profession

k. strategies for personal and professional self-evaluation and implications for practice

l. self-care strategies appropriate to the counselor role

m. the role of counseling supervision in the profession

2. SOCIAL AND CULTURAL DIVERSITY

a. multicultural and pluralistic characteristics within and among diverse groups nationally

and internationally

b. theories and models of multicultural counseling, cultural identity development, and

social justice and advocacy

c. multicultural counseling competencies

d. the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences

on an individual’s views of others

e. the effects of power and privilege for counselors and clients

f. help-seeking behaviors of diverse clients

g. the impact of spiritual beliefs on clients’ and counselors’ worldviews

h. strategies for identifying and eliminating barriers, prejudices, and processes of

intentional and unintentional oppression and discrimination

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3. HUMAN GROWTH AND DEVELOPMENT

a. theories of individual and family development across the lifespan

b. theories of learning

c. theories of normal and abnormal personality development

d. theories and etiology of addictions and addictive behaviors

e. biological, neurological, and physiological factors that affect human development,

functioning, and behavior

f. systemic and environmental factors that affect human development, functioning, and

behavior

g. effects of crisis, disasters, and trauma on diverse individuals across the lifespan

h. a general framework for understanding differing abilities and strategies for

differentiated interventions

i. ethical and culturally relevant strategies for promoting resilience and optimum

development and wellness across the lifespan

4. CAREER DEVELOPMENT

a. theories and models of career development, counseling, and decision making

b. approaches for conceptualizing the interrelationships among and between work, mental

well-being, relationships, and other life roles and factors

c. processes for identifying and using career, avocational, educational, occupational and

labor market information resources, technology, and information systems

d. approaches for assessing the conditions of the work environment on clients’ life

experiences

e. strategies for assessing abilities, interests, values, personality and other factors that

contribute to career development

f. strategies for career development program planning, organization, implementation,

administration, and evaluation

g. strategies for advocating for diverse clients’ career and educational development and

employment opportunities in a global economy

h. strategies for facilitating client skill development for career, educational, and life-work

planning and management

i. methods of identifying and using assessment tools and techniques relevant to career

planning and decision making

j. ethical and culturally relevant strategies for addressing career development

5. COUNSELING AND HELPING RELATIONSHIPS

a. theories and models of counseling

b. a systems approach to conceptualizing clients

c. theories, models, and strategies for understanding and practicing consultation

d. ethical and culturally relevant strategies for establishing and maintaining in-person and

technology-assisted relationships

e. the impact of technology on the counseling process

f. counselor characteristics and behaviors that influence the counseling process

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g. essential interviewing, counseling, and case conceptualization skills

h. developmentally relevant counseling treatment or intervention plans

i. development of measurable outcomes for clients

j. evidence-based counseling strategies and techniques for prevention and intervention

k. strategies to promote client understanding of and access to a variety of community-

based resources

l. suicide prevention models and strategies

m. crisis intervention, trauma-informed, and community-based strategies, such as

Psychological First Aid

n. processes for aiding students in developing a personal model of counseling

6. GROUP COUNSELING AND GROUP WORK

a. theoretical foundations of group counseling and group work

b. dynamics associated with group process and development

c. therapeutic factors and how they contribute to group effectiveness

d. characteristics and functions of effective group leaders

e. approaches to group formation, including recruiting, screening, and selecting members

f. types of groups and other considerations that affect conducting groups in varied

settings

g. ethical and culturally relevant strategies for designing and facilitating groups

h. direct experiences in which students participate as group members in a small group

activity, approved by the program, for a minimum of 10 clock hours over the course of

one academic term

7. ASSESSMENT AND TESTING

a. historical perspectives concerning the nature and meaning of assessment and testing in

counseling

b. methods of effectively preparing for and conducting initial assessment meetings

c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or

suicide

d. procedures for identifying trauma and abuse and for reporting abuse

e. use of assessments for diagnostic and intervention planning purposes

f. basic concepts of standardized and non-standardized testing, norm-referenced and

criterion-referenced assessments, and group and individual assessments

g. statistical concepts, including scales of measurement, measures of central tendency,

indices of variability, shapes and types of distributions, and correlations

h. reliability and validity in the use of assessments

i. use of assessments relevant to academic/educational, career, personal, and social

development

j. use of environmental assessments and systematic behavioral observations

k. use of symptom checklists, and personality and psychological testing

l. use of assessment results to diagnose developmental, behavioral, and mental disorders

m. ethical and culturally relevant strategies for selecting, administering, and interpreting

assessment and test results

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8. RESEARCH AND PROGRAM EVALUATION

a. the importance of research in advancing the counseling profession, including how to

critique research to inform counseling practice

b. identification of evidence-based counseling practices

c. needs assessments

d. development of outcome measures for counseling programs

e. evaluation of counseling interventions and programs

f. qualitative, quantitative, and mixed research methods

g. designs used in research and program evaluation

h. statistical methods used in conducting research and program evaluation

i. analysis and use of data in counseling

j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the

results of research and/or program evaluation

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CLINICAL MENTAL HEALTH COUNSELING

Students who are preparing to specialize as clinical mental health counselors will demonstrate

the knowledge and skills necessary to address a wide variety of circumstances within the context

of clinical mental health counseling. Counselor education programs with a specialty area in

clinical mental health counseling must document where each of the lettered standards listed

below is covered in the curriculum.

1. FOUNDATIONS

a. history and development of clinical mental health counseling

b. theories and models related to clinical mental health counseling

c. principles, models, and documentation formats of biopsychosocial case

conceptualization and treatment planning

d. neurobiological and medical foundation and etiology of addiction and co-occurring

disorders

e. psychological tests and assessments specific to clinical mental health counseling

2. CONTEXTUAL DIMENSIONS

a. roles and settings of clinical mental health counselors

b. etiology, nomenclature, treatment, referral, and prevention of mental and emotional

disorders

c. mental health service delivery modalities within the continuum of care, such as

inpatient, outpatient, partial treatment and aftercare, and the mental health counseling

services networks

d. diagnostic process, including differential diagnosis and the use of current diagnostic

classification systems, including the Diagnostic and Statistical Manual of Mental

Disorders (DSM) and the International Classification of Diseases (ICD)

e. potential for substance use disorders to mimic and/or co-occur with a variety of

neurological, medical, and psychological disorders

f. impact of crisis and trauma on individuals with mental health diagnoses

g. impact of biological and neurological mechanisms on mental health

h. classifications, indications, and contraindications of commonly prescribed

psychopharmacological medications for appropriate medical referral and consultation

i. legislation and government policy relevant to clinical mental health counseling

j. cultural factors relevant to clinical mental health counseling

k. professional organizations, preparation standards, and credentials relevant to the

practice of clinical mental health counseling

l. legal and ethical considerations specific to clinical mental health counseling

m. record keeping, third party reimbursement, and other practice and management issues

in clinical mental health counseling

3. PRACTICE

a. intake interview, mental status evaluation, biopsychosocial history, mental health

history, and psychological assessment for treatment planning and caseload management

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b. techniques and interventions for prevention and treatment of a broad range of mental

health issues

c. strategies for interfacing with the legal system regarding court-referred clients

d. strategies for interfacing with integrated behavioral health care professionals

e. strategies to advocate for persons with mental health issues

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SCHOOL COUNSELING

Students who are preparing to specialize as school counselors will demonstrate the professional

knowledge and skills necessary to promote the academic, career, and personal/social

development of all P–12 students through data-informed school counseling programs. Counselor

education programs with a specialty area in school counseling must document where each of the

lettered standards listed below is covered in the curriculum.

