HPC 6900Internship

Appalachian State UniversitySpring 2015, Wednesdays, 5:30-8:20 (RCOE-# TBA )

University Supervisor: Glenda Johnson, PhD, LPCOffice: Reich College of Education, Office 336EPhone: 828-262-6051Email: johnsong@appstate.eduOffice Hours M (3:30-5:30), T (12:30-2:30), W (3:30-5:30) Th (by appt.)

Page Syllabus Index6-14 Course Requirements Listing14-15 Course Calendar

16 Case Presentation Form17 Tapescript Guidelines

18-19 Gazda Scale Guidelines20 Case Presentation Grading Rubric

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

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

General Course Objectives1. Students will complete 600-clock hour internship in a school setting (240 direct service).2. Students will demonstrate competencies in the following areas: individual counseling,

group counseling, classroom presentations, parent and teacher consultation, program planning, program coordination, appraisal, professional development.

3. Students will implement pieces of the Program Planning, Program Management, Program Delivery, and Program Accountability components of the ASCA National Model within their internship experience.

4. Students will increase their self-awareness with regard to ways in which they respond to ethical and professional decisions.

5. Students will gain information about school and community resources available to meet the needs of students and parents within their school setting.

6. Students will learn about the resources offered by their national and state school counseling association and have opportunity to participate in professional associations.

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

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

1. Foundations2. Counseling Prevention and Intervention3. Diversity and Advocacy4. Assessment5. Research and Evaluation6. Academic Development7. Collaboration and Consultation8. Leadership

Knowledge and Skill Outcomes:HPC 6900 Internship in Professional School Counseling meets the following CACREP common core and CMHC and/or NC specialty requirements:

D.1. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse individuals, groups, and classrooms. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook]

D.2. Provides individual and group counseling and classroom guidance to promote the academic, career, and personal/social development of students. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook ]

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D.3. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development. [As evidenced by documentation on Learning Activity #6 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook]

D.5. Demonstrates the ability to recognize his or her limitations as a school counselor and to seek supervision or refer clients when appropriate. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook]

F.1. Demonstrates multicultural competencies in relation to diversity, equity, and opportunity in student learning and development. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

F.2. Advocates for the learning and academic experiences necessary to promote the academic, career, and personal/social development of students. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

F.3. Advocates for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

F.4. Engages parents, guardians, and families to promote the academic, career, and personal/social development of students. [As evidenced by documentation on Learning Activity #1, #2 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC.]

H.1. Assesses and interprets students' strengths and needs, recognizing uniqueness in cultures, languages, values, backgrounds, and abilities. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

H.2. Selects appropriate assessment strategies that can be used to evaluate a student's academic, career, and personal/social development. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

H.3. Analyzes assessment information in a manner that produces valid inferences when evaluating the needs of individual students and assessing the effectiveness of educational programs. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

H.4. Makes appropriate referrals to school and community resources. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

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H.5. Assesses barriers that impede students' academic, career, and personal/social development. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

I.2. Knows models of program evaluation for school counseling programs. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

I.3. Knows basic strategies for evaluating counseling outcomes in school counseling (e.g., behavioral observation, program evaluation). [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist.]

I.4. Knows current methods of using data to inform decision making and accountability (e.g., school improvement plan, school report card). [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

J.1. Applies relevant research findings to inform the practice of school counseling. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

J.2. Develops measurable outcomes for school counseling programs, activities, interventions, and experiences. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC.]

J.3. Analyzes and uses data to enhance school counseling programs. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

L.1. Conducts programs designed to enhance student academic development. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

L.2. Implements strategies and activities to prepare students for a full range of postsecondary options and opportunities. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist.]

L.3. Implements differentiated instructional strategies that draw on subject matter and pedagogical content knowledge and skills to promote student achievement. [As evidenced by documentation on Learning Activity #2, #5 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

N.1. Works with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school. [As evidenced by documentation on Learning Activity #1, #2 with Assessment Rubric on the Internship Competency Achievement Checklist on pages 23-27 in this syllabus and on pages 11-12 in PSC Field Handbook.]

N.2. Locates resources in the community that can be used in the school to improve student achievement and success. [As evidenced by documentation on Learning Activity #2, #4 with Assessment Rubric on the Internship Competency Achievement Checklist on pages 23-27 in this syllabus and on pages 11-12 in PSC Field Experiences Handbook.]

