practicum/internship clinical experience …€¦ · this handbook cannot alleviate every concern...

PRACTICUM/INTERNSHIP

CLINICAL EXPERIENCE

HANDBOOK

School & Clinical Mental Health counseling

Candidates

Counselor Education program

Department of Counselor education, leadership, and

research

TABLE OF CONTENTS

Topic Page

PURPOSE OF HANDBOOK….…………………………………………. 4

PRACTICM/INTERNSHIP REQUIREMENTS AND

PROCEDURE………………………………………………………….. 5

Prerequisites..……………………………………………………… 5

PRACTICUM………………………………………………. 5

INTERNSHIP……………………………………………… 7

Liability Insurance………………………………………………… 9

Expectations……………………………………………………….. 9

PRACTICUM ……………………………………………… 9

1. Course Requirements………………………….. 9

2. Supervision Requirements…………………….. 10

3. Professional Requirements ……………………. 11

INTERNSHIP……………………………………………… 12

1. Course Requirements………………………….. 12

2. Supervision Requirements…………………….. 13

3. Professional Requirements ……………………. 14

4. Inability to Complete Requirements………….. 15

APPENDIX (FORMS) ……………………………………………………. 16

1. Background Check……………………………………………... 17

2. Checklist of Field Experience………………………………….. 18

3. Application for Field Experience ……………………………… 19

CEP Clinical Experience Handbook 4 Revised Spring 2016

4. On-site Supervision Attendance Log ………………………….. 20

5. Log Summary Sheet …………………………………………… 21

6. School Counseling Candidate Evaluation

By On-Site Supervisor………………………………………… 22

7. Community Counseling Candidate Evaluation

By On-Site Supervisor………………………………………… 34

8. Counseling Candidate Evaluation of

Site-Supervisor and Field Experience………………………... 38

9. Parent Consent Form …………………………………………. 41

10. Client Consent Form………………………………………….. 42

11. Counseling Skills Scale (CSS)………………………………….. 43

12. Case Presentation of Recordings ……………………………. 48

13. Case Presentation of Recording Evaluation…………………. 50


PURPOSE OF HANDBOOK

In accordance with the Council for Accreditation of Counseling and Related

Educational Programs (CACREP) standards, the Counselor Education Program at

Augusta University (Augusta) offers experiential Practicum/Internship opportunities

whereby candidates can apply, practice, and develop their awareness, knowledge, and

skills in a clinical and/or school setting. For the purposes of this handbook, this

experiential opportunity is designated as the clinical experience for both school and

mental health counseling candidates. This handbook is designed as a resource for

Augusta Counselor Education candidates seeking to enroll in the Practicum/Internship

clinical experience. Therefore, the handbook is intended for both School Counseling and

Clinical Mental Health Counseling (CMHC) track candidates alike and respective sample

paperwork is provided in the appendix of this handbook. Aspects related to expectations,

requirements, and successful completion of COUN 6880 Counseling Practicum, COUN

6900/COUN 6920 Counseling Internship I & II for School Counseling candidates, and

COUN 6890 CMHC Practicum, COUN 6910 CMHC Internship I, and COUN 6930

CMHC Internship II for Clinical Mental Health Counseling candidates will be

introduced.

As a prospective candidate, you may experience anxiety and excitement about

your upcoming clinical experience. This handbook cannot alleviate every concern as no

handbook can completely prepare students for this upcoming experience. The purpose of

this handbook, however, is to provide information related to required paperwork,

professional expectations, and details related to your field experience which may assist

you in preparing for this endeavor. Ultimately, your experience in the selected site(s)

should offer an opportunity to learn, grow, and flourish as a future professional

counselor. This practical experience should represent an opportunity to refine your

awareness, knowledge, and skills as an effective and culturally responsive counselor in a

mental health and/or school setting.

Important Note: It will be your responsibility to maintain, duplicate and keep any

paperwork regarding your clinical experience at your site and university setting. In the

future, you may need to refer to this paperwork when you to apply for licensure and/or

certification. Furthermore, all of the paperwork related to your clinical experience,

including this handbook, can be accessed via the Augusta Counselor Education website.


PRACTICUM AND INTERNSHIP:

REQUIREMENTS AND PROCEDURES

Prerequisites

PRACTICUM:

In addition to the academic program objectives established, the Counselor

Education Program adheres to the professional counseling accreditation standards for

clinical instruction outlined by the Council for Accreditation of Counseling and Related

Educational Programs (CACREP). As such, certain requirements and procedures must

be met in order to enroll in COUN 6880 (School Counseling Practicum). There are four

steps in this process:

1. Meeting Eligibility Requirements

Candidates may apply for the upcoming Practicum experience provided that the

necessary courses are successfully completed. These required courses are outlined as

follows:

School Counseling: In order to be eligible for enrollment in COUN 6880 (School

Counseling Practicum), School Counseling candidates must complete the

following courses:

COUN 6620: Human Development in Counseling,

COUN 6630: Professional Orientation and Ethics,

COUN 6660: Communication Skills in Counseling,

COUN 6680: Theories & Techniques of Counseling.