1. FOUNDATIONS

a. history and development of school counseling

b. models of school counseling programs

c. models of P-12 comprehensive career development

d. models of school-based collaboration and consultation

e. assessments specific to P-12 education


a. school counselor roles as leaders, advocates, and systems change agents in P-12

schools

b. school counselor roles in consultation with families, P-12 and postsecondary school

personnel, and community agencies

c. school counselor roles in relation to college and career readiness

d. school counselor roles in school leadership and multidisciplinary teams

e. school counselor roles and responsibilities in relation to the school emergency

management plans, and crises, disasters, and trauma

f. competencies to advocate for school counseling roles

g. characteristics, risk factors, and warning signs of students at risk for mental health and

behavioral disorders

h. common medications that affect learning, behavior, and mood in children and

adolescents

i. signs and symptoms of substance abuse in children and adolescents as well as the signs

and symptoms of living in a home where substance use occurs

j. qualities and styles of effective leadership in schools

k. community resources and referral sources

l. professional organizations, preparation standards, and credentials relevant to the

practice of school counseling

m. legislation and government policy relevant to school counseling

n. legal and ethical considerations specific to school counseling

3. PRACTICE

a. development of school counseling program mission statements and objectives

b. design and evaluation of school counseling programs

c. core curriculum design, lesson plan development, classroom management strategies,

and differentiated instructional strategies

d. interventions to promote academic development

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e. use of developmentally appropriate career counseling interventions and assessments

f. techniques of personal/social counseling in school settings

g. strategies to facilitate school and postsecondary transitions

h. skills to critically examine the connections between social, familial, emotional, and

behavior problems and academic achievement

i. approaches to increase promotion and graduation rates

j. interventions to promote college and career readiness

k. strategies to promote equity in student achievement and college access

l. techniques to foster collaboration and teamwork within schools

m. strategies for implementing and coordinating peer intervention programs

n. use of accountability data to inform decision making

o. use of data to advocate for programs and students

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REHABILITATION COUNSELING

Students who are preparing to specialize as rehabilitation counselors will demonstrate the

knowledge, skills, and attitudes necessary to address varied issues within the rehabilitation

counseling context. Rehabilitation counselors work collaboratively with individuals with

disabilities, their support systems, and their environments to achieve their personal, social,

psychological, and vocational goals. Counselor education programs with a specialty area in

rehabilitation counseling must document where each of the lettered standards listed below is

covered in the curriculum.

1. FOUNDATIONS

a. history, legislation, systems, philosophy, and current trends of rehabilitation counseling

b. theories, models, and interventions related to rehabilitation counseling

c. principles and processes of vocational rehabilitation, career development, and job

development and placement

d. principles of independent living, self-determination, and informed choice

e. principles of societal inclusion, participation, access, and universal design, with respect

for individual differences

f. classification, terminology, etiology, functional capacity, prognosis, and effects of

disabilities

g. methods of assessment for individuals with disabilities, including testing instruments,

individual accommodations, environmental modification, and interpretation of results


a. professional rehabilitation counseling scope of practice, roles, and settings

b. medical and psychosocial aspects of disability, including attention to coexisting

conditions

c. individual response to disability, including the role of families, communities, and other

social networks

d. information about the existence, onset, degree, progression, and impact of an

individual’s disability, and an understanding of diagnostic systems including the

International Classification of Functioning, Disability and Health (ICF), International

Classification of Diseases (ICD), and Diagnostic and Statistical Manual of Mental

Disorders (DSM)

e. impact of psychosocial influences, cultural beliefs and values, diversity and social

justice issues, poverty, and health disparities, with implications for employment and

quality of life for individuals with disabilities

f. impact of socioeconomic trends, public policies, stigma, access, and attitudinal barriers

as they relate to disability

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g. awareness and understanding of the impact of crisis, trauma, and disaster on

individuals with disabilities, as well as the disability-related implications for emergency

management preparation

h. impact of disability on human sexuality

i. awareness of rehabilitation counseling specialty area services and practices, as well as

specialized services for specific disability populations

j. knowledge of organizational settings related to rehabilitation counseling services at the

federal, tribal, state, and local levels

k. education and employment trends, labor market information, and resources about

careers and the world of work, as they apply to individuals with disabilities

l. Social Security benefits, workers’ compensation insurance, long-term disability

insurance, veterans’ benefits, and other benefit systems that are used by individuals with

disabilities

m. individual needs for assistive technology and rehabilitation services

n. advocacy on behalf of individuals with disabilities and the profession as related to

disability and disability legislation

o. federal, tribal, state, and local legislation, regulations, and policies relevant to

individuals with disabilities

p. professional organizations, preparation standards, and credentials relevant to the

practice of rehabilitation counseling

q. legal and ethical aspects of rehabilitation counseling, including ethical decision-

making models

r. administration and management of rehabilitation counseling practice, including

coordination of services, payment for services, and record keeping

3. PRACTICE

a. evaluation of feasibility for services and case management strategies that facilitate

rehabilitation and independent living planning

b. informal and formal assessment of the needs and adaptive, functional, and transferable

skills of individuals with disabilities

c. evaluation and application of assistive technology with an emphasis on individualized

assessment and planning

d. understanding and use of resources for research and evidence-based practices

applicable

to rehabilitation counseling

e. strategies to enhance coping and adjustment to disability

f. techniques to promote self-advocacy skills of individuals with disabilities to maximize

empowerment and decision-making throughout the rehabilitation process

g. strategies to facilitate successful rehabilitation goals across the lifespan

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h. career development and employment models and strategies to facilitate recruitment,

inclusion, and retention of individuals with disabilities in the work place

i. strategies to analyze work activity and labor market data and trends, to facilitate the

match between an individual with a disability and targeted jobs

j. advocacy for the full integration and inclusion of individuals with disabilities, including

strategies to reduce attitudinal and environmental barriers

k. assisting individuals with disabilities to obtain knowledge of and access to community

and technology services and resources

l. consultation with medical/health professionals or interdisciplinary teams regarding the

physical/mental/cognitive diagnoses, prognoses, interventions, or permanent functional

limitations or restrictions of individuals with disabilities

m. consultation and collaboration with employers regarding the legal rights and benefits

of hiring individuals with disabilities, including accommodations, universal design, and

workplace disability prevention

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CORE Accreditation Standards

Section A

A.1 Provide evidence of written statements of the program’s mission and objectives typically

found in institution documents (catalogs, brochures, university and program websites, intern

manuals and graduate handbooks).

