ST. BONAVENTURE UNIVERSITY
      	        SCHOOL OF EDUCATION
                        DEPARTMENT OF COUNSELOR EDUCATION		

					

PROFESSORS: Barbara C. Trolley, Ph.D., CRC, Licensed Psychologist; 
E-MAIL: btrolley@sbu.edu 
SEMESTER & LOCATION: Fall, 2009, Hilbert

A. COURSE TITLE: 
CE 620A: Internship I School Counseling.

B. TEXT/MATERIALS:
Required: 
Cobia, D. & Henderson, D. (2007). Developing an effective and accountable school 

	counseling program. Upper Saddle River, NJ: Pearson Education, Inc.

Trolley, B. & Haas, H. (2004). School counseling resource manual: Practical tools of the 

	trade. Booklocker.com. 

Strongly Recommended:
**NYSSCA (2008-09). The Essential New York State school counselor: A 

	resource for professional school counselors. Booklocker.com

C. CREDIT HOURS: 
3 graduate credits.

D. APPROVED COURSE DESCRIPTION:
To provide the school counseling intern with an opportunity to: 1) perform all the activities that a regularly employed school counselor would be expected to perform, 2) explore and address ethical and legal issues related to the profession of school counseling.  Students seeking certification in school counseling must complete a minimum of 300 clock hours under the supervision of a certified school counselor.

E. PREREQUISITES: 
 .	Successful completion of CE 610, Practicum in Counseling
 .	Maintenance of ACA membership & Professional Liability insurance
 .	Faculty Approval	

F.  PROGRAM GOALS:
Goal #1: Students will be able to demonstrate competency in the use of 
basic counseling skills to influence human behavior. {LG1, LG3, LG4}
Goal #2: Students will acquire the ability to develop an effective counseling 
treatment plan. {LG1, LG2, LG3, LG4}.
Goal #3: Candidates will demonstrate knowledge in the eight core areas of 
counseling as established by the Council for Accreditation of Counseling and 
Related Educational Programs (CACREP). {LG1, LG2, LG3, LG4}.

G. Learning Objectives:

LEARNING OBJECTIVES	CACREP	PA	SBU-CE	
Foundations.
A. Interns will review the foundations of school counseling including: history; trends; ethical and legal considerations; roles, functions, and identity; professional organizations, preparation standards, and credentials; current models of school counseling programs; effects of various factors on student learning and development; and school emergency management plans.
B. Interns will develop and practice foundational school counseling skills including: application of ethical and legal standards; and articulation of and advocacy for appropriate school counselor identity and programs.	
SC.A.1-7.

SC. B.1-2.
	
IA, IG, IH, IIIA, IIIB

II.	
PG 3

PG 1	
Counseling, Prevention, and Intervention.
C. Interns will understand approaches to counseling, prevention, and intervention including: theories and processes of counseling and wellness programs; programs to enhance academic, career, and personal/social development of students; strategies to help students identify strengths and cope with problems; transition programs (e.g., school-to-work; postsecondary planning, and college admissions; group dynamics and facilitation of teams to enable students to overcome barriers to learning; and crisis intervention.
D. Interns will develop and practice skills of counseling, prevention, and intervention including: ability to relate to diverse individuals and groups; individual, group, and classroom guidance; prevention and intervention plans relative to such learning and developmental issues as atypical development, wellness, language, ability level, multicultural differences, and resiliency; assessment and management of suicide risk; and recognition of self limitations and needs for supervision and client referral.	
SC.C.1-6.

SC.D.1-5.

           	
I.D, III.C 

II.    	
PG 3

PG 2, 3	

Diversity and Advocacy.
E. Interns will understand diversity and advocacy issues including: culture, ethics, law, and politics surrounding diversity, equity, and excellence in terms of student learning; community, environmental, and institutional opportunities that enhance—as well as barriers that impede—academic, career, and personal/social development of students; ways in which educational policy, programs, and practices can become culturally congruent with needs of students and their families; and effects on student achievement of ability level, stereotyping, family, socioeconomic status, gender, and sexual identity.
F. Interns will develop and practice multicultural counseling skills including: competencies in relationship to diversity, equity, and opportunity in student learning and development; advocacy for learning and academic experiences that promote academic, career, and personal/social development of students; advocacy for school policies, programs, and services that enhance a positive school climate and are equitable and responsive to multicultural student populations; and engagement of parents, guardians, and families to promote academic, career, and personal/social development of students.	
SC.E.1-4.

