3.5d School Counseling Internship Manual
MANUAL
FOR
INTERNSHIP IN SCHOOL COUNSELING
895 & 995
Department of Psychology and Counseling
Pittsburg State University
3.5d School Counseling Internship Manual
STUDENT INFORMATION
DATE:______
NAME:______
HOME ADDRESS:______
______
HOME PHONE: E-MAIL:______
NAME OF SCHOOL:______
SCHOOL ADDRESS:______
______
WORK PHONE: EMAIL:______
COURSE:______
If I need to contact you during the day, when is the best time to call?______
On-Site Supervisor's Name:______
Position: ______
Name of School:______
School Address: ______
______
School Phone: E-Mail______
TABLE OF CONTENTS
Page
Course Description 1
Internship Requirement Summary 4
Evaluation Instruments
Student-Counselor's Self-Inventory 5
End of Program Feedback from Internship Student 7
Forms
Weekly Log of Internship Activities 9
Interview Notes Form 10
Small Group Work Summary Sheet 11
Classroom Guidance Activities Work Summary Sheet 12
Internship in Counseling Agreement 13
Site Supervision Guidelines……………………………………………………………………………………….15
Permission Forms………………………………………………………………………………………………….18
Internship Supervision Journal 20
Multicultural Competency Checklist………………………………………………………………………………21
Graduate Knowledge Base………………………………………………………………………………………...23
Final Evaluation Form……………………………………………………………………………………………..25
3.5d School Counseling Internship Manual
Course Description
Internship in Counseling 895 & 995
Instructor: Becky Brannock, Ph.D., LPC
Professor
The school counseling internship is a postpracticum field experience that provides the student with extensive practice of the role and function of counselors in a school setting consistent with the student's career goals. The internship is intended to include all duties that a regular employed entry level school counselor would be expected to perform. You are, therefore, expected to behave as an entry level professional under supervision and should be treated as such.
Before you may enroll in a counseling internship, you are required to have successfully completed (i.e., a grade of A or B) an initial supervised counseling practicum and be recommended by your practicum supervisors and advisor as well as approved through the practicum/internship application process. In addition, in the internship, the primary emphasis is in the field. Therefore, your faculty supervisor will serve as a coordinator and resource consultant, but the primary source of supervision and evaluation will be your site supervisor in the field. Since your site supervisor is spending valuable time in supervision, it is of course expected that the school will receive more than enough direct services from you to compensate for their time.
General requirements for the counseling internship include:
(NOTE: Whatever the primary level of experiences engaged in for Practicum, the other level will be utilized for Internship).
1. That you spend at least 50 clock hours on site for each credit hour in which you are enrolled.
2. That you conduct at least 15 hours (and preferably more) of direct client contact for each credit hour in which
you are enrolled.
3. That you engage in at least 30 hours of group work and classroom guidance activities, and at least 15 hours of
individual counseling with students.
4. That you engage in all or as many of the regular duties of an entry level counselor at your site as possible, and
that you conduct yourself in a professional and ethical manner.
5. In general, that your school internship for one semester be at least 3 hours (150 clock hours).
6. That you meet with the faculty intern instructor periodically throughout the semester (times and dates will be
announced at the first of the semester).
Since we will not be meeting each week, it is your responsibility to keep the campus supervisor apprised of
problems that may interfere with the successful completion of your internship or other needs you have.
Specific Requirements
1. Keep a weekly log all internship activities to document at least 150 internship-related hours including at least 45 hours of direct counseling contact with 30 hours of group work and 15 hours of individual counseling. The log should document the date, time, and a brief description of each:
a. Student interview (I)
b. Group activity (G)
c. Classroom guidance activity (CG)
d. Other internship activity
2. Prepare a list of activities where you served in a consultation or coordination role. Include activities with
parents, students, teachers, community resources, etc. and give dates.
3. Prepare a list of resources and referral sources for a counselor in your school to be turned in at the end of the
semester with your paperwork. Include the name of the referral person and/or agency, the address and phone
number, and a brief description of the nature of the service they can provide. In addition to your internship list,
contact at least one of these resources personally, visit the agency or school, and comment upon that contact in
the resource section of your portfolio notebook.
4. Each student will turn completed folders with interview notes and staffing type information for two students.
Follow an abbreviated format of the practicum case staffing paper for describing the two students.