Additionally, these two courses must be completed prior to or concurrent

with COUN 6880 School Counseling Practicum:

PSYC 6147 Seminar in Group Process,

COUN 6780 School Counseling.

Clinical Mental Health Counseling: In order to be eligible for enrollment in

COUN 6890 CMHC Practicum, CMHC candidates must complete the following

courses:

COUN 6620: Human Development in Counseling,

COUN 6630: Professional Orientation and Ethics,

COUN 6660: Communication Skills in Counseling,

COUN 6680: Theories & Techniques of Counseling.


Additionally, these two courses must be completed prior to or concurrent

with COUN 6890 Counseling Practicum:

PSYC 6147 Seminar in Group Process,

COUN 6800 Assessment, Diagnosis, and Intervention in Counseling.

At the beginning of the semester BEFORE candidates plan to take a Practicum or

Internship course, they should review the Approved Site List found on the program

website.

2. Submit Applications

Before the eighth week of the semester, the Counselor Education Practicum and

Internship Coordinator will send a notice via JAGMail email indicating the deadline for

candidates seeking to apply for the Practicum or Internship experience during the

following calendar semester (see Application for Counseling Field Experience in

Appendix). The submission of this Application for Counseling Field Experience is the

first step for candidates planning to enroll in the Practicum and/or Internship clinical

experience for the following semester. It is important to note that all candidates are

required to submit an Application for Counseling Field Experience each semester that

they intend to register for any clinical experience regardless of site selection.

On the application, the candidate must identify courses successfully completed as

well as upcoming coursework in which the candidate intends to enroll. Additionally, the

candidate must select three or more potential and specific sites in sequential order of

preference on this application. Candidates can view and select potential community

schools and sites from the Approved Site List found on the program website. A complete

application must be submitted in order for the application to be accepted. IF

CANDIDATES FAIL TO SUBMIT A COMPLETED APPLICATION BY THE

DEADLINE, THEY WILL NOT BE ABLE TO ENROLL IN THE CLINICAL

EXPERIENCE FOR THE UPCOMING SEMESTER.

3. Attend Mandatory Pre-Practicum Orientation

For Practicum candidates, there will be a mandatory Pre-Practicum Orientation

scheduled within three weeks after the application deadline whereby issues related to the

upcoming Practicum will be further outlined. All students who intend to enroll in COUN

6880 (Counseling Practicum) are required to attend a mandatory Pre-Practicum

Orientation in the semester prior to their clinical experience course whereby this contract

will be discussed. IF THE STUDENT DOES NOT ATTEND THE PRE-PRACTICUM

ORIENTATION, HE OR SHE WILL NOT BE ABLE TO ENROLL IN THE

PRACTICUM COURSE IN THE UPCOMING SEMESTER.

4. Secure your Site

Finding an appropriate site is the responsibility of the student and there is a list of

acceptable sites found on the Counselor Education website. After the applications are


accepted by the posted deadline, the Practicum and Internship Coordinator will send

written confirmation (via email or paper memo) to each candidate. This written

confirmation allows the candidate to begin contacting clinical sites for Practicum or

Internship. DO NOT CONTACT ANY SITES UNTIL YOU HAVE RECEIVED

WRITTEN CONFIRMATION TO DO SO FROM THE PRACTICUM AND

INTERNSHIP COORDINATOR.

At your meeting give a copy of your current resume to the site supervisor so that

he or she can get to know some of your previous experiences. Also, provide a copy of

your liability insurance (see Insurance section). Discuss a potential schedule for days and

times that you could work. This is particularly important if you have another full or part-

time job.

Lastly, complete the Practicum/Internship Contract (found on the CE website).

Candidates will submit a COPY of this contract to their respective course instructor and

to the site supervisor at the beginning of the semester. The candidate will keep the

original Contract form.

Since the practicum and internship clinical courses represent the capstone

experiences in a candidate’s professional training it is imperative that each candidate

carefully attend to the specific course requirements and the procedures for finding and

securing an approved internship site. Each student will need to work closely with his/her

advisor and the Clinical Coordinator as he/she proceeds through the process.

INTERNSHIP:

In addition to the academic program objectives established, the Counselor

Education Program adheres to the professional counseling accreditation standards for

clinical instruction outlined by the Council for Accreditation of Counseling and Related

Educational Programs (CACREP). As such, certain requirements and procedures must

be met in order to enroll in COUN 6900/6920/ (Counseling Internship). First, COUN

6880/6890 (Counseling Practicum) must be successfully completed before a candidate

can register for Internship I. Therefore, practicum and internship cannot be taken in the

same semester. Additionally, there are three steps in this process:

1. Meeting Eligibility Requirements

Candidates may apply for the upcoming Internship experience provided that

necessary courses are successfully completed. In addition, the candidate must have

completed certain specialized coursework in order to be eligible for Internship.

These necessary courses are outlined as follows:

School Counseling: In addition to the courses required for practicum, candidates

must also have successfully completed the following courses to be eligible for

enrollment in COUN 6900/6920 Counseling Internship I and II:

COUN 6780: School Counseling,

COUN 6860: Counseling Children and Adolescents,


PSYC 6147: Seminar in Group Process.