A.2 Provide evidence that the objectives focus on master’s level rehabilitation counselor

education and includes professional issues and community needs, and needs of persons with

disabilities consistent with the program’s mission and objectives.

A.3 Provide evidence (e.g., brochures, letters, or memos) of the distribution of the program’s

mission and objectives to:

a. RCE Program applicants;

b. Current students;

c. Supervisors of clinical experiences;

d. Direct service personnel in public, educational, and non-governmental organizations;

e. Faculty members in related areas; and

f. Institution administration.

A.4 Provide evidence that the program faculty engages in actions that indicate respect for and

understanding of cultural and individual diversity. Cultural and individual diversity refers to

diversity with regard to personal and demographic characteristics and include, but are not limited

to, age, disability, ethnicity, gender, gender identity, language, national origin, race, religion,

culture, sexual orientation, and social economic status. Respect for and understanding of cultural

and individual diversity is reflected in the program’s policies for the recruitment, retention, and

development of faculty and students, and in its curriculum and field placements. The program

has nondiscriminatory policies and operating conditions, and it avoids any actions that would

restrict program access or completion on grounds that are irrelevant to success in graduate

training or the profession.

A.5 Provide evidence that the program shall provide information routinely to the public on its

performance, including, but not limited to, student enrollments, graduates, accreditation status,

and student achievement consistent with policies of the institution, to foster continuing public

awareness and confidence about academic quality.

Section B

B.1 Provide evidence from policy or procedure manuals of the procedures for systematic,

periodic written evaluation plan and review of the program’s mission and objectives and the

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overall effectiveness of the RCE Program in relation to its mission and objectives and that such

review occurs at least every four years.

B.1.1. Self-evaluation (including evaluation of the effectiveness of the technology used)

and,

B.1.2 External review (e.g., advisory committee, employers, alumni).

B.2 Provide evidence from policy or procedure manuals that show how each of the following

areas is evaluated:

B.2.1Mission and objectives;

B.2.2Content and design of academic curriculum;

B.2.3Practicum and internship requirements and supervision;

B.2.4Graduate achievement, including employment and professional credentialing;

B.2.5Recruitment and retention of students with emphasis on diversity;

B.2.6Resources to carry out program mission such as ongoing technical support

(financial and other resources), and

B.2.7 Faculty strengths and experience.

B.3 Provide results of evaluations showing that the recent evaluations were communicated to

institution administration and CORE as part of the Self Study Document

Section C

A. Provide evidence that the program requires a minimum of at least 48 semester credit hours or

72 quarter hours and if a 60-credit hour program is required for counselor licensure in the

state, the program offers the additional coursework, or identifies reasonable options outside

the program so graduates could qualify for licensure.

B. Provide evidence for Equivalency Provision (if any) meeting the Section C knowledge areas

of the CORE standards.

C. Provide evidence of the availability of course or unit syllabi that includes course/unit

objectives, content areas, texts or required readings, how a course is provided/delivered, if an

on-line/distance education course, any additional expectations or expenses, student

evaluation criteria, and information on the reasonable accommodation process at the

institution.

D. Provide evidence of the availability of opportunities throughout the course of study for

interactive and collaborative experiences with individuals with disabilities in a variety of

roles and settings.

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E. Provide evidence that the program informs applicants, students, and faculty about the

availability of information on disability services and the reasonable accommodation process

at the institution.

F. Provide evidence that students participating in on-line/distance learning rehabilitation

counseling programs meet the same admission and curriculum requirements, retention

criteria, and graduation requirements as on-campus students.

C.1 Professional Identity and Ethical Behavior – Outcomes as demonstrated by the ability to:

C.1.1.a. Explain professional roles, purposes, and relationships of other human

service and counseling/psychological providers.

C.1.1.b. Articulate the principles of independence, inclusion, choice and self-

determination, empowerment, access, and respect for individual differences.

C.1.2 History Systems, and philosophy of rehabilitation

C.1.2.a. Integrate into one’s practice, the history and philosophy of rehabilitation

as well as the laws affecting individuals with disabilities;

C.1.2.b. Describe, in general, the organizational structure of the rehabilitation,

education, and healthcare systems, including public, private-for-profit, and not-for-

profit service settings;

C.1.2.c. Explain the role and values of independent living philosophy for

individuals with a disability.

C.1.3 Legislation related to people with disabilities

C.1.3.a. Apply the principles of disability-related legislation including the rights

of people with disabilities to the practice of rehabilitation counseling.

C.1.4 Ethics

C.1.4.a. Practice rehabilitation counseling in a legal and ethical manner, adhering

to the Code of Professional Ethics and Scope of Practice for the profession.

C.1.5 Professional credentialing, certification, licensure and accreditation

C.1.5.a. Explain differences between certification, licensure, and accreditation.

C.1.6 Informed consumer choice and consumer empowerment

C.1.6.a. Integrate into practice an awareness of societal issues, trends, public

policies, and developments as they relate to rehabilitation.

C.1.6.b. Articulate the value of consumer empowerment, choice, and personal

responsibility in the rehabilitation process.

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C.1.7Public policies, attitudinal barriers, and accessibility

C.1.7.a, Assist employers to identify, modify, or eliminate, architectural,

procedural, and/or attitudinal barriers.

C.1.8Advocacy

C.1.8.a. Educate the public and individuals with a disability regarding the role of

advocacy and rights of people with disabilities under federal and state law.

C.2 Psychosocial Aspects of Disability and Cultural Diversity - Outcomes as demonstrated by

the ability to:

C.2.1 Sociological dynamics related to self-advocacy, environmental influences, and

attitude formation.

C.2.1.a. Identify and articulate an understanding of the social, economic, and

environmental forces that may present barriers to a consumer’s rehabilitation.

C.2.1.b. Identify strategies to reduce attitudinal barriers affecting people with

disabilities.