SC.F.1-4.	 
IF, IG, IJ, IK

II.	
PG 3

PG 1	
Assessment.
G. Interns will understand assessment principles as applied to school counseling including: the influence of multiple factors (e.g., abuse, violence, eating disorders, ADHD, childhood depression) that may affect personal, social, and academic functioning of students; signs and symptoms of substance abuse in children, adolescents, and their living situations; and forms of needs assessments for academic, career, and personal/social development.
H. Interns will develop and practice assessment skills including: assessment and interpretation of students’ strengths and needs; selection of appropriate assessment strategies; analysis of assessment information; appropriate referral; and assessment of barriers that impede students’ academic, career, and personal/social development.	
SC.G.1-3.

SC.H.1-5.	
ID,IJ,IK

II	
PG 2, 3

PG 1	
Research and Evaluation.
I. Interns will understand research and evaluation issues relative to school counseling including: National State Standards and Models; critical evaluation of research; models of program evaluation; basic strategies for evaluation of counseling outcomes (e.g., behavioral observation, program evaluation); current methods of using data to inform decision-making and accountability; and outcome research data and best practices identified in school counseling research literature.
J. Interns will develop and practice research and evaluation skills relative to school counseling including: application of research findings to inform the practice of school counseling; development of measurable outcomes for school counseling programs activities, interventions, and experiences; and analysis and use of data to enhance school counseling programs. 	
SC.I .1-5.

SC.J.1-3.

ID;IIIC,IIID

II.	
PG 2, 3

PG 2, 3	
Academic Development.
K. Interns will understand academic development relative to school counseling including: NY State Learning Standards, the relationship of the school counseling program to the academic mission of the school; ways to close the academic gap, promote student success, and prevent students from dropping out of school; and curriculum approaches to counseling and guidance material.
L. Interns will develop and practice skills related to the academic development of students including: conduct of programs designed to enhance student academic development; strategies and activities to prepare students for a full range of postsecondary options and opportunities; differentiated instructional strategies and pedagogy to promote student achievement.	
SC.K.1-3.

SC.L.1-3.	
IB, IC, IE, IF, IG, IH, IJ, I, K

II.	
PG 2, 3

PG 1, 2	

Collaboration and Consultation.
M. Interns will understand principles of collaboration and consultation including: the ways in which student development, well-being, and learning are enhanced by family-school-community collaboration; strategies to promote, develop, and enhance effective teamwork within the school and larger community; ways to build effective teams of school staff, parents, and community members to promote academic, career, and personal/social development of students; systems theories, models, and processes of consultation in school settings; strategies and methods for working with parents, guardians, families, and communities to empower them to act on behalf of their children; various peer programming interventions (e.g., peer mediation, peer mentoring, peer tutoring) and how to coordinate them; school and community collaboration models for crisis/disaster preparedness and response
N. Interns will develop and practice skills of collaboration and consultation including: work with parents, guardians, and families to act on behalf of their children to address problems that affect student success in school; location of resources in community that can be used to improve student achievement and success; consultation with teachers, staff, and community-based organizations to promote academic, career, and personal/social development of students; peer helping strategies; and referral procedures with helping agents in the community to secure assistance for students and their families.	
SC.M.1-7.

SC.N.1-5.	
ID. IG, IH, IIIC, IIID

II, IIIC, IIID	
PG 2, 3

PG 1, 2	
Leadership.
O. Interns will understand principles of leadership for school counselors including: qualities, skills,, and styles of effective leadership; leadership strategies designed to enhance the learning environment of schools; operation of a comprehensive school counseling program; role of the school counselor as a system change agent; and school counselor’s role in student assistance programs, school leadership, curriculum, and advisory meetings.
P. Interns will participate in the design, implementation, management, and evaluation of a comprehensive developmental school counseling program.	
SC.O.1-5.

