USD COUNSELING PROGRAM INTERNSHIP MANUAL COUN 592F College Counseling and Student Development COUN 593F Career Counseling AUGUST 2008
CONTENTS
Internship Information Seven Points for Success ACA Ethical Standards – Preamble Endorsement Policy Roles of Interns/Supervisors Learning Outcomes & Course Competencies Technology Competencies Documentation of CACREP Requirements Introductory Letter Internship Site Assignment On-Site Supervisor Agreement Site Contract Client Release Form Self-Rating by the Student Counselor NBCC Counselor Work Behaviors Daily Log Summary of Internship Hours Log of Individual Supervision Site Evaluation Form Onsite Supervisor Evaluation Site Visitation Feedback COLLEGE – Intern Assessment CAREER – Intern Assessment
Page 2 Page 3 Page 4 Page 4 Page 5-7 Page 8-10 Page 11 Page 12 Page 13-14 Page 15 Page 16 Page 17 Page 18 Page 19-21 Page 22-23 Page 24 Page 25 Page 26 Page 27 Page 28-29 Page 30 Page 31-34 Page 35-38
This is the most current internship information. Student is responsible to check with their advisor for updates or revisions. August 2008
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INTERNSHIP INFORMATION Definition and Purpose COUN 592F Internship in College Counseling and COUN 593F Internship in Career Counseling are 3 unit courses taken upon completion of COUN 588P Counseling Skills Practicum. They are intended to provide in-depth counseling and training experiences in settings similar to those where the student anticipates obtaining employment after graduation. These courses are designed to provide the intern with experiences enhancing knowledge, skills and dispositions in the USD’s counseling departments ten learning outcomes: diversity, professional identity, ethics, developmental and career/life planning, individual and group counseling, research and analytical skills, leadership and advocacy, assessment, consultation and conflict resolution, and technology. The Interns are expected to demonstrate competencies of the highest caliber. Total number of internship hours required is 600 hrs. Of these 600 hours, 240 must be direct service hours with clients. Students are required to enroll twice in either COUN 592F or COUN 593F to meet the requirements. During a semester of enrollment in COUN 592F or COUN 593F the student will complete a minimum of 200 clock hours at the field site. Some students split their time at two sites. The student needs to only enroll in 3 units of Internship during any one semester. On-site supervision will be the direct responsibility of the designated on-site supervisor with training and experience appropriate for the student's area of specialization.
Prerequisites for Enrollment in Internship Courses Required Core Courses to be completed before enrollment: COUN 503 – Professional Orientation and Ethics in Counseling COUN 504 - Prepracticum in Counseling Techniques COUN 505 – Human Development COUN 508 – Research Methods in Counseling COUN 515 - Multicultural Counseling COUN 520 - Counseling Psychology: Theory and Practice COUN 525 - Group Dynamics COUN 589P - Counseling Practicum: Adult Previous or concurrent enrollment is suggested for the following courses: COUN 510 - Career Development Across the Lifespan COUN 512 – College Counseling and Student Services (College Specialization) COUN 530 – Assessment Techniques in Counseling COUN 532 – Designing Career Development Services (Career Specialization) COUN 535 – College Student Development (College Specialization)
Pre-Placement Requirements All students must carry liability insurance and have a copy of their policy in their student file before they begin internship. 2
Seven Points for Successfully Completing Internship Requirements 1. You should attend the Internship Information Session during the semester previous to the one in which your fieldwork will begin. The process for placement will be discussed. You then visit and interview Professional Counselors at sites recommended by your advisor and the Director of Field Experiences. A letter of introduction may be useful for these visits. (See Pages 13-14). When you have completed internship site selection, you must submit an Application for Counseling Internship to Peggy Hetherington. (See Page 15). When you are informed that your site selection has been approved, you then submit On-site Counselor Agreement (See Page 16) and Site Contract (See Page 17) to your assigned University Supervisor. 2. Remember that it is your responsibility to keep copies of all documents related to your fieldwork. Failure to do so can result in delays or other problems related to your graduation. 3. The Daily Record: This is essentially a legal document in which you keep a record of your hours and activities at the site. (Use format given on Page 25.) The Daily Record is to be reviewed and signed monthly by the On-site Counselor. At the end of the internship semester, turn in a summary sheet of your daily record and the daily record itself. This summary should be condensed to one Page stating: where you were, when, under whose supervision, and your main activities as an intern. This is signed by your On-site Counselor and placed in your permanent folder. The actual Daily Record will be returned to you. 4. Final Evaluations: Your university supervisor will provide you with the forms which you and your on-site supervisor will complete. 5. Site Hours: Your on-duty hours are arranged between you and your On-site Counselor. These hours should then be given to your University Supervisor who will visit you 3 times a semester in the field during those hours whenever possible. The University Supervisor sometimes "drops in" but usually makes an appointment in advance with you and the On-site Counselor. The site visits are scheduled several weeks in advance. 6. Courtesy Visits: During the first week at your site be sure you are introduced to the site administrators, counselors, and other personnel with whom you will be working. Upon completion of your placement, it is appropriate to send a note of thanks to the relevant personnel. Make sure the office secretary knows you are an intern at the site and can refer calls and visitors to you. 7. Inform you University Supervisor ten school days before your final day on site.
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ACA Ethical Standards – Preamble The American Counseling Association is an educational, scientific and professional organization whose members are dedicated to the enhancement of human development throughout the life span. Association members recognize diversity in our society and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of each individual. The specification of a code of ethics enables the association to clarify to current and future members, and to those served by members, the nature of the ethical responsibilities held in common by its members. As the code of ethics of the association, this document established principles that define the ethical behavior of association members. All members of the American Counseling Association are required to adhere to the Code of Ethics will serve as the basis for processing ethical complaints initiated against members of the association. A complete copy of the American Counseling Association (ACA) Code of Ethics is available at //www.counseling.org. *It is the responsibility of all clinical instruction participants; Faculty Coordinator, Director of Field Experiences, university supervisors, onsite supervisors, seminar instructors and USD interns to abide by the ACA Ethical Standards and to ensure the client’s confidentiality and legal rights are protected. These procedures will be reinforced in the seminar classes and during the onsite visits by the university supervisors. Review the ethics code for your area of specialization.