5. Read assigned reading and at least 5 professional journal articles related to your setting, and actively
participate in all class activities and discussions.
6. Each student will attend a Student Improvement Team (SIT) or Student Achievement Team (SAT) meeting in
the district where they are completing their Internship experience. Submit a one page summary of the meeting
paying specific attention to the leadership style and function of the facilitator, ideas for future meetings, noting
forms utilized in the process.
7. Prepare a schedule of testing procedures and purposes. Include the name of the test, when administered, who
administers, grade or age level taking the test, purpose of the test, who interprets, etc. Include both individual
andgroup tests. You can set this up in chart form if desired.
8. You will turn in a 3 page typewritten paper at the end of the semester summarizing your internship experience,
your professional growth and development, your strengths and limitations, and specific areas for further work.
9. Each student is expected to become a member of his or her regional and state professional associations.
10. Each student will make a counselor visitation by arranging to meet with a school counselor in his or he
school setting (at a school other than the student's own and at the appropriate level). Write a brief summary of
what was learned.
11. The student will be required to secure professional student liability insurance. This is available at a nominal
cost for ASCA members.
12. The student will send an initial e-mail message to the campus instructor.
Basis for Semester Course Grade
1. All minimum hour requirements must be met, all assignments completed on time, and responsible professional and ethical behavior must be demonstrated as prerequisites to the earning of a passing grade.
2. Grade will be determined by: See the next page.
3.5d School Counseling Internship Manual
NAME:______DATE:______
INTERNSHIP REQUIREMENT SUMMARY
Completed: Points:
150 Hours Total (Mandatory) Elem/Sec? ______
15 Hours of Individual Counseling (20pts.) ______
30 Hours Group & Classroom Activities
(20 pts.) ______
Tape Reviews-best video/dvd tape with
interview notes (50 pts.) ______
Consultation & Coordination Roles (10 pts.) ______
Updated Referral List-visit at least one
new site (20 pts.) ______
Completed Folders with Interview Notes
and Staffing Information for 2 Students
(30 pts.) ______
5 Article Reviews-attach note card
summary to journal article (10 pts.) ______
Student Improvement/Achievement
Team Meeting Summary (20 pts.) ______
Testing Schedule (10 pts.) ______
School Counselor Visitation (20 pts.) ______
3 Page Typewritten Internship Experience
Summary (20 pts.) ______
Organization of Portfolio (20 pts.) ______
Instructor Estimate of Counseling Skills
and Openness to Supervision (100 pts.) ______
TOTAL: (350 pts. possible) ______
GRADE: ______
End of Program Feedback? yes/no Final Evaluation Form? yes/no
On-site Supervisor’s Evaluation? yes/no Knowledge Base Form? yes/no
Professional Membership? yes/no Multicultural Competency Checklist? yes/no
Liability Insurance? yes/no
3.5d School Counseling Internship Manual
STUDENT-COUNSELOR'S SELF-INVENTORY AND EVALUATION BY ON-SITE SUPERVISOR
Counselor: School:______
Grade: Date: ______
Rating:
1.Indicate an outstanding level of performance well above that expected for a counselor in training.(HIGHEST)
2.Indicates that broad range of performance considered to meet the requirements of a counselor in training.
3.Indicates a performance level which the evaluator and the evaluatee feel needs improvement.
4.Indicates an unacceptable performance level (substantiated by written conference reports). (LOWEST)
NOTE: Narrative comments must be written in support of any item rated 3 or 4 by either evaluatee or evaluator. N/A may be used if the item is not applicable to the evaluate.
Evaluatee Evaluator
(student's (supervisor's
self-rating) rating)
I. Effectiveness as a Person
1. Relates effectively with others.
2. Exhibits sensitivity, empathy, and acceptance necessary for establishing rapport.
3. Functions in an organized manner.
4. Respects the individual.
5. Has a sense of humor.
6. Is respected.
7. Exhibits poise and stability.
8. Is professionally ethical.
II. Effectiveness with Students
1. Motivates students to seek counseling.
2. Is sensitive to students' feelings.
3. Has a good rapport with students.
4. Helps students with personal as well as educational and vocational problems.
5. Has positive image among students.
6. Functions effectively as resource consultant to students.
7. Utilizes instructional and student personnel services in a sensitive and appropriate manner
in dealing with student problems.