C.2.2 Psychological dynamics related to self-identity, growth, and adjustment

C.2.2.a. Identify strategies for self-awareness and self-development that will

promote coping and adjustment to disability.

C.2.2.b. Identify and demonstrate an understanding of stereotypic views toward

individuals with a disability and the negative effects of these views on successful

completion of the rehabilitation outcomes.

C.2.2.c. Explain adjustment stages and developmental issues that influence

adjustment to disability.

C.2.3 Implications of cultural and individual diversity including cultural, disability,

gender, sexual orientation, and aging issues

C.2.3.a. Provide rehabilitation counseling services in a manner that reflects an

understanding of psychosocial influences, cultural beliefs and values, and

diversity issues that may affect the rehabilitation process.

C.2.3.b. Identify the influences of cultural, gender, sexual orientation, aging, and

disability differences and integrate this knowledge into practice.

C.2.3.c. Articulate an understanding of the role of ethnic/racial and other diversity

characteristics such as spirituality and religion, and socio-economic status in

groups, family, and society.

C.3Human Growth and Development – Outcomes as demonstrated by the ability to:

C.3.1.a. Articulate a working knowledge of human development and the needs of

individuals with disabilities across the life span.

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C.3.1.b. Describe and implement approaches that enhance personal development,

decision-making abilities, personal responsibility, and quality of life of individuals with a

disability.

C.3.2 Individual and family response to disability

C.3.2.a. Assist the development of transition strategies to successfully complete


C.3.2.b. Recognize the influence of family as individuals with disabilities grow

and learn.

C.3.2.c. Demonstrate counselor sensitivity to stressors and the role of positive

attitudes in responding to coping barriers and challenges.

C.3.3 Theories of personality development

C.3.3.a. Describe and explain established theories of personality development.

C.3.3.b. Identify developmental concepts and processes related to personality

development and apply them to rehabilitation counseling practice.

C.3.4Human sexuality and disability

C.3.4.a. Identify impact that different disabilities can have on human sexuality.

C.3.4.b. Discuss sexuality issues with individuals with a disability as part of the

rehabilitation process.

C.3.5 Learning styles and strategies

C.3.5.a. Develop rehabilitation plans that address individual learning styles and

strengths of individuals with a disability.

C.4Employment and Career Development – Outcomes as demonstrated by the ability to:

C.4.1 Disability benefits systems including workers’ compensation, long-term disability,

and social security.

C.4.1.a. Demonstrate understanding of various public and private disability

benefits systems and the influence on rehabilitation, independent living, and

employment.

C.4.1.b. Explain the requirements of benefits available to people with disabilities

through systems such as workers’ compensation, long-term disability insurance,

and social security.

C.4.2Job analysis, transferable skills analysis, work site modification and restructuring

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C.4.2.a. Utilize job and task analyses methodology to determine essential

functions of jobs for employment planning and placement, worksite modifications

or job restructuring.

C.4.2.b. Apply the techniques of job modification/restructuring and the use of

assistive device to facilitate placement of people with disabilities.

C.4.2.c. Apply transferable skills analysis methodology to identify alternative

vocational and occupational options given the work history and residual

functional capacities of individuals with a disability.

C.4.3Career counseling, career exploration, and vocational planning

C.4.3.a. Provide career counseling utilizing appropriate approaches and

techniques.

C.4.3.b. Utilize career/occupational materials to assist the individual with a

disability in vocational planning.

C.4.3.c. Facilitate involvement in vocational planning and career exploration.

C.4.4 Job readiness development

C.4.4.a. Assess individuals with a disability’ readiness for gainful employment

and assist individuals with a disability in increasing this readiness.

C.4.5 Employer consultation and disability prevention

C.4.5.a. Provide prospective employers with appropriate consultation information

to facilitate prevention of disability in the workplace and minimize risk factors

employees and employers.

C.4.5.b. Consult with employers regarding accessibility and issues related to ADA

compliance.

C.4.6Workplace culture and environment

C.4.6.a. Describe employer practices that affect the employment or return to work

of individuals with disabilities and utilize that understanding to facilitate

successful employment.

C.4.7 Work conditioning/work hardening

C.4.7.a. Provide for work conditioning or work hardening strategies and resources

as part of the rehabilitation process.

C.4.8Vocational consultation and job placement strategies

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C.4.8.a. Conduct and utilize labor market analyses and apply labor market

information to the needs of individuals with a disability.

C.4.8.b. Identify transferable skills by analyzing the consumer’s work history and

functional assets and limitations and utilize these skills to achieve successful job

placement.

C.4.8.c. Utilize appropriate job placement strategies (client-centered, place then

train, etc.) to facilitate employment of people with disabilities.

C.4.9Career development theories

C.4.9.a. Apply career development theories as they relate to individuals with a

disability with disabilities.

C.4.10Supported employment, job coaching, and natural supports

C.4.10.a. Effectively use employment supports to enhance successful

employment.

C.4.10.b. Assist individuals with a disability with developing skills and strategies

on the job.

C.4.11Assistive technology

C.4.11.a. Identify and describe assistive technology resources available to

individuals with a disability for independent living and employment.

C.5 Counseling Approaches and Principles – Outcomes as demonstrated by the ability to:

C.5.1 Individual counseling and personality theory.

C.5.1.a. Communicate a basic understanding of established counseling theories

and their relationship to personality theory.

C.5.1.b. Articulate a personal philosophy of rehabilitation counseling based on an

established counseling theory.

C.5.2 Mental health counseling

C.5.2.a. Recognize individuals with a disability who demonstrate psychological or

mental health related problems and make appropriate referrals when appropriate.

C.5.2.b. Analyze diagnostic and assessment information (e.g., vocational and

educational tests, records and psychological and medical data) and communicate

this information to the consumer.

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C.5.2.c. Explain and utilize standard diagnostic classification systems for mental

health conditions within the limits of the role and responsibilities of the

rehabilitation counselor.

C.5.3Counseling skills and techniques development

C.5.3.a. Develop and maintain confidential counseling relationships with

individuals with a disability using established skills and techniques.

C.5.3.b. Establish, in collaboration with the consumer, individual counseling

goals and objectives.

C.5.3.c. Apply basic counseling and interviewing skills.

C.5.3.d. Employ consultation skills with, and on behalf of, the consumer.

C.5.4 Gender issues in counseling

C.5.4.a. Counsel individuals with a disability who face lifestyle choices that may

involve gender or multicultural issues.

C.5.4.b. Identify gender differences that can affect the rehabilitation counseling

and planning processes.

C.5.5 Conflict resolution and negotiation strategies

C.5.5.a. Assist individuals with a disability in developing skills needed to

effectively respond to conflict and negotiation in support of their interests.