Endorsement Policy At various times students require an endorsement (verbal or written recommendation) from their program in order to gain employment or credentials. A graduate will be endorsed by counseling faculty only for a position or credential for which the graduate has been prepared. Internship site supervisors also are urged to follow this policy. Students should be aware of this policy and seek endorsement only for employment and credentials that are appropriate given the student’s training, coursework and supervised experience. As a faculty we will endorse that upon completion of the 48 unit masters in counseling degree, all graduates, regardless of their specialization area will possess entry level clinical counseling skills, ethical decision making skills, and a theoretical orientation on which to base their work as counselors. We will endorse students for positions within their specialization areas based on our knowledge of their skills. We do, however, reserve the right to withhold endorsement within a specialization if we do not feel the student has had adequate experience with a given population (e.g. if a student has no experience in an elementary school, we would not endorse them as having skills with elementary students). We may not endorse a student for a position outside their specialization area unless we have knowledge of their proficiency within that area. Proficiency may be demonstrated by work, internship, volunteer or other supervised experience within or outside the counseling program. 4
DR. RONN JOHNSON, COORDINATOR OF CLINICAL INSTRUCTION WILL:
Be responsible for the coordination of all clinical experiences in each counseling program specialization
Review and sign all clinical instruction documents received by clinical instruction faculty
Meet individually, when needed, with site supervisors, students and university supervisors and the Director of Field Experiences to: Answer specific questions regarding placement Suggest methods for meeting clinical instruction requirements at sites Address concerns with student progress and suggest methods for improvement
Meet with all students enrolled in clinical instruction courses once a semester in a group setting
Prepare cases and provide training on case conceptualization and intervention planning
Attend group meetings of university and site supervisors during the year
Develop a validate assessment tools used in clinical instruction
Enforce the ACA Ethical Standard
PEGGY HETHERINGTON, DIRECTOR OF FIELD EXPERIENCES WILL: •
Assist intern in arranging an appropriate fieldwork/internship site.
•
Review required paperwork verifying acceptance of the fieldwork/internship site.
•
Communicate regularly with intern and onsite supervisors to review progress during the fieldwork/internship tenure.
•
If needed, facilitate a discussion between student intern and onsite supervisor if conflicts arise.
•
Organize an ongoing required seminar course to review learning outcomes, review tapes of case studies, and share concerns, successes, resources during the fieldwork/internship experience.
•
Coordinate group trainings for university and site supervisors during the year
UNIVERSITY SUPERVISORS WILL ….. •
Meet interns at their internship sites a minimum of 3 times during the semester. 5
•
Be available to answer questions, discuss issues and offer support.
•
Keep communication open between the onsite supervisors and the university staff.
•
Document visitations with feedback forms that include plans for the semester, observations and suggestions and reflections on the experience.
•
Review the ACA Ethical Standards during onsite visitations
ON-SITE SUPERVISORS WILL ….. •
Accept the counseling intern as a professional and make him/her feel at home in the fieldwork/internship site environment.
•
Introduce the intern to the philosophy, policies, administration and other professionals at the facility.
•
Provide opportunities for the intern to engage in a broad and diverse range of activities.
•
Oversee the intern by providing a minimum of one hour a week of direct face-to-face supervision and review a videotape at least once a semester with the student.
•
Provide ongoing feedback to the counseling intern and review all paperwork required by USD. A final assessment form will be provided.
•
Keep site administrator and university supervisor informed of the progress of the counseling intern.
•
Abide by the ACA Ethical Standards and ensure the client’s confidentiality and legal rights are protected.
USD COUNSELING INTERNS WILL ….. •
Review the policies, standards and practice of the fieldwork/internship site and be professional in following the regulations.
•
Become personally and professionally involved in the process of becoming a professional counselor and develop a professional attitude toward counseling advocacy.
•
Show evidence of professional enthusiasm, personal maturity and become adept at integrating theory and practice.
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•
Increase skills in developing effective human relationships with your clients/students, colleagues and with the public.
•
Be flexible, be a team-player, take initiative and be willing to extend your comfort zone.
•
Show an understanding, appreciation and sensitivity toward the cultural heritage, community values and individual differences of diverse clients.
•
Become acquainted with your clients, study their records and when appropriate develop an ethical sense of keeping information confidential.
•
Develop a plan to complete the competencies required under the counseling department learning outcomes.
•
Meet regularly with the onsite supervisor and university supervisor to review progress toward these goals.
•
Abide by the ACA Ethical Standards and ensure the client’s confidentiality and legal right are protected.
•
Be open-minded toward constructive feedback, be interested in improving through the acceptance of suggestions, and honestly strive to incorporate these ideas.
•
Keep accurate daily logs, supervision logs and end of semester matrix of completed hours.
•
Evaluate your own personal goals and commitment to the ethics of the profession.
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LEARNING OUTCOMES AND COURSE COMPETENCY REQUIREMENTS (All 23 activities under the learning outcomes need to be completed over two semesters – Half of the activities each semester, 6 to be completed by midterm of each semester. The seminar instructors will set dates for completion of learning outcomes and will collect all work.)
Learning Outcome #1 Diversity: Students will possess the knowledge, skills and disposition needed to provide effective counseling and developmental services to clients diverse in age, gender, race, ethnicity, socioeconomic status, and sexual orientation. Students will gain an understanding of counseling practice in a global environment and are able to work effectively with international clients in the United States and to assist clients and counseling professionals with transitions to global career locations. (CCTC Standard 2, 3, 11, 21) (CACREP IIK1g, K2a,b,c,d,e, f K4d, K5a, K7f) Course Requirements: a. Provide a description of the diversity of clients at the site. Statistics related to actual clients seen by the intern is to be documented on the daily log. Develop a written plan as to how you would address the needs of clients from the largest ethnic or racial groups at your site. b.
Describe an interaction with a client of a different ethnicity than you. Reflect on whether any educational policies, programs and/or practices have been developed, adapted or modified to be culturally congruent with the needs of this client and their family.
Learning Outcome #2 Professional Identity: Students will acquire sound identities as professional counselors with a commitment to continued lifelong learning and professional development. Graduates will be actively involved in professional associations and possess effective networking skills. (CCTC Standard 6, 8, 10,12,13,16,18,22,27,28) (CACREP IIK1b, d, e) Course Requirements: a. Provide a specific list of professional organizations to which you belong and list any professional growth activity you’ve attended at the local, state or national level during your graduate work at USD. (To be included in your professional identity portfolio) As you enter into the profession of counseling, describe the value of participation in professional organizations. b.
Write a review of a book, journal article or professional material that you have used as a tool to enhance your commitment to professional development. How has this material provided a valuable resource during your internship experiences?
