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HPC 6900 - 110INTERNSHIP IN PROFESSIONAL SCHOOL COUNSELING

Specialty Council for Accreditation of Counseling and Related Educational Programs (CACREP) Core Course

APPALACHIAN STATE UNIVERSITYSpring 2018, Wednesdays, 5:30-8:20 (RCOE – Room 306)

Professor: Glenda Johnson, Ph.D., LPC, NCSCOffice: Reich College of Education, Office 336EPhone: 828-262-6051E-mail: [email protected] (Emails will be returned within 24-48 hours on M-F)Student Hours: Tues. 3:30 – 5:30, Wed. 3:30 – 5:30 and By appointment

Catalog Description:The internship is the final and most comprehensive field-based experience in the professional school counseling program. Taken after successful completion of practicum and all core coursework, the primary goal of the internship experience is to provide students with a supervised opportunity to perform the activities typically identified with the profession of school counseling. The internship is a learning experience, and the intern is viewed as a counselor-in- training. Hence, training and learning are centered upon the needs of the counselor-in-training. Although not an employee of the school, the intern is expected to demonstrate behavior consistent with practicing, employed school counselors. Successful completion of internship is a culminating prerequisite for recommendation for school counselor licensure.

The internship class provides an opportunity for interns to develop and apply their knowledge and skills in a school counseling setting. Interns become actively involved in implementing a comprehensive developmental school counseling program through counseling, consultation, and coordination with respect to the diversity of culture, race, religion, gender, orientation, and socio- economic status of the populations they serve. Student interns will receive individual and group supervision from site and faculty supervisors, with opportunity for continuous feedback.

Accommodations Regarding Students with Disabilities: “Appalachian State University is committed to making reasonable accommodations for individuals with documented qualifying disabilities in accordance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973. Those seeking accommodations based on a substantially limiting disability must contact and register with The Office of Disability Services (ODS) at www.ods.appstate.edu or 828-262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations."

Knowledge and Skill Competencies:

Course Objectives/Competencies:1. Students will complete a 600-clock hour internship in a school setting (240 direct hours/360 indirect hours).

12/13/17*Please note the information in this syllabus is subject to change. You will be notified of necessary changes.

mailto:[email protected]

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2. Students will demonstrate competencies in the following areas: individual counseling, group counseling, classroom guidance lessons, parent and teacher consultation, program planning, program coordination, appraisal, and professional development.3. Students will implement aspects of the Program Planning, Program Management, Program Delivery, and Program Accountability components of the ASCA National Model within their internship experience.4. Students will increase their self-awareness with regard to ways in which they respond to ethical and professional decisions.5. Students will gain information about school and community resources available to meet the needs of students and parents within their school setting.6. Students will learn about the resources offered by their national and state school counseling association and have an opportunity to participate in professional associations.7. Students will become familiar with the school counselor appraisal instrument employed at their level of professional concentration.

Course ContentStudents in HPC 6900 will enhance their knowledge and skill development in the followingCACREP content areas:Section 3: Professional Practice StandardSection 3: InternshipSection 5: Entry-Level Specialty Area

School CounselingAddressing the following:1. Foundations2. Contextual Dimensions3. Practice

CACREP Curricular ExperiencesThis course is designed to meet the following counselor education accreditation standards as outlined in the 2016 CACREP Standards document under Section 2: Professional Counseling Identity

Counseling Curriculum F. Eight Common Core Areas

1. Professional Counseling Orientation and Ethical PracticesSection 5. Entry-Level Specialty Areas

G. School Counseling

Statement of Assessment of CACREP Curricular Experiences: CACREP Curricular Experiences are assessed using a signature-assignment based rubrics (See Field Placement Manual for student copy).


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Internship Competency CACREP Signature Assignment Assessment Rubric

*** To be used in conjunction with the “School Counseling Internship Requirements” and the “PSC Grading Rubric” in PSC Field Placement Manual ***

To pass internship, students will score a “Met” on all PSC Grading Rubric competencies and a 4 or above on the end of the semester CCS-R.

