Tentative School Practicum/Internship Guide Subject to Change

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1 04/ Tentative School Practicum/Internship Guide Subject to Change Practicum and Internship Packet For Students, Interns, and Site Supervisors COUN 6290 School Counseling Practicum And COUN 6291 School Counseling Internship CACREP Accredited Since 1990 Preparing School Counselors at UNI since 1953 Graduate Program in Counseling Clinical Mental Health Counseling and School Counseling University of Northern Iowa School Counseling Emphasis

2 04/ Table of Content COUN 6290 School Counseling Practicum General Guidelines Practicum 2016 CACREP Standards Conditional License as a School Counselor Practicum Weekly Hours Log Practicum Final Hours Log COUN 6291 School Counseling Internship General Guidelines Responsibilities of the Cooperating School Responsibilities of the University Responsibilities of the Student Intern Internship 2016 CACREP Standards Internship Weekly Hours Log Internship Final Hours Log School/Clinical Mental Health Alumni Program Satisfaction Survey Information & Forms for Both COUN 6290/6291 Audio and Video Taping Procedures for Practicum & Internship Site Information Form On Site Supervisor and Internship Student Agreement Counselor-in-Training Evaluation of Skills (CITES) Student Evaluation of Site Supervisor Student Evaluation of Faculty Supervisor Site Supervisors Evaluation of Program

3 04/ Practicum: COUN 6290 School Counseling Practicum General Guidelines 1. The practicum requirements of the program have to comply with both the state requirements and the CACREP standards. Additional requirements (e.g., reading, journals, etc.) may be assigned by university supervisors for training purposes. Thus, the Practicum and Internship Guide is subject to change. A latest edition will be disseminated by your university supervisors. 2. University supervisor will hold an informational meeting with students enrolling in practicum several weeks prior to the beginning of the semester. Enrollment is determined by the course rotation with your advisor/clinical school counseling coordinator, and/or the counseling program chair. 3. You will be responsible for attaining the practicum sites at all levels (K-8 and 5-12). You must also remain at sites throughout the semester. In anticipation of receiving Iowa K-12 Professional Service License, you must go by the requirements of the Board of Education. As such, a minimum of 100 hours of practicum and/or internship experiences must be completed at each level. Requirements of the Iowa Board of Education. K A minimum of 100 hours (direct plus indirect) out of 700 Practicum and Internship hours *If there is an overlap of hours, they can count toward either level. A minimum of 100 hours (direct plus indirect) out of 700 Practicum and Internship hours 4. By the end of practicum, you must document a minimum of 100 hours. These 100 hours must include 40 hours direct contact (20 at each level of elementary through secondary). This is a great opportunity to be in the field and supervised and mentored by experienced professionals. Many students have more than 100 hours during practicum. 5. It is your responsibility to ensure that you complete minimum hours at all levels during your practicum and internship. If you plan to have jobs by the time you take internship, it is highly advisable to obtain as many practicum hours as possible at the levels opposite than the one you plan to take internship.

4 04/ Practicum K direct contact hours minimum 20 direct contact hours minimum *Minimum total 100 hours (direct plus indirect) *The level in which you obtain more hours depends on the internship placement.

5 04/ Entry-Level Professional Practice Practicum 2016 CACREP Standards A. Students are covered by individual professional counseling liability insurance policies while enrolled in practicum and internship. B. Supervision of practicum and internship students includes program-appropriate audio/video recordings and/or live supervision of students interactions with clients. 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. D. Students have the opportunity to become familiar with a variety of professional activities and resources, including technological resources, during their practicum and internship. 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. Practicum F. Students complete supervised counseling practice experiences that total a minimum of 100 clock hours over a full academic term that is a minimum of 10 weeks. G. Practicum students complete at least 40 clock hours of direct service with actual clients that contributes to the development of counseling skills. H. Practicum students have weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the practicum by (1) a counselor education program faculty member, (2) a student supervisor who is under the supervision of a counselor education program faculty member, or (3) a site supervisor who is working in a consultation on a regular schedule with a counselor education program faculty member in accordance with the supervision agreement. I. Practicum students participate in an average of 1.5 hours per week of group supervision on a regular schedule throughout the practicum. 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.