Clinical Mental Health Counseling: In addition to the courses required for

practicum, candidates must also have successfully completed the following

courses to be eligible for enrollment in COUN 6900/6920 Counseling Internship I

and II:

COUN 6700: Marriage and Family Counseling,

COUN 6800: Assessment, Diagnosis, and Intervention in Counseling,

PSYC 6147: Seminar in Group Process.

At the beginning of the semester BEFORE candidates plan to take a Practicum or

Internship course, they should review the Approved Site List found on the program

website.

2. Submit Applications

Before the eighth week of the semester, the Counselor Education Practicum and

Internship Coordinator will send a notice via JAGMail email indicating the deadline for

candidates seeking to apply for the Practicum or Internship experience during the

following calendar semester (see Application for Counseling Field Experience in

Appendix). The submission of this Application for Counseling Field Experience is the

first step for candidates planning to enroll in the Practicum and/or Internship clinical

experience for the following semester. It is important to note that all candidates are

required to submit an Application for Counseling Field Experience each semester that

they intend to register for any clinical experience regardless of site selection.

On the application, the candidate must identify courses successfully completed as

well as upcoming coursework in which the candidate intends to enroll. Additionally, the

candidate must select three or more potential and specific sites in sequential order of

preference on this application. Candidates can view and select potential community

schools and sites from the Approved Site List found on the program website. A complete

application must be submitted in order for the application to be accepted. IF

CANDIDATES FAIL TO SUBMIT A COMPLETED APPLICATION BY THE

DEADLINE, THEY WILL NOT BE ABLE TO ENROLL IN THE CLINICAL

EXPERIENCE FOR THE UPCOMING SEMESTER.

3. Secure Your Site

Finding an appropriate site is the responsibility of the student and there is a list of

acceptable sites found on the Counselor Education website. After the applications are

accepted by the posted deadline, the Practicum and Internship Coordinator will send

written confirmation (via email or paper memo) to each candidate. This written

confirmation allows the candidate to begin contacting clinical sites for Practicum or

Internship. DO NOT CONTACT ANY SITES UNTIL YOU HAVE RECEIVED


WRITTEN CONFIRMATION TO DO SO FROM THE PRACTICUM AND

INTERNSHIP COORDINATOR.

At your meeting give a copy of your current resume to the site supervisor so that

he or she can get to know some of your previous experiences. Also, provide a copy of

your liability insurance (see Insurance section). Discuss a potential schedule for days and

times that you could work. This is particularly important if you have another full or part-

time job.

Lastly, complete the Practicum/Internship Contract (found on the CE website).

Candidates will submit a COPY of this contract to their respective course instructor and

to the site supervisor at the beginning of the semester. The candidate will keep the

original Contract form. Since the internship clinical courses represent the capstone

experiences in a candidate’s professional training it is imperative that each candidate

carefully attend to the specific course requirements and the procedures for finding and

securing an approved internship site. Each student will need to work closely with his/her

advisor and the Clinical Coordinator as he/she proceeds through the process.

Liability Insurance

All candidates are required to obtain liability insurance and provide proof of their

liability coverage to their Practicum or Internship course instructor on the first night of

class. The form must include three elements: 1) dates of coverage, 2) amount of coverage

(at least one million) and, 3) that coverage will be provided for your counseling duties as

a practicum or internship student. Without evidence of appropriate liability insurance, the

candidate will not be placed in any Practicum or Internship site. While lawsuits

involving school or community counselors are relatively uncommon, any service

provided the public by a professional (or a professional in training) is vulnerable to the

threat of lawsuit. Liability insurance is available to American Counseling Association

(ACA) student members at special student rate through Healthcare Providers Service

Organization (HPSO) or through the American School Counselor Association (ASCA).

Expectations

PRACTICUM

1. Course Requirements. There are three Practicum requirements that are necessary to

complete the course at a community agency or school site. These requirements include:

a) The candidate must complete 100 clock hours (150 clock hours for CMHC program)

of counseling and counseling-related activities community agency or a school site to

meet the requirements of Practicum. Candidates should plan to spend 8-10 hours per

week during the 16 week semester at a community agency or school site.

b) Of these 100 hours, at least 40 (60 for CMHC) must be direct service hours. Direct

service hours are defined as face-to-face interaction with clients which includes

individual counseling, group counseling, classroom guidance, or consultation with

family or team members.


c) The candidate must be allowed to either audio/videotape the direct service hours for

the purpose of supervision. Candidates are required to provide their own tapes for

these purposes. An accepted alternative method is for the site or university supervisor

to provide live supervision of the candidate’s interactions with clients. Supervision

will be provided on a weekly basis by the Site-Supervisor. Meanwhile, the candidate

will attend bi-weekly individual or triadic supervision with an Educational Specialist

(Ed.S.) Supervisor. If the Ed.S. Supervisor is not available, the faculty instructor will

assume this role of providing bi-weekly individual or triadic supervision. These

supervision meetings will be assigned at the beginning of each semester.