SC.P.1.	
IG, IH, IIIC, IIID

II.	
PG 2, 3

PG 1	

G.  Field Experiences
FIELD EXPERIENCES	CACREP	 PA	SBU-CE	
Students' internships must include a minimum of 300 clock hours (120 hours of direct service with clients) with an opportunity to perform all the activities that a regularly employed school counselor would be expected to perform. Ordinarily, a minimum of 150 hours is to be spent at the secondary school level. On-site supervision (usually by supervising school counselor) shall consist of one (1) hour per week.	III.H;
SC.D	 II.	PG 1, 2	

H.  FIELD EXPERIENCES:
FIELD EXPERIENCES	CACREP	 PA	PROG GOALS	

Students' internships must consist of a minimum of 300 clock hours, to include the following: 
•1	120 hours of direct service with their students, appropriate to the program of study; this experience includes both individual and group experiences
•2	Weekly interaction with an average of one (1) hour per week of individual and/or triadic supervision, throughout the internship, (usually performed by the on-site supervisor)
•3	Cooperating site supervisors must have master’s level degree in counselor education, or related counseling disciplines such as psychology, Credentials such as the Mental Health Counselor license, and permanent school counseling certification, as well as tenure, are desirable Cooperating site supervisor qualifications but not required. Cooperating site supervisors must have, however, at least two years of paid work experience. School track interns must be supervised by a school counselor with at least provisional certification.
•4	An average of one and one half (1 1/2) hours per week of group supervision provided on a regular schedule throughout the internship, usually performed by a program faculty member (in class). Students are required to attend group supervision with on-campus supervisor twice during session one and session three. These meetings will take place 5-7PM on Fridays, weeks two and four of each session.
•5	The opportunity for the student to develop program-appropriate audio and/or videotapes of the student’s interactions with clients for use in supervision
•6	The opportunity for the student to become familiar with a variety of professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, inservice and staff meetings)
•7	The opportunity for the student to gain supervised experience in the use of a variety of professional resources such as assessment instruments, technologies, print and nonprint media, professional literature, and research
•8	A formal evaluation of the student’s performance during the internship completed by the site supervisor and reviewed by the faculty members	III.H
SC.D	 II	G1, G2, G3	

I. COURSE REQUIREMENTS:
COURSE REQUIREMENTS	CACREP	PA	PROGGOALS	
1. Objectives & Evaluation:  Interns, together with their on-site supervisor, will review the required internship objectives at the beginning of the internship, as well as develop training objectives specific to each intern. Specifically, students are expected to become familiar with and will be evaluated in regard to:
•1	School Counseling History; Ethical Issues
•2	School Counseling Service Context
•3	School Counseling Program Development, Implementation & Evaluation
•4	School Counseling and Guidance Activities
•5	School Counseling Consultation
•6	Professional activities in addition to direct service (e.g., record keeping, supervision, information and referral, in-service and staff meetings)
•7	Use of a variety of professional resources such as assessment instruments, technologies, print and nonprint media, professional literature, and research	SC.A-D	II; III	G1, G2, G3	
2. Supervision:
•1 Hour per week of Individual/Triadic Supervision on site
•1 ½ hours of weekly Group Supervision in Class, Session 2 
• 4 hours of supervision, 2nd  and 4th Fridays, 5-7PM, Sessions 1 and 3
One tape to be presented during supervision	III.H. 2, 3	II	G3	
2. Reflective Log Hours & Journal:  
•1	Interns are to maintain a weekly Time Log & Journal in which their site activities, time on site and reflections.	III.H.3
SC.A-D	II;III	G1, G2, G3	
3. Project:  Students will  research, develop  and discuss school counseling topics defined by ASCA in regard to :
•1	School Counseling Interventions {counseling, Large Group Guidance, Consultation, Coordination}
•2	National Standards for School Counseling Programs {Guidance Curriculum, Individual Planning, Responsive Services and System Support Components}
•3	Details of this project are defined later in this syllabus	SCA-C	ID, IF-H, IK; 
{II; III}	G1, G3	
4. Professional E-folio: Students are to begin to develop a professional e-folio in accordance with guidelines and requirements set forth by the program and CACREP	SC.A-D	II; III	G1, G2, G3	