Students are to bring their copy to class each week for faculty to verify achievement.CACREP Standard Competency Skill Learning

ActivityType of Assessment

SECTION 2: PROFESSIONAL COUNSELING IDENTITY2. F. 1. h current labor market

information relevant to opportunities for practice within the counseling profession

Supervision & Obtain information from O*Net

Internship Competency Assessment Rubric, PSC Internship Requirements, and CCS-R

2. F. 1. k strategies for personal and professional self-evaluation and implications for practice

Counseling activities (1, 2,5,8, 16) & supervision


2. F. 1. L self-care strategies appropriate to the counselor role

Counseling activities (3), supervision & Weekly Documentation


2. F. 1. m the role of counseling supervision in the profession

Counseling activities (3, 14) & supervision


SECTION 3: PROFESSIONAL PRACTICE STANDARD3. A Students are covered by

individual professional counseling liability insurance policies while enrolled in practicum and internship.

Adherence to CACREP internship requirement

Proof of insurance documentation, and CCS-R(2. D Professional Dispositions)

3.B Supervision of practicum and internship students includes program-appropriate audio/video recordings and/or live supervision of students’ interactions with clients.

Counseling activities (3,8,14,15) & supervision



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3. C Formative and summative evaluations of the student’s counseling performance and ability to integrate and apply knowledge are conducted as part of the student’s practicum and internship.

Counseling activities (3,8, 15,14, 16) & Supervision


3. D Students have the opportunity to become familiar with a variety of professional activities and resources, including technological resources, during their practicum and internship.

Counseling activities (1,2,3,5,8,9,10,13,14) & supervision


3. E In addition to the development of individual counseling skills, during either the practicum or internship, students must lead or co-lead a counseling or psychoeducational group.

Counseling activities (1,6) & supervision


SECTION 3: INTERNSHIP3.J After successful

completion of the practicum, students complete 600 clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area.

Counseling activities (1-13, 15) , supervision


3.K Internship students complete at least 240 direct hours of service.

Counseling activities (1,5,6,7,8,9,15)& supervision


3.L Internship students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education

Supervision (3)



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program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member.

3.M Internship students participate in an average of 1.5 hours per week of group supervision on a regular schedule throughout the internship. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

Supervision (14)


SECTION 5: ENTRY LEVEL SPECIALTY AREAS – SCHOOL COUNSELING5. G. 3. a Development of school

counseling program mission statements and objectives

Counseling Activities (2,5,6,7,8,9,10,) & Supervision


5. G. 3. b Design an evaluation of school counseling programs

Counseling Activities (2,9) & supervision


5. G. 3. c Core curriculum design, lesson plan development, classroom management strategies, and differentiated instructional strategies

Counseling Activities (2,3,5,6,7,9) & supervision


5. G. 3. g Strategies to facilitate school and postsecondary transitions

Counseling Activities (1,2,3,6,7,9,11) & supervision


5. G. 3. i Approaches to increase promotion and graduation rates

Counseling Activities (1,2,3,5,6,7,9,11) & supervision


5. G. 3. j Interventions to promote Counseling Internship Competency


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college and career readiness

Activities (1,2,3,5,6,7,9,11) & supervision

Assessment Rubric, PSC Internship Requirements, and CCS-R

5. G. 3. k Strategies to promote equity in student achievement and college access

Counseling Activities (1,2,3,5,6,7,9,11) & supervision


5. G. 3. n Use of accountability data to inform decision making

Counseling Activities (2,3,5,6,7,9,11) & supervision


5. G. 3. o Use of data to advocate for programs and students

Counseling Activities (9,10,11) & supervision


Infusion of Counseling Related ResearchStudents in HPC 6900 will complete assigned activities and read supplemental peer-reviewed journal articles as assigned on a meeting to meeting basis by the instructor on topics driven by group discussion and evident deficits in knowledge on a particular subject. Topics include, but are not limited to: classroom management, the use of theory in school counseling, successful parenting programs, ASCA model efficacy, and special populations of children/students in schools.

Method of InstructionMethods used are didactic and experiential, including structured group activities, role plays, triadic and dyadic skill practice exercises, demonstrations, audio and/or video-recording and playback with instructor and peer feedback. Students must be able provide and receive constructive verbal feedback with openness and discernment.

Required Course Materials1. A Guide to Practicum and Internship for School Counselors In Training (2nd Edition);

Edited by Jeannine R. Studer (publisher: Routledge) ISBN-13: 978-1138790568 or ISBN-10: 1138790567

2. Digital Recording Device – cell phones are NOT acceptable – must be compatible with Hightail & ASU sound programs.

3. Additional research-based required readings will be assigned throughout the course.

Recommended Resources:American Counseling Association (2014). Code of Ethics and Standards of Practice. American School Counselor Association (2016). Ethical standards for School Counselors. American School Counselor Association (2014). ASCA Mindsets & Behavior Standards for Student Success: K-12 College and Career-Readiness Standards for Every Student.