Learning Outcome #3 Ethics: Students will be knowledgeable of the ethical guidelines developed by the American Counseling Association, the American Psychological Association, the American School Counselors Association, the American College Personnel Association, and other relevant professional organizations. Students will demonstrate their knowledge and use of at least one ethical decision-making model as they apply it to cases involving various professional domains. (CCTC Standards 6, 18) (CACREP IIK1h, K2f, K3e, K4i, K5g, K6g, K7i, K8f) Course Requirements: a. Provide at least one example of an application of the ethical decision-making model as it applies to one case at your professional site.
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b. Review the legal mandates for working with your population (i.e. child abuse reporting, client confidentiality, attendance and truancy laws, special education policies) and write a summary of the implications of these mandates. Learning Outcome #4 Developmental and Career/Life Planning: Students will possess the knowledge of career, developmental, and life planning processes as well as the skills needed to provide individual counseling, assessment, and other training to facilitate decisionmaking and developmental life transitions. (CCTC Standards 2,5,20,21,25) (CACREP IIK3a-e, K4a-i) Course Requirements: a. Explain how you merged developmental and counseling theory into a counseling case. (Describe any assessment tool your used) b.
Describe a situation when you reviewed developmental stages and then chose an appropriate developmental intervention.
c.
Describe a life transition in which you helped a client create a plan of action for change.
Learning Outcome#5 Individual and Group Counseling Skills: Students acquiring competencies in individual and group counseling will be able to demonstrate their knowledge and skills related to several of the more commonly recognized counseling theories, including psychodynamic, person-centered, reality therapy, Gestalt, Adlerian, cognitive-behavioral, and others. (CCTC Standards 25,26) (CACREP IIK5a-g, K6a-g) Course Requirements: a. Report the number of clients seen individually with the number of sessions. Do not report actual client names. (log entry). Describe the 3 most challenging clients and how you consulted with professional colleagues to enhance your quality of practice. b.
Write a theory and technique statement. Conceptualization how you will integrate this into your client work.
c.
Provide a specific description of a small group activity including the number of sessions, profile of participants, goals for each session and description of activities. Discuss the effectiveness of the small group process.
d.
Provide a specific description of a large group presentation including audience and lesson goals. Discuss the effectiveness of the presentation including data from the participant evaluation, if possible.
Learning Outcome #6 Research and Analytical Skills: Students will demonstrate knowledge, skills and dispositions associated with conducting and interpreting social science research. Specifically, students will demonstrate their abilities of developing research and evaluation questions and selecting and using appropriate methods for data collection and analysis. Students will also show their ability to apply existing theory and research to the practice of counseling. (CCTC Standards 11,17,30) (CACREP IIK8a-f) Course Requirements: a. Describe one use of data collected for evaluation by yourself or others. Describe how the interpretation of this data was useful for program or individual assessment. b.
Identify at least three research studies that you believe have significantly impacted your professional identity and practice as a counselor.
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Learning Outcome #7 Leadership and Advocacy: Students will demonstrate their ability to go beyond the conventional practice of providing individual and group counseling and to take leadership in advocating for clients and for systemic change to improve counseling and developmental services and programs. Graduates will be able to work collaboratively with others and to lead teams of professionals in delivering innovative approaches and methods in the field of counseling. Moreover, they will internalize and demonstrate the value of client advocacy. (CCTC Standards 12,22,23,27) (CACREP IIK1g, K2d, K6b) Course Requirements: a. Provide an example of where you or you observed someone performing a leadership role at your site. Describe the strengths of the leadership role. b.
Describe an example of an effective client advocacy process you delivered or observed.
Learning Outcome #8 Assessment: Students will have the ability to gather, interpret, and utilize a variety of assessment data. This will include the ability to select, administer, and interpret appropriate standardized tests for individual and group assessment of client needs and to complete program evaluations. (CCTC Standards 4,10,11,15,28,30) (CACREP IIK4f, K7a-i, K8c,d) Course Requirements: a. Keep a list of any assessments you’ve administered, observed and/or interpreted. Write about how you’ve used the assessment data to work more effectively with your clients. (e.g. 504, IEP, GATE testing, etc.) b. Conduct or review at least one assessment with a write-up for a client or a group you’ve seen at your site.
Learning Outcome #9 Consultation and Conflict Resolution: Students will demonstrate the ability to apply consultation models when they work with colleagues, teachers, administrators and managers, parents and community members. Students have knowledge of conflict resolution, mediation, and violence prevention programs that can be used in a variety of settings with diverse populations of clients. (CCTC Standards 9,10,14,27) (CACREP IIK2d, K5e) Course Requirements: a. Identify the types of program models and resources available at your site for violence prevention and or conflict mediation. b.
Conduct a mediation at your site and describe the methods you used to help resolve the conflict.
