Course Code: EDUC692 Course ID: 4650 Credit Hours: 3 Level: Graduate
This course is Part II of the current internship and requires completion of the remaining 300 hours of direct on-site experience (for a total of 600 hours when totally hours from Internship I and Internship II) in either an elementary and/or secondary school setting (K-12) to develop professional skills related to counseling and demonstrate mastery of the essential skills required by school counselors as identified by CACREP standards. This experience will provide an opportunity for candidates to apply knowledge and skills while working under the supervision of an approved, experienced, and certified/licensed school counselor. Candidates are required to meet weekly with their university supervisor for group supervision and engage in weekly individual/triadic supervision. Candidates are placed in settings which align with career goals and interests and provide services in alignment with the ASCA National Model including individual counseling, group counseling, consultation, collaboration, advocacy, and other activities typical in that setting. This course is offered when school is in active session in order to ensure that candidates have an authentic experience. A Readiness Audit is required prior to admission to this course. The audit requires documentation of an acceptable placement for the internship, including supervision; documentation of completed Practicum hours; and verification of successful completion of the Practicum course or eligibility for successful completion of the Practicum. The Readiness Audit must be completed no later than 30 days prior to the Internship start. NOTE: Internship courses are not offered in the following months: April, May, June, and July. Internship courses are NOT included in the university retake policy. All grades for any attempts will appear on transcript and will be calculated in GPA. NO LATE REGISTRATIONS ALLOWED. Candidates must enroll in both Internship I and Internship II in order to meet graduate requirements. (Prerequisites: All courses in program and EDUC691 and EDUC696)
Upon successful completion of this course, candidates will be able to:
- Analyze role and limitations as a school counseling intern.
- Develop consultation and collaboration skills at internship placement and in group supervision.
- Use theories, techniques, interventions and assessment skills to address academic, career, and personal/social needs of K-12 students.
- Analyze data to enhance the effectiveness of school counseling program activities, interventions, and programs.
- Implement individual and group counseling that is developmentally and culturally appropriate for a diverse group of K-12 students.
- Evaluate the role of the school counselor within the educational system.
- Demonstrate effective leadership that enhances the learning environment.
- Create classroom guidance unit to meet academic, career, and/or personal/social needs of students.
- Evaluate ethical and legal considerations associated with school counseling practice.
|Direct Site Supervisior Observation||20.00 %|
|Site Supervisor Evaluation||10.00 %|
|Recorded Individual Counseling Sessions and Response Paper||10.00 %|
|Group Supervision||20.00 %|
|Group Supervision||20.00 %|
|Guidance Unit||10.00 %|
|School Counseling Core Curriculum Unit||10.00 %|
|e-Portfolio and Oral Defense||25.00 %|
|Culminating Reflection through e-Portfolio and Oral Defense||25.00 %|
|Forum 1: Introduction||2.50 %|
|Forum 2: Guidance Lessons||2.50 %|
|Forum 3: IEP Process||2.50 %|
|Forum 4: eportfolio||2.50 %|
|Bi-weekly Reflective Journaling||15.00 %|
|Journal 1||1.88 %|
|Journal 2||1.88 %|
|Journal 3||1.88 %|
|Journal 4||1.88 %|
|Journal 5||1.88 %|
|Journal 6||1.88 %|
|Journal 7||1.88 %|
|Journal 8||1.88 %|
Required Text for this degree program:
Candidates are expected to adhere to APA style throughout the program. The Publication Manual of the American Psychological Association (6th ed.) should be purchased and used in all courses.
Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6(5), 304-310.
Leadership through consultation within the school:
Baker, S. B., Robichaud, T. A., Westforth Dietrich, V. C., Well, S. C., & Schreck, R. E. (2009). School counselor consultation: A pathway to advocacy, collaboration, and leadership. Professional School Counseling, 12(3), 200-206.
Baggerly, J., & Osborn, D. (2006). School counselor’s career satisfaction and commitment: Correlates and predictors. Professional School Counseling, 9(3), 197-205.
Dollarhide, C. T., & Lemberger, M. E. (2006). “No Child Left Behind”: Implications for school counselors. Professional School Counseling, 9(4), 295-304.
Lieberman, A. (2004). Confusion regarding school counselor functions: School leadership impacts role clarity. Education, 124(3), 552-558.
*Articles are available in the Online Library through EBSCOhost.
|Book Title:||ASCA National Model: A Framework for School Counseling Programs (3rd edition)|
|Publication Info:||American School Counselor Association|
|Author:||No Author Specified|
Not current for future courses.