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American School Counselor Association. Role Statement for School Counselors.

Technology Statement: This course will require counselors-in-training to

Use word-processing software (Microsoft Word) to complete assignments. Use video/audio recording equipment to record and review counseling sessions. Use video/audio recording equipment (HPC) to view/assess counseling sessions. Transcribe by ear or through the use of a transcription software counseling sessions for

the purpose of self-supervision and to receive supervision feedback from the instructor and peers.

Use Hightail online, encrypted audio-sending service (www.hightail.com )—free account.

Occasionally send and/or receive e-mail messages as necessary for course purposes.

SupervisionSchool counseling interns will be supervised by a university faculty member and an on-site supervisor within the school system. The on-site supervisor shall be a licensed school counselor with a minimum of three years counseling experience. Interns are responsible for scheduling and completing a minimum of one hour per week in individual face-to-face supervision with the on- site supervisor.

Additionally, supervision sessions with the university supervisor are required. Primarily, this takes the form of regularly scheduled group supervision sessions. Second, individual supervision sessions with the university supervisor may be required (weekly, bimonthly, or monthly) as deemed necessary by the university supervisor. Third, interns will receive live supervision during an on-site visit by the university supervisor. The roles of both the university and on-site supervisor involve the professional development of the school counseling intern and are defined in the Field Placement Manual.

Student Performance Evaluation Criteria

Students will earn grades of S (Satisfactory) or U (Unsatisfactory). All course requirements must be met satisfactorily in order to earn a grade of "S". Formal exit criteria will be evaluated during an end of the semester conference with the university supervisor. These criteria are based upon the CACREP Standards for Internship, the North Carolina School Counselor Performance Appraisal Instrument objectives, the CCS-R, and the objectives of the specific school counseling program. A summative evaluation verifying satisfactory completion of competencies will be documented by the university supervisor, and an evaluation of the school counselor intern will be obtained from the on-site supervisor (CCS-R). Final grade determination is the responsibility of the university supervisor after consulting with the on-site supervisor. Students are reminded that failure to satisfactorily meet all the following course requirements will lead to failure of the Internship course and, therefore, permanent dismissal from the program.

1. Attendance Policy and Participation: Regular group supervision attendance is expected and necessary to ensure mastery of course competencies and meet group supervision required hours. If you know in advance that you must be absent, it is expected that you will make arrangements


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to get notes from the missed class from another student and notify the instructor of the reason for the absence prior to class. If more than one class is missed, the student will be required to have a conference with the instructor and withdrawal from the course may be recommended due to the required number of group supervision hours needed to pass the course.

2. Professional Behavior Standards: Please review, in its entirety, the PSC PROFESSIONAL BEHAVIOR STANDARDS FOR RETENTION found in the PSC Program Handbook (Revised 8/2017).

Course Assignments/Requirements/Learning Activity: 1. Internship contracts: ASU Internship contracts should be completed by students and their site supervisors and submitted to the Field Placement coordinator the semester prior to internship. The student will be notified by the registrars’ office when they are enrolled in the course. Remember, interns cannot report on-site until they are officially enrolled in the course per RCOE policy. Notice: Interns are expected to follow the school calendar in the districts in which they are placed – not the ASU calendar. Therefore, the first day of school for the site school is students’ first day and should be listed as such on the contract. The last day of school/internship is the last day before the end of the semester individual supervision session with the University supervisor. Regardless of when students complete their 600 clock hours, students are contracted to be at their site until the last day of courses in that semester for ASU. (pass/fail)

2. Internship Competency CACREP Check Sheet and the PSC Internship Requirements Documents: Students are expected to satisfactorily meet the requirements listed on the ‘Internship Competency CACREP Check Sheet’ and the ‘Internship Requirements’ documents found in the Field Placement Manual. Students should plan these projects into their calendars at the start of the semester consulting with their site supervisors. (pass/fail)

3. Peer Site Visits Students are expected to visit 2 colleagues' school counseling internship sites. These visits allow the opportunity for students to gain insight about ways in which schools and their school counseling programs are similar or different – as well as expose students to different styles of counseling and program management. Students should arrange peer site visits with one another, gain approval from their schools and supervisors, schedule the visits on times/days wherein peers can observe a variety of interventions, and provide driving directions to one another at least one week prior to the site visit. One of the two visits must be to a school that is outside the said intern's area of concentration (e.g., an elementary school intern should make a peer visit to at least one secondary school, and vice-versa) and last a minimum of four clock hours per visit.