6 04/ Supervisor Qualifications J. Counselor education program faculty members serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs have (1) relevant experience, (2) professional credentials, and (3) counseling supervision training and experience. K. Students serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs must (1) have completed CACREP entry-level counseling degree requirements, (2) have completed or are receiving preparation in counseling supervision, and (3) be under supervision from counselor education program faculty. L. Site supervisors have (1) a minimum of a master s degree, preferably in counseling, or a related profession; (2) relevant certifications and/or licenses; (3) a minimum of two years of pertinent professional experience in the specialty area in which the student is enrolled; (4) knowledge of the program s expectations, requirements, and evaluation procedures for students; and (5) relevant training in counseling supervision. M. Orientation, consultation, and professional development opportunities are provided by counselor education program faculty to site supervisors. N. Written supervision agreements define the roles and responsibilities of the faculty supervisor, site supervisor, and student during practicum and internship. When individual/triadic practicum supervision is conducted by a site supervisor in consultation with counselor education program faculty, the supervision agreement must detail the format and frequency of consultation to monitor student learning.

7 04/ Conditional License as a School Counselor If students who have completed the core courses in their program of study, and do not have a teaching background EXCEPT for practicum and internship, may apply for a conditional license to practice as a school counselor in Iowa (applications at the BOEE). Students that currently hold an Iowa teaching license can apply for their conditional license after completing 12 credits in the program. If you call the BOEE with questions, make sure you note the date, information shared, and the person providing the information. Iowa Department of Education: Board of Educational Examiners (BOEE) licensing Those holding the license and seeking license: (professional Service License)

8 04/ School Counseling Practicum University of Northern Iowa Practicum Weekly Hours Log Name: Site: Semester/Year: Site Supervisor: Week/ Direct Contact Hours Indirect Hours Supervisor Initials School Levels Individual Group Consultation Classroom Work Staffing (with client present)/ Other Supervision Individual supervision Group supervision Preparation Professional Tasks Paperwork Meetings/ trainings other Week 1 Total K Week 2 Total K Week 3 Total K Week 4 Total K Week 5 Total K Week 6 Total K Week 7 Total K Week 8 Total K Week 9 Total K

9 04/ Week/ Direct Contact Hours Indirect Hours Supervisor Initials School Levels Individual Group consultation Classroom Work Staffing (with client present)/ Other Supervision Individual supervision Group supervision Preparation Professional Tasks Paperwork Meetings/ trainings other Week 10 Total K Week 11 Total K Week 12 Total K Week 13 Total K Week 14 Total K Week 15 Total K Week 16 Total K Week 17 Total K

10 04/ School Counseling Practicum or Internship University of Northern Iowa Practicum Final Hours Log Name Semester/year Week Site Supervisor_ Site Direct Hours at K-8: Individual Counseling Group Counseling Consultation with client present Clinical Staffing with client present Classroom Work Total Direct Hours at K-8 Indirect Hours at K-8: Related clinical work Preparation for clinical work Paperwork Meetings or Trainings Other Total Related Clinical Work Individual Supervision On-site University Total Individual Supervision Group Seminar/Supervision Total Indirect Hours at K-8 (Add totals from related clinical work, individual supervision, and group seminar)

11 04/ Direct Hours at 5-12: Individual Counseling Group Counseling Consultation with client present Clinical Staffing with client present Classroom Work Total Direct Hours at 5-12 Indirect Hours at 5-12: Related clinical work Preparation for clinical work Paperwork Meetings or Trainings Other Total Related Clinical Work Individual Supervision On-site University Total Individual Supervision Group Seminar/Supervision Total Indirect Hours at 5-12 (Add totals from related clinical work, individual supervision, and group seminar)

12 04/ GRAND TOTAL HOURS Student signature: _ Date: Site Supervisor Signature (K-8): Date: Site Supervisor Signature (5-12): Date: University Supervisor Signature: Date:

