Counseling Practicum - Communication

EPC 659A • School Counseling Practicum • Fall 2008 • Hansonpage 1 of 37

CSUN College of Education

Department of Educational Psychology and Counseling

EPC 659A: COUNSELING PRACTICUM - COMMUNICATION

School Counseling Section

Fall 2008

Class Time:Mondays7 -10 p.m., Education 1123Class #: 13983

Instructor:Charles Hanson, Ph.D.Email:

Office: Education 2224 Telephone: (818) 677-4013

Office Hours:Tuesdays 2-4 p.m. and by appointment

REQUIRED PREREQUISITE

Each student must be formally admitted into the counseling program as an unclassified graduate student by the Department of Educational Psychology and Counseling. At the beginning of the spring semester, each student must gain classified graduate status.

CATALOG INFORMATION

Communication theory and skills, designed to help students develop greater self-knowledge and become aware of their impact on others through participation in group experiences and peer counseling; emphasis on verbal and non-verbal cues, refinement of basic response skills, and the subtleties of language and style.

CONCEPTUAL FRAMEWORK

Michael D. Eisner College of Education

Regionally focused and nationally recognized, the Michael D. Eisner College of Education is committed to Excellence and Innovation. Excellence in the acquisition of professional knowledge, skills, and dispositions is evidenced by the growth and renewal of ethical and caring professionals – faculty, staff, candidates – and those they serve. Innovation occurs through collaborative partnerships that represent communities of diverse learners who engage in creative and reflective thinking. To this end we continually strive to achieve the following competencies and values that form the foundation of the Conceptual Framework:

• Excellence in professional and academic preparation• Collaborative partnerships

• Evidence of growth and renewal• Communities of diverse learners

• Ethical and caring professionals• Creative and reflective thinking

TEXTS AND READINGS

Ivey, A. E. & Bradford Ivey, M. (2003). Intentional interviewing and counseling, (6th ed.). Pacific Grove, CA: Brooks/Cole,.

A book of selected readings will be required for the course

Hanson, C. (2002). Student handbook and fieldwork manual for school counseling. Northridge, CA: California State University Northridge.

COURSE OBJECTIVES

By the end of this course, students will:

1. Demonstrate knowledge of professional identity, role and responsibility including skills in respecting and establishing rapport with students, staff and parents, and other service professionals; recognition of and respect for the important role of field supervisors; and demonstration of commitment to ongoing education as part of professional development.

CACREP Core Standard: II.K.1.b; School Counseling Specialty Standards: A.2, A.3

2. Demonstrate knowledge of school counseling professional organizations and participate in organization functions to keep informed of changes in issues and laws pertaining to school, professional organizations, primarily ACA and professional credentialing and accreditation practices and standards. CACREP Core Standard: II.K.1.d, 1.e, 1.f;

School Counseling Specialty Standards: A.6

3. Demonstrate knowledge and skills of leadership and advocacy processes needed to address institutional and social barriers to student learning.

CACREP Core Standard: II.K.1.g; School Counseling Specialty Standards: A.4, B.1

4.Demonstrate knowledge of the ethical standards of ACA and ASCA and related entities, and skills in applying these to professional counseling situations

CACREP Core Standard: II.K.1.h; School Counseling Specialty Standard: A.10

5. Demonstrate knowledge and skills of the ethnic, cultural, socioeconomic, and environmental factors influencing pupil learning and achievement. Student will demonstrate skills to work effectively with pupils and their families from diverse backgrounds and exhibit an understanding and appreciation for diversity in order to effectively serve diverse and changing communities.

CACREP Core Standards: II.K.2.a, 2.d; School Counseling Specialty Standard: A. 7

6. Students will demonstrate knowledge and skills of ethical considerations unique to diverse group work and skill in applying ethical practices and diversity-competent practices in planning, observing, and participating in group activities designed for diverse populations and ethnic groups.