Additionally, the candidate will attend and participate in group supervision with the

Counselor Education faculty supervisor on a bi-weekly basis (scheduled class time).

2. Supervision Requirements. Because Practicum represents the first opportunity for the

candidate to engage in direct service with "real" clients, the faculty assumes primary

responsibility for the candidate's supervision. This provides an opportunity whereby

faculty can include pertinent didactic instruction and skills preparation for and during the

counseling process itself. The candidate will participate in a group supervision seminar

on campus with his/her Practicum instructor for a minimum of 1-1/2 hours per week (or 3

hours bi-weekly) during which the seminar group will focus on didactic and experiential

activities and include some form of review of counseling practices.

The site (school, agency, practice group, or university) must provide weekly

supervision by a clinician acceptable to the Counselor Education Program. The identified

site supervisor must hold a minimum of a Master's Degree in the program emphasis area

and possess appropriate certifications or licenses. In addition, the site supervisor must

have a minimum of two years experience as a counselor or clinician in their professional

specialty (i.e., counselor education, psychology, social work). Candidates will be asked to

obtain a copy of the site supervisor’s resume to be submitted with the Practicum

Contract.

In addition to the site-supervisor and faculty supervisor, the candidate will

participate in individual or triadic supervision for a minimum of 1.5 hours on a bi-weekly

basis with a student in the Education Specialist (Ed.S.) Counselor Education program (or

faculty instructor if an Ed.S. student is not available). In each of these bi-weekly triadic

supervision meetings, candidates will be required to submit and review audio/video taped

sessions. Additionally, the students will be required to submit paperwork (ie. CSS form

provided in the Appendix) according to the course syllabus in order to facilitate this

supervision.

In order to review student performance throughout the semester, the faculty

instructor will maintain bi-weekly contact with the site-supervisor. The faculty instructor

will be responsible for maintaining contact and documenting this regular contact. This

documentation will be submitted into the candidate file at the end of the semester.

A contract will be discussed and established among the members of interest in

order for the candidate to participate at a particular site. This contract is agreed upon by

members such as the candidate, faculty, site supervisor, Ed.S supervisor, and any other

individuals that will assist in the field placement. Elements of the contract include such

factors as:


a. assign a Practicum Site Supervisor who has appropriate credentials, time, and

interest for training the candidate, who can generally monitor the practicum to ensure

that both the candidate’s needs and the clients’ needs are being met;

b. provide opportunities for the candidate to engage in a variety of counseling activities

consistent with the CACREP standards for supervision and for evaluating the

candidate's performance (suggested counseling experiences are included in Practicum

contract);

c. ensure that the candidate has the opportunity to accumulate the required number of

client contact hours;

d. provide the candidate with an orientation to the site and adequate work space,

telephone, office supplies, and staff to conduct professional counseling activities

(consistent with those provided for the Site Supervisor).

e. meet for individual supervision with the candidate a minimum of one hour each week

that the student accrues hours at the site; and be available for on-site emergency

situations;

f. ensure that the candidate can audio or video tape at least six counseling sessions

during the semester for university supervision or provide live supervision of the

candidate’s interactions with clients;

g. provide written evaluation of the candidate, based on criteria established by the

Augusta University Program.

3. Professional Requirements. During Practicum, the role of candidates shifts towards

that of a professional counselor. Professional qualities include factors such as:

a. Candidates are expected to follow the rules and regulations governing the school or

agency to which they are assigned. This requirement includes standard employee

guidelines, such as arriving on time and calling in if you are ill, and following

standard operating procedures and protocol. Candidates are expected to have and

demonstrate the prerequisite skills of a professional counselor. Candidates are

expected to recognize and acknowledge skill deficits and work toward refinement of

counseling skills. Candidates are expected to continue to develop their own personal

orientation/style of counseling.

b. Candidates are expected to monitor their personal and professional growth and to be

able to identify those attitudes, beliefs, feelings, and personal characteristics that

facilitate or hinder their growth as professional counselors and discuss them during

individual and/or group supervision sessions. Additionally, during group supervision

sessions, candidates are expected to provide constructive feedback to their fellow

students, further developing their observation and facilitative skills.


c. Candidates are also expected to arrive promptly, be prepared for, and attend all

classes. For any absence over 1/2, a deduction of 5 points per half/class absence will

be made from the final course grade. “If the student has been absent for more than the

equivalent of 10% of class time, regardless of cause, then the professor may withdraw

the student from the class for excessive absences.” (p. 20, 2007-2008 Augusta

University Catalog). If you must miss class for any reason, please contact the

instructor in advance. See the Course Requirements Contract for other management

and procedural issues. Note: Typically more than one section of Practicum is

offered each semester. If you must miss a class, you may be allowed to make up

that class by attending a class in another practicum section. Check with your

instructor and the instructor of other Practicum sections to gain permission to

substitute a class.

d. All Practicum and Internship forms are available in download format on the Augusta

Counselor Education website. Candidates are responsible for providing their own

forms to use from website throughout the practicum experience.

e. Candidates must successfully complete all requirements of the course in order to

receive a final course grade.