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N.3. Consults with teachers, staff, and community-based organizations to promote student academic, career, and personal/social development. [As evidenced by documentation on Learning Activity #1, #2 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

N.4. Uses peer helping strategies in the school counseling program. [As evidenced by documentation on Learning Activity #1, #2, #7, #8, #10 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

N.5. Uses referral procedures with helping agents in the community (e.g., mental health centers, businesses, service groups) to secure assistance for students and their families. [As evidenced by documentation on Learning Activity #2, #4 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook .]

P.1. Participates in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program. [As evidenced by documentation on Learning Activity #2, #9 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

P.2. Plans and presents school-counseling-related educational programs for use with parents and teachers (e.g., parent education programs, materials used in classroom guidance, and advisor/advisee programs for teachers). [As evidenced by documentation on Learning Activity #11, #13 with Assessment Rubric on the Internship Competency Achievement Checklist and PSC Field Handbook.]

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

Method of Instruction:Internship group supervision sessions include small and large group discussion, lecture, student presentations, participation in group activities and role plays, and field experiences.

Required Text & Materials:Studer, J.R., & Diambra, J.F. (Eds). (2010). A guide to practicum and internship for school

counselors in training. New York: Routledge.Digital Recording Device – cell phones are NOT acceptable – must be compatible with Hightail

& ASU sound programs.Additional research-based required readings will be given in class to remediate deficit areas.

Recommended Resources:

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

Supervision:School counseling interns will be supervised by a university faculty member and an on-site supervisor within the school system. The on-site supervisor shall be a licensed school counselor with a minimum of two years counseling experience. Interns are responsible for scheduling and completing a minimum of one hour per week in individual face-to-face supervision with the on-site supervisor. Additionally, supervision sessions with the university supervisor are required. Primarily, this takes the form of regularly scheduled group supervision sessions. Second, individual supervision sessions with the university supervisor may be required (weekly, bimonthly, or monthly) as deemed necessary by the university supervisor. Third, interns will receive live supervision during an on-site visit(s) by the university supervisor. The roles of both the university and on-site supervisor involve the professional development of the school counseling intern and are defined in the field placement handbook.

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

Course Requirements:1. Internship contracts: ASU Internship contracts should be completed by students and their

site supervisors and submitted to the university faculty supervisor via mail prior to their first day on-site. Remember, interns cannot be on-site until after this form is signed, submitted, approved through the Graduate School, and on file in the HPC department. Signed contracts may be mailed to: Elizabeth Graves, ASU Box 32075, ASU, Boone, NC 28608. Notice: Interns are expected to follow the school calendar in the districts in which they are placed – not the ASU calendar. Therefore, the first day of school for the site school is students’ first day and should be listed as such on the contract. The last day of school/internship is the last day of courses for ASU in that semester – plus one week.

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This allows for bad weather delays in accumulating internship hours. Regardless of when students complete their 600 clock hours, students are contracted to be at their site until the last day of courses in that semester for ASU. ASU contracts should be received in the HPC office prior to the first day of the semester’s public school classes. HPC contracts are due at the first group supervision class meeting. (pass/fail)

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

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

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

4. Weekly Reflection/Documentation: Students will submit one written Weekly Reflection per week documenting the date of the week of internship completed, direct and indirect hours completed at the time of submission, verification of at least one hour of individual supervision, and a brief (one page or less) summary reflection of the week's internship experience. A copy of this form is provided in this syllabus. One copy for each week of internship service should be submitted to the university supervisor at the supervision meeting, but should not have the reflection portion of the form filled in. Rather, the intern

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is to submit this confidential reflection each Friday afternoon via email in a clearly labeled Word doc labeled according to the professor’s specifications (e.g., Smith 120914). Again, the signed paper copy of the Weekly Log (one for each week) is to be submitted at each class meeting so that the University Supervisor can sign it and return it to you. This original signed copy of the Weekly Log should be retained by the intern for his/her own records. At the end of the semester, the intern will copy all of these logs (with all signatures provided) to the University Supervisor for filing in the student record. The reflection portion of this form should be submitted only via email. Please note that over the course of the semester, the intern needs to evidence of ALL the course objectives in the written discussion/reflections (D.1, D.2, D.3, D.5, F.1, F.2, F.3., F.4, H.1, H.2, H.3, H.4, H.5, I.2, I.3, I.4, J.1, J.2, J.3, L.1, L.2., L.3, N.1, N.2, N.3, N.4, N.5, P.1, P.2). Please document each week which objectives are evidenced in your week’s reflections by circling this on your Weekly Log and clearly marking that objective in the text of the reflection discussion. Please note that The reflection is not an accounting of time spent, but rather is to demonstrate depth and breadth of reflection upon that time spent in service to the stakeholders at the site school. See sample. (pass/fail)