J. GRADES & EVALUATION PROCEDURES:
   1. GRADES
	a. The grades for the Internship course are either 'Pass' or 'Unsatisfactory'. 
	b. 'Incompletes' are to be avoided, and will only be given in extenuating
circumstances after consultation between the intern and the professor has occurred.

   2. EVALUATION PROCEDURES
In order to achieve a grade of 'Pass' for the course, interns must receive:
a. Satisfactory Field Performance, as documented by the site supervisor via the Internship Evaluation Form (to be completed twice, at 150 hours of Internship, and 300 hours). Note, site supervisors should review these evaluations with the intern, and the intern may ask the site supervisor for a copy of the evaluation.
b. Satisfactory Academic Performance, as assessed by the Internship professor (and supervisor), via the assessment of the intern's projects and Portfolio, as well as the review of the intern' reflective journals, class attendance and participation, and academic supervision progress.
c. Satisfactory Attendance, i.e., not more than 1/5th of the Internship classes may be missed. Professor must be notified in advance of any absence(s) and reasons for absence(s).

K. COURSE CALENDAR & OUTLINE:
   1. READING SCHEDULE

	a. TEXTS:
	DATE			COBIA & HENDERSON		TROLLEY & HAAS	
	Week 1		CH 1, 12				
	Week 2		CH 2, 3, 4				CH 1			
	Week 3		CH 6, 7, 8				CH 2
	Week 4		CH 9, 10, 11				CH 3
	Week 5		CH 5		

   	b. ACA Counseling Today
	Each week, students are expected to read one article in the Monitor, and
	record 1 or 2 comments about the article to be discussed in class.

   2. COURSE TOPICS
WEEK	TOPICS	
1	Download:
ASCA School Counselor Careers/Roles:
 http://www.schoolcounselor.org/content.asp?pl=325&sl=133&contentid=133 
http://www.nyssca.org/positionstatements.htm 
‘No Child Left Behind’
http://www.nyssca.org/NYSCompModel.htm 
NASP Position Statements & Position Statements:
http://www.nasponline.org/information/positionpaper.html 
http://www.naspcenter.org/factsheets/ 	
2-4	Project: You are the Director of your school counseling center Consider your interests and issues related to your current internship site.
 .	⎫	Write a:
 .	o	school counseling mission statement,
 .	o	a professional disclosure statement
 .	o	 a crisis plan/policy
 .	o	 consultation plan/policy
 .	o	academic evaluation form
Consider a population with which you have an interest in/are working with. In regard to this population:
 .	⎫	Find a minimum of 10 Journal references with abstracts
 .	⎫	Develop a lesson plan
 .	⎫	Write a counseling plan, including:
 .	o	3 behavioral objectives – tie to ASCA standards
 .	o	3 long term goals
 .	o	3 interventions
 .	⎫	Identify 10 community and 10 web resources, with a one line descriptor of each
 .	⎫	Write an advocacy letter on behalf of this population
Presentation: You will have 20 minutes to present this project to your classmates and demonstrate classroom management skills. 	
5	E-folios	