INTERNSHIP

Following successful completion of the counseling Practicum, candidates must successfully

complete one 600-hour semester or two 300-hour semesters of counseling Internship in either

school counseling or in community counseling facilities, according to the candidate’s area of

focus.

1. Course Requirements. There are three requirements for Internship that need careful

consideration. These requirements include:

a. The candidate must complete 600 clock hours total to the school or community site(s)

respective to their area of concentration to meet the requirement of Internship. The

typical method of doing this is two semesters of 300 clock hours each. IMPORTANT

NOTE: Candidates working twenty or more hours per week outside of school will not

be allowed to attempt more than one Internship per semester.

b. Of these 300 hours in each Internship course, at least 120 hours must be direct service

hours. Direct service hours are defined as face-to-face interaction with clients which

includes individual counseling, group counseling, classroom guidance, or

consultation with family or team members. Of these direct hours at least 10 hours

must be leading or co-leading groups. The remaining hours are to involve indirect

service work such as office administrative duties, consultation, in-service staff

development activities, clinical staffing of counseling cases, clinical supervision, and

staff meetings. Like all internship sites, this site must be approved by the faculty

Practicum/Internship Coordinator.

c. The candidate must be allowed to either audio/videotape the direct service hours for

the purpose of supervision. Candidates are required to provide their own tapes for


these purposes. An accepted alternative method is for the site or university supervisor

to provide live supervision of the candidate’s interactions with clients. The candidate

will attend and participate in group supervision with the Counselor Education faculty

supervisor on a bi-weekly basis (scheduled class time).

2. Supervision Requirements. Because Internship represents an opportunity for the

candidate to engage in direct service with "real" clients, the faculty assumes primary

responsibility for the candidate's supervision. This provides an opportunity whereby

faculty can include pertinent didactic instruction and skills preparation for and during the

counseling process itself. The candidate will participate in a group supervision seminar

on campus with his/her Internship instructor for a minimum of 1-1/2 hours per week

during which the seminar group will focus on didactic and experiential activities and

include some form of review of counseling practices.

The site (school, agency, practice group, or university) must provide weekly

supervision by a clinician acceptable to the Counselor Education Program. The identified

site supervisor must hold a minimum of a Master's Degree in the program emphasis area

and possess appropriate certifications or licenses. In addition, the site supervisor must

have a minimum of two years experience as a counselor or clinician in their professional

specialty (i.e., counselor education, psychology, social work). Candidates will be asked to

obtain a copy of the site supervisor’s resume to be submitted with the Internship

Contract.

In addition to weekly supervision with the site-supervisor for at least one-hour per

week, the candidates will attend weekly group supervision for at least 1.5 hours (or 3

hours on a bi-weekly basis) with the faculty instructor. Additionally, the students will be

required to submit paperwork (ie. CSS form provided in the Appendix) according to the

course syllabus in order to facilitate this supervision.

The site must permit the candidate to participate in a variety of professional

activities in addition to direct service work. These activities should be those that a

regularly employed staff member in the setting would be expected to perform. In

addition, the program requests that the site operate in the following capacity:

a. assign an Internship Site Supervisor who has appropriate credentials, time, and

interest for training the candidate, who can generally monitor the internship to ensure

that both the candidate’s needs and the clients’ needs are being met;

b. provide opportunities for the candidate to engage in a variety of counseling activities

consistent with the CACREP standards for supervision and for evaluating the

candidate's performance (suggested counseling experiences are included in Practicum

contract);

c. ensure that the candidate has the opportunity to accumulate the required number of

client contact hours;

d. provide the candidate with an orientation to the site and adequate work space,

telephone, office supplies, and staff to conduct professional counseling activities

(consistent with those provided for the Site Supervisor).


e. meet for individual supervision with the candidate a minimum of one hour each week

that the student accrues hours at the site; and be available for on-site emergency

situations;

f. ensure that the candidate can audio or video tape at least six counseling sessions

during the semester for university supervision or provide live supervision of the

candidate’s interactions with clients;

g. provide written evaluation of the candidate, based on criteria established by the

Augusta University Program.

3. Professional Requirements. During Internship, the role of candidates emphasizes

conduct expected of professional counselors. Professional qualities include factors such

as:

a. Candidates are expected to follow the rules and regulations governing the school or

agency to which they are assigned. This requirement includes standard employee

guidelines, such as arriving on time and calling in if you are ill, and following

standard operating procedures and protocol. Candidates are expected to have and

demonstrate the prerequisite skills of a professional counselor. Candidates are

expected to recognize and acknowledge skill deficits and work toward refinement of

counseling skills. Candidates are expected to continue to develop their own personal

orientation/style of counseling.

b. Candidates are expected to monitor their personal and professional growth and to be

able to identify those attitudes, beliefs, feelings, and personal characteristics that

facilitate or hinder their growth as professional counselors and discuss them during

individual and/or group supervision sessions. Additionally, during group supervision

sessions, candidates are expected to provide constructive feedback to their fellow

students, further developing their observation and facilitative skills.