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

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

7. Case Presentations: Students will prepare three recording-based case presentations portraying their counseling practice with a student client with whom they are working. A midterm and final presentation shall be presented during group supervision sessions, with the third presentation at the time of the faculty supervisor's site visit. The student will present at least 10 minutes of recorded session to the group during the presentation along with the 10 minute written transcription of the taped counseling session. Proper transcription format is included in this syllabus. The student may choose the 10 minutes

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of audiotape that she/he wishes to transcribe and play. However, the goal of supervision is improvement of clinical skills (skills, conceptualization, employment of theoretical models and treatment planning) – therefore, the student should choose one “shining moment” and one “growing edge moment” to play/transcribe for the group during the course of the semester. The shining moment tape/transcript should demonstrate adequate use of counseling skills (3.1 average score on the Gazda Scale) and the corresponding paperwork should demonstrate adequate conceptualization, theoretical use, and treatment planning. Note: the entire audio session (not just the 10 chosen minutes for presentation to the group) will be sent to the university supervisor 72 hours prior to the scheduled presentation. Three assignments accompany each case presentation tape: a) Case Presentation Form covering the whole session, b) Counseling Skills Snapshot form covering the last 10 minutes of the session, and c) Tapescript covering the10 minutes of the student’s case presentation to the group. These three documents must be sent to the university supervisor no less than 48 hours prior to the supervision meeting. Late assignments are not tolerated as reflected in #9. A complete case presentation includes a thorough review of skills, theory, client conceptualization, and treatment plan. As with any written documentation, students should follow the standard guidelines for protecting student/client confidentiality. (pass/fail)

8. Live and Recorded Supervision: Students will coordinate and participate in at least one site visit by the university supervisor during the semester. The 3-4 hour visit should include at a minimum a classroom guidance lesson, group session, and individual session. Time should be scheduled for the university and site supervisors to meet and discuss the student’s progress. Additional time should be scheduled for the student to meet with the two supervisors as well. Students will receive feedback from the university supervisor on each observation of service-delivery that day(s). (pass/fail)

Additionally, throughout the semester, students will send samples of their individual work with their students via digital audio sound files (in either .wav form, MP3 form, or MP4 form – no other will be accepted) using the online Hightail program to the university supervisor. A total of no less than three (3) hours (180 minutes) of recordings and/or live supervision interventions must be received and reviewed by the university supervisor. If the supervisor deems that the counseling skills portrayed in the recordings, live supervision, or case presentations fail to demonstrate adequate counseling skill levels (average of 3.1 Gazda rating), the supervisor may/will request that the student record and send more recordings which do portray mastery of those skills. Such recordings must be accompanied by a Tapescript and Counseling Skills Snapshot form. Mastery of this course objective is not considered met until a 30 minute recording chosen by the university supervisor for grading averages a Gazda Rating Scale score of 3.1 or higher. (pass/fail)

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9. Active Professional Participation and Demonstration of Professional Behaviors: The rigors of graduate training in professional school counseling involve more than simply being able to master academic course material. Students in their culminating Internship experience also are expected to demonstrate mastery of the following competencies in professional behavior standards both in the Internship course as well as in their site schools: Preparedness, Timeliness, Follow-Through, Attendance, Active Participation, Affirmative Interpersonal Behavior, Honesty, and Integrity. Specifically in the area of classroom/academic performance, such professional behavior standards include, but are not limited to: Openness to new ideas, Flexibility, Cooperation with others, Willingness to accept and utilize feedback, Awareness of own impact upon others, Ability to deal with conflict appropriately, Ability to accept personal responsibility, Ability to express feelings effectively and appropriately, Ability to adhere to legal and ethical guidelines of the profession, Initiative and motivation, and Self-awareness. Students’ academic, behavioral, interpersonal, and professional performance will be evaluated regularly in the context of demonstration of written, quantitative, and interpersonal skills, as well as overall professional functioning. Notes: In keeping with these expectations, please note that no late assignments are accepted in this course. Also, please note the statements regarding the use of substances in the PSC Field Experience Handbook. Finally, please note that students are expected to demonstrate behaviors consistent with level “2” (rubric) behaviors during the entirety of the Internship course and field experience. Those failing to do so will be pulled from their sites in the interest of protecting both minors’ rights and health as well as the University’s relationship with the site school and staff. (pass/fail)