Learning Outcome #10 Technology: Students will possess the knowledge and skills to utilize technological resources in professional practice and in research and to understand the application of ethical practice to the use of Web-based counseling, assessment and information management tools. Course Requirements: a. Maintain a list of technological tools in which you are proficient. (Refer to list on next Page) b. Describe how you utilized the data information system at your site as a counselor. 10
Documenting Your Technology Competencies for the Counseling Program
Learning Outcome #10 Technology: Students possess the knowledge and skills to utilize technological resources in professional practice and in research and understand the applications of ethical practice to the use of Web-based counseling, assessment and information management tools. Areas for development: 1. Ability to use electronic hardware and software effectively Can send and receive email Can send attachments by email Participates in a professional Listserv – (GRADCOUN) Can perform an evaluation of professional websites Can use one or more Web Browser applications effectively 2. Ability to utilize online library and research data bases Familiar with online databases from USD library Can conduct an online search and find abstracts and full text articles relevant to a paper topic Utilizes online sources effectively in papers including proper citing of these references Can describe a system they use to prevent plagiarizing when working with online references 3. Ability to use technology in professional presentations Can construct and deliver a basic PowerPoint presentation Can construct and deliver an advanced PowerPoint presentation with inbedded links or video streaming Can print out audience handouts for a PowerPoint presentation 4. Ability to participate effectively in an online course classroom environment Can describe the components of an online environment with possible applications with clients Can utilize discussion board technology and post to online discussion 5. Ability to use technology in professional practice Can name programs used at intern and work sites and their purposes Can utilize the computer programs used at intern and work sites with clients and in preparing reports Can utilize career search sites for personal or client use Can identify useful sites for assessment information Can discuss of the strengths and weaknesses of using the Internet to deliver counseling services 6. Ability to use technology in research and data analysis Can use SPSS or other data analysis package to run data analysis and present output 7. Ability to apply ethical practice codes to use of technology in delivering services to clients: Knowledge of ACA Standards for Internet On-line Counseling and the NCDA Guidelines for the Use of the Internet for Provision Of Career Information and Planning Services 11
DOCUMENTATION OF LEARNING OUTCOME REQUIREMENTS
NAME ____________________________ LEARNING OUTCOME #1 - DIVERSITY 1a Date completed ___________ Reviewed by 1b Date completed ___________ Reviewed by 1c Date completed ___________ Reviewed by
SEMESTER __________ ___________________ ___________________ ___________________
LEARNING OUTCOME #2 – PROFESSIONAL IDENTITY 2a Date completed ___________ Reviewed by __________________ 2b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #3 - ETHICS 3a Date completed ___________ 3b Date completed ___________
Reviewed by Reviewed by
__________________ ___________________
LEARNING OUTCOME #4 – DEVELOPMENTAL AND CAREER/LIFE PLANNING 4a Date completed ___________ Reviewed by ___________________ 4b Date completed ___________ Reviewed by ___________________ 4c Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #5 – INDIVIDUAL AND GROUP COUNSELING SKILLS 5a Date completed ___________ Reviewed by ___________________ 5b Date completed ___________ Reviewed by ___________________ 5c Date completed ___________ Reviewed by ___________________ 5d Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #6 – RESEARCH AND ANALYTICAL SKILLS 6a Date completed ___________ Reviewed by ___________________ 6b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #7 – LEADERSHIP AND ADVOCACY 7a Date completed ___________ Reviewed by ___________________ 7b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #8 – ASSESSMENT 8a Date completed ___________ Reviewed by 8b Date completed ___________ Reviewed by
___________________ ___________________
LEARNING OUTCOME #9 – CONSULTATION AND CONFLICT RESOLUTION 9a Date completed ___________ Reviewed by ___________________ 9b Date completed ___________ Reviewed by ___________________ LEARNING OUTCOME #10 - TECHNOLOGY 10a 10b
Date completed ___________ Date completed ___________
Reviewed by Reviewed by
___________________ ___________________
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INTRODUCTORY LETTER To:
Potential Internship Site Supervisors for the University of San Diego Graduate Counseling Program
From: University of San Diego Counseling Faculty Re:
Introductory Letter – Requirements, Competencies and Responsibilities
Intern’s Name: The Graduate Student showing you this letter is a candidate for a graduate counseling degree from the University of San Diego. The student is seeking an Internship site, which can provide the training and experiences needed to complement graduate coursework and to prepare the student for his/her professional goals. The purpose of the on-site experience is to allow the counseling student to demonstrate competencies working at the type of site the student has targeted as a professional goal. The minimum number of hours that can be completed at the site is 200 hours/semester. Depending on the candidate’s background, area of specialization, the type of site and related factors, the student, the On-site Supervisor and the University Supervisor design an experience encompassing a variety of counseling, administrative, consultative, training and assessment activities, which could include:
individual counseling group counseling large group presentations intake interviewing testing/interpretation of results career counseling
outreach consultation report writing/other administrative activities individual and group supervision case conference and staff meetings professional development activities
The Site Contract form is completed jointly by the student and the On-site Supervisor and should address required competencies for professionals at this site. The student will set up an individual arrangement for hours, which meets the needs of the site. The University Supervisor will be informed of the schedule and will set up on-site visits, which are convenient to the site and the student. When the student has fulfilled the hours and demonstrated the competencies outlined in the contract, the Internship is completed.
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The candidate will explain to you the keeping of the Internship Log Sheets, which are logs of the types of experiences and the types of clients serviced during the Internship. A final evaluation form is complete by the On-site Supervisor and will be used in evaluating the student’s performance at the site. You may discuss and give a copy of the evaluation to the student or not, depending on you preference. The evaluation is forwarded to the Director of Field Experiences in a sealed envelope, or delivered by the candidate to the seminar instructor. If you should decide to accept the candidate at your site, the following applies to you as the candidate’s On-site Supervisor: 1. Should the candidate not seem appropriate to your unique setting, notification should be given to the candidate and University Supervisor within three weeks of placement. 2. The candidate, knowing that priorities do change rapidly, should be briefed on probable roles and responsibilities. 3. The candidate must experience the many aspects of the position as possible, undertaking the activities and roles performed by the other counseling professionals at your site. At the beginning of the internship allow the intern to shadow the onsite supervisor as he/she performs duties, attends meetings or provides services. 4. The candidate should be given supervision and feedback regularly by their on-site and University Supervisors. 5. Each month the candidate’s daily record is signed, reviewed, and discussed. 6. The candidate should be informed of any unique situations or events, which would enrich their counseling experience, i.e. meetings, conferences, organizational activities and special problems. Further, as the On-Site Supervisor, you are agreeing to provide or meet the following: 1. to have the appropriate credentials and the time and interest during the semester to assist in training the assigned student. 2. to provide opportunities for the student to engage in a variety of counseling activities under supervision and for evaluating the student's performance. 3. to provide the student with adequate space, telephone, computer, office supplies and staff to conduct professional activities. 4. to provide supervisory contact that involves some examination of student work using audio/visual tapes, observation and/or live supervision. 5. to provide written evaluation of the student based on criteria established by the University of San Diego Masters counseling program. Thank you for your time and cooperation in considering this candidate. If you have any further questions, please contact one of the University of San Diego School of Leadership and Education Sciences representatives below: Clinical Instructor Faculty/Adjunct Faculty: Dr. Ronn Johnson, Coordinator of Clinical Instruction Peggy Hetherington, Director of Field Experiences Dr. Brian Canfield, Professor Counseling Dr. Kenneth Gonzalez, College Counseling Dr. Susan Zgliczynski, Career Counseling Patrick Kerwin, Adjunct Instructor Shannon Jordan, Adjunct Instructor
619-260-4702 619-260-8804 619-260-7612 619-260-7546 619-260-4287 619-295-8547 619-851-8158 14
INTERNSHIP SITE ASSIGNMENT Year:
I. Semester:
Assignment Site:
II. Candidate’s Name:
Ms., Mrs., Miss, Mr. (Last Name, First Name)
Phone (W)
Preferred hours to phone
Phone (H)
Preferred hours to phone
III. On-site Supervisor:
Dr., Ms., Mrs., Miss, Mr.