Each intern will complete a written reflection summarizing each of the experiences and documenting personal reactions from the peer visit. Please see the handbook for ‘Peer Visit Written Reflection’ form. Please note that the form requires the signatures of the counseling intern you visit and their site supervisor – therefore, you will want to take this form with you to the visitation site on the day of your site visit. (pass/fail)


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4. Weekly Documentation and Reflection: Students will submit one weekly documentation form per week documenting the date of the week of internship completed, direct and indirect hours completed at the time of submission, and verification of at least one hour of individual supervision. The signed paper copy (one for each week) is to be submitted at each class meeting; the original copy should be retained by the intern for his/her own records.

Additionally, a typed weekly reflection of internship service should be submitted to the university supervisor by Sunday midnight, via email, in a clearly labeled Word document that should be labeled Last Name and Week # (e.g., JohnsonWeek1).

Please note that over the course of the semester, evidence of all the course objectives must be included in your discussion/typed reflections, and your weekly documentation:

2. F. 1. h

2. F. 1. k 2. F. 1. l 2. F. 1. m 3. A 3.B 3. C 3. D 3. E 3. J 3. K

3. L 3. M 5. G. 3. a 5. G. 3. b 5. G. 3. c 5. G. 3. g 5. G. 3. i 5. G. 3. j

5. G. 3. k 5. G. 3. n 5. G. 3. o

Please document each week which objectives are evidenced in your week’s reflections by circling this on your Weekly Documentation form and clearly marking that objective in the text of the typed reflection discussion. (pass/fail)

5. Internship forms: Students are expected to have completed all necessary forms required at the beginning of the semester, as well as evaluation forms at midterm, and other forms required (including multiple evaluation forms) at the end of the semester. Please refer to the Field Experience Manual forms. Tardiness in turning in paperwork late complicates internship supervision processes considerably and violates guidelines of professional behavior. A remediation plan for students who demonstrate that this is an area of need, will be enacted. (pass/fail)

6. Internship goals: (PDP) Specific, measurable internship goals based on components of the ASCA National Model shall be submitted in written form and signed by the internship student and site supervisor. This is due no later than the projected date of the second group supervision meeting. Update due at midterm; final due at final individual meeting. (pass/fail)

7. Case Presentations: Students will prepare two recording-based case presentations portraying their counseling practice with a student client with whom they are working. The student will present at least 10 minutes of recorded session to the group during the presentation along with the 10 minute written transcription of the taped counseling session. Proper transcription format is included in the Field Experience Handbook. The student may choose the 10 minutes of audiotape that she/he wishes to transcribe and play. (Note: the entire audio session will be sent to the university supervisor by midnight the Sunday prior to the scheduled presentation.) Three assignments accompany each case presentation tape: a) Case Presentation Form covering the whole session, b) Counseling Skills Snapshot form (pg. 52) covering the last 10 minutes of the session, and c) Tape script covering the10 minutes of the student’s case


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presentation that is played to the group. These three documents must be sent to the university supervisor by midnight the Sunday prior to the supervision meeting. Assignments not submitted by Sunday midnight are considered late. A complete case presentation includes a thorough review of skills, theory, client conceptualization, and treatment plan. Your peers will provide oral feedback as well as written feedback (see pg. 49). You will also be required to meet all criteria on the Case Presentation Rating Evaluation (form). (pass/fail)

8. Live and Recorded Supervision: Students will coordinate and participate in at least one "formal" on-site visit by the University Supervisor. This visit should include a meeting with you and your On-Site Supervisor and an introduction to your principal. This on-site visit will include an observation of at least two of the following: classroom lesson, small group, individual counseling, test interpretation, teacher consultation, or other experiences as agreed upon with the University Supervisor. Time should be scheduled for the university and site supervisors to meet and discuss the student’s progress. Additional time should be scheduled for the student to meet with the two supervisors as well. Students will receive feedback from the university supervisor on each observation of service-delivery that day. A site visit is required unless prohibited by budget or distance. (pass/fail)

Recorded counseling sessionsIn addition to the submission two 30 minute counseling sessions that accompany the case presentation, each student will submit, electronically, two (mid-term and final) 30 minute counseling sessions for the CCS-R evaluation of counseling skills. These sessions are to be submitted by 12 AM (midnight) the Sunday before they are due (see Course Calendar).