13 04/ Internship: COUN 6291 School Counseling Internship General Guidelines 1. The school will provide the student intern with a paid or non-paid work experience which will help him/her prepare for employment in a school setting. 2. The student must put in a minimum of 600 hours (20 hours/week over two semesters or 40 hours/week over one semester) on-site in a school over no more than two academic terms. In anticipation of receiving Iowa K-12 Professional Service License, a minimum of 100 hours of practicum or internship experiences must be completed at both K-8 and 5-12 levels. It is your responsibility to ensure that you complete minimum hours at all levels during your practicum and internship. 3. The student must be supervised on-site by a person with at least a master s degree in school counseling, with at last two years of professional experience in counseling, and evidence of continuing professional development activities. 4. On-site supervision should include one hour per week face-to-face supervision, including critique of the intern s actual counseling sessions (live supervision or listening to tapes) and completing site supervisor critique forms. 5. The student will have the opportunity for individual or triadic supervision with university faculty weekly, and group seminar will be for either 1.5 hours weekly or 3 hours biweekly in addition to on-site supervision. If students placed or employed at a distance from campus for internship then distance supervision technology is utilized for both individual/triadic supervision and group supervision.

14 04/ Responsibilities of the Cooperating School 2. Interview the potential intern. If the interview is successful, a schedule for the internship can be planned. If the interview is not successful, please contact the university internship supervisor. 3. Designate an individual who will be the site supervisor for the student intern. Once a student is approved for the internship placement, all contact regarding the student will be addressed to the site supervisor. 4. Provide an opportunity for the intern student to participate in the routine professional activities of the practicing master s level counselor. These should include individual and small group and/or family counseling; career counseling; if applicable, scoring and interpretation of tests for clients being counseled; use of educational, occupational and personal-social information; consultation with parents and staff; referral of clients; staff meetings; parent groups; classroom guidance. At the internship level, it is especially critical that students become involved with all aspects of the school counseling program in that they are familiar with the fours components of comprehensive school counseling programs; responsive services, educational planning, psychological education, and program management. 5. The designated site supervisor should: a. Inform the intern about the policies and procedures governing the placement site; b. Participate in the development of the intern s plan for the semester(s); c. Spend a minimum of one hour per week supervising the intern s work, including critiques of the intern s actual case counseling (individual, small group, and classroom guidance sessions); d. Make provisions for the student intern to attend meetings, conferences, workshops, etc. which the site supervisor normally attends; e. Inform the university instructor of any concerns regarding the intern s current functioning level, or concerns regarding the intern s potential for becoming a productive, professional counselor; and f. Complete a mid-term and a final evaluation each semester of the student intern s performance on forms provided by the university. 6. A site supervisor may expect as a result of his/her role: a. Input from the university supervisor in designating the intern experience; b. Assistance from the student intern in lightening the workload; and

15 c. Stimulation and professional growth from the experience of supervising/mentoring. 04/

16 04/ Responsibilities of the University 1. Approve students for registration in the internship and for placement through the area s internship coordinator and instructor. 2. Arrange placement of students through cooperating schools. Placements will be arranged at least 30 days in advance. 3. Provide a department instructor who will serve as liaison within the internship site. 4. The university instructor s responsibilities include: a. Communicating with the site supervisor and the student intern prior to or during the first two weeks of the internship to review the student s internship plan; b. Maintain regular contact with the site supervisor by phone, , or on-site visits over the course of the semester; c. Meeting individually, in dyads, or in triads for additional supervision with the student intern during the semester. At least one site visit will be made during the semester by the instructor at the intern s site; d. Provide further instruction and critiquing during on-campus seminars (1.5 hours/week 15 weeks); e. Critique the student intern s performance; and f. Assign course evaluation (pass-no credit) after consultation with site supervisor.