For the purpose of this course, degrees of ‘professional participation’ are defined as:

Satisfactory – Spanning from proactive to reactive participation: leading, originating, informing, challenging, supporting, and offering follow-up contributions that are relevant and of value, relying on the leadership and study of self or others. Passing.

Minimally Acceptable – Passive participation: present, awake, alert, attentive, but not actively involved. Not passing.

Unsatisfactory – Uninvolved: absent, present but not attentive, involved with technology rather than persons present (cell phones, etc), sleeping, irrelevant contributions that inhibit the progress of discussion. Not passing.

10. Group and Individual Supervision Meetings: Attendance and participation at all of the group and individual supervision meetings is mandatory. There will be no ‘make-up’ meetings scheduled for those who miss a group meeting or portion of a group meeting. The instructor has given far-advanced notice of the dates of the internship meetings, and those dates are when the course will meet. Due to the standard severe weather often

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experienced in the High Country region in the spring semesters, please note that spring internship students should reserve Internship meeting times for every week at the scheduled course time as rescheduling may occur regularly weather-depending. In terms of the duration of internship meetings, professionalism demands that minor student welfare remain the priority and focus of the internship experience. To that end, group supervision meetings will conclude only after all formal and informal case presentations have concluded (including, but not limited to: skills, theory, conceptualization, treatment plan discussion). To this end, meetings will last a minimum of 3 hours and a maximum of 4 hours per meeting. If additional time is needed past these hours, a separate date will be scheduled. In the case of inclement weather which prohibits a class meeting, the instructor will schedule a group supervision make-up meeting for the week immediately following. While effort will be made to take student schedules into account, the make-up date is scheduled at the sole discretion of the instructor. Therefore, students are hereby put on notice that they need to schedule their semester with this understanding in mind. (pass/fail)

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

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

Student Responsibilities : 1. The internship requires a minimum of 600 clock hours with a minimum of 240 clock

hours of direct service work as defined in the Field Experiences Manual for Counselor Education. The remaining 360 clock hours are spent in other counseling-related activities at the site. Please note that all internship hours should be completed by the end of final exams for the relevant semester. In the event that adverse weather prevents the student from completing the required clock hours, the internship experience may need to be extended past the semester break (in accordance with the public school calendar). Plan to

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stay at your site school until at least May 6 (in Fall semesters, December 6) regardless of hours completed.By the 2nd Group Supervision Session:

2. Bring evidence of negative TB results/waiver. You will be pulled from site without them.3. Provide site contact information, including written driving directions detailing the route

from the RCOE to the site—see contact information sheet in this syllabus.4. Develop and submit a minimum of five (5) individual learning goals for the internship

experience. These goals should be based upon the concrete, measurable and obtainable activities over the course of the internship experience, and based upon the ASCA National Model Framework. A minimum of one goal should be addressed for each of the four main components: Foundation, Delivery System, Management, and Accountability. Additional key themes to address may include: counseling skills, self-awareness, case conceptualization skills, professional involvement, group facilitation, networking, etc.

General Documentation: (not comprehensive)5. Maintain written case notes of caseload-clients seen during internship (See case notes

form at the end of the syllabus) and submit them to your university supervisor at each meeting.

6. Complete and submit all required forms per Internship/Field Experience Handbook and this syllabus.

7. Present 3 tapes/presentations demonstrating use of adequate counseling skills (average of 3.1 on Gazda Scale) to the University Supervisor and supervision group to include both oral and written case presentations formats (guidelines for case presentations are included in this syllabus) – two tapes and one live supervision.

8. Maintain a time log and typed weekly reflection that includes a description of your field experience activities, the date of the field experience, the amount of time spent (direct and indirect contact), reflections on the experience, and questions that you may have as a result of the experience. You will submit a copy of your Weekly Reflection/ Documentation sheets to faculty supervisor for review at each group supervision session.