3. TENTATIVE SPEAKERS
	Elementary School Counselor
	Middle School Counselor
	High School Counselor
	Superintendent

L. ADDITIONAL COURSE INFORMATION:
Conceptual Framework.  This course promotes the “conceptual framework” of the SBU School of Education, A Journey to Excellence:
“Competence” (supervised practice hours as a school counselor intern; readings; projects; e-folios)
“Experience” (working on site as a school counseling intern; class discussions, supervision)
 “Social Justice” (working with a diverse population of students; assisting all students to learn). 
School of Education Attendance Policy. “Attendance is required and critical for success. It is the student’s professional responsibility to attend classes, produce quality work, and adhere to the ethics of the profession.  Courses may contain content that cannot be made up if classes are missed.  Failure to attend all classes may result in lowered grades or failing the course.  Instructors have the responsibility for monitoring attendance and determining the effect of attendance on course grades and will inform students of their specific attendance requirements. No more than 1/5th of the classes may be missed in order to pass the course.
Diversity.  This course fosters the “diversity” objective of the School of Education via the following activities: involvement in a comprehensive, developmental school counseling program for all students;  best practice assignment (applicable to all students); and seminar discussions about the similarities and differences among the various internship sites represented in class.
Technology.  This course fosters the “technology” objective of the SBU School of Education through the following activities:  exposure to technology at the internship site (including the school’s scheduling program and computer-assisted career guidance system).
Academic Honesty.  Academic dishonesty is inconsistent with the moral character expected of students in a University committed to the spiritual and intellectual growth of the whole person and with the ethics of the teaching profession.  It also subverts the academic process by distorting all measurements.  It is a serious matter and will be dealt with accordingly.  A list of unacceptable practices, penalties to be assigned, and procedures to be followed in prosecuting cases of alleged academic dishonesty may be found in the Student Handbook.  Interns should familiarize themselves with these very important provisions of the handbook.
ADA Statement. Students with disabilities who believe that they may need accommodation sin this class are encouraged to contact the Disability Support Services Office, Doyle Rm. 26, at 375-2065 as soon as possible to ensure that such accommodations are implemented in a timely fashion.
Class Format. Class will involve small group discussions and activities, large group discussions, small supervision groups, and guest speakers.
Syllabus Change.  This syllabus is subject to change.

M. SELECTED BIBLIOGRAPHY:
Allen-Meares, P. & Fraser, M. (2004). Intervention with children and adolescents: 
	
	An interdisciplinary perspective. Upper Saddle River, NJ: Pearson Education, 

	Inc. Anderson, R.S. & Reiter, D. (1995).  The indispensable Counselor. The 

	School Counselor, 42, 268-276.  

Baker, S. (2003). School counseling for the twenty-first century (4th Ed.). NJ: Prentice 

Hall. Barr, R. & Parrett, W. (2001). Hope fulfilled for at-risk and violent youth: K-

	12 programs that work. Boston, MA: Allyn & Bacon.

Borders, L.D. & Drury, S.M. (1992). Comprehensive school counseling programs: A 

	review for policymakers and practitioners.  Journal of Counseling and 

	Development, 70, 487-498.

Bradley-Johnson, S. & Johnson, M.(-). A handbook for writing effective psycho 

	educational reports. Texas: Pro-Ed.

Claywell, G. (2001). The Allyn & Bacon guide to writing professional portfolios. Boston, 

	Mass: Allyn & Bacon.

Cobia, D. & Henderson, D. (2003). Handbook of school counseling. Upper Saddle River, 

	NJ: Pearson Education, Inc.

Coll, K.M. & Freeman, B. (1997). Role conflict among elementary school counselors: A 

	national comparison with middle school and secondary school counselors.  

	Elementary School 	Guidance and Counseling, 31, 251-261.

Dagley, J.C. (1987). A new look at developmental guidance: The hearthstone of school 
	
	counseling.  The School Counselor, 35, 102-109

Davis, T.E. & Osborn, C.J. (2000).  The Solution-focused School Counselor.  Ann Arbor, 

	MI: Accelerated Development.

Dingman, R. & Weaver, J. (2003). Days in the lives of counselors. Boston, Mass: Allyn & 

	Bacon.	

Dollarhide, C. & Saginak, K. (2003). School counseling in the secondary school: A 

	comprehensive process and program. Boston, MA: Allyn & Bacon.

Erfprd, B. (2003). Transforming the school counseling profession. Upper Saddle River, 

	NJ: Prentice-Hall.

Erk, R. (2004). Counseling treatment for children and adolescents with DSM-IV-TR 

	disorders. Upper Saddle River, NJ: Pearson Education, Inc.

Fischer, L. & Sorenson, G. (1996). School law for counselors, psychologists, social 

  	workers (3rd Ed.). NY, NY: Longman Publishers.