9. Active Professional Participation and Demonstration of Professional Behaviors (CCS-R): Students in their culminating Internship experience are expected to demonstrate mastery of the following competencies in professional behavior standards both in the Internship course as well as in their site schools: Preparedness, Timeliness, Follow-Through, Attendance, Active Participation, Affirmative Interpersonal Behavior, Honesty, and Integrity. Specifically in the area of group supervision, such professional behavior standards include, but are not limited to: Openness to new ideas, Flexibility, Cooperation with others, Willingness to accept and utilize feedback, Awareness of own impact upon others, Ability to deal with conflict appropriately, Ability to accept personal responsibility, Ability to express feelings effectively and appropriately, Ability to adhere to legal and ethical guidelines of the profession, Initiative and motivation, and Self-awareness. Students’ academic, behavioral, interpersonal, and professional performance will be evaluated regularly in the context of demonstration of written, quantitative, and interpersonal skills, as well as overall professional functioning. In keeping with these expectations, please note that no late assignments are accepted in this course. Also, please note the statements regarding the use of substances in the PSC Field Placement Manual. (pass/fail)

For the purpose of this course, degrees of ‘professional participation’ are defined as:

Exceeds Expectations / Demonstrates Competencies (5) = the counselor or trainee demonstrates strong (i.e., exceeding the expectations of a beginning professional counselor) knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).


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Meets Expectations / Demonstrates Competencies (4) = the counselor or trainee demonstrates consistent and proficient knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s). A beginning professional counselor should be at the “Demonstrates Competencies” level at the conclusion of his or her practicum and/or internship.

Near Expectations / Developing towards Competencies (3) = the counselor or trainee demonstrates inconsistent and limited knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Below Expectations / Insufficient / Unacceptable (2) = the counselor or trainee demonstrates limited or no evidence of the knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

Harmful (1) = the counselor or trainee demonstrates harmful use of knowledge, skills, and dispositions in the specified counseling skill(s), ability to facilitate therapeutic conditions, and professional disposition(s) and behavior(s).

10. Group and Individual Supervision Meetings: Attendance and participation at all of the group and individual supervision meetings is mandatory. There will be no ‘make-up’ meetings scheduled for those who miss a group meeting or portion of a group meeting. In the case of inclement weather which prohibits group supervision, the instructor will schedule a make-up meeting (Face to Face or electronically). (pass/fail)

11. Required Readings and Reflections: Students will be assigned selective chapter readings (see Course Calendar) from the course required text. Students are to submit a two page reflection on the selected reading (see Course Calendar for due dates). Additional readings from the text may be assigned based on the needs of the group.

Student Responsibilities: 1. The internship requires a minimum of 600 clock hours with a minimum of 240 clock hours of direct service work as defined in the Field Placement Manual. The remaining 360 clock hours are spent in other counseling-related activities at the site. Please note that all internship hours should be completed by the end of final exams for the relevant semester.

By the 1st Group Supervision Session:2. Bring evidence of negative TB results, if you are due for a new screening.3. Provide site contact information, including written driving directions detailing the route from the RCOE to the site—see contact information sheet in the Field Placement Manual.


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4. Develop and submit the PDP (page 32). These goals should be based upon the concrete, measurable and obtainable activities over the course of the internship experience, and based upon the ASCA National Model Framework.

General Documentation: (not a comprehensive description)5. Maintain written case notes of caseload-clients seen during internship and submit them to your university supervisor at each meeting. (Weekly)6. Complete and submit all required forms per Field Placement Manual (Throughout the semester)7. Present 2 tapes/presentations of counseling sessions to include both oral and written case presentations formats (guidelines/forms for case presentations are included in the Field Placement Manual) [Dates will be determined during the first night of group supervision.] 8. Maintain weekly log documentation, and a reflection that includes a description of your field experience activities, the date of the field experience, the amount of time spent (direct and indirect contact), reflections on the experience, and questions that you may have as a result of the experience. You will submit a copy of your signed weekly documentation sheets to faculty supervisor for review at each group supervision session. You will submit your typed weekly reflection online to faculty supervisor each week by Sunday (Midnight).9. Submit, electronically, two 30 minute counseling sessions for CCS-R counseling skills evaluation.