C.5.6 Individual, group, and family crisis response

C.5.6.a. Recognize and communicate a basic understanding of how to assess

individuals, groups, and families who exhibit suicide ideation, psychological and

emotional crisis.

C.5.7Termination of counseling relationships

C.5.7.a. Facilitate counseling relationships with individuals with a disability in a

manner that is constructive to their independence.

C.5.7.b. Develop a plan of action in collaboration with the consumer for strategies

and actions anticipating the termination of the counseling process.

C.5.8 Individual empowerment and rights

C.5.8.a. Promote ethical decision-making and personal responsibility that is

consistent with an individual’s culture, values and beliefs.

C.5.9 Boundaries of confidentiality

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C.5.9.a. Explain the legal limits of confidentiality for rehabilitation counselors for

the state in which they practice counseling.

C.5.9.b. Identify established rehabilitation counseling ethical standards for

confidentiality and apply them to actual case situations.

C.5.10 Ethics in the counseling relationship

C.5.10.a. Explain the practical implications of the CRCC Code of ethics as part of

the rehabilitation counseling process.

C.5.10.b. Confirm competency in applying an established ethical decision-making

process to rehabilitation counseling case situations.

C.5.11Counselor Supervision

C.5.11.a. Explain the purpose, roles, and need for counselor supervision in order

to enhance the professional development, clinical accountability and gate-keeping

functions for the welfare of individuals with a disability.

C.6 Group Work and Family Dynamics - Outcomes as demonstrated by the ability to:

C.6.1Group dynamics and Counseling Theory

C.6.1.a. Apply theories and principles of group counseling when working with

persons with disabilities.

C.6.2.Group methods, selection criteria, and evaluation strategies

C.6.2.a. Apply group counseling methods, including group counselor orientation

and behaviors, appropriate referral and selection criteria, and methods of

evaluation and effectiveness.

C.6.3 Group leadership styles and techniques

C.6.3.a. Demonstrate effective group leadership skills.

C.6.4 Family dynamics and counseling theory

C.6.4.a. Apply an understanding of family systems and the impact of the family

on the rehabilitation process.

C.6.4.b. Facilitate the group process with individual’s family/significant others,

including advocates to support the rehabilitation goals.

C.6.5Family support interventions

C.6.5.a. Use counseling techniques to support the individual’s family/significant

others, including advocates.

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C.6.5.b. Facilitate the group process with individual’s family/significant others,

including advocates to support the rehabilitation goals.

C.6.6 Ethical and legal issues impacting individuals and families

C.6.6.a. Apply ethical and legal issues to the group counseling process and work

with families.

C.6.6.b. Know the ethical implications of work in group settings with

racial/ethnic, cultural, and other diversity characteristics/issues when working

with people with disabilities.

C.7 Assessment - Outcomes as demonstrated by the ability to:

C.7.1 Role of assessment

C.7.1.a. Explain purpose of assessment in rehabilitation process.

C.7.1.b. Use assessment information to determine eligibility and to develop plans

for services.

C.7.2 Assessment resources and methods

C.7.2.a. Identify assessment resources and methods appropriate to meet the needs

of individuals with a disability.

C.7.2.b. Describe resources to assist rehabilitation counselors in identifying

appropriate test instruments and other assessment methods.

C.7.2.c. Describe computer-based assessments for rehabilitation and employment

planning.

C.7.3 Individual involvement in assessment planning

C.7.3.a. Facilitate individual involvement in evaluating the feasibility of

rehabilitation or independent living objectives and planning.

C.7.3.b. Utilize assessment as an ongoing process in establishing individual

rapport, rehabilitation service planning, objectives and goals.

C.7.3.c. Evaluate the individual’s capabilities to engage in informed choice and to

make decisions.

C.7.4 Measurement and statistical concepts

C.7.4.a. Describe basic measurement concepts and associated statistical terms.

C.7.4.b. Comprehend the validity, reliability, and appropriateness of assessment

instruments.

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C.7.5 Selecting and administering the appropriate assessment methods

C.7.5.a. Explain differences in assessment methods and testing instruments (i.e.

aptitude, intelligence, interest, achievement, vocational evaluation, situational

assessment).

C.7.5.b. Apply assessment methods to evaluate a consumer's vocational,

independent living and transferable skills.

C.7.6 Ethical, legal, and cultural implications in assessment

C.7.6.a. Know the legal, ethical, and cultural implications of assessment for

rehabilitation services.

C.7.6.b. Consider cultural influences when planning assessment.

C.7.6.c. Analyze implications of testing norms related to the culture of an

individual.

C.8 Research and Program Evaluation - Outcomes as demonstrated by the ability to:

C.8.1 Basic statistics and psychometric concepts

C.8.1.a. Understand research methodology and relevant statistics.

C.8.2 Basic research methods

C.8.2.a. Interpret quantitative and qualitative research articles in rehabilitation and

related fields.

C.8.2.b. Apply research literature to practice (e.g., to choose appropriate

interventions, to plan assessments.

C.8.4 Ethical, legal, and cultural issues related to research and program evaluation

C.8.4.a. Apply knowledge of ethical, legal, and cultural issues in research and

evaluation to rehabilitation counseling practice.

C.9 Medical, Functional, and Environmental Aspects of Disability – Outcomes demonstrated by

the ability to

C.9.1 The human body system.

C.9.1.a. Explain basic medical aspects of the human body system and disabilities.

C.9.2 Medical terminology and diagnosis

C.9.2.a. Demonstrate an understanding of fundamental medical terminology.

C.9.2.b. Demonstrate an understanding of the diagnostic process used by medical

and other health professions.

C.9.3 Physical, psychiatric, cognitive, sensory and developmental disabilities

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C.9.3.a. Utilize existing or acquired information about the existence, onset,

severity, progression, and expected duration of an individual’s disability.

C.9.3.b. Articulate the functional limitations of disabilities.

C.9.3.c. Apply working knowledge of the impact of disability on the individual,

the family, and the environment.

C.9.3.d. Explain the implications of co-occurring disabilities.

C.9.4 Assistive technology

C.9.4.a. Determine the need for assistive technology and the appropriate

intervention resources.

C.9.4.b. Support the evaluation of assistive technology needs as they relate to

rehabilitation services.

C.9.5.Environmental implications for disability

C.9.5.a. Evaluate the influences and implications of the environment on disability.

C.9.6.Classification and evaluation of function

C.9.6.a. Demonstrate familiarity with the use of functional classification such as

the International Classification of Function.

C.9.6.b. Consult with medical/health professionals regarding prognosis,

prevention and wellness strategies for individuals with a disability.