Supervision & Site Visits:9. Attend and actively participate in scheduled group supervision sessions.10. Coordinate site visits between site supervisor and faculty supervisor. 11. Coordinate and participate in peer site visits (2).12. Prepare for and attend individual supervision sessions with the faculty supervisor as

deemed necessary throughout the semester. This may include additional tapes/ transcriptions to be due to the faculty supervisor 72 (audio) and 48 (paperwork) hours prior to the scheduled meeting.

Career Readiness:13. Create a resume and cover letter for peer review – due at the sixth group meeting.

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14. Create either a paper or online professional portfolio – due at the seventh (or last) group.

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

Web Sites (by organization/topic) The ethical codes & information found at these sites are relevant knowledge for this course:

American Counseling Association: www.counseling.orgAmerican School Counselor Association www.schoolcounselor.org North Carolina School Counselor Association www.ncschoolcounselor.orgNational Board for Counselor Certification: www.nbcc.orgAssociation for Play Therapy: www.a4pt.org

WeatherIf the Watauga Public Schools are closed or dismissed early for students due to inclement weather (even if it is an optional teacher workday), this course will not meet. Classes postponed due to inclement weather will be rescheduled or compensated for through other arrangements, assignments, or supervision.

http://www.watauga.k12.nc.us/

Religious ObservanceStudents are allowed a minimum of two excused absences each academic year for religious observances. Students are responsible for requesting an excused absence no later than three weeks after the first class day of the term. Students will have the opportunity to make up tests or other work missed.

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

Attendance Policy It is the policy of Appalachian State University that class attendance is an important part of a student's educational experience. Students are expected to attend every meeting of their classes and are responsible for class attendance. Since attendance policies vary from professor to professor, students should refer to the course syllabus for detailed information. Regardless of

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what reasons there may be for absence, students are accountable for all academic activities, and faculty may require special work or tests to make up for the missed class or classes.

In addition, faculty members are required to make reasonable accommodations for students requesting to miss class due to the observance of religious holidays. All ASU students are allowed a minimum of two absences per year for religious observances. Up to two absences for such observances will be excused, without penalty to the student, provided that the student has informed the instructor in the manner specified in the syllabus. Notice must be given by the student to the instructor before the absence occurs and no later than three weeks after the start of the semester in which the absence(s) will occur. Arrangements will be made to make up work missed by these religious observances, without penalty to the student. For the purposes of this policy, ASU defines the term “religious observance” to include religious holidays, holy days, or similar observances associated with a student’s faith that require absence from class.Faculty, at their discretion, may include class attendance as a criterion in determining a student's final grade in the course. On the first day of class, faculty must inform students of their class attendance policy and the effect of that policy on their final grade; both policies must be clearly stated in the class syllabus. A student who does not attend a class during one of its first two meetings may, at the discretion of the academic department, lose her or his seat in that class. This will be viewed as a “drop”, meaning that the student will need to wait until the following semester to re-enroll in Internship. Further, if a class meets only one time per week - e.g., a laboratory or an evening class - the student must attend the FIRST meeting of that class or risk losing her or his seat.

Academic Integrity CodeI. Introduction

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

II. The Academic Integrity CodeStudents attending Appalachian State University agree to abide by the following Code: o Students will not lie, cheat, or steal to gain academic advantage.o Students will oppose every instance of academic dishonesty.

Students shall agree to abide by the Academic Integrity Code when submitting the admission application. You may access the Academic Integrity Code at the following link:http://studentconduct.appstate.edu/

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Notes about the Course Calendar:

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

Tentative Course Calendar

Date Class # Assignments & Paperwork Due TextDec 5 1 Organizational meeting: Bring personal calendar, syllabus, any remaining contract

paperwork, notepad for assignments and notes.NA

BEFORE Dec 20

(1hr) Obtain digital recording device, create a 15 second voice recordingSend the recording through your Hightail account to instructor (e.g., graveseg@...)Turn in your TB test results to instructor (snail-mailing them in is fine too)Turn in all your completed Internship registration paperwork (perm & contract)