CACREP Core Standards: II.K.2.c, 2. d, 2.f, 3e

7. Demonstrate knowledge and skills in legal and ethical issues in school counseling including confidentiality, dual relationships, conflict of interest, child abuse reporting, suicide, attendance and truancy laws and sexual harassment. Students will demonstrate skill in applying legal tenets and ethical guidelines to counseling and school situations.

CACREP Core Standard: II.K.3.c; School Counseling Specialty Stds: A. 6, A.10, B.7

8. Demonstrate knowledge and skills in self-awareness, sensitivity to others, skillfulness in relating to individuals and groups, and counselor characteristics and behaviors that influence helping processes.

CACREP Core Standard: II.K.5.a

COURSE OBJECTIVES (continued)

9. Demonstrate knowledge and skills in interviewing and counseling with attention to specific research based approaches to child and adolescent issues and problems and family systems and interventions.

CACREP Core Standards: II.K.5.b, 5.c, 5.d, 8.e;

School Counseling Specialty Standards: C.2.a, C.2.d

10. Demonstrate knowledge and skills in technological strategies within the counseling profession, and related ethnical and legal considerations.

CACREP Core Standards: II.K.5.f, 5.g;

School Counseling Specialty Standards: A.9, C.1.g

11. Demonstrate knowledge and skills of current theories and methods of using assessment data to support data-based decision making for the purpose of understanding, evaluating and promoting mental and emotional status and case conceptualization , and relevant ethical and legal considerations

CACREP Core Standarda: II.K.7.h, 7.i; School Counseling Specialty Standard: C.1.a

12. Demonstrate knowledge of and skill in developing and implementing counseling activities and programs including the school community and parents to enhance a positive school climate.

School Counseling Specialty Standards: A.8, B.2, B.4

13.Demonstrate knowledge of and skill in planning, developing and integrating a comprehensive school counseling program into the total school curriculum by providing information and skills to assist pupils in maximizing their academic, career and personal/social development.

School Counseling Specialty Standards: A.5, B.3, B.5, B.6, C.3.d

14.Demonstrate knowledge of and skill in the use, management, analysis, and presentation of data from school-based information to improve student outcomes;

School Counseling Specialty Standards: C.1.a, C.1.d

15. Demonstrate knowledge of and skill in the preparation of an action plan and calendar reflecting appropriate time commitments, and priorities and the use of technology in the design, implementation, monitoring and evaluation of a comprehensive school counseling program. School Counseling Specialty Standards: C.1.e, C.1.f

16. Students will demonstrate knowledge of and skill in individual, group, peer helping and classroom guidance approaches designed to assist all students with academic, career and personal/social development.

School Counseling Specialty Standards: C.2.b, C.2.c, C.3.d

17. Demonstrate knowledge of and skill in developing constructive partnerships with families and communities to promote student success including the relationships between school, community and family systems.

School Counseling Specialty Standards: C.2.f, C.2.g, C.3.a

METHODS OF INSTRUCTION

Readings
Lecture
Discussion
Guest Lectures
Film/Video
Demonstration/Modeling
Role Play Simulation
Skill Practice with Feedback / Field observation
Field counseling - academic, personal/social, career
Field activity – teach guidance lessons
Field activity – academic support group
Case presentation
Case scenario analysis and discussion
Group supervision
Personal and professional development group

GENERAL INFORMATION AND EXPECTATIONS

This is a course linked with EPC 655, EPC 643 and EPC 605. Readings and activities will be coordinated across these classes. The primary purpose of this course is to educate and train students in the use of communication and counseling skills through class exercises and fieldwork

in schools. Special emphasis will be given to learning skills for social advocacy and school counseling leadership to promote educational equity and academic achievement for all pre-K-12 students in public schools. Ethical and legal issues relevant to school counseling are also addressed. All students will be required to work in a designated fieldwork setting where they will engage in counseling experiences in order to practice skills under supervision of fieldwork supervisors and course instructors. Practice of counseling skills will also be emphasized in small group and individual experiences during class. In addition, the class will participate in a growth and training group where students will have the opportunity to explore their professional identity as a counselor.