Supervisor’s Title, Educational Background and Credentials _____________________________________________________________________ _____________________________________________________________________ Site Address: Street
City
Phone (W)
Preferred hours to phone
Phone (H)
Preferred hours to phone
Zip
On-site Supervisor e-mail: IV. Intern's office address (where you can be found):
Street
City
Zip
Days/Hours on Duty: V. Round trip mileage from USD to your site: VI. On the back, please place a map from USD to a parking space at your site. VII State below any information or problems the University Supervisor should be aware of in your assignment. (Continue on the back if necessary.)
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ON-SITE SUPERVISOR AGREEMENT Agreement I will serve as the On-site Supervisor for
during (Student’s Name)
the
Semester 200___.
Name (please print):
Signature:
Phone/Fax:
Email:
Site Name:
Site Address: Street
City
Zip
Phone:
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SITE CONTRACT This agreement is made on __________by and between
and
(date)
(site name)
the University of San Diego Graduate Counseling Program. The agreement will be effective from _____________ to _____________ for ________ per week for ____________________________. (date)
(date)
(# hours)
(student Intern name)
Requirements to Include 1. The Intern needs to see a minimum of 15 clients. The Intern must see a minimum of five clients for a minimum of 4 sessions so that the Intern can demonstrate the ability to assess a client problem or concern, design an appropriate intervention and reach the goal set for the intervention 2. The Intern should deliver a 4-6 session small group intervention with a minimum of 3 clients. . The student may deliver this intervention with a co-facilitator. 3. The Intern must plan, deliver and evaluate at least one large group training or presentation. 4. The interventions the Intern plans should meet the unique needs of the organization and it’s clients, students or employees. 5. The Intern needs to fulfill the requirements of the contract before credit for the completion of internship can be awarded. 6. Other requirements: the Intern needs to inform clients that he/she is a graduate student Intern; the Intern needs to be able to videotape at least 3 client sessions and needs to obtain the client's written permission to do this; the Intern needs to obtain the equivalent of one hour per week of individual supervision from the On-site Supervisor.
On-site Supervisor:
Date:
Student:
Date:
University Supervisor:
Date:
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CLIENT RELEASE FORM I understand that the person providing counseling services to me is an Intern from the University of San Diego and is presently completing a Master's Degree in Counseling. My signature below indicates that that the taped session(s) of my meetings with this Counseling Intern from the University of San Diego will be used for educational purposes only. The contents of such interview(s) will remain absolutely confidential among myself, the Counseling Intern, and the site and University Supervisors.
, understand the purpose for taping my
I, Counselee's Name
sessions with my counselor and I am agreeable to it.
Counselee's Signature
Date
Counseling Intern signature
Date
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SELF RATING BY THE STUDENT COUNSELOR* SUGGESTED USE: The student counselor intern may use this sheet as a self-evaluation after a counseling session.
Date:
Student Intern Name:
Client Name:
DIRECTIONS: The student counselor following a counseling session is to answer each question. The questions serve as a self-rating initiator and may enable the student counselor to determine means for improvement in his/her counseling.
Preparation for the Interview YES
NO
1. Was I physically in good condition and mentally alert? 2. Did I schedule sufficient time for the interview? 3. Was provision made for privacy and reasonable freedom from interruption? 4. Did I have the physical space arranged where we met so as to suggest welcome and an atmosphere conducive to counseling? 5. Did I have a background of available data about the client that would help me to understand him/her better in the interview but would not prejudice me? 6. Did I have and understand information so as to personalize information processes with the client? 7. Had I previously established a reputation for seeing the client's point of view, being genuinely helpful, and not disclosing confidence?
Comments:
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Beginning the Interview 1. Was I sensitive to the client and did I use an appropriate approach? 2. Was I able to create a psychological atmosphere in which the client was stimulated to take the responsibility of thinking through the situation? 3. Was I successful in maintaining open communication between us?
Comments:
Development of the Interview YES
NO
1. Did the client feel freedom to express negative feelings? 2. Did the client have the opportunity to release tension? 3. Was my attitude one of deflecting objectivity while expressing caring? 4. Was I sincere and did I show genuine respect for the client? 5. Was my own attitude, so far as I know, free from bias? 6. Did I follow the leads suggested by the client? 7. Did I help the client to clarify and expand positive feelings? 8. Did the client establish a more forward looking, positive, hopeful attitude during the interview or series of interviews? 9. Was I able to assist in information processing by the client? 10. Was information provided in a manner that caused the client to move forward realistically in his/her thinking?
Comments:
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Planning for Next Session 1. Was I able to identify areas with which to follow through for the next session? 2. Was I able to help client gain a clear view of what might be done in the next session? 3. Did I establish with the client a definite meeting time and place for the next session? 4. Have I identified techniques that might be considered for the next session? 5. Have I identified the materials and/or preparation I will need for the next session?
Comments:
_____________ *This material was taken from K. Dimick and F. Krause, Practicum Manual for Counseling and Psychotherapy. Muncie, IN: Accelerated Development Inc., 1980. Reprinted with permission. Form 5.2, p. 1 of 2, Copy 2
21
NATIONAL BOARD OF CERTIFIED COUNSELORS COUNSELOR WORK BEHAVIORS 1.
Fundamental Counseling Practice Counsel concerning personal change Evaluate move to counseling goals Evaluate psych. dysfunction Clarify counselor/client roles Assist client's eval. of counseling Identify source of problem alternatives Counsel for lifestyle change Clarify support systems Systematically observe Evaluate pre-counseling data Use active listening skills Self-eval counseling effectiveness Informs clients about legal aspects Analyze cost benefit of alternatives
Establish counseling goals Assess harm self/others Counsel adults Develop complete treatment plans Reframe client's problems Informs about ethical standards and practice Assess psychosocial needs Evaluate need for referral. Conduct pre-counseling assessment Maintain case notes and files Use cognitive-oriented techniques. Use behavior-oriented techniques. Determine DSM-IV TR code
2. Counseling for Career Development Assist client to understand tests Use test results for decisions Use self-report personality test Evaluate occupational skills Provide career/vocational counseling Use achievement tests Use print and media in counseling Career counseling for adults Use aptitude tests Use intelligence tests Career counseling older adults Use computerized software
3.