Jan 14 2 Bring course syllabus, Field Experiences Handbook, Diambra textBring personal calendars (we will record public schools’ special dates)Bring TB test results if not turned in yetDUE: Bring Site Supervisor Supervision Training Form Self-Assessment of Basic Helping and Procedural Skills (pre-semester) HPC Internship Contract (only your ASU contract was turned in last semester) Weekly Documentation: Hours logs, Case Notes, etc~~REGISTER FOR GRADUATION WITH THE GRADUATE SCHOOL~~

Ch. 1&2

____ 3 DUE: Evidence of negative TB test results (copy); if not in, will be pulled from siteSite contact information sheetLearning goals for semester (copy)School Scavenger Hunt (copy)Course Syllabus, Field Experiences Handbook, Diambra textWeekly reflection and documentation copy ~ Hardcopy w/ signaturesSchool Population Diversity SurveyCase notes (copies) (DUE EVERY MEETING) ** come ready to schedule site visit**In Class Activity: Tapescript Analysis (Gazda Scale, etc)Case Presentation: A1: __________DUE: all documentation

Ch 3&4

____ 4 Case Presentation: B1: __________DUE: all documentation

Ch 5&6

____ 5 Case Presentation: C1: __________DUE: all documentation

Ch. 7&8

____ 6 Case Presentations: D1: __________DUE: all documentation

Ch 9&10

____ 7 Case Presentation: E1: __________DUE: all documentation

Ch. 11&12

____ 8 Case Presentations: F1: __________DUE: all documentation

Ch 13&14

MIDTERM

___ DUE: all documentation SMART Goals Sheet (updated) SS Midterm Evaluation of Student

TBA

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Case Presentations: A2: ______________ 9 Case Presentations: B2: __________

DUE: all documentationTBA

____ 10 Case Presentations: C2: __________DUE: all documentation

TBA

____ 11 Case Presentations: D2: __________DUE: all documentation

TBA

____ 12 Case Presentation: E2: ___________DUE: all documentation

TBA

____ 13 Case Presentations: F2: __________DUE: all documentationDUE: PORTOLIO & RESUME/COVERLETTER (to share with group)

**Go over Graduation and Licensure Procedures, Forms, and Questions**

TBA

May 7 14 Individ/Group Meeting: Final Evaluation and Paperwork (plan for 45 minutes)Due: Summary of Internship Supervisory Data sheet (2) Two Competency Checklists (1 handbook/1 syllabus) (2) NC DPI Form S (super-important!) (2) Site Eval form (1) Site Supervisor Eval of Student Performance (2) HPC Eval form (1) Student Eval of Site Supervisor form (1) SMART GOALS sheet (2) Student Eval of University Supervisor form Folder of Artifacts (mail to Baruth after this meeting) PROF PORTFOLIO Verification of Destruction of Recordings Form Site Visit Reflections Self-Assessment of Basic Helping and Procedural Skills (post-semester)

TBA

** Class will not meet on March 11 nor April 8**Guidelines for Oral & Written Case Presentation:

The purpose of the case presentation is to provide opportunities for interactive group feedback. Presenting interns should enter group supervision with a prepared case to staff with peers. The presentation should include: the case presentation outline (one copy per class member), 10 minutes of tape presentation of the session, and a typed transcription of those 10 minutes of the counseling session (client anonymity protected) for each group member. In addition, you will complete and turn in a Counseling Skills Snapshot form covering the last 10 minutes of your audio recording. Your introduction and airing of the tape should take no more than 15 minutes- to be followed by 20 mins of group feedback/discussion. Use no client personal identifiers.

Case Presentation Format1. Presenting Problem:

State the client's perception of the problem, indicate when it surfaced, and how it is currently influencing the client. Include any related problems and circumstances.

2. Developmental History:

Describe the pertinent developmental history of the client and any related family dynamics, including a genogram. For school counseling, include academic history.

3. Current Environment:

Describe the individual's current circumstances, including support system(s), significant relationships, parental involvement, career and/or school involvement, significant interests, etc.

4. Process Impressions:

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Describe the client's behavior in the counseling setting. Include your impressions, affective reactions, etc.

5. Clinical Impressions:

Include your assessment of the problem (diagnosis, if appropriate). You may use whatever theoretical system you choose.

6. Counseling Goals:

Provide an explicit statement of the counseling goals agreed upon by client and counselor. If there is a written contract, include a copy; also, estimate the number of sessions required.