17 04/ Responsibilities of the Student Intern 1. Arrange through the Clinical School Counseling Coordinator and student s advisor to register for the internship. The student is responsible for completing all prerequisites and meeting deadlines to insure appropriate placement. 2. Prepare a proposed plan for the internship experience by the end of the second week of the semester. The plan should include the student s goals, the activities to achieve the goals, expectations for the supervisor, and a plan for assessing the experience. The plan should be endorsed by the site supervisor and the university instructor. 3. Perform the counseling functions agreed to tin the internship plan and other functions as directed by the site supervisor. 4. Work to improve performance in response to feedback made by the site supervisor and the university instructor. 5. Meet as scheduled with the site and university supervisors for critique of work, including actual individual, small group, and classroom guidance seminar. 6. Keep a weekly log of activities experience and comment on areas of concern; complete other forms weekly: individual session reports, group counseling and classroom guidance lesson plans, and self-evaluations. 7. Prepare a final cumulative record of internship activities and amount of time spent on each. (Must document a minimum of 240 direct client contact hours and 360 indirect hours; minimum of 600 total.) 8. Student intern should already have professional liability insurance. Student intern s need to be sure it is up to date and current. 9. Be consistent with the requirements of the internship site with regard to professional appearance, punctuality, and so forth. 10. Demonstrate behavior in accordance with the ACA ethical and professional standards. 11. Prepare a written self-evaluation of strengths, areas to improve, and learnings at the end of the internship experience.

18 12. Meet with the site and university supervisors each semester for a mid-term and final evaluation of the internship. 04/

19 04/ CACREP Internship Standards Section III Professional Practice Professional practice, which includes practicum and internship, provides for the application of theory and the development of counseling skills under supervision. These experiences will provide opportunities for students to counsel clients who represent the ethnic and demographic diversity of their community. Entry-Level Professional Practice J. Students are covered by individual professional counseling liability insurance policies while enrolled in practicum and internship. K. Supervision of practicum and internship students includes program-appropriate audio/video recordings and/or live supervision of students interactions with clients. L. 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. M. Students have the opportunity to become familiar with a variety of professional activities and resources, including technological resources, during their practicum and internship. N. 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. Internship 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. K. Internship students complete at least 240 clock hours of direct service. 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 program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member.

20 04/ 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. Supervisor Qualifications N. Counselor education program faculty members serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs have (1) relevant experience, (2) professional credentials, and (3) counseling supervision training and experience. O. Students serving as individual/triadic or group practicum/internship supervisors for students in entry-level programs must (1) have completed CACREP entry-level counseling degree requirements, (2) have completed or are receiving preparation in counseling supervision, and (3) be under supervision from counselor education program faculty. P. Site supervisors have (1) a minimum of a master s degree, preferably in counseling, or a related profession; (2) relevant certifications and/or licenses; (3) a minimum of two years of pertinent professional experience in the specialty area in which the student is enrolled; (4) knowledge of the program s expectations, requirements, and evaluation procedures for students; and (5) relevant training in counseling supervision. Q. Orientation, consultation, and professional development opportunities are provided by counselor education program faculty to site supervisors. R. Written supervision agreements define the roles and responsibilities of the faculty supervisor, site supervisor, and student during practicum and internship. When individual/triadic practicum supervision is conducted by a site supervisor in consultation with counselor education program faculty, the supervision agreement must detail the format and frequency of consultation to monitor student learning.

21 04/ School Counseling Internship University of Northern Iowa Internship Weekly Hours Log Name: Site: Semester/Year: Site Supervisor: Week Direct Contact Hours Indirect Hours Supervisor Initials Individual Group Consultation Classroom Work Staffing (with client present)/ Other Supervision Individual supervision Group supervision Preparation Professional Tasks Paperwork Meetings/ trainings other

22 04/ School Counseling Internship University of Northern Iowa Internship Final Hours Log Name Semester/year Week Site Supervisor_ Site Direct Hours: Individual Counseling Group Counseling Consultation with client present Clinical Staffing with client present Classroom Work Total Direct Hours Indirect Hours: Related clinical work Preparation for clinical work Paperwork Meetings or Trainings Other Total Related Clinical Work Individual Supervision On-site University Total Individual Supervision Group Seminar/Supervision Total Indirect Hours (Add totals from related clinical work, individual supervision, and group seminar)

23 04/ GRAND TOTAL HOURS Student signature: _ Date: Site Supervisor Signature: Date: University Supervisor Signature: Date:

