Course Code: EDUC699 Course ID: 2821 Credit Hours: 6 Level: Graduate
During this 600-hour internship course, the counselor candidate will work 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 also 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. (Prerequisite: 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 Supervisor Observation||20.00 %|
|Wk 6: Recorded Individual Counseling Sessions and Response Papers||5.00 %|
|Wk 12: Recorded Individual Counseling Sessions and Response Papers||5.00 %|
|Wk 15: Site Supervisor Evaluation||5.00 %|
|University Supervisor Evaluation||5.00 %|
|Forum 1: Introductions||1.43 %|
|Forum 2: School Counseling Program Assessment||1.43 %|
|Forum 3: Classroom Management and Lesson Plan Peer Feedback||1.43 %|
|Forum 4: Consultation and Community Resources Referral||1.43 %|
|Forum 5: Crisis Planning||1.43 %|
|Forum 6: School Counseling Core Curriculum Lessons||1.43 %|
|Forum 7: IEP Process||1.43 %|
|School Counseling Core Curriculum Unit||10.00 %|
|Wk 10: School Counseling Core Curriculum Unit||10.00 %|
|Culminating Reflection through e-Portfolio and Oral Defense||25.00 %|
|e-Portfolio and Oral Defense||25.00 %|
|Wk 1: Journal 1||0.94 %|
|Wk 2: Journal 2||0.94 %|
|Wk 3: Journal 3||0.94 %|
|Wk 4: Journal 4||0.94 %|
|Wk 5: Journal 5||0.94 %|
|Wk 6: Journal 6||0.94 %|
|Wk 7: Journal 7||0.94 %|
|Wk 8: Journal 8||0.94 %|
|Wk 9: Journal 9||0.94 %|
|Wk 10: Journal 10||0.94 %|
|Wk 11: Journal 11||0.94 %|
|Wk 12: Journal 12||0.94 %|
|Wk 13: Journal 13||0.94 %|
|Wk14: Journal 14||0.94 %|
|Wk 15: Journal 15||0.94 %|
|Wk 16: Journal 16||0.94 %|
|Group Supervision||20.00 %|
|Wk 16: Self-Evaluation Assessment||20.00 %|
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.
American School Counselor Association. (2012). The ASCA national model: A framework for school counseling programs (3rd ed.). Alexandria, VA: Author.
Baggerly, J., & Osborn, D. (2006). School counselor’s career satisfaction and commitment: Correlates and predictors. Professional School Counseling, 9(3), 197-205.
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.
Dollarhide, C. T. (2003). School counselors as program leaders: Applying leadership contexts to school counseling. Professional School Counseling, 6(5), 304-310.
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.