7. Counseling Plan:

Describe the theoretical approaches you are using with your client to accomplish the counseling goals. Is there another theory which might be used to meet these goals?

8. Progress:

Report of progress, difficulties encountered, resistance, and any perceived need for change to a different approach.

9. Case Discussion Questions: (2 at least)

Transcript Format(To be turned in with tapes 1 and 3 for Case Presentations)

Follow the sample format below. Be sure to include responses to the criteria for evaluation of counselor responses (the right hand column) which includes:

1. Gazda Rating of your response?2. What is the intent of the response?3. What happened following the response?4. What is another alternative response?

Use the split page format as shown on the sample typescript critique. Begin tapescripts with a client response and end tapescript with client response. Begin evaluative criteria with first counselor response.

SAMPLE TAPESCRIPT CRITIQUEVERBATIM DIALOGUE EVALUATIVE CRITERIA

1. Rank your response (Gazda Scale).2. What was your intent in saying it?3. What happened after you said it?4. Formulate an alternative response.

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

~~~

CO: You’re feeling some concern about fitting in with people at work.

1.32.To show that I care.3. Client confirmed accuracy, felt facilitated,

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continued with sharing4. You are upset that you’re not getting along with people at work.

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

~~~

CO: Are there people in the office you get along with?

1.12.To gather info about getting along in setting, looking for positives, fixing.3. Poor response led client off his sharing of concerns.4. You feel trapped between them and are frightened that their conflict is reflecting poorly on you.

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

GAZDA GLOBAL RATING SCALE

4.0 Additive Accurate response to underlying feeling and meaning Accurately responds to the client’s underlying feelings (empathy) Helps the client move from vagueness to clarity (concreteness) Shares similar experiences (self-disclosure) Helps the client explore options (brainstorming) Points out discrepancies in the client’s words/actions (challenging) Talks about present experience of counselor and client (immediacy)

3.0 Facilitative Accurate response to surface feelings and content Reflects accurately and completely the client’s surface feelings Communicates acceptance of the client as a person of worth Clearly communicates caring

2.0 Ineffective Response to content, but feeling absent or inaccurate Communicate partial awareness of the client’s surface feelings Gives superficial advice Responds in a casual, mechanical, or questioning way Reflects content but ignores the feelings of the client Uses problem-solving in a way that impedes the relationship Offers rational excuses for withholding involvement

1.0 Harmful Nonattending, feeling and content absent or inaccurate Ignores what the client is saying Ridicules the client’s feelings Seeks to impose own beliefs and values on the client Dominates the dialogue

EVALUATING THE QUALITY OF COUNSELING SKILLS & RESPONSES

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I 1) Tom: Yeah. But I am most disappointed in their [his parents] reactions to me. I was really trying to attend to them like we practiced, but they kept holding me off.

Co: I can sense your disappointment by the way you are wringing your hands right now. Immediacy (3.5)

RM 2) Tom: Maybe they're just not ready for it. Or suspicious of it.Co: You're unsure because they may think you're only attentive to set them up for something

bigger. Responding to Meaning (3.0)

PM 3) Tom: It's true. I often did set them up in the past. They're just not ready for a change in me.Co: You have been so excited about the changes you’ve made and desperately wanted the

people you love to share in that excitement with you. But right now, you're left out of their lives. Personalizing Meaning (3.5)

RF 4) Tom: Maybe it's me.Co: Tom, you seem really sad.

Reflection of Feeling (2.5)

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ACTIVE LISTENING: LEVEL OF RESPONSE PER GAZDA SCALE OF THERAPEUTIC RESPONSES

Client Statement:

"At work, I've been trying so hard to please my boss. I can't seem to please him and he's really sharp and blunt when I make a mistake. Yesterday, I misspelled a word and he glared at me and said he'd like to have a secretary who uses better grammar and spells better than he does."

Level 1 response. "Why don't you tell him that no one's perfect and that you're doing your best?"

Explanation. Counselor communicates no awareness of the person's feelings. The advice-giving in this instance is inappropriate and might be expected to inhibit rather than expand expression of the client's feelings.

Level 2 response. "Sounds like he's really a tough guy to work for."

Explanation. Counselor refers indirectly to the client's feelings, but the response is noticeably subtractive because it does not clearly identify the feelings. The response is subtractive also because it focuses primarily on the employer rather than on the client's feelings.