C.10 Rehabilitation Services, Case Management, and Related Services – Outcomes demonstrated

by the ability to:

C.10.1 Vocational rehabilitation

C.10.1.a. Describe the systems used to provide vocational rehabilitation services

to people with disabilities including the state/federal vocational rehabilitation

program in the United States, private rehabilitation, and community-based

rehabilitation programs.

C.10.1.b. Identify and plan for the provision of vocational rehabilitation services

with individuals with a disability.

C.10.1.c. Provide information to prospective employers about the benefits of

hiring people with disabilities.

C.10.2 Case and caseload management

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C.10.2.a. Evaluate the need for and utilize case and caseload management

services.

C.10.2.b. Apply principles of caseload management, including case recording and

documentation

C.10.2.c. Identify rehabilitation case management strategies that are evidence-

based.

C.10.2.d. Establish follow-up and/or follow-along procedures to maximize an

individual’s independent functioning through the provision of post-employment

services.

C.10.3.Independent living

C.10.3.a. Identify and plan for the provision of independent living service

alternatives with individuals with a disability.

C.10.4.School to work transition services

C.10.4.a. Develop knowledge of transition services that facilitate an individual’s

movement from school to work.

C.10.5 Disability management

C.10.5.a. Describe employer-based disability management concepts, programs,

and practices.

C.10.6 Forensic rehabilitation and vocational expert practices

C.10.6.a. Describe the purpose of forensic rehabilitation, vocational expert

practice, and the reasons for referral of individuals for services.

C.10.7. Substance abuse treatment and rehabilitation

C.10.7.a. Describe different recovery models that apply to substance abuse

treatment and rehabilitation.

C.10.7.b. Identify and recommend treatment options that facilitate recovery and

successful rehabilitation outcomes.

C.10.8 Psychiatric rehabilitation

C.10.8.a. Identify and recommend treatment options that facilitate recovery and

successful rehabilitation outcomes.

C.10.9 Wellness and illness prevention concepts

C.10.9.a. Promote constructive lifestyle choices that supports positive health and

prevents illness or disability.

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C.10.10 Community resources

C.10.10.a. Work with community agencies to advocate for the integration and

inclusion of individuals with disabilities within the community.

C.10.10.b. Identify the benefits of rehabilitation services to potential individuals

with a disability, employers, and the general public.

C.10.11 Community-based rehabilitation and service coordination

C.10.11.a. Assist individuals with a disability to access and utilize services

available in the community.

C.10.11.b. Collaborate with advocate’s and other service providers involved with

the individual and/or the family.

C.10.12 Life care planning

C.10.12.a. Describe the purposes of life-care planning and utilize life-care

planning services as appropriate.

C.10.13 Insurance programs and social security

C.10.13.a. Demonstrate knowledge of disability insurance options and social

security programs.

C.10.13.b. Explain the functions of workers’ compensation, disability benefits

systems, and disability management systems.

C.10.14Programs for specialty populations

C.10.14.a. Describe programs of services for specialty populations including but

not limited to: spinal cord injury, traumatic brain injury intellectual disabilities

sensory disability, correctional and veterans.

C.10.15Current technology and rehabilitation counseling

C.10.15.a. Explain and plan for the appropriate use of assistive technology

including computer-related resources.

C.10.15.b. Utilize internet and other technology to assist in the effective delivery

of services

C.10.15.c. Assist individuals with a disability in developing strategies to request

appropriate accommodations.

C.10.15.d. Assess individual needs for rehabilitation engineering services.

Section D

D.1 Provide evidence that students have a minimum of 100 clock hours of supervised

rehabilitation counseling practicum, with at least 40 hours of direct service to persons with

disabilities (not role-playing clients). Practicum students shall have experiences available that

increase their awareness and understanding of the differences in values, beliefs, and behaviors of

individuals who are different from themselves.

D.1.1 Provide evidence that the practicum includes instructional experiences (audio-

video tapes and individual and group interaction) dealing with rehabilitation counseling

concerns and clinical experiences (on or off-campus) that facilitate the development of

basic rehabilitation counseling skills. During the practicum, students will conduct

interviews that will be reviewed by a supervisor. If practicum experiences are provided

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off-campus, provide evidence that there is direct and periodic communication throughout

the semester between the site supervisor and the faculty (e.g., site visits, conference calls,

video-conferencing, electronic communication). Practicum activities shall be documented

in logs, progress reviews, and summaries. The program faculty member responsible for

practicum supervision must be a CRC.

D.1.2 Provide evidence that written expectations, procedures, and policies for practicum

are distributed to students and supervisors. This will include the policy that the practicum

is a prerequisite to the supervised rehabilitation counseling clinical internship experience.

D.1.3 Provide evidence that practicum experiences include an average of one (1) hour per

week of individual and1 ½ hours per week of group (with no more than ten

students/group) supervision by a program faculty member or qualified individual working

in cooperation with a program faculty member.

D.1.4 Provide evidence that when using distance education modalities, practicum

supervision may be provided using a variety of methods such as video conferencing,

teleconferencing, real time video contact, or others as appropriate.

D.1.5 Provide evidence that in states having specific practicum supervision requirements

for counselor licensure, the program makes the required supervision experiences

consistent with the licensure requirements available to those students desiring to qualify

for licensure.

D.1.6 Provide evidence that there is a written progress review of the

performance/counseling skills of all students enrolled in a practicum.

D.1.7 Provide evidence that there is a written procedure for responding to students who

do not demonstrate satisfactory practicum knowledge or clinical skills.

D.1.8 Provide evidence that the individual supervision of five students is considered

equivalent to the teaching of one course.

D.2 Provide evidence that students have supervised rehabilitation counseling internship activities

that include a minimum of 600 clock hours of applied experience in an agency/program, with at

least 240 hours of direct service to individuals with disabilities.

D.2.1 Provide evidence that the internship activities include the following:

D.2.1.a. Orientation to program components, policies and procedures;

introduction to staff and their role and function; identification of the expectations

for interns, confidentiality and due process procedures, risk assessment, and the

Code of Professional Ethics for Rehabilitation Counselors;

D.2.1.b. Observation of all aspects of the delivery of rehabilitation counseling

services as practiced by the agency or organization including diverse populations;

D.2.1.c. Work assignments, performing the tasks required of an employed

rehabilitation counselor at the agency or organization; and

D.2.1.d. Reporting, including all required academic reports as well as logs,

weekly progress reviews, and summaries of activities.

D.2.2 Provide evidence that written expectations, procedures, and policies for the

internship activities are contained in a manual or other appropriate document(s) and

distributed to students and supervisors.