CONFIDENTIALITY

In this course, you will be involved in an experience that involves significant disclosure of personal information. It is your responsibility and duty to maintain confidentiality and trust. You are expected to study the ACA ethics code that will be contained in the class readings, paying particular attention to issues of confidentiality and client’s rights. There are times and conditions under which confidentiality can or must be broken. These are:

1.If a class member threatens danger to him/herself, I am permitted by law to make those limited disclosures necessary to avert that danger.

2.If a class member threatens grave bodily harm or death to another person(s), I am required by law to inform the intended victim(s) and appropriate law enforcement agencies.

3.If there is any reasonable suspicion of child abuse or neglect, I am required by law to report it immediately to the proper authorities.

4.If a court of law issues a legitimate subpoena, you are required by law to provide the information specifically described in the subpoena.

As the course instructor, I am responsible to you to act professionally and ethically. I am also responsible to uphold policies, practices and standards of the university and the profession. Normally, these responsibilities are not in conflict and confidentiality can be maintained. However, if I have concern about your current or future performance as a counselor/therapist, I may discuss this with other faculty members and particularly faculty on the department Student Affairs Committee.

It is important for you to know that you have the right and personal responsibility to share only what you want with me and the other class members. You do not have to reveal anything in the group(s) that you do not want to reveal. Specifically, there is no pressure or expectation that you are to share shameful or painful experiences from your past. You are free to share such experiences if you view that as being in your interest, but there is no demand that you do so. Experiential exercises or activities are optional and you may stop participating in any of them if you wish at any time without penalty. At the same time, if you find yourself not wishing to participate in the group or in any of the experiential activities, or if your lack of participation poses a barrier to your interpersonal development, you may wish to reconsider if this is an appropriate program for you. You may prefer to drop the course and pursue another graduate program. This course, by its very nature, is experientially oriented.

DEPARTMENT REQUIREMENTS

The following department requirements must be completed before the end of the academic year in May 2009:

1.Practicum Experience Requirement

Complete a minimum of 100 clock hours of preparation experience during the A/B practicum. Included in the required 100 hours is: (a) a minimum of 40 hours of direct service work with clients (individual and group); (b) one hour per week of individual supervision sessions when accumulating hours; (c) one and one-half (1.5) hours per week of group supervision (met by the practicum course). Time outside of class that you devote to practicing the counselor/therapist role during practice sessions with your EPC 659 practice partners may count for up to 20 hours of your 40 required hours of direct service. Hours of experience/service should be recorded on the EPC 659A/B School Counseling Fieldwork Log (See Student Handbook and Fieldwork Manual for School Counseling). The log should be signed by the fieldwork supervisor each week and turned in to the instructor for signature at the end of the semester. On December 1, submit a copy of the log to me. Retain the original copy for your records. Your log should reflect the completion of the 100-hour requirement by the end of EPC 659B in the spring semester, 2009.

Due to the extra time required to participate in individual supervision, it is suggested that you register for one unit of independent study (EPC 699A) during each of the A and B practicum semesters or for two units of independent study (EPC 699B) during either the A or B practicum semesters (whichever allows you the lower tuition fee). While recommended, registration in an independent study course is not required.

2.Client Experience

Participate in at least eight (8) hours of individual counseling with either an advanced trainee/intern or with a state licensed marriage, family and child therapist, psychologist, social worker, or psychiatrist by the end of the spring semester, 2009. This requirement provides important and valuable experience as a client that supports your professional development as a therapist. Counseling with an advanced trainee/intern can be arranged through the instructor. Confidentiality between counselor and counselee is assured. A list of reduced fee licensed therapists is also available. When you have finished this requirement, complete the Verification of Personal CounselingForm and give a copy of it to the instructor. Retain the original for your records. The form will be placed in your department file.

3.Professional Workshop

Attend one professional workshop of at least four hours during each EPC 659 class. A total of four workshops is required over the two program years. This requirement is designed to promote further professional growth and expand your learning to the professional community. After attending each workshop, complete the Professional Workshop Attendance Verification Form and give a copy to the instructor for inclusion in your department file. Retain the original for your records.