Level 2.5 response. “It sounds like this is real hurtful to you...”

Explanation. Counselor captures part of the emotional content of the client’s description.

Level 3 response. "You want to please your boss but are discouraged about being unable to. I gather you're concerned after his remark yesterday that he isn't satisfied with your performance."

Explanation. Essentially interchangeable, this response expresses accurately the surface emotions in the client's message. The content of the response is accurate, but deeper feelings and meaning are not added.

Level 3.5 response. "You're feeling overwhelmed and lost as to how to please him. I gather that it's most discouraging and hurtful when he's as blunt and critical as he is and that you're worried right now about keeping your job."

Explanation. This response conveys not only the surface feelings and content, but also is noticeably additive in reflecting the client's feelings of being overwhelmed and lost in not knowing how to cope with the situation. The reference to worry over losing the job is also additive.

Level 4 response. "I gather you're just so overwhelmed and distressed with the futility of trying to please your boss that you're feeling it may be hopeless. You're afraid your job may be in jeopardy and are wondering what to do in light of the stress and uncertainty."

Explanation. Significantly additive, this response goes well beyond the surface feelings in reflecting the underlying feelings of distress, futility, and possible hopelessness of the situation. In addition, the latter part of the response includes an action statement that may preface exploration of possible alternatives available to the client.

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Case Presentation Grading Rubric

1 2 3 4

Provided clear and accurate statement of the client’s presenting problem(s), its impact, and timing (duration, intensity, coincidences, etc). (Conceptualization)

Provided clear and thorough statement of client’s developmental history (including family, academic, and social). (Conceptualization)

Provided clear statement of client support systems and assets, family relationships, school relationships, school involvements. (Conceptualization)

Provided clear and insightful statement of therapeutic process impressions. (Conceptualization)

Provided clear and thorough statement of clinical impressions. (Conceptualization)

Provided explicit statement of counseling treatment plan in SMART goals format – goals that were agreed upon by client, counselor, and referring third party. (Tx Planning)

Provided explicit statement of theoretical approach(es) employed to reach client goals. (Tx Planning)

Provided a report of progress to date – both in counseling and previous to it (what has worked and not worked). (Tx Planning and Evaluation of TxPlanning)

Questions posed to the supervisory group were appropriate and salient – consistent with what a counselor in training at the internship level of practice is to be concerned with. (Assistive with Tx Planning)

Gazda Scale Score Average (as scored by student)

Gazda Scale Score Average (as scored by university supervisor)

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Exit Grading Rubric for HPC 6900

CACREP Curricular Standards are evaluated according for each student at the end and/or throughout the semester as necessary to check on each student’s progress.

To receive an “S” in this course, the student must be successful in the following areas by receiving all “yes” responses. If a “no” response is received, a student will receive a “U”. The student should additionally consult the PSC Program Handbook and the Practicum/ Internship Handbook, and the ASU Graduate Bulletin.

PSC Student, _______________________________, has/has not: Has Met: Has Not Met:

1. Met the required direct hours at site Yes No2. Met the required indirect hours at the site Yes No3. Met the required individual supervision hours on-site Yes No4. Met the required university supervision hours/group hours Yes No5. Not missed more than one class (1) (and did make up the class) Yes No6. Attended class on time and its entirety Yes No7. Met the required audio/video case presentation (3) assignments Yes No8. Met the skills level standard for individual counseling (Gazda) Yes No9. Completed all forms for each case presentation to satisfactory standard Yes No10. Completed all paperwork on time and to satisfactory standard Yes No11. Met standard on the Site Evaluation form (only one rating of a “3” and no rating less than a “3”) Yes No12. Met standard on the University Evaluation form of student (only one rating of a “3” and no rating less than a “3”) Yes No13. Met all legal and ethical standards of professional conduct Yes No14. Demonstrated skill and knowledge to level of CACREP standards (as stated on the Internship Competency Achievement Check sheet) Yes No15. Met the Competency Checklist and Internship Checklist requirements Yes No16. Met the required 2 peer site visits with written reflections Yes No17. Completed all 4 internship goals to standard Yes No18. Met the required site visit standards with live supervision opportunitiesYes No19. Met the required Professional Participation and Demonstration of Professional Behaviors standards Yes No20. Has filed all the documents for internship, licensure, and graduation Yes No

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