Decision-making skills Use interest inventories Use results for intervention Use occupational info Job search skills Career counseling adolescents Select appraisal instruments Use non-test appraisal techniques Use career resource library Use computerized career resources Outplacement counseling
Counseling Groups Group feedback to each other Evaluate progress toward goals Self evaluate effectiveness Inform on guidelines and goals Use structured activities
Identify harmful behaviors Resolve conflicts Determine termination criteria Systematically observe group Use group-centered leadership techniques.
22
4.
Counseling Families Counsel persons in crisis Sexual abuse Family member interaction Physical abuse Family counseling goals Family roles and dynamics Divorce issues Human Sexuality Counseling Interviewing significant others Use structural techniques. Use multigenerational techniques Marital enrichment counseling
5.
Substance use/abuse Counsel adolescents Client personality changes Family conflict resolution Family behavioral norms Moral/Spiritual issues Counseling children Divorce conflict counseling Use behavioral techniques Use strategic techniques Premarital counseling
Professional Practice Liaison to other agencies Consultation for ethics and legal Case conference Counseling Program administration Preventive developmental activities Professional/community public relations Continuing education/skill enhancement Community outreach Staffing decisions Evaluate counselors' performance Establish program service goals Read professional literature Write to other professional Assess program needs Participate in professional org. Review legal statutes and regs. Supervise staff Provide skill-development training Review ethical standards Provide consultation/interpersonal skills training Provide consultation/human relationships Provide consultation, organization development Do formative evaluation of service Do summative evaluation of service Supervise counselor trainees Develop program reports Financial resource planning Provide multicultural training and interventions Use computer data management Engage in data analyses Do counseling outcome research Do counseling process research Do field observational research Do experimental research . Write for publication Develop appraisal instrument/tech Evaluate computer software Conduct fund-raising activities
23
NAME _______________________________
MONTH/YEAR ___________
INTERNSHIP LOG SHEET SERVICE CODES: AA: Academic Advising AD: Advocacy AS: Assessment and/or Interpretation CM: Case Management CN: Consultation CP: Career Planning CR: Conflict Mediation GR: Group Counseling and/or Facilitation
DATE
Totals for this Page:
Direct Service Hours
Indirect Hours
Total hours
IN: Individual Counseling LG: Large Group Presentation OB: Observation PD: Program Development PDA: Professional Development SU: Supervision TC: Technology-based Counseling WT: Workshops and/or Training
TYPES OF SERVICES (use above codes)
Number of diverse clients (race/ethnicity different from intern)
Number of group hours
DO NOT NEED TO FILL IN THIS SLOT
ONSITE SUPERVISOR SIGNATURE: ______________________________DATE_______
24
Daily Log Semester Summary Adult Specialization Career/College Semester _______
Student Name ___________________________________________ Internship Location _______________________________________
Total Number of Direct Hours for the Semester:
________
Total Number of Non-Direct Hours for the Semester:
________
Total Number of Direct and Non-Direct Hours for the Semester: ________
Total Number of Diverse Clients (Race/ethnicity different from intern)
________
Total Number of Group Hours
________
Required Signatures Student
____________________
Date ________
Onsite Supervisor
____________________
Date ________
Seminar Instructor ____________________
Date ________
25
Log of Individual Supervision With On-Site Supervisor Name of Intern___________________________________ Semester________________ Internship Site ___________________________________________________________ Name of On-Site Supervisor ________________________________________________ Name of University Supervisor ______________________________________________
Date
Topic of Discussion
Initials On-site supervisor
Comments: 26
Internship Site Evaluation Form Name: Date: Site: Total number of hours completed:
Phone# of site: Semester: On-Site Supervisor:
E-Mail:
1. What did you like about interning at this site?
2. What did you not like about this site?
3. What did you like about working with your on-site supervisor?
4. Was there anything you did not like about your on-site supervisor?
5. Did you feel you got enough supervision at this site? And how was it arranged? (Weekly meetings? Informal consultation?)
6. What could have been done to improve your experience?
7. Any comments or suggestions for future interns who might want to work at this site?
8. On a scale of 1-10, how would you rate your overall experience? 1 2 3 4 5 6 7 8 9 10 (poor) (excellent)
Thanks for the feedback! Return to Peggy Hetherington, Director of Field Experiences 27
ONSITE SUPERVISOR EVALUATION Directions: At the end of the semester, each student is required to complete an evaluation of their site supervisor. Site Supervisor ___________________________ Semester/Year _________________ Agency/School _________________________________ Please evaluate your supervisor using the following code: SA – Strongly Agree A – Agree D – Disagree SD – Strongly Disagree NO – No Opinion Please circle your response. 1. My supervisor was genuinely interested in my growth as a professional counselor. SA
A
D
SD
NO
SD
NO
2. My supervisor was very profession in his/her dealings with me. SA
A
D
3. My supervisor made suggestions regarding my taped sessions that were beneficial. SA
A
D
SD
NO
D
SD
NO
D
SD
NO
4. My supervisor created a setting of support. SA
A
5. I was treated as a professional by my supervisor. SA
A
6. My supervisor was dependable regarding his/her supervision meetings with me. SA
A
D
SD
NO
7. My supervisor offered me constructive criticism that assisted in improving my counseling skills. SA A D SD
NO
8. The requirements made of me by my supervisor were fair and challenging. SA A D SD
NO
28
PLEASE COMMENT ON THE FOLLOWING. What do you feel you gained as a result of working with your supervisor?
What could have been done differently by your supervisor to make your experience more beneficial?