c. Candidates are also expected to arrive promptly, be prepared for, and attend all

classes. For any absence over 1/2, a deduction of 5 points per half/class absence will

be made from the final course grade. “If the student has been absent for more than the

equivalent of 10% of class time, regardless of cause, then the professor may withdraw

the student from the class for excessive absences.” (p. 20, 2007-2008 Augusta

University Catalog). If you must miss class for any reason, please contact the

instructor in advance. See the Course Requirements Contract for other management

and procedural issues. Note: Typically more than one section of Internship is

offered each semester. If you must miss a class, you may be allowed to make up

that class by attending a class in another Internship section. Check with your

instructor and the instructor of other Internship sections to gain permission to

substitute a class.

d. All Practicum and Internship forms are available in download format on the Augusta

Counselor Education website. Candidates are responsible for providing their own

forms to use from website throughout the practicum experience.


d. Candidates must successfully complete all requirements of the course in order to

receive a final course grade.

4. Inability to Complete Requirements. Candidates who have enrolled in two 300-hour

Internships and have not completed hourly or assignment requirements will be required to

enroll in COUN 6950 Special Topics for the following semester. It is the candidate’s

responsibility to inform the program coordinator the semester before if this course will be

needed so that we can ensure that it will be posted on the schedule and the approate

credits will be offered. The number of credits (1-3) in which to enroll is determined by

the following rate:

Candidates needing to complete less than 100 Internship hours must enroll in one

credit of COUN 6950 Special Topics in Counseling

Candidates needing to complete 101 to 200 Internship hours must enroll in two

credits of COUN 6950 Special Topics in Counseling

Candidates needing to complete more than 200 hours must enroll in three credits of

COUN 6950 Special Topics in Counseling


APPENDIX (FORMS)


AUGUSTA UNIVERSITY

College of Education

Department of Educational Leadership Counseling and Special Education

Counselor Education Program

Background Investigation Questionnaire and Release Form

Field Experience in Counselor Education

Confidential

I understand that this form will be kept separately from my student file and that the information regarding my date of birth, place

of birth, and listed physical characteristics will not be kept in my student file. I further understand that the admission decision to

the College of Education will be made based on my police record and other College of Education admission requirements as

related to the guidelines set forth by the Georgia Professional Standards Commission.

PLEASE PRINT OR TYPE

Name (last, first middle)

Please indicate other names used (maiden name, name by former marriages, former names changed legally or otherwise

such as aliases, nicknames, etc. Please specify and show dates used:

Drivers License (number and State)

Social Security Number

Address (street, city, state, zip code)

Phone Home Cell

Date of Birth Place of Birth

Sex Race Height

Weight Eye Color Hair Color

Do not include anything that happened before your seventeenth birthday. Do not include minor traffic violations for which a fine of $100

or less was imposed. All other citations must be included even if they were pardoned (pleas of nolo should be included).

Have you ever been convicted of a misdemeanor? Yes No

List all convictions including date, location, and agency involved:

Have you ever been convicted of a felony? Yes No

List all convictions including date, location, and agency involved:

I hereby authorize Augusta University to receive any criminal history record information pertaining to me which may be

in the files of any local, state, or federal agency to this date. I attest that the information furnished by me in the

foregoing form is true and correct.

Printed Name:

Signature:

Date:


AUGUSTA UNIVERSITY




CHECKLIST OF FIELD EXPERIENCE

Counseling

Candidate:

Semester:

School /

Agency:

Site

Supervisor:

Focus: Community School Course: Practicum

Internship1 Internship 2

The following items will be placed in the student permanent:

Initialed by:

Professor Candidate

1. Checklist for Field Experience Paperwork

2. Field Experience Application (practicum or internship)

3. Site Contract

4. Insurance Verification (copy of insurance policy page denoting

coverage)

5. On-Site Supervision Attendance Log (record of weekly

supervision sessions with on-site supervisor)

6. Internship Log Summary Sheet (contains signatures of site

supervisor, professor, and candidate in order to verify total number of

hours; this sheet is stapled to the top of the collection of weekly logs

at the end of internship)

7. Weekly Logs (most recent on top)

8. On-Site Supervisor’s Evaluation

9. Candidate Evaluation of Site Supervisor

NOTE: These documents will verify your field experience hours. This is necessary when you seek school counselor certification and also when

you apply for licensure. The total hours from both practicum and internship constitutes one year toward four years of practical counseling

experience required for licensure. Thus, after your one year of practicum/internship is verified by your college professor and supervisor, you will need three more years of supervised counseling experience before you can obtain the LPC endorsement. IT IS RECOMMENDED THAT YOU

KEEP COPIES OF ALL OF THESE DOCUNMENTS AND SUBMIT YOUR ORIGINAL WORK WITH THIS CHECKLIST AT THE END OF THE

SEMESTER.


AUGUSTA UNIVERSITY




Application for Counseling Field Experience

Counseling

Candidate:

Semester for

Field Experience:

Candidate

ID:

Course: Practicum Internship

Location: School Community Date: __________________

Address: (street, city, state, zip code)

Phone: Home: Work:

Cell:

Email: Home: Work:

IMPORTANT NOTE: Courses that are required prior to enrolling in Practicum are indicated by one asterisk

(*). Also, courses that are required prior to or concurrent with Practicum are indicated by two asterisks (**).

