mississippi state university college of … of counseling and educational psychology course syllabus...

COE 8730/8740 School Counseling Internship – Spring 2014 1

MISSISSIPPI STATE UNIVERSITY

COLLEGE OF EDUCATION

DEPARTMENT of COUNSELING and EDUCATIONAL PSYCHOLOGY

COURSE SYLLABUS

Course Prefix & Number: COE 8730/8740

Course Title: School Counseling Internship

Credit Hours: 3 hours

Type of Course: Lecture

Catalog Description: COE 8730 (Prerequisite: COE 8053.) Supervised field

experience.

COE 8740 (Prerequisite: COE 8150 or its equivalent). Second

semester of the supervised academic year field experience in

school counseling. (Variable credit).

College of Education Conceptual Framework:

The faculty in the College of Education at Mississippi State

University are committed to assuring the success of students and

graduates by providing superior learning opportunities that are

continually improved as society, schools, and technology

change. The organizing theme for the conceptual framework for

the College of Education at Mississippi State University is

educational professionals - dedicated to continual improvement

of all students’ educational experiences. The beliefs that guide

program development are as follows:

1. KNOWLEDGE - Educational professionals must have a

deep understanding of the organizing concepts, processes, and

attitudes that comprise their chosen disciplinary knowledge base,

the pedagogical knowledge base, and the pedagogical content

knowledge base. They must also know how to complement these knowledge bases with the

appropriate use of technology.

2. COLLABORATION - Educational professionals must continually seek opportunities to

work together, learn from one another, forge partnerships, and assume positions of

responsibility.

3. REFLECTION - Educational professionals must be willing to assess their own strengths

and weaknesses through reflection. They must also possess the skills, behaviors, and attitudes

necessary to learn, change, and grow as life-long learners.

4. PRACTICE - Educational professionals must have a rich repertoire of research-based

strategies for instruction, assessment, and the use of technologies. They must be able to focus

that array of skills on promoting authentic learning by all students or clients, while exhibiting

an appreciation and commitment to the value and role of diversity.


Counseling Programs Mission Statement”

The mission of the counseling programs is the development of students who can practice in a

variety of professional settings including K-12 schools, Institutions of higher education,

clinical mental health settings, college counseling centers, and rehabilitation counseling

settings. The faculty is committed to preparing graduate students who have solid theoretical

knowledge, appropriate clinical skills, and an understanding of the scientist-practitioner model

of working with individuals. Graduates are expected to contribute substantially to the

improvement of the lives of individuals in our changing, technologically complex, and

increasingly diverse society and to promote and conduct research designed to improve and

advance the counseling profession.

Course Description:

This course enables school counselors to work in their world of practice, public schools.

Students use problem-solving skills to perform their duties as school counselor trainees,

implement research-based strategies in the performance of their duties, and continue to develop

their skills as school counselors through reflective analysis of their work and completion of

their portfolio which documents their field experience.

Student Learner Outcomes/Objectives:

Students will:

1. Consider ethical and legal implications of all actions while working in a school

environment and respond accordingly (CACREP SC-A.2, B.1; CFPO 1)

2. Differentiate between the roles, functions, settings, and professional identity of the

school counselor in relation to the roles of other professional and support

personnel in the school (CACREP SC-A.3, O.4, O.5; CFPO 1, 9)

3. Explore professional organizations, preparation standards, and credentials that are

relevant to the practice of school and mental health counseling (CACREP SC-

A.4; CFPO 1)

5. Articulate, model, and advocate for appropriate school counselor identity and

program (CACREP SC-B.2; CFPO 1, 5, 9)

6. Design, implement, manage, evaluate, analyze, and advocate for programs and

policies to enhance the academic, career, and personal/social development of

students (CACREP SC-C.2, F.2, F.3, H.3, J.3, K.1, L.1, L.2, L.3, O.3, P.1;

CFPO 1, 3-5, 7-14)

7. Develop self-awareness, sensitivity to others, and the skills needed to relate to

diverse individuals, groups, and classrooms (CACREP SC-D.1, F.1; CFPO 2, 6,

8)

8. Understand the outcome research data and best practices identified in the school

counseling research literature and apply that to individual and group counseling as

well as classroom guidance to promote the academic, career, and personal/social

development of students (CACREP SC-D.2, I.5, J.1, L.3; CFPO 3, 9-13)