If you were grading your experience with your supervisor, how would you grade it? _____A _____B _____C _____D _____F
Were the physical facilities at your site appropriate? Please be specific regarding strengths or problems. YES
NO
How would you grade the site? _____A _____B _____C _____D _____F
Additional Comments:
29
University of San Diego Counselor Education Internship Site Visitation Feedback Candidate’s Name: _______________________________Date:__________ Site: _______________________ On-site Counselor: __________________ USD Supervisor: __________________________________ Reviewed Learning Outcomes: _____ Ending date (approx.): ____________ Purpose of visit: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Positive Observations: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Suggestions: ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
Next meeting date and time: ____________________________ 30
School of Leadership and Education Sciences (SOLES) Counseling Program Counseling Internship Assessment Specialization in College Counseling and Student Development Intern:
Date:
Site: Site Supervisor: TERM: Fall
Spring
Summer
COURSE: COUN 592F
SITE SUPERVISORS: This evaluation consists of three (3) parts: Evaluation of Counselor Trainee Clinical skills, Counseling Specialization Competencies, and Professional Conduct. All professions charge their members with the responsibility of monitoring potential members of the profession. This monitoring involves not only evaluation of potential new members' cognitive academic abilities, but also their personal and professional behaviors. Site supervisors are asked to complete an evaluation relative to the intern's performance two times; once at mid-term and again at the close of the internship. It is requested that you review assessment results with the intern at mid-term and utilize the data to set appropriate goals for the remaining internship experience. It is anticipated that most interns will require skill development in several areas. Please be sure to give the intern very specific feedback about those areas in need of strengthening. In completing all sections of this evaluation, please assess the intern's demonstrated skills and behaviors in your setting. If you have any questions or need clarification about the evaluation process, please contact Peggy Hetherington, Director of Field Experiences, at: 619-260-8804 or email her at peggyh@sandiego.edu. Important Notes: • A score of 4 or 5 indicates the student has demonstrated a competency level for that skill that is equal to that of an effectively functioning college counselor. A score of N/O indicates were not able to observe the intern demonstrating this competency. USD THANKS YOU FOR YOUR TIME AND EFFORT IN TRAINING OUR STUDENTS! 31
EVALUATION OF CLINICAL SKILLS
1
5
LOW
HIGH
NOT OBSERVED
RELATIONSHIP/ATTENDING SKILLS 1 2 3 4 5 6 7 8 9 10 11
Listens carefully and communicates an understanding of the client/student. Is genuine and warm with client/student Is immediate with the client/student. Is respectful of, and validates, the client/student. Is appropriate regarding the cultural context of the client/student. Is appropriate regarding the developmental context of the client/student. Uses interpersonal strengths appropriately, including humor and self-disclosure. Is comfortable with a variety of feelings and/or issues shared by the client/student. Provides support to the client/student when appropriate. Challenges the client/student when appropriate. Tracks the main issues presented by the client.
1
2
3
4
5
N/O
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
N/O N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5
N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1 1
2 2
3 3
4 4
5 5
N/O N/O
ASSESSMENT SKILLS 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Is able to organize session data into meaningful frameworks Appreciates cultural and/or developmental issues that may affect assessment. Is able to recognize normative from problematic behavior during assessment. Can assist the client/student in considering different components and sequences that make up and sustain problems. Is able to identify cognitive components of client/student issues. Is able to identify affective components of client issues. Is able to identify behavioral components of client/student issues. Is able to identify systemic components of client/student issues. Identifies appropriate process goals. Can assist client/student in translating problems into realistic outcome goals. Maintains an appropriate pace during sessions uses questions skillfully. Uses nondirective interventions skillfully. Can direct the session in a meaningful manner. Can deliver appropriate confrontations. Can demonstrate an appropriate use of affective interventions. Can demonstrate an appropriate use of cognitive interventions. Can demonstrate an appropriate use of behavioral interventions. Can demonstrate an appropriate use of systemic interventions. Is able to effectively manage an appropriate case load
PROFESSIONAL SKILLS 32 33 34
Is aware of personal issues (counter-transference/parallel processes) that might impact counseling). Demonstrates openness to and use of supervision. Appreciates own limits without overreacting to them
32
COLLEGE COUNSELING COMPETENCIES 35 36
37 38 39 40
41 42 43 44 45 46 47
48 49 50 51 52 53
54
55 56
Demonstrates awareness of current issues and trends in professional college counseling and student development Demonstrates professional commitment by membership and participation in professional organizations for college counselors and higher education professionals Demonstrates knowledge of theories of college counseling and student development to applies them to student interventions Shows knowledge of the characteristics of traditional and nontraditional college students Demonstrates knowledge of different college environments and their potential impact on students Demonstrates understanding of cultural and ethnic diversity in and the influence of diverse cultural backgrounds on career counseling and life planning Demonstrate knowledge of the ethical standards, policies, laws and regulations relevant to college counseling Demonstrates knowledge of developmental tasks appropriate to different adult age groups and theories of adult development Demonstrates knowledge of a full range of intervention strategies for educational and career development and planning for college students Organizes, leads, and evaluates group counseling experiences Demonstrates knowledge of assessment techniques applicable to higher education environments Conducts appropriate needs assessments Demonstrates knowledge of issues that affect development and functioning of college students (ADHD, disabilities, stress, drug/alcohol abuse, sexual abuse Demonstrates skills in designing preventive and remedial interventions for the range of developmental issues listed above Demonstrates knowledge and application of procedures to ensure academic success Demonstrates knowledge and application of procedures to promote positive interpersonal relationships Demonstrates knowledge of consultation theories and strategies Demonstrates knowledge and application of theories to develop students leadership skills Knowledge and application of assessment and case conceptualization and concepts of psychopathology that lead to diagnosis and appropriate college counseling interventions. Demonstrates the skill to assess whether a client needs a referral to additional mental health and other available resources and to complete the referral Demonstrates knowledge of methods, including use of appropriate technological resources, for implementing and evaluating services Demonstrates ability to design, deliver and evaluate programs for students
1
5
LOW
HIGH
NOT OBSERVED
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1
2 2
3 3
4 4
5 5
N/O N/O
1 1
2 2
3 3
4 4
5 5
N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1
2 2
3 3
4 4
5 5
N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
33
57 58 59 60 61 62 63
64
65 66
PROFESSIONAL BEHAVIOR
1
5
LOW
HIGH
Behaves professionally (e.g., demeanor, dress, language, etc.) Has Regular and prompt attendance Willingly assumes responsibility Manages time well. Shows commitment to providing service at site. Follows through on professional commitments. Maintains confidentiality of all personally identifiable information of clients and colleagues, except if disclosure is needed to provide professional service or comply with the law Demonstrates respect for clients, coworkers and supervisory staff regardless of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background Shares weaknesses with staff in order to improve and is aware of skill and/ or ability limitations. Accurately evaluates own counseling session performance.
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
N/O N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
NOT OBSERVED
SUMMARY: Student Strengths:
Areas of Growth:
Midterm or Final Evaluation( Please underline): My signature indicates I believe the intern has developed both the professional behaviors and the counseling competencies to perform (serve) as an effective college counselor relative to the term of internship they are completing.