______8. Encourages students to use other service personnel when appropriate and actively assists
in the accomplishments of the objectives.
III. Effectiveness with Teachers
1. Is sensitive to role and problems of the teacher.
2. Cooperates willingly with all school personnel.
3. Communicates easily and effectively with teachers.
4. Is receptive to teachers' comments and suggestions.
5. Has good rapport with teachers.
6. Functions effectively as resource consultant to teachers in matters of curriculum, student
activities and human interaction as well as the concerns for psychological climate
surrounding learning experiences.
IV. Effectiveness with the Administration
1. Understands the role and concerns of the administration.
2. Has a professional rationale for his or her counseling approach.
3. Cooperates with administration regarding development of the counseling program.
4. Has good rapport with administration.
5. Attends to, and follows through, and reports back on administration referrals.
6. Functions effectively as a resource consultant to administration in matters of curriculum,
student activities, and human interaction as well as the concerns for psychological
climate surrounding learning experiences.
V. Effectiveness with Parents
1. Is understanding of parental concern.
2. Promotes free and easy communication between school and home.
3. Is available to parents.
4. Has a professional image among parents.
5. Attends to parental referrals.
6. Follows through with parents in reducing crisis and/or responding to their needs for
counselor services.
VI. Effectiveness in the Profession
1. Takes pride in being a member of the counseling profession.
2. Continues to involve self in activities to improve professional skills.
Student's Signature Date ______
On-Site Supervisor's Signature Date______
Comments:
Please return directly to: Dr. Becky Brannock
Pittsburg State University
Department of Psychology and Counseling
205A Whitesitt Hall
1701 South Broadway
Pittsburg, KS 66762
(620) 235-4569
Fax: (620) 235-6102
(NOTE: The feedback in this evaluation will be shared with the student.)
3.5d School Counseling Internship Manual
NAME:______
End of Program Feedback from Internship Student
Directions: Please respond to the items below to indicate your best judgment of your end of internship status.
A.Do you believe you are prepared for entry-level employment as a counselor?
YES/NO 1.In the area of personal functioning, this person possesses a personal philosophy, adequate
knowledge and operating skills to cope with life situations both on and off the job in ways that
enhance the effectiveness as a counselor?
YES/NO 2.This person is committed to maintaining his or her professional skills, promoting ethical practice
and supporting counseling as a profession.
YES/NO 3.This person is practitioner who possesses and uses knowledge of human growth and development;
a personalized model to explain and drive change through counseling; and helping, assessment, and
intervention skills necessary for working effectively with individuals, groups, and organizations.
B.Do you believe you are prepared for entry-level employment as a counselor in each of these areas?
YES/NO 4.Human growth and development: Includes studies that provide a broad understanding of the
nature and needs of individuals at all development levels. Emphasis is placed on psychological,
sociological, and physiological approaches. Also included are such areas as human behavior
(normal and abnormal), personality theory, and learning theory.
YES/NO 5.Social and cultural foundations: Includes studies of change, ethnic groups, sub-cultures,
changing roles of women, sexism, urban and rural societies, population patterns, cultural mores,
use of leisure time, and differing life patterns. Such disciplines as the behavioral sciences,
economics, and political science are involved.
YES/NO 6.The helping relationship: Includes (a) philosophic bases of helping relationships; (b) counseling
theory; (c) consultation theory, supervised practice, and application; and (d) an emphasis on
development of counselor and client (or consultee) self-awareness and self-understanding.
YES/NO 7.Groups: Includes theory and types of groups as well as descriptions of group practices, methods,
dynamics, and facilitative skills. This area also includes supervised practice.
YES/NO 8.Life Style and Career Development: Includes such areas as vocational choice theory, relationship
between career choice and life style, sources of occupational and educational information,
approaches to career decision-making processes, and career development exploration techniques.
YES/NO 9.Appraisal of the individual: Includes the development of a framework for understanding the
individual, including methods of data gathering and interpretation, individual and group testing,
case study approaches, and the study of individual differences. Ethnic, cultural, and sex factors are
also considered.
YES/NO 10.Research and evaluation: Includes goals and objectives of professional design and development