Additional courses that are required prior to enrolling in Internship are indicated by three asterisks (***).

Please indicate which semester you have completed the following courses.

Title Course Semester/Year COUN 6620* Human Development

COUN 6630* Professional Orientation and Ethics

COUN 6660* Communication Skills

COUN 6680* Theories and Techniques in Counseling

COUN 6720 Career Development Theories and Practice

COUN 6760 Diversity Sensitivity

COUN 6770 Crisis Intervention Counseling

COUN 6147** Seminar in Group Counseling

EDUC 6021 Introduction to Research Methods

School Counseling Focus:

EDUC 6040 Test and Measurements in Education

COUN 6780** School Counseling

COUN 6820 Administration and Consultation

COUN 6860*** Counseling Children and Adolescents

Community Counseling Focus:

PSYC 6125 Tests and Measurements

COUN 6700*** Marriage and Family

COUN 6790 Community Counseling

COUN 6800** Assessment, Diagnosis, and Intervention

Preferred Sites and Location Contact Name and Number


AUGUSTA UNIVERSITY




On-Site Supervision Attendance Log Counseling

Candidate:

Semester:

Supervisor: Site:

Course: Practicum Internship 1 Internship 2

Date of Supervision

Supervisor’s Signature (or explanation/approval of missed session)

Total Supervision Hours:

Supervisor’s Signature:

Date:


AUGUSTA UNIVERSITY




LOG SUMMARY SHEET

Counseling Candidate:

Course: Practicum Internship 1 Internship 2

Semester:

On-Site Supervisor(s):

Location(s):

Beginning and Ending

Dates of Field

Experience:

Total Number of

Direct Hours:

Total Number of

Hours for Field

Experience:

Candidate Signature:

On-Site Supervisor

Signature:

University Supervisor

Signature:


Augusta University

Department of Educational Leadership, Counseling, and Special Education


FIELD SUPERVISOR EVALUATION OF SCHOOL COUNSELING CANDIDATE

Candidate: Supervisor:

School: Semester:

Course: School Counseling Practicum

School Counseling Internship

The following form should be used to evaluate the school counseling candidate at a level of

competence expected of a proficient beginning counselor. If this is submitted as a hard copy,

please simply circle your selected answers.

Rating Scale

4 = exemplary level - level of excellence/mastery 2 = in progress level -

approaching competence

3 = proficient level - level of competence 1 = unsatisfactory level - not

competent at this time

NA = Not observed/applicable

Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

I. Professional Practice, Advocacy, and Collaboration

I.A. Advocates for

school policies,

programs and

services that are

equitable and

responsive to cultural

differences among

students [BoR II.A.1;

CACREP I.F.3, III.F.3,

III.H.5; CF P4, R3;

NCATE I.G.2]

Candidate displays a

lack of initiative in

implementing the

advocacy

competencies in the

counseling profession

or awareness of

social issues affecting

clients or groups.

Candidate displays

basic initiative in

implementing

advocacy

competencies and

growing awareness

of issues affecting

individuals, groups,

or the counseling

profession.

Candidate

demonstrates strong

advocacy skills and

processes needed to

address institutional

and social barriers

that impede access,

equity, and success

for clients, groups,

and/or the counseling

profession.

Candidate

demonstrates

exemplary

advocacy skills

and passionate

commitment to

advocate for

processes needed

to address

institutional and

social barriers that

impede access,

equity, and

success for clients,

groups, and/or the

counseling

profession.

I.B. Advocates for

rigorous academic

preparation of all

students to close the

achievement gap

Candidate

demonstrates a lack

of advocacy skills in

closing the academic

achievement gap for

Candidate

demonstrates basic

advocacy skills in

closing the

academic

Candidate

demonstrates strong

advocacy skills in

closing the academic

achievement gap for

Candidate

demonstrates

exemplary

advocacy skills in

closing the


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

among demographic

groups [BoR II.A.2;

CACREP III.H.5; CF P4,

R3; NCATE I.E.5, I.F.3,

I.G.2]

all students. achievement gap

for all students.

all students. academic

achievement gap

for all students.

I.C. Demonstrates

the ability to

articulate, model, and

advocate for an

appropriate school

counselor identity

and program [CACREP

III.B.2; CF P1, P4, P6, R2,

R6]

Candidate lacks an

awareness of or

ability to articulate

appropriately the role

and identity of school

counselors within the

school and

importance of a

comprehensive

school counseling

program.

Candidate

demonstrates a

basic awareness or

an ability to

articulate

appropriately the

role and identity of

school counselors

within the school

and importance of

a comprehensive

school counseling

program.

Candidate

demonstrates strong

awareness of or an


appropriately the role

and identity of school

counselors within the

school and

importance of a

comprehensive

school counseling

program.

Candidate

demonstrates a

keen awareness of

and exemplary


appropriately the

role and identity

of school

counselors within

the school and

importance of a

comprehensive

school counseling

program.