__________________________________________________________________________ On-Site Supervisor Signature Date
34
School of Leadership and Education Sciences (SOLES) Counseling Program Counseling Internship Assessment Specialization in Career Counseling and Adult Learning Intern:
Date:
Site: Site Supervisor: TERM: Fall
Spring
Summer
COURSE: COUN 593F
SITE SUPERVISORS: This evaluation consists of three (3) parts: Evaluation of Counselor Trainee Clinical skills, Counseling Specialization Competencies, and Professional Conduct. All professions charge their members with the responsibility of monitoring potential members of the profession. This monitoring involves not only evaluation of potential new members' cognitive academic abilities, but also their personal and professional behaviors. Site supervisors are asked to complete an evaluation relative to the intern's performance two times; once at mid-term and again at the close of the internship. It is requested that you review assessment results with the intern at mid-term and utilize the data to set appropriate goals for the remaining internship experience. It is anticipated that most interns will require skill development in several areas. Please be sure to give the intern very specific feedback about those areas in need of strengthening. In completing all sections of this evaluation, please assess the intern's demonstrated skills and behaviors in your setting. If you have any questions or need clarification about the evaluation process, please contact Peggy Hetherington, Director of Field Experiences, at: 619-260-8804 or email her at peggyh@sandiego.edu. Important Notes: • A score of 4 or 5 indicates the student has demonstrated a competency level for that skill that is equal to that of an effectively functioning career counselor. A score of N/O indicates were not able to observe the intern demonstrating this competency.
USD THANKS YOU FOR YOUR TIME AND EFFORT IN TRAINING OUR STUDENTS! 35
EVALUATION OF CLINICAL SKILLS
1
5
LOW
HIGH
NOT OBSERVED
RELATIONSHIP/ATTENDING SKILLS 1 2 3 4 5 6 7 8 9 10 11
Listens carefully and communicates an understanding of the client/student. Is genuine and warm with client/student Is immediate with the client/student. Is respectful of, and validates, the client/student. Is appropriate regarding the cultural context of the client/student. Is appropriate regarding the developmental context of the client/student. Uses interpersonal strengths appropriately, including humor and self-disclosure. Is comfortable with a variety of feelings and/or issues shared by the client/student. Provides support to the client/student when appropriate. Challenges the client/student when appropriate. Tracks the main issues presented by the client.
1
2
3
4
5
N/O
1 1 1 1
2 2 2 2
3 3 3 3
4 4 4 4
5 5 5 5
N/O N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
5 5 5 5 5 5 5 5 5 5
N/O N/O N/O N/O N/O N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1 1
2 2
3 3
4 4
5 5
N/O N/O
ASSESSMENT SKILLS 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31
Is able to organize session data into meaningful frameworks Appreciates cultural and/or developmental issues that may affect assessment. Is able to recognize normative from problematic behavior during assessment. Can assist the client/student in considering different components and sequences that make up and sustain problems. Is able to identify cognitive components of client/student issues. Is able to identify affective components of client issues. Is able to identify behavioral components of client/student issues. Is able to identify systemic components of client/student issues. Identifies appropriate process goals. Can assist client/student in translating problems into realistic outcome goals. Maintains an appropriate pace during sessions uses questions skillfully. Uses nondirective interventions skillfully. Can direct the session in a meaningful manner. Can deliver appropriate confrontations. Can demonstrate an appropriate use of affective interventions. Can demonstrate an appropriate use of cognitive interventions. Can demonstrate an appropriate use of behavioral interventions. Can demonstrate an appropriate use of systemic interventions. Is able to effectively manage an appropriate case load
PROFESSIONAL SKILLS 32 33 34
Is aware of personal issues (counter-transference/parallel processes) that might impact counseling). Demonstrates openness to and use of supervision. Appreciates own limits without overreacting to them
36
CAREER COUNSELING COMPETENCIES 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57
Demonstrates awareness of current issues and trends in professional career counseling Demonstrates professional commitment by membership and participation in professional organizations for career counselors Consistently demonstrates high facilitative responses in counseling and consulting relationships Demonstrates knowledge of career counseling theories and is able to apply them to client interventions Organizes, leads, and evaluates group counseling experiences Demonstrates understanding of cultural and ethnic diversity in and the influence of diverse cultural backgrounds on career counseling and life planning Demonstrate knowledge of the policies, laws and regulations relevant to career counseling Demonstrates knowledge and understanding of developmental tasks appropriate to different age groups and awareness of career and life planning needs for clients across the lifespan Demonstrates knowledge of a full range of intervention strategies for career development and career counseling Demonstrates knowledge of career assessment instruments and strategies. Appropriately uses relevant assessment data Demonstrates knowledge of mental health and other available resources for appropriate client referral Demonstrates the skill to assess whether a client needs a referral to additional mental health and other available resources and to complete the referral Establishes and maintains productive counseling relationship(s). Evaluates and validates changes in counselee's and/or client’s behavior Demonstrates efforts to form positive relationships with teaching and other school staff. Demonstrates knowledge of consultation theories and strategies Consults and collaborates effectively with employers, teachers, parents, community groups in order to plan and promote successful career development for clients Demonstrate competence in training and educating other professionals about career development programs and resources/ Demonstrates ability to collect and analyze data related to counseling services Conducts appropriate needs assessments Utilizes appropriate technology in counseling documentation and for working with student information systems Demonstrates knowledge of methods, including use of appropriate technological resources, for implementing and evaluating career services Demonstrates ability to design, deliver and evaluate professional development and workshops for clients
1
5
LOW
HIGH
NOT OBSERVED
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
37
58 59 60 61 62 63 64
65
66 67
PROFESSIONAL BEHAVIOR
1
5
LOW
HIGH
Behaves professionally (e.g., demeanor, dress, language, etc.) Has Regular and prompt attendance Willingly assumes responsibility Manages time well. Shows commitment to providing service at site. Follows through on professional commitments. Maintains confidentiality of all personally identifiable information of clients and colleagues, except if disclosure is needed to provide professional service or comply with the law Demonstrates respect for clients, coworkers and supervisory staff regardless of race, color, religion, sex, age, national or ethnic origin, political beliefs, marital status, handicapping condition, sexual orientation, or social and family background Shares weaknesses with staff in order to improve and is aware of skill and/ or ability limitations. Accurately evaluates own counseling session performance.
1 1 1 1 1 1
2 2 2 2 2 2
3 3 3 3 3 3
4 4 4 4 4 4
5 5 5 5 5 5
N/O N/O N/O N/O N/O N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
1
2
3
4
5
N/O
NOT OBSERVED
SUMMARY: Student Strengths:
Areas of Growth:
Midterm or Final Evaluation (Please underline): My signature indicates I believe the intern has developed both the professional behaviors and the counseling competencies to perform (serve) as an effective career counselor relative to the term of internship they are completing.
________________________________________________________________________ On-Site Supervisor Signature Date
38