24 04/ University of Northern Iowa School/Clinical Mental Health Alumni Program Satisfaction Survey 1. Please indicate your program of study: Mental Health Counseling School Counseling 2. What term did you graduate? Summer Fall (December) Spring (May) 3. Year 4. Please indicate your racial/ethnic background, please check all that apply. African-American Asian European American Hispanic Native American/Islander Multi-racial Don t know Prefer not to answer Another form of self-identifying diversity (e.g. Sexual orientation or disability) _ 5. What is your age? 6. What was the average distance you traveled roundtrip to class? None, I live on campus Less than 20 miles miles over 40 miles 7. As a graduate student, you attended classes: Part-time Full-Time (at least 9 hours per semester) Both 8. As a graduate student, were you employed: Part-Time Full-time Unemployed 9. In terms of financial assistance, please check all that apply: I did not receive financial assistance. Information about financial assistance was available. Financial assistance enabled me to pursue graduate study.

25 04/ PLEASE RESPOND WITH YOUR GENERAL PERCEPTIONS TO THE FOLLOWING STATEMENTS 10. My coursework was valuable in pursuing my chosen career 11. Classroom and other physical facilities provided a comfortable learning environment 12. Adequate research resources and/or assessments were available 13. Library services were accessible 14. Overall, university services and support systems facilitated my graduate education 15. I was satisfied with the teaching abilities of the full-time faculty 16. I was satisfied with the teaching abilities of the part-time faculty 17. All factors considered, I was satisfied with my graduate program 18. My professors are available for help/questions outside of class. 19. My courses are relevant to my chosen program of study. 20. My professors have provided a clear understanding of the goals and requirements of each class. 21. Academic/professional interaction with others has contributed significantly to my attaining my educational goals. 22. Compared to when I entered the graduate program, I have a stronger ability to think critically. 23. I have enhanced my problem-solving skills as a direct result of being in this program. 24. Graduating from a CACREP accredited program has been beneficial to me professionally REGARDING MY ACADEMIC ADVISOR 25. My advisor was a good listener and provided individual attention.

26 04/ My advisor provided ample time to discuss problems and concerns. 27. My advisor provided adequate information. IN THE JOB MARKET, DO YOU AGREE OR DISAGREE THAT THE PROGRAM HELPED YOU ATTAIN THIS NECESSARY SKILL: Communication skills: Writing skills: Interpersonal relationship skills: Self-reliance skills: Decision-making skills: Ability to execute plans: Ability to work in groups on projects: Leadership skills: Analytical skills: Research skills: Understanding personal strengths and weaknesses: Achieving personal goals: Achieving career goals: QUESTIONS 1-3 ARE SPECIFIC TO INTERNSHIP: 1. The experience was clearly defined and structured 2. The experience requirements were valuable in preparation for job functioning 3. My supervisor for this experience was aware of my professional strengths and weaknesses and helped me to improve my professional skills. Questions 4-10 General questions: 4. I would recommend this program to a friend.

27 04/ This program prepared me to be a multiculturally competent counselor. 6. The difficulty level of this program is what I expected for graduate level studies. 7. I expect to derive long-term benefit from this program. 8. I had adequate leadership opportunities. 9. I was mentored professionally and there were adequate opportunities to professionally grow. 10. I was successful at finding a job within one year. 11. What three things do you think should be changed in your graduate program? 12. Add any other comments you want to share about your graduate experience. 13. Please identify two or three courses you feel contributed most to your professional development: ***. As alum, would you like to be involved with the U.N.I. counselor education program? Check what you would like: Receive s (add address if so) Receive Chi Sigma Iota newsletters Informed of and come to University of Northern Iowa counselor education program events Counselor Education Advisory Board Member at large Chi Sigma Iota Additional comments or recommendations:

28 04/ Information & Forms for Both COUN 6290/6291 Audio and Video Taping Procedures Audio and/or videotaping is crucial, both for supervisory purposes and in order to protect the interests of clients. Therefore, audio and/or video tape whenever appropriate. 1. If auto or videotaping is not possible at one site, you need to choose a different site that will allow you to tape since the university supervisor does not provide live supervision. Feedback on tapes is vital to counselor development. 2. Receiving parental consent for taping of children and adolescents is encouraged by UNI. However, this decision is left to the discretion of respective school and/or school districts. Forms are available. 3. It is essential that the purpose of the taping by explained to clients. In essence, indicate that it is to help the trainee improve skills and that their identity will not be revealed to others. 4. All tapes are to be listed to or viewed by the counselor trainee; they also will be shared with the university instructors, and/or his/her designated on-campus supervisor, and by the on-site supervisor. Occasionally, tapes are group critiqued in practicum or internship seminar. However, no tape is shared in the seminar if the identity of the client is likely to be evident, and no reference to the client s last name is to be made. Listening to or viewing a tape by the seminar is an activity that is entered into only after adequate safeguards are taken to protect the identity and interests of the client. (Only first names of the clients are to be used on tapes and/or forms). 5. After tapes have been critiqued, they are to be erased. This responsibility rests with the counselor trainee. 6. Interview content, whether taped or not, is to be kept strictly confidential. All listening to tapes, critiquing, and supervision are to be confined to private critique and supervisory areas. Under no circumstances are clients, their identities, or the nature of their concerns, to be discussed with persons other than supervisors or seminar members.

29 04/ School Counseling Practicum or Internship University of Northern Iowa Site Information Practicum Student or Intern Name Fall Spring School Counselor Practicum or Internship Site School District _ School Address Site Phone Intern s Cell Phone Intern s Supervisor Information Supervisor Supervisor s Position in School District Phone (It is a required form for practicum and internship and signed copies by all parties should be provided for: intern, site supervisor, and university supervisor.)

30 04/ School Counseling Practicum or Internship University of Northern Iowa On Site Supervisor and Practicum/Internship Student Agreement Prior to beginning the practicum/internship experience, and after the practicum/internship meeting with the instructor, the practicum/internship student should have this form signed by the prospective on-site supervisor. (Intern s name) has discussed the internship experience and the CACREP requirements with me and has permission to work with students under my supervision at: Location: _ Semester & Year: I understand that if I have further questions regarding the internship or if I am unable to resolve any concerns with the student that I will contact the School Counseling Practicum or Internship Instructor: (Instructors contact information here) (On site supervisor s signature) (Date) (Intern s signature) (Date) (Instructor approval) (Date) (It is a required form for practicum and internship and signed copies by all parties should be provided for: intern, site supervisor, and university supervisor.)

31 04/ School Counseling Practicum or Internship University of Northern Iowa Counselor-in-Training Evaluation of Skills (CITES) Student Program Semester and Academic Year Faculty Supervisor On-Site Supervisor Mid-Semester Evaluation Date: End of Semester Evaluation Date: Supervisor: please complete the following evaluation of skills. Assessments should be consistent with what is expected for other CITs with similar level of training and experience. For example, a practicum student who scores a 4 would perform differently from an internship student who scores a 4. N/A not applicable or not observed 1 low proficiency; 3 on-target; 5 exceeds expectations Counseling skills Counselor-in-training: Develops a collaborative and therapeutic N/A relationship Demonstrates effective group counseling skills N/A Maintains appropriate structure such as session N/A times, location, duration of session Guides the session without relying heavily on N/A questions Communicates non-verbally through body N/A language, voice tone, etc. Uses minimal encouragers such as tell me more N/A go on, uh hu, head nod, etc. Asks open-ended questions N/A Reflects feelings N/A Empathize s- Understand clients perspective N/A without over-identifying with client Reflects meaning N/A

32 04/ Use interventions in a way that is timely and ontarget N/A with the goals of the session Collaborates with clients to set meaningful and N/A appropriate goals Facilitates movement toward the counseling N/A goals Keeps accurate and timely records N/A Effectively begins a session N/A Manages termination of the counseling sessions N/A Manages termination of the counseling N/A relationship Applies forma assessment tools to the counseling process (e.g. SASSI, BDI, CCAPS, OQ-45) N/A Conceptualization skills Counselor-in-training is able to: Identify and consistently demonstrate guiding N/A theory Demonstrate an understanding of his or her own N/A cultural worldview or biases and how they might interface with the counseling process Understand the unique elements of clients story N/A Recognize implications of culture on the N/A counseling relationship Respond to cultural differences in a way that is helpful to the client N/A Professional Demeanor Counselor-In-Training: Conducts self ethically and in compliance with N/A legal requirements Relates to peers appropriately N/A Relates to other professionals appropriately N/A Seeks out resources that help him or her improve N/A in-session skills Is aware of his or her levels of wellness or N/A limitations Practices self-care strategies N/A

