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Practicum II in Counseling Psychology
SCHOOL TRACK
Marjory J. Levitt, Ph.D. CN PSY 9387
Licensed Psychologist (PS-008316-L) Tuesday & Thursday 7-9:30
Location: Weiss Hall, Room 312 Summer Session II 2008
Office: Ritter Annex 227 E-mail address:
Telephone: 215-848-7889 Office Hours: By appointment
COURSE REQUIREMENTS
This second part of the summer Practicum course will build on the experience school track students have had in the schools during Practicum I. Students will use this time to prepare for internship in the fall, develop skills and strategies as school counselors in training, and learn to conceptualize cases from initial assessments, treatment plans, IEP’s, and to write progress notes specifically applied to school counseling settings. Students will also focus on more advanced role-plays and interventions. In addition, based on students’ Practicum I experience, we will begin to develop a sense of the professional role and identity of the school counselor and the major areas of impact and intervention expected of professional school counselors.
Class Attendance: Regular attendance, punctuality and participation are essential and required so that all students can derive maximum benefit from the course. The experiential element is important for conceptualization, understanding, practice, and feedback to other students. Should you have an emergency and not be able to attend, notify the professor prior to class.
Reaction Paper: (approximately 3 pages) Due July 15
What is your vision of yourself as a school counselor? What personal and professional events have inspired you to pursue this training? What are the resources that have been most useful to you thus far (e.g. texts, articles, professional journals, etc)? What population do you see yourself serving? Why? What motivates you? What are the skills you believe you possess to enable you to fill this role? What are the areas of growth that you see immediately ahead of you? How has your initial experience in the school influenced you so far? Please be as specific as you can be. APA style, please.
Portfolio:
Each student will compile and maintain an individual professional portfolio to include (but not limited to) the following: Note: Portfolios will be shared in class so that students may pool their resources and learn from one another.
· Ideas and information relating to specific issues (e.g. ADHD, bullying, divorce, etc)
· Materials relating to your specific population/ age group and your specific location (e.g. urban, suburban)
· Resource lists and references, relevant research articles
· Anything that inspires you
· Networking and contact lists
· Relevant resources for certification & licensure
Professional Ethics and Behavior: Students are expected to apply knowledge of ethics and good judgment in all of their interactions with classmates. Maintaining confidentiality is expected and required. Students are also expected to demonstrate respect, tolerance, and an open, non judgmental attitude toward differences in race, ethnicity, gender, sexual orientation, and other population differences. All are expected to work toward greater understanding of themselves and to integrate this ongoing growth into practice.
Americans with Disabilities Act (ADA) Statement
Any student who has a need for accommodation based on the impact of a disability should contact the instructor privately to discuss the specific situation. Any special needs should be made known to the instructor within the first week of class. Contact Disability Resources and Services at 215-204-1280 in 100 Ritter Annex to coordinate reasonable accommodations for students with documented disabilities.
Student and Faculty Academic Rights and Responsibilities Policy
Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty and Academic Rights and Responsibilities (Policy #03.70.02) which can be accessed through the following link: http://policies.temple.edu/getdoc.asp?policy_no=03.70.02.
REQUIRED TEXTS *available at Zavelle’s Bookstore
Dollarhide, C.T. & Saginak, K.A. (2008). Comprehensive school counseling programs: K-12 delivery systems in
action. Boston: Pearson Education.
House, A. E. (2002). DSM-IV Diagnosis in the schools. NY, NY: Guilford Press.
COURSE OBJECTIVES
1) Students will learn the essentials of intake/initial assessments. The objective will be met through course readings, lectures, and role-plays.
2) Students will learn to develop case conceptualizations and treatment plans through the course readings, lectures, role-plays, and treatment plan assignment.
3) Students will learn and understand the essentials of writing appropriate progress notes through the course readings, lectures, role-plays, and progress note assignment.
4) Students will learn the roles and expectations of school counselors, working as part of the team in the school environment through readings, discussions and thoughtful consideration of the initial on-site practicum experience.
GRADING
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CONTENT
Attendance &Class participation / 100 pointsRole-Plays/Activities / 30 points
Reaction paper / 30 points
Portfolio / 40 points
TOTAL / 200 points
FINAL GRADE
A / 184-200 points / 92 & higherA- / 180-183 points / 90 – 91
B+ / 176-179 points / 88 – 89
B / 164-175 points / 82 – 87
B- / 160-163 points / 80 – 81
C+ / 156-159 points / 78 – 79
C / 144-155 points / 72 – 77
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COURSE SCHEDULE
DATE /TOPIC
/ ASSIGNMENTS7/8 / Introduction and orientation to the course / Review Syllabus, required texts
Begin reading Dollarhide & Saginak – skim Section One (Ch 1 & 2)
Begin reading House Parts I and III. Read Part II as needed
7/10 / 1) Role-plays/Activities
2) Discuss readings: student led
3) Student presentations re: internship site (ongoing) / Reaction Paper due (see syllabus)
Read: Chapters 3 & 4 (D & S)
7/15 / 1) Role-plays/Activities
2) Discuss readings / Read: Chapter 5 & 6 (D & S)
7/17 / 1) Role-plays/Activities
2) Discuss readings / Read Ch 7 & 8
7/22 / Guest Lecture: Family Therapy / Read: Chapter 9 & 10
7/24 / 1) Role-plays/Activities
2) Discuss readings
7/29 / 1) Role-plays/Activities
2) Discuss readings
3) Discuss: Treatment Planning and the IEP / Read: Chapter 11, 12 or 13 (your population)
7/31 / 1) Discuss readings
2) Guest Lecture: Play Therapy / Read: Chapter 14 &15
8/5 / 1) Role-plays/Activities
2) Discuss readings / Read: Chapter 16 & skim Appendixes
8/7 / 1) Role-plays/Activities
2) Discuss readings / Due: Portfolio (see syllabus)
8/12 / Portfolio Presentations
8/14 / Course completion, evaluation
SUGGESTED READING
Cook, M.N. & Weldon, K. (2006). Counseling kids with emotional and behavioral problems in the schools. Denver, CO: Love Publishing Co.
Davis, T. (2005). Exploring school counseling: Professional practices and perspectives. Boston: Lahaska Press/ Houghton-Mifflin.
Littrell, J.M. & Peterson, J.S. (2005). Portrait and model of a school counselor. Boston: Lahaska Press/Houghton-Mifflin.
Rose, S.D. (1973). Treating children in groups: A behavioral approach. San Francisco, CA: Jossey-Bass.
Shapiro, E.S. & Kratochwill, T.R. (Eds.) (2000). Conducting school-based assessments of child and adolescent behavior. NY, NY: Guilford Press.
Stanford, G. (1977). Developing effective classroom groups: A practical guide for teachers. NY: NY: A & W Visual Library.