9. Design and implement prevention and intervention plans related to the effects of (a)

atypical growth and development, (b) health and wellness, (c), language, (d)


ability level, (e) multicultural issues, and (f) factors of resiliency on student

learning and development (CACREP SC-D.3, K.2; CFPO 2-14)

10. Demonstrate the ability to recognize his or her limitations as a school counselor and

seek supervision or refer clients when appropriate (CACREP SC-D.5, N.5;

CFPO 9-10) 11. Engage parents, guardians, and families to promote the academic, career, and

personal/social development of students (CACREP SC-F.4, N.1, P.2; CFPO 9)

12. Assess and interpret students’ strengths and needs as well as barriers that may

impede students’ academic, career, and personal/social development (CACREP

H.1, H.5; CFPO 2, 4, 6) 13. Select appropriate assessment strategies that can be used to evaluate a student’s

academic, career, and personal/social development (CACREP SC-H.2; CFPO 4)

14. Analyze assessment information as available when evaluating the needs of

individual students (CACREP SC-H.3; CFPO 4)

15. Locate and makes appropriate referrals to school and/or community resources as

needed (CACREP SC-H.4, N.2, N.5; CFPO 9)

16. Understand curriculum design, lesson plan development, classroom management

strategies, and differentiated instructional strategies for teaching counseling and

guidance-related material (CACREP SC-K.3, L.3; CFPO 7, 11-12)

17. Consult with teachers, staff, and community-based organizations to promote student

academic, career, and personal/social development (CACREP SC-N.3; CFPO 5,

9) 18. Implement peer helping strategies as appropriate in the school counseling program

(CACREP SC-N.4; CFPO 14)

19. Plan and present school counseling-related educational programs for use with

parents and teachers (CACREP SC-P.2; CFPO 7, 9, 11-12)

20. Understands strategies to promote, develop, and enhance effective teamwork within

the school and the larger community to promote the academic, career, and

personal/social development of students (CACREP SC-M.2, 3)

Topics to Be Covered:

Internship Requirements

Discuss special topics for the class (job search, special ed, DHS, licensure, etc.)

Group Supervision

Group Supervision

Discussion Board – Implementing Classroom Guidance

Group Supervision

Discussion Board – Classroom Management

Group Supervision

Group Supervision

Discussion Board - Referrals

Group Supervision

Discussion Board – Advisory Board

Group Supervision

Discussion Board – School Counselor Licensure

Group Supervision

Licensure Requirements

Group Supervision


Discussion Board – Counseling & the Tier Process

Group Supervision

Discussion Board – Implementing the ASCA National Model

Group Supervision

Discussion Board – Chills & Thrills

Required Text(s):

American School Counselor Association (2003). The ASCA national model: A framework for

school counseling programs. Alexandria, VA: Author.

Nissman, B.S. (2006).Teacher-tested classroom management strategies (2nd ed.). Upper Saddle

River, NJ: Pearson Education, Inc.

Additional readings may be required.

Method of Instruction;

The instructional methods will include lecture, discussion, demonstration, on-site supervision,

and group supervision.

Student Activities/Course Assignments:

1. Internship Experience (CACREP SC-A.2-3, B.1-2, D.1-3, D.5, F.1, F.4, H.1-4, I.5, J.1,

K.3, L.3, N.1-5, O.4-5, P.2; CFPO 1-14)

Students must spend a minimum of 600-hours in an approved K-12 school setting, working

under the supervision of an experienced licensed school counselor who has been approved

by the department. At least 40% [240 hours] must be in direct services to clients in either

individual or group counseling. At least one-fourth [40 hours] of the direct service hours

must be spent in group counseling. A minimum of 100 hours should be spent at an

alternative site. A log verifying these hours must be signed by you and your on-site

supervisor and submitted to your university supervisor on a weekly basis for approval. All

logs must be completed in ink or typed.

2. On-Site Supervision

Students must receive a minimum of one hour of face-to-face individual supervision

(using audiotape, videotape, and/or direct observation) from your on-site supervisor each

week during the semester that you are completing your Internship. Individual supervision

hours may count as part of the 600-hours requirement.

3. Group Supervision

Students must attend the 1-1/2 hour class [group supervision sessions] on the Starkville

campus during the semester you are completing your Internship, unless you are outside the

50-mile radius (group supervision should be conducted in your district). All students are

expected to attend all Internship supervision sessions. Group supervision hours do not

count toward fulfillment of the 600 hours requirement. Absences will result in a deduction

of 4 points per day, up to a maximum of 10 points, for the participation portion of the final

grade.


4. Student Log

Students must keep a written record of your activities and hours, signed by the site

supervisor on a weekly basis. Please bring these to class as the University supervisor will

also look at these logs to ensure that you are spending your time appropriately. The

Semester Log will also need to be completed weekly and brought to class.

5. Site Visit

Students will schedule and attend a site visitation with the University Supervisor.

6. *Signature Assignment

Designing a Comprehensive School Counseling Program (other portions completed in

practicum) (CACREP SC-D.2, F.4, I.5, J.1, K.3, L.3, N.1, P.2; CFPO 1-14)

A. Individual Counseling

Students must provide individual counseling to at least one student who meets the

criteria of need as outlined by the action plan. Students will evaluate the effectiveness

of individual counseling for this student and will submit a copy of the evaluation

instrument and a summary of results (on a results report).

B. Group Counseling

Students must provide at least one group related to the action plan. The group must be a

minimum of 6 sessions, but 8 sessions is preferred. Students will submit detailed group

session plans, evaluation instruments, and results.

C. Classroom Guidance

Students must provide at least one classroom guidance unit (3 lessons) related to the

action plan. Students will submit detailed lesson plans, evaluation instruments, and

results (on a results report).

D. Parent or Teacher Workshop

Students must provide at least one parent or teacher workshop related to the action plan.

Students will submit an outline of the presentation, evaluation instruments, and results

(on the results report).

E – H completed in practicum

I. School-Wide Event

Students must conduct at least one school-wide event related to the action plan.

Students will submit a description/photo of the event.

J. Results Report

Students will submit a completed results report related to the action plan. A brief

presentation of your program with results will be required.

K. Marketing Strategy

Students must utilize at least one marketing strategy for the school counseling program.

A copy/description of the strategy will be submitted.

7. Discussion Board (CACREP A.4, 5, D.5, F.2, H.4, K.1, 2, 3, M.2, 3, N.2, 5, O.3, 4, 5

CFPO 1)

Students will participate in Discussion Board assignments through MyCourses. Remember

the Discussion Board is a formal, scholarly interaction between us. Please use "Main

Discussion Post" as the first line of your main post, and use "Response to ..." as the first

line of any responses that write. Please respond to at least two peers each week and do not

respond to the same peer every time. In your response, please offer words of

encouragement, solutions to struggles, point out similarities/differences in your point of

view, or ask engaging questions. If you offer words of encouragement or ask questions,


please also expand on your ideas so that the response is more substantial. The main

discussion posts will be due on Sundays, with response posts due on Wednesdays.

Discussion Board assignments will focus on topics such as licensure, tier process, referrals,

classroom guidance, and barriers to school counseling. There is also a thread on the

Discussion Board area labeled ASK THE INSTRUCTOR. This thread is provided so that

you can post any questions that you may have regarding your internship experience and/or

class assignments. We ask that you post your questions here if they are appropriate for the

entire class to see instead of emailing us. This will allow everyone in the class to benefit

from the answer. If your question is of a personal nature, then please email us. Please be

sure to check this thread frequently for any questions/responses posted.

Academic Integrity/Honor Code Policy:

Mississippi State University has an approved Honor Code that applies to all students. The code

is as follows: "As a Mississippi State University student I will conduct myself with honor and

integrity at all times. I will not lie, cheat, or steal, nor will I accept the actions of those who

do." Upon accepting admission to Mississippi State University, a student immediately assumes

a commitment to uphold the Student Honor Code, to accept responsibility for learning, and to

follow the philosophy and rules of the Student Honor Code. Students will be required to state

their commitment on examinations, research papers, and other academic work. Ignorance of

the rules does not exclude any member of the MSU community from the requirements or the

processes of the Student Honor Code. For additional information please visit:

http://www.honorcode.msstate.edu/

Technology:

Students will use technology resources to complete and submit assignemnts thoughout this

course.

Nondiscrimination Policy:

Mississippi State University does not discriminate on the basis of race, color, religion, national

origin, sex, age, disability, or veteran status. Mississippi State University conforms with Title

IX of the education amendments of 1972, section 503. The department of counseling and

educational psychology encourages the recruitment, acceptance, and enrollment of minority

students of the region and beyond. Efforts are made to ensure that programs are diverse in

terms of age, gender, ethnicity, race, sexual orientation, religion, socioeconomic status and

disability. Members of minority groups are strongly encouraged to seek admission in the

department.

Accommodations for Persons with Disabilities:

In accordance with University policy, Students with disabilities requiring accommodations to

meet the expectations of this course are encouraged to bring this to the attention of the

instructor and should register with the Office of Student Support Services as soon as possible.