I.D. Locates

resources in the

community that can

be used in the school

to improve student

achievement and

success [CACREP

III.H.4, III.N.3; CF P6,

R5; NCATE I.E.2, I.E.5]


lack of understanding

of community,

environmental, and

institutional factors

that positively affect

client development.

Candidate displays

basic

understanding of

community,

environmental, and


that positively

affect client

development.

Candidate displays

in-depth

understanding of

community,

environmental, and


that positively affect

client development.

Candidate displays

a refined

understanding of

community,

environmental,

and institutional

factors that

positively affect

client

development.

I.E. Plans and

presents school

counseling-related

educational programs

for use with parents,

teachers and

community agencies [CACREP III.P.2; CF P6,

R5; NCATE I.E.2, I.E.5,

I.F.1]

Candidate lacks the

ability to recognize

the need for or ability

to implement

appropriate and

necessary counseling-

related educational

programs for

educational

stakeholders

including parents,

teachers, and

community agencies.

Candidate displays

a basic ability to

recognize the need

for and ability to

implement

appropriate and

necessary

counseling-related

educational

programs for

educational

stakeholders

including parents,

teachers, and

community

agencies.


strong ability to

recognize the need

for and ability to

implement

appropriate and

necessary

counseling-related

educational programs

for educational

stakeholders

including parents,

teachers, and

community agencies.

Candidate displays

exceptional ability

to recognize the

need for and

refined ability to

implement

appropriate and

necessary

counseling-related

educational

programs for

educational

stakeholders

including parents,

teachers, and

community

agencies.

I.F. Provides

leadership in the

development,

implementation,

evaluation, and

Candidate

demonstrates a lack

of basic leadership

abilities in

developing,

Candidate

demonstrates basic

leadership abilities

in developing,

implementing,

Candidate

demonstrates strong

leadership abilities in

developing,

implementing,

Candidate

demonstrates

exemplary

leadership abilities

in developing,


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

revision of a

comprehensive

school counseling

plan that contributes

to school renewal by

promoting increased

academic success,

career preparedness,

and social/emotional

development for all

students [BoR II.A.4;

CACREP III.P.1; CF P4,

P5, P6, A1, R4; NCATE ,

I.E.5]

implementing,

evaluating, and

revising a

comprehensive

school counseling

program that supports

or displays limited

awareness of how

such a program

would enhance

school reform

activities while

promoting academic

success, career

preparedness, and

social/emotion

development for all

students.

evaluating, and

revising a

comprehensive

school counseling

program that

supports and

enhances school

reform activities

while promoting

academic success,

career

preparedness, and

social/emotion

development for all

students.

evaluating, and

revising a

comprehensive

school counseling

program that

supports and

enhances school

reform activities

while promoting

academic success,

career preparedness,

and social/emotion

development for all

students.

implementing,

evaluating, and

revising a

comprehensive

school counseling

program that

supports and

enhances school

reform activities

while promoting

academic success,

career

preparedness, and

social/emotion

development for

all students.

I.F.1. Assesses

and promotes

student

improvement

utilizing state and

national

standards. [CF P2,

A4, R4; NCATE

I.E.1, I.E.5]

Candidate lacks an

awareness of or

ability to implement

state and national

standards when

assessing student

improvement.

Candidate

demonstrates a

basic awareness of

and ability to

implement state

and national

standards when

assessing and

promoting student

improvement.

Candidate

demonstrates strong

awareness of and


state and national

standards when

assessing and

promoting student

improvement.

Candidate

demonstrates an

exceptional

awareness and

understanding of

and keen ability to

implement state

and national

standards when

assessing and

promoting student

improvement.

I.G Demonstrates

professional

dispositions in

counseling practice [NCATE I.G.1, I.G.3]

Candidate rarely

displays professional

dispositions expected

in the school

counseling practice.

Candidate

intermittently

displays

professional

dispositions

expected in the

school counseling

practice.

Candidate

consistently and

effectively displays

professional

dispositions expected

in the school

counseling practice.

Candidate

consistently and in

an exemplarily

manner displays

professional

dispositions

expected in the

school counseling

practice.

II. Assessment, Research, and Evaluation II.A. Assesses and

interprets students’

strengths, needs,

recognizing

uniqueness in

cultures, languages,

values, backgrounds,

and abilities; and

makes appropriate

referrals to school


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

and/or community

resources

II.A.1. Uses data

to assess and

facilitate student

academic success [BoR II.A.5, II.A.8;

CACREP III.H.1; CF

P2, P3, P4, P6, A1,

A3, A4, R1, R2, R3,

R4, R5; NCATE

I.E.2, I.E.3, I.F.2]

Based on students

needs, candidate

demonstrates limited


programs to improve

academic

achievement of

individual students,

small groups and

school population as

a whole.

Based on students

needs, candidate

sporadically

implements

programs to

improve academic

achievement of


small groups and

school population

as a whole.

Based on students

needs, candidate

regularly implements

programs to improve

academic

achievement of


small groups and


a whole.

With creativity

and minimal

supervision,

candidate initiates

and implements

programs to

improve academic

achievement of

individual

students, small

groups and school

population as a

whole.