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D.2.3 Provide evidence that an on-site supervisor is assigned to provide weekly

supervision throughout the internship experience.

D.2.4 Provide evidence that internship includes an evaluation of student performance,

including self-evaluation by the student, the field site supervisor, and the faculty

supervisor.

D.2.5 Provide evidence that the RCE Program uses internship experiencesites that

provide rehabilitation counseling services to individuals with disabilities appropriate to

the mission of the Program.

D.2.6 Provide evidence that internship students have experiences that increase their

awareness and understanding of differences in values, beliefs, and behaviors of persons

who are different from themselves. Internship shall promote cultural competence, foster

personal growth and assist students in recognizing the myriad of counseling approaches

and rehabilitation issues that affect service delivery.

D.3 Provide evidence that internship experiences include an average of one (1) hour per week of

individual, or 1½ hours per week of group (with no more than ten students/group) supervision

by a program faculty member who is a CRC, or qualified individual working in cooperation with

a program faculty member who is a CRC.

D.3.1 Provide evidence that when using distance education modalities,supervision is

provided using a variety of methods such as video conferencing, teleconferencing, real

time video contact, or others as appropriate.

D.3.2 Provide evidence that in states that have specific supervision requirements for

counselor licensure, the program makes the required supervision experiences consistent

with the state licensure requirements and available to those students desiring to qualify

for licensure.

D.3.3 Provide evidence that there is a progress review of all students enrolled in an

internship.

D.3.4 Provide evidence that there is a written procedure for responding to students who

do not demonstrate satisfactory internship knowledge or clinical skills.

D.3.5 Provide evidence that the individual supervision of five students is considered

equivalent to the teaching of one course due to the intensive one-on-one instruction and

the ongoing evaluation necessary in internship.

Section E

E.1 Provide evidence that the RCE Program recruits, admits, assists and retains students

consistent with its mission and the general needs of the rehabilitation field.

E.1.1 Provide evidence of written recruitment and retention policies, procedures, and

materials.

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E.1.2 Provide evidence that admission requirements are consistent with the general

standards in other master’s level programs in the institution.

Admission criteria for the RCE Program shall include, but not be limited to:

E.1.2.a. Academic performance and potential.

E.1.2.b. Career goals.

E.1.3 Provide evidence from catalogs and brochures of student financial assistance

options, including provisions for financially disadvantaged students.

E.1.4 Provide evidence that the diversity of the student body includes students with

disabilities, and students of different ethnic/racial background or evidence of efforts to

recruit students with disabilities and students from different racial/ethnic backgrounds.

E.1.5 Provide evidence that a written transfer policy regarding graduate credit from other

programs exists.

E.2 Provide evidence that the program has procedures for communication between students and

faculty, including:

E.2.1 Program requirements for students;

E.2.2. Information on availability of accessible technologies used in the program,

expected technical competence of students, the program’s curriculum design and

timeframe in which courses are offered, the array of student services available from the

institution, the learning expectations in the technology-based environment, and estimated

time for program completion;

E.2.3 Assessment of academic progress including personal development, attitudes,

writing/communication skills and the importance of and expectations for ethical behavior

occurs. Students demonstrating difficulty or behavior inconsistent with success shall be

provided appropriate options for transition from the RCE program; and

E.2.4 Student feedback about the program.

E.3 Provide evidence that the program provides ongoing learning opportunities to introduce RCE

students to the rehabilitation counseling profession. Introduction to the profession may be

provided by:

E.3.1 Encouraging and supporting involvement with student chapters, conference

attendance, and access to publications from rehabilitation counseling organizations and

other relevant professional associations; and

E.3.2 Providing opportunities for students to have exposure and interaction with leaders

and workers in the profession, consumer and advocacy groups, and other helping

professionals.

E.4 Provide evidence that the individual who is the RCE coordinator possesses qualifications

necessary to carry out the responsibilities of the position, including:

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E.4.1. Full-time, faculty appointment with an earned doctorate in rehabilitation

counseling or related area and in a tenure-earning line where tenure is applicable;

E.4.2 an earned doctorate in rehabilitation counseling or related field and experience in

rehabilitation counseling;

E.4.3 Professional commitment to rehabilitation counseling and education; and

E.4.4 Certification by the Commission on Rehabilitation Counselor Certification.

E.5 Provide evidence that the qualifications of the full-time and part-time RCE Program faculty

are appropriate to the program’s objectives and to rehabilitation counseling in general.

Qualifications of full-time program faculty shall include:

E.5.1 Doctoral degree in rehabilitation counseling or related fields. Master’s degree can

be acceptable if the skill set is unique or if the person is engaged in doctoral education;

E.5.2 Experience in rehabilitation counseling;

E.5.3 Professional and scholarly activities; and

E.5.4 Current certification as a Certified Rehabilitation Counselor (CRC) or evidence of a

timetable to obtain the CRC.

E.6 Provide evidence that faculty composition and responsibilities support the needs and

objectives of the RCE Program, including:

E.6.1 Academic rank and tenure; and

E.6.2 Qualified faculty or resource persons who are strong advocates representing

individuals with disabilities, minority groups, and/or women.

E.7 Provide evidence that the ratio of full-time equivalent (FTE) students to FTE faculty is no

greater than 10:1. Programs shall provide evidence of the institution’s criteria/definition that is

used for the calculation of FTE for students and faculty in the Self Study Document. For those

programs not meeting this ratio, documentation shall be presented assuring that there is quality

of educational outcomes and that student needs are met.

E.8 Provide evidence that the student-to-advisor ratio is no greater than 20:1 for advising related

to rehabilitation counseling as a career, course content, etc. Programs may use other appropriate

personnel for advising related to course sequence and availability. For those programs not

meeting this ratio, documentation shall be presented assuring appropriate student advising.

E.9 Provide evidence that the institution has policies pertaining to workload, compensation, and

ownership of intellectual property, such as distance education materials.

E.10 Provide evidence that, all program faculty members demonstrate respect and practice

integrity in their professional relationships with students similar to that which they require of

their students who pursue certification as rehabilitation counselors. Programs shall communicate

to students a mechanism for providing confidential feedback about faculty conduct.

Section F

F.1 Provide evidence that the RCE Program is recognized and supported as an identified and

functioning entity in the institution by having:

F.1.1 Representation on appropriate university committees;

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F.1.2 Financial support adequate to accomplish the RCE Program’s objectives and ensure

its stability and continuity; and

F.1.3 Assignment of proper fiscal and program authority, within university policy and

procedures, to the RCE coordinator and faculty in the:

F.1.3.a. Discretionary use of funds;

F.1.3b. Administration of grant and/or extramural funds, if applicable;

F.1.3.c. Recommendations for utilization of adjunct faculty and part-time faculty;

and

F.1.3.d. Curriculum content.