The Office of Student Support Services and Disability Support Services is located in 01

Montgomery Hall. The phone number is (662-325-3335) and their web address is

http://www.sss.msstate.edu/


Field Experience:

As this is an internship, students will have extensive field experiences during this course.

Evaluations:

A. Students must complete an on-site and university supervisor evaluation form to

evaluate the supervisors’ performances as well as a site evaluation form. Forms will be

submitted at the end of the practicum.

B. Ensure that the on-site supervisor submits a completed Student Evaluation

Form to the university supervisor at the conclusion of the practicum.

C. Students will also complete a course evaluation form.

Grading Point Scale

Evaluation: Grading Scale:

Participation 10% A 90-100

Comp SC Program Portfolio & Presentation 40% B 80-89

Discussion Board 20% C 70-79

University Supervisor’s Evaluation 10% D 60-69

Site Supervisor’s Evaluation 20% F below 60%

Incomplete Grades:

A grade of “I” (Incomplete) may be submitted in lieu of a final grade when the student,

because of illness, death in his or her immediate family, or similar circumstances beyond his or

her control, is unable to complete the course requirements or to take final

examinations).Graduate students who receive a grade of “I” must complete all work no later

than the last day of class of the next semester (excluding summer) whether the student is

enrolled or not. Failure of graduate students to remove an “I” grade during the specified time

will result in an automatic grade of "F”. Once a grade of “I” has been converted to an “F”

because of a student’s failure to complete the necessary course work or a lapse of the allowable

time, no additional grade change will be allowed except under extreme circumstance(s) as

recommended by the relevant deans and approved by the Provost and Executive Vice

President. “

Cell Phone and Technology Policy:

Cell Phones and Electronic Devices in the Classroom: In order to limit classroom disruptions,

as well as to protect against academic misconduct, the use by students of cell phones,

messaging devices, and other electronic devices is prohibited in the classroom. (Mississippi

State University Academic Operating Procedure 10.08).

Students who text message, talk on their telephones, answer their cell phones during class, or

who appear to be engaged with their cell phones in the classroom will be dismissed from class.

No exceptions. Students should not bring their laptops to class. Students who use their laptops

in class will be dismissed from class. No exceptions.


Department Retention Policy:

The Department of Counseling and Educational Psychology faculty endorse the American

Counseling Association (ACA) and the American Psychological Association (APA) Code of

Ethics that state that faculty members have a responsibility to dismiss students who are unable

to render competent service due to academic or personal limitations. The faculty also

recognizes their obligation: to assist students in obtaining remedial assistance as needed; to

consult with colleagues and document their decision to refer students for assistance or to

request that students be dismissed from the program; and also to assure that students have

adequate recourse to address decisions made. For more information visit:

http://www.cep.msstate.edu/handbooks/pdf/2010_Graduate_Student_Handbook.pdf

Academic Programs Standards Policy:

The Department of Counseling and Educational Psychology defines unsatisfactory

performance in graduate level course work as a grade of U, D, or F in any course and/or more

than two grades below a B. Failure of the master’s comprehensive examination twice, failure

of the written doctoral preliminary/comprehensive examination twice, oral doctoral

preliminary/comprehensive examination twice, or failure of the doctoral dissertation defense

twice also constitute unsatisfactory performance. Any of these or combination of these will

result in termination of the student’s graduate program in the department. For more

information visit:

http://www.cep.msstate.edu/handbooks/pdf/2010_Graduate_Student_Handbook.pdf

Course Instructor Policies:

Absences

All students are expected to attend class and group counseling sessions. Members of the faculty

evaluate student fitness and performance on an ongoing-basis. The faculty makes judgments as

to students’ fitness and performance based on observations of course performance, evaluations

of students’ performances in simulated practice situations, supervisors’ evaluations of students’

performances in clinical situations, and their adherence to their discipline’s codes of ethics. A

series of formal evaluations are conducted at key stages of the student’s education such as at

the end of each fall and spring semester and prior to enrollment in practicum and/or internship.

In addition to reviewing students’ academic performance, students’ personal characteristics

related to professionalism are evaluated using the Personal Characteristics Review Form

(PCRF). Students with multiple absences are also evaluated to determine their continued

success in the program.

Missed Exams

There will be no exams in this course.

Missed Assignments

All assignments are due at the beginning of class. Late assignments will not be accepted unless

alternate arrangements have been made with the course instructor.

Written Assignment Policy

Students are expected to adhere to the APA style guidelines (6th ed.) for all written

assignments submitted. Papers are expected to be of professional quality including clear and


concise language, free of any grammar and punctuation errors, and organized to flow. In

addition, all work submitted should be the result of the student’s own original efforts. All

submitted assignments that do not meet these standards will be graded accordingly.

Email Policy

Each student at MSU has access to an individual E-mail account through the university e-mail

system. All students are expected to activate this e-mail account and to check messages on a

regular basis. Announcements and attachments as supplements to the textbook may be sent

periodically to class members through MyCourses. Students will be held responsible for

accessing any e-mail or materials posted for this course. The E-mail and MyCourses systems

are also very helpful for maintaining communication between the instructor and students.

Supplemental Information

National Counselor Exam

If you are interested in taking the National Counselor Exam, please watch for emails on the

department’s listserv. If you have questions you can contact Dr. Kathy Dooley, who is the

NBCC Campus Coordinator at MSU. You may also visit http://www.nbcc.org/applicants

PRAXIS

All students must pass the PRAXIS I and PRAXIS II (School Guidance and Counseling) to

obtain licensure as a school counselor in Mississippi. The PRAXIS I can be scheduled at any

time through the MSU Computer-Based Testing Center. The PRAXIS II information can be

found at http://www.ets.org/Media/Tests/ PRAXIS/pdf/0420.pd

Supplemental Resources

Brown, D., & Trusty, J. (2005). Designing and leading comprehensive school counseling

programs: Promoting student competence and meeting student needs. Belmont, CA:

Thomson Brooks/Cole.

Conrad, S.L. (2006). Delivering the goods. Professional School Counseling, 43, 30-36.

Conrad, S.L. (2006). By the numbers. Professional School Counseling, 43, 40-50.

Dahir, C.A. (2001). The national standards for school counseling programs: Development and

implementation. Professional School Counseling, 4, 320-327.

DeVoss, J.A., & Andrews, M.F. (2006). School counselors as educational leaders. Boston,

MA: Houghton Mifflin Company.

Green, A., & Keys, S. (2001). Expanding the developmental school counseling paradigm:

Meeting the needs of the 21st century student. Professional School Counseling, 5, 84-

95.

Gysbers, N. C. (2001). School guidance and counseling in the 21st century: Remember the past

into the future. Professional School Counseling, 5, 96-105.

Hall, L.K. (2006). The ASCA national model: Preschool style. Professional School

Counseling, 43, 54-62.


Lapan, R. T. (2001). Results -based comprehensive guidance and counseling programs: A

framework for planning and evaluation. Professional School Counseling, 4, 289-299

Paisley, P. O., & McMahon, G. (2001). School counseling for the 21st century:

Challenges and opportunities. Professional School Counseling, 5, 106-115.

Malone, B., Woodard, S., & Nelson, J.A. (2006). Guiding the school counseling staff.

Professional School Counseling, 43, 64-71.

Pedersen, P., & Carey, J. C. (1994). Multicultural counseling in schools. Boston: Allyn

Bacon.

Rathvon, N. (2003). Effective school interventions: Strategies for enhancing academic

achievement and social competence. New York: The Guilford Press.

Royse, D., Thyer, B.A., Padgett, D.K., & Logan, T.K. (2006). Program evaluation: An

introduction (4th ed.). Belmont, CA: Thomson Brooks/Cole.

Shapiro, E.S., & Kratochwill, T.R. (Eds.). (2002). Conducting school-based assessments of

child and adolescent behavior. New York: The Guilford Press.

Stone, C.B., & Dahir, C.A. (2004). School counselor accountability: A MEASURE of student

success. Upper Saddle River, NJ: Pearson Education, Inc.

Stone, C.B., & Dahir, C.A. (2006). The transformed school counselor. Boston, MA: Houghton

Mifflin Company.

Studer, J.R. (2005). The professional school counselor: An advocate for students. Belmont,

CA: Thomson Brooks/Cole.

Thompson, R.A. (2002). School counseling: Best practices for working in the schools (2nd

ed.). New York: Brunner-Routledge.

VanZandt, Z., & Hayslip, J. (2001). Developing your school counseling program: A handbook

for systemic planning. Belmont, CA: Wadsworth.

Viccora, E. (2006). A solid foundation. Professional School Counseling, 43, 10-18.

Viccora, E. (2006). Ready for liftoff. Professional School Counseling, 43, 20-29.

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