Fuller, M. & Olsen, G. (1998). Home-school relations: Working successfully with parents 

	and families. Boston, MA: Allyn & Bacon.

Geroski, A.M., Rodgers, K.A., and Breen, D.T. (1997).  Using the DSM-IV to enhance 

collaboration among school counselors, clinical counselors, and primary care 

physicians. Journal of Counseling and Development, 75, 231-239.

Glicksen, M. (2004). Violent young children. Upper Saddle River, NJ: Pearson 

	Education, Inc.

Gysbers, N.C. & Henderson, P. (1988).  Developing and Managing Your School  

	Counseling Program. Alexandria, VA: American 	Association for Counseling 

	and Development.

Gysbers, N.C., Hughey, K.F., Starr, M., & Lapan, R.T. (1992) Improving school guidance 

programs:  A framework for program, personnel, and results evaluation.  Journal 

of Counseling and Development, 70, 565-570.

Hackney, H. & Cormier, S. (2001). The professional counselor (4th Ed). Boston, Mass: 

	Allyn & Bacon.

Hargens, M. & Gysbers, N.C. (1984). How to remodel a guidance program while living it:  

            A case study.  The School Counselor, 32, 119-125.

Lane, K., Gresham, F. & Shaugnessy, T. (2002). Interventions for children with or at risk 

	for emotional and behavioral disorders. Boston, MA: Allyn & Bacon.

Lawson, D.M., McClain, A.L., Matlock-Hetzel, S., Duffy, M., and Urbanovski, R.(1997). 

	School families: Implementation and evaluation of a middle school prevention 

	program.  Journal of Counseling and Development, 76, 82-89.

McLaughlin, M. (1990). Developing and implementing a developmental guidance 

	program in a small, one-counselor elementary school.  The School Counselor, 

	37,
Morganett, R. S. (1990).  Skills for Living: Group Counseling Activities for Young 

	Adolescents.  Champaign, IL: Research Press.

Myrick, R.D. (1987). Developmental Guidance and Counseling:  A Practical Approach.  

	Minneapolis, MN: Educational Media Corporation.

Myrick, R.D. (1989). Developmental guidance: Practical Considerations.  Elementary 

	School Counseling and Guidance, 24, 14-20.

**NYSSCA.  (1993). New York State Comprehensive Developmental School Counseling 

	Model.
 
**Parsons, R. (2007). Counseling strategies that work! :Evidence-based interventions for 

	school counselors. Boston, MA: Pearson.

Payne, R. (1998). A framework for understanding poverty. Highlands,TX: RFT 

	Publishing Co. 

Ramer, B. (1990). Are counselors necessary? The New York Counselor, 4, 1+.

Schmidt, J. (1999). Counseling in schools: Essential services and comprehensive 

	programs (3rd Ed.). Boston, Mass: Allyn & Bacon.

Staley, W.L. & Carey, A.L. (1997). The role of school counselors in facilitating a quality 

	twenty-first century workforce.  The School Counselor, 44, 377-383.

Stone, L. & Bradley, F. (1994). Foundations of elementary and middle school 

	counseling. White Plains, NY: Longman Publishers.

*Thompson, R. (2002). School counseling: Best practices for working in the schools. NY, 

	NY: Brunner-Rutledge.
Timberlake, E. & Cutler, M. (2001). Developmental play therapy in clinical social work. 

	Boston, MA: Allyn & Bacon.

Vernon, A. (1999). Counseling children and adolescents (2nd Ed.). Denver, Colorado: 

	Love Publishing Company.

Vernon, A. (1989). Thinking, feeling, behaving: An emotional education curriculum for 

	children, grade 1-6/adolescents. Champaign, Illinois: Research Press.

Whiston, S.C. & Sexton, T.L. (1998). A review of school counseling outcome research.  

	Journal of Counseling and Development, 76, 412-426.

Zwiers, M. & Morrissette, M. (1999). Effective interviewing of children: A comprehensive 

	guide for counselors and human service workers. PA: Accelerated Development.