F.2 Provide evidence that the program has reasonable access to resources, accessible facilities,

and technology necessary for effective implementation of the program, including:

F.2.1 Adequate support staff, office space for support staff, office equipment, and

record/data processing;

F.2.2 Accessible instructional classrooms, students and research facilities, faculty office

space with sufficient privacy for confidentiality;

F.2.3Access to accessible individual counseling rooms with assured privacy and

provisions for audio and videotape recording and feedback;

F.2.4 Resources for faculty to participate in activities (e.g., attend professional meetings,

participate in professional development and continuing education activities, and visit

student internship sites);

F.2.5 Adequate funding, support, space, equipment, and resources to deliver and maintain

a distance learning program, if applicable;

F.2.6 Facilities to house and make available, in alternate format, RCE materials,

instructional media, occupational information materials, testing materials, microcomputer

equipment, and other appropriate equipment, including audiotape, videotape, and

instructional resources; and

F.2.7 Equitable access to resources, accessible facilities, graduate assistants, and

technology necessary for effective implementation of the program.

F.3 Provide evidence that the program is in compliance with state and federal laws, and meets

national website accessibility standards. Where barriers are present, provide evidence that the

institution has a plan and timeline for their remediation.

F.4 Provide evidence that university services are routinely available and are adequate from the

standpoint of the student. These services may include:

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a. Library

b. Bookstore

c. Technical

d. Administrative

e. Orientation

f. Advising

g. Counseling or tutoring

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Florida Educators Accomplished Practices (FEAPs)

6A-5.065 The Educator Accomplished Practices.

(1) Purpose and Foundational Principles.

(a) Purpose. The Educator Accomplished Practices are set forth in rule as Florida’s core

standards for effective educators. The Accomplished Practices form the foundation for the

state’s teacher preparation programs, educator certification requirements and school

district instructional personnel appraisal systems.

(b) Foundational Principles. The Accomplished Practices are based upon and further

describe three (3) essential principles:

1. The effective educator creates a culture of high expectations for all students by

promoting the importance of education and each student’s capacity for academic

achievement.

2. The effective educator demonstrates deep and comprehensive knowledge of the

subject taught.

3. The effective educator exemplifies the standards of the profession.

(2) The Educator Accomplished Practices. Each effective educator applies the foundational

principles through six (6) Educator Accomplished Practices. Each of the practices is clearly

defined to promote a common language and statewide understanding of the expectations for

the quality of instruction and professional responsibility.

(a) Quality of Instruction.

1. Instructional Design and Lesson Planning. Applying concepts from human

development and learning theories, the effective educator consistently:

a. Aligns instruction with state-adopted standards at the appropriate level of rigor;

b. Sequences lessons and concepts to ensure coherence and required prior

knowledge;

c. Designs instruction for students to achieve mastery;

d. Selects appropriate formative assessments to monitor learning;

e. Uses diagnostic student data to plan lessons; and

f. Develops learning experiences that require students to demonstrate a variety of

applicable skills and competencies.

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2. The Learning Environment. To maintain a student-centered learning environment

that is safe, organized, equitable, flexible, inclusive, and collaborative, the effective

educator consistently:

a. Organizes, allocates, and manages the resources of time, space, and attention;

b. Manages individual and class behaviors through a well-planned management

system;

c. Conveys high expectations to all students;

d. Respects students’ cultural linguistic and family background;

e. Models clear, acceptable oral and written communication skills;

f. Maintains a climate of openness, inquiry, fairness and support;

g. Integrates current information and communication technologies;

h. Adapts the learning environment to accommodate the differing needs and

diversity of students; and

i. Utilizes current and emerging assistive technologies that enable students to

participate in high-quality communication interactions and achieve their

educational goals.

3. Instructional Delivery and Facilitation. The effective educator consistently utilizes a

deep and comprehensive knowledge of the subject taught to:

a. Deliver engaging and challenging lessons;

b. Deepen and enrich students’ understanding through content area literacy

strategies, verbalization of thought, and application of the subject matter;

c. Identify gaps in students’ subject matter knowledge;

d. Modify instruction to respond to preconceptions or misconceptions;

e. Relate and integrate the subject matter with other disciplines and life experiences;

f. Employ higher-order questioning techniques;

g. Apply varied instructional strategies and resources, including appropriate

technology, to provide comprehensible instruction, and to teach for student

understanding;

h. Differentiate instruction based on an assessment of student learning needs and

recognition of individual differences in students;

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i. Support, encourage, and provide immediate and specific feedback to students to

promote student achievement; and

j. Utilize student feedback to monitor instructional needs and to adjust instruction.

4. Assessment. The effective educator consistently:

a. Analyzes and applies data from multiple assessments and measures to diagnose

students’ learning needs, informs instruction based on those needs, and drives the

learning process;

b. Designs and aligns formative and summative assessments that match learning

objectives and lead to mastery;

c. Uses a variety of assessment tools to monitor student progress, achievement and

learning gains;

d. Modifies assessments and testing conditions to accommodate learning styles and

varying levels of knowledge;

e. Shares the importance and outcomes of student assessment data with the student

and the student’s parent/caregiver(s); and

f. Applies technology to organize and integrate assessment information.

(b) Continuous Improvement, Responsibility and Ethics.

1. Continuous Professional Improvement. The effective educator consistently:

a. Designs purposeful professional goals to strengthen the effectiveness of instruction

based on students’ needs;

b. Examines and uses data-informed research to improve instruction and student

achievement;

c. Uses a variety of data, independently, and in collaboration with colleagues, to

evaluate learning outcomes, adjust planning and continuously improve the

effectiveness of the lessons;

d. Collaborates with the home, school and larger communities to foster communication

and to support student learning and continuous improvement;

e. Engages in targeted professional growth opportunities and reflective practices; and

f. Implements knowledge and skills learned in professional development in the teaching

and learning process.

2. Professional Responsibility and Ethical Conduct. Understanding that educators are held

to a high moral standard in a community, the effective educator adheres to the Code of

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Ethics and the Principles of Professional Conduct of the Education Profession of Florida,

pursuant to Rules 6B-1.001 and 6B-1.006, F.A.C., and fulfills the expected obligations to

students, the public and the education profession.

Rulemaking Authority 1004.04, 1004.85, 1012.225, 1012.34, 1012.56 FS. Law Implemented 1004.04, 1004.85, 1012.225, 1012.34,

1012.56 FS. History–New 7-2-98, Amended 2-13-11.

field experience manual for programs in … · acquired throughout their training program. the...

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