Supervision & Site Visits:10. Attend and actively participate in scheduled group supervision sessions.11. Coordinate site visits between site supervisor and faculty supervisor.12. Coordinate and participate in two peer site visits.13. Prepare for and attend individual supervision sessions with the faculty supervisor as deemed necessary throughout the semester. This may include additional tapes/ transcriptions due to the faculty supervisor by midnight the Sunday prior to the scheduled meeting.14. Conduct two evaluation sessions with both the Site Supervisor and the University Supervisor – one at Midterm (“Formative”) wherein you learn about, discuss and set goals toward areas of needed growth over the remaining internship experience in order to meet mastery of the criteria – and one at End of Semester (“Summative”) wherein you evaluate, review, and discuss your performance on the criteria over the course of the entire experience and set professional goals to implement after hire.

Career Readiness:15. Create a resume and cover letter for peer review. (Due the week after mid-term)16. Create a professional portfolio to share with prospective employers for peer review. (Due at the last group supervision meeting).

Memberships associated with the Profession of Counseling:Students are encouraged to join state and national professional organizations (e.g., ASCA, NCSCA) and keep up to date with publications such as the Journal of Counseling and Development and Professional School Counseling.


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Web Sites (by organization/topic) - The ethical codes & information found at these sites are relevant knowledge for this course:American Counseling Association: www.counseling.orgAmerican School Counselor Association www.schoolcounselor.orgNorth Carolina School Counselor Association www.ncschoolcounselor.orgNational Board for Counselor Certification: www.nbcc.orgAssociation for Play Therapy: www.a4pt.org

Overall Expectations of the Instructor

Liability Insurance: Students are required to carry professional liability insurance. Interns are automatically covered by ASU's Liability Insurance upon registration and CACREP requires students obtain coverage by individual professional counseling liability insurance policies while enrolled in practicum and internship (e.g., ASCA liability insurance) courses.

RCOE Requirement: Students must also receive clearance from an ASU Criminal Background Check and a TB test.

Readings and Assignments: Effective learning is enhanced when students complete all reading assignments, written assignments, and experiential exercises. The input of each student is valuable to the group supervision process.

Timely Submission of Assignments: It is expected that all assignments will be submitted at the beginning of class on the deadlines noted in this syllabus. Late assignments will not be accepted except for extraordinary circumstances that are pre-approved by instructor.

Electronic Communications: Refrain from the use of all electronic devices during group supervision. Additionally, group supervision sessions may not be recorded at any time unless prior permission has been given by the University supervisor (e.g., a recommended accommodation from the Office of Disabilities).

Statement of Informed ParticipationCounselor-trainees are to be prepared to actively participate in class discussions and activities during group supervision meetings. Participation assumes that the counselor-trainee has prepared the material before class, has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning. The instructor reserves the right to remove a counselor-trainee from the course for demonstrated lack of participation or for inappropriate participation in the academic course or in the field (as per the Professional Behavior Standards). In the case that the student intern earns a failing grade or grade of “Incomplete” in the internship course, it should be noted that in the PSC Field Placement Manual it states that the student must be permanently removed from the course and program.

~~~ASU Policies~~~


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Students please visit the link below to access ASU’s policy statements (Academic Integrity, Disability Services, Attendance Policy, Emergency absences, Statement on Student Engagement, etc.). https://academicaffairs.appstate.edu/resources/syllabi-policy-and-statement-information

Title IX PolicyAll students have rights within the college, institution, internships, field experiences, and other educational experiences provided by ASU to be protected from discrimination and harassment. Please see link below to further understand your student rights under Title IX.

http://edc.appstate.edu/harassment-discrimination/title-ix

Inclement Weather: In the event of serious weather problems that could affect the safety and well-being of students and/or the instructor traveling to and from campus, the instructor will consult with the department chair and make a decision regarding whether class will be held. In the event that class is postponed, students will be contacted by email. Students are responsible for checking messages before leaving for class. As a last resort, and only in those cases where checking email or reaching other classmates is impossible, students may text the instructor via cell phone to inquire about class. Group supervision postponed due to inclement weather will be rescheduled, conducted electronically, or compensated for through other arrangements or assignments.

Note about the Course Calendar:Because of potential inclement weather, students will need to remain flexible. Understanding that the internship course is necessary for graduation, students will need to make the internship course a priority in their schedules. In the event that rescheduling a group supervision meeting becomes necessary, students need to be prepared to avail their personal schedules to the group, making group supervision make-up a priority.


http://edc.appstate.edu/harassment-discrimination/title-ix

https://academicaffairs.appstate.edu/resources/syllabi-policy-and-statement-information