COURSE REQUIREMENTS

1.Class Attendance

Class attendance is required because a primary means of learning in this course will occur during class activities. Students are expected to actively participate in class activities in order to benefit from the ongoing learning experience. Missing more than 2 classes will result in the student receiving no credit for EPC 659A. Please inform the instructor and student partners before class if you will be absent.

2.Fieldwork Notes

Participants are expected to be engaged in fieldwork for at least one day each week. Fieldwork notes must be kept for each week in fieldwork and turned in to the instructor in the following class session. See the School Counseling Handbook and Fieldwork Manual for the Fieldwork Notes Form.

3.Practice Counseling Skills and Record Practice Sessions

Beginning the first week of the semester, participants are expected meet in small groups (2 to 3 people) outside of class sessions for practicing communication and counseling skills. Participants must complete a minimum of 6 practice sessions over the course of the semester

or 2 practice sessions each month. Practice sessions should be audio, video or digitally recorded with videotapes or DVDs of practice sessions made available to the instructor as arranged on the Course Schedule. Video-tape and DVD recordings are preferred. A video- tape of your beginning performance in the therapist role must be made within the first two weeks of class and retained for comparison with your final video tape recording. Campus video recording service is available in Room 32 on the basement floor of the Oviatt Library. Call the video technician, Tony Hillbruner to schedule a taping session: (818) 677-3592.

4.Counseling Performance Demonstration Tape and Written Analysis

You are required to prepare a tape recording of your performance as a helper/counselor within the first two weeks of the course. This recording should be made with a fellow classmate. A second recording will also be required in the final three weeks of the course. A written analysis of performance as a helper/counselor will be required which must include a contrast of performance on the beginning and ending recordings. Helping Performance Demonstration Guidelines are provided with this syllabus giving directions for writing an analysis of recordings and reviewing your development of counseling skills. Evidence of required readings must be presented in the analysis and discussion of the performance. A transcript of the first recording with helper responses labeled is due on October 27. The final project is due December 8. All papers, tapes and/or DVD discs must be placed in an envelope, folder or notebook with your name on it and turned in to the instructor. Make sure that all materials are secure in the envelope, folder or notebook.

5.Fieldwork Practicum Experienceand Documentation

All students must be in a fieldwork placement for at least one school day or equivalent per week at an approved school with 60 minutes of supervision each week with a specified supervisor. See Student Handbook and Fieldwork Manualfor School Counseling for guidelines and required activities.

Students will need to submit the following documents:

a.Fieldwork Agreement Form – Due September 15

b.Fieldwork Placement Information Form – Due September 15

1. School Counseling Fieldwork Weekly Notes – Due Weekly once fieldwork has commenced

1. School Counseling Fieldwork Log - Due December 1
2. Fieldwork Evaluation Form – Due December 1

6.Interpersonal Process Group

Class sessions will include a group experience for you to develop awareness of your beliefs and values, your personal style of relating and the impact your behavior has on others. You will also have opportunity to experiment with new ways of perceiving and behaving. You are strongly encouraged to:

1. Self-Disclose. You are asked to show who you really are to the other people in the group including talking about what it feels like to be you, to show your joy, your hurt, your warmth and in other ways to be congruent in your internal experience and expressive

behavior. You are not asked to necessarily reveal your past life or your darkest secrets. Self-disclosure should invite contact with others so that they will be involved with you.

1. Listen and show empathy. Most often, we do not deeply listen to each other, and even when we listen, we do not try to feel what it is like to be the other person. Your ability to listen and develop empathy for the other are essential qualities of the therapeutic process. Therefore, your ability to engage in both processes will critically determine your final grade for the class.
2. Invest in the group. Actively participate in the group experience and take advantage of opportunities to express your feelings, your thoughts, your empathy and other experiences. You cannot remain silent for a large portion of group time and expect to receive a top grade for this class.

6.Interpersonal Process Group (continued)