33 04/ Recognizes boundaries of competence N/A Seeks supervision when necessary N/A Responds well to supervision and feedback N/A Implements feedback from supervision N/A Is able to recognize personal, professional, or N/A skills deficits that influence their counseling Takes responsibility for deficiencies N/A Demonstrates appropriate levels of selfconfidence N/A School Counseling Counselor-In-Training: Understands child/adolescent development and N/A appropriately communicates/intervenes Conducts group counseling effectively N/A Conducts guidance lessons effectively N/A Conducts individual sessions effectively N/A Understands and implements effective N/A career/college guidance Implements Behavioral Standards and Mindsets N/A that aligns with the ASCA National Model Applies the school counseling areas of N/A leadership, advocacy, collaboration, and systemic change Practices in accordance with the school district N/A policy, local, state, and federal statutory requirements Can determine appropriate and useful methods N/A of collecting school and student data Is able to analyze and interpret data N/A Uses data in a meaningful way N/A Shares data results with appropriate stakeholders N/A Communicates effectively with teachers, parents, N/A and/or administrators Implements a developmental school counseling N/A core curriculum addressing all students needs based on student data Demonstrates classroom management and N/A instructional skills Develops strategies to assess effectiveness of N/A

34 04/ interventions Develops and/or maintains professional relationships with school administration and staff N/A Supervisor Comments: Strengths: Areas for growth: Supervisor Signature: Counselor-in-Training Signature: University Supervisor Signature:

35 04/ School Counseling Practicum or Internship University of Northern Iowa Student Evaluation of Site Supervisor This evaluation form should be completed by the practicum/internship student at the end of the practicum/internship experience. Discussion of the form with the site supervisor being evaluated is encouraged, but not required. Name of Site Supervisor: Date: Name of Site: Name of Student: Semester/Year: DIRECTIONS: Circle the number which best represents how you, the student, perceived the supervision received at your site: Key: 0 Insufficient opportunity to observe/experience 1 Needs much improvement 2 Needs some improvement 3 Meets expectations 4 Superior Note: The words site supervisor through the survey ate interchangeable with faculty supervisor throughout the survey depending on who you are evaluating. My site supervisor: 1. Gives time and energy in observing my skills and discussing cases The site supervisor was friendly and approachable Accepts and respects me as a person Recognizes and encourages further development of my strengths & capabilities 5. Gives me useful feedback when I do something well The site supervisor observed my work on a regular basis Encourages and listens to my ideas and suggestions for developing my counseling skills 8. Provides suggestions for developing my counseling skills Helps me to understand the implications and dynamics of the counseling approaches I utilize 10. Encourages me to use new and different techniques when appropriate The site supervisor demonstrated multicultural competencies Helps me to define and achieve specific concrete goals for myself during the practicum/internship experience

36 04/ Gives me useful feedback when I do something inappropriate Allows me to discuss problems I encounter in my practicum/internship setting 15. Focuses on both verbal and nonverbal behavior in me and in my clients 16. Helps me define and maintain ethical behavior in counseling and case management 17. Encourages me to engage in professional behavior Maintains confidentiality in material discussed in supervisory sessions Deals with both content and affect when supervising Focuses on the implications, consequences, and contingencies of specific behaviors in counseling and supervision 21. Helps me organize relevant case data in planning goals and strategies with my client 22. Helps me to articulate my theoretical orientation Offers resource information when I request or need it Helps me develop increased skill in critiquing and gaining insight from my counseling tapes/or receiving feedback from live supervision 25. Allows and encourages me to evaluate myself Explains his/her criteria for evaluation clearly Applies his/her criteria fairly in evaluating my counseling performance 28. The site supervisor was a good liaison to the counseling profession The site supervisor informed me about professional growth opportunities that would enhance my learning 30. Did your site placement meet your expectations Did your site placement broaden your understanding of the counseling field and diverse client populations 32. Do you believe your site placement enhanced your counseling skills and professional growth 33. Would you recommend this supervisor for other students in our program Additional Comments and/or Suggestions: Student s Signature: Date:

37 04/ School Counseling Practicum or Internship University of Northern Iowa Student Evaluation of Faculty Supervisor This evaluation form should be completed by the practicum/internship student at the end of the practicum/internship experience. Discussion of the form with the faculty supervisor being evaluated is encouraged, but not required. Name of Faculty Supervisor: Date: Name of Site: Name of Student: Semester/Year: DIRECTIONS: Circle the number which best represents how you, the student, perceived the supervision received in your program: Key: 0 Insufficient opportunity to observe/experience 1 Needs much improvement 2 Needs some improvement 3 Meets expectations 4 Superior Note: The words site supervisor through the survey ate interchangeable with faculty supervisor throughout the survey depending on who you are evaluating. My faculty supervisor: 1. Gives time in reviewing my tapes and discussing cases The faculty supervisor was friendly and approachable Accepts and respects me as a person Recognizes and encourages further development of my strengths & capabilities 5. Gives me useful feedback when I do something well Encourages and listens to my ideas and suggestions for developing my counseling skills 7. Provides suggestions for developing my counseling skills Helps me to understand the implications and dynamics of the counseling approaches I utilize 9. Encourages me to use new and different techniques when appropriate The faculty supervisor demonstrated multicultural competencies Helps me to define and achieve specific concrete goals for myself during the practicum/internship experience 12. Gives me useful feedback when I do something inappropriate

38 04/ Allows me to discuss problems I encounter in my practicum/internship setting 14. Focuses on both verbal and nonverbal behavior in me and in my clients 15. Helps me define and maintain ethical behavior in counseling and case management 16. Encourages me to engage in professional behavior Maintains confidentiality in material discussed in supervisory sessions Deals with both content and affect when supervising Focuses on the implications, consequences, and contingencies of specific behaviors in counseling and supervision 20. Helps me organize relevant case data in planning goals and strategies with my client 21. Helps me to articulate my theoretical orientation Offers resource information when I request or need it Helps me develop increased skill in critiquing and gaining insight from my counseling tapes/or receiving feedback from live supervision 24. Allows and encourages me to evaluate myself Explains his/her criteria for evaluation clearly Applies his/her criteria fairly in evaluating my counseling performance 27. The faculty supervisor was a good liaison to the counseling profession The faculty supervisor informed me about professional growth opportunities that would enhance my learning 29. Did your faculty placement meet your expectations Additional Comments and/or Suggestions: Student s Signature: Date:

39 04/ School Counseling Practicum or Internship University of Northern Iowa Site Supervisors Evaluation of Program Date: Semester: Fall Spring School Counseling Supervisor Practicum Clinical Mental Health Supervisor Internship Optional: Site_ Dear onsite supervisor: We value the services that you provide to the school and clinical mental health counseling programs at the University of Northern Iowa and we are very interested in obtaining your feedback in order to improve the quality of our program. Your experiences as a Practicum and/or Internship supervisor are very valuable to us. Thanks! Please respond on a scale of: 1 = poor 2 = fair 3 = average 4 = above average 5 = excellent

40 04/ Students Preparation and Training 1. Compared to other master s degree level students, UNI students overall educational preparation is: Student s counseling skills abilities: N/A 3. Student s case conceptualization skills: N/A 4. Student s ethical behavior: N/A 5. Student s theoretical knowledge: N/A 6. Student s administrative skills:

41 04/ N/A Facilitation of Supervision and Program s Feedback 7. Supervisor s perception of support from UNI faculty and administrative personnel: N/A 8. I am able to communicate frequently with the Practicum/Internship faculty supervisor: N/A 9. My feedback and suggestions are heard by the UNI program: N/A 10. The program uses technology efficiently to enhance supervision and communication processes: N/A 11. The program offers me the opportunity to learn about supervision processes:

42 04/ N/A 12. The following suggestions should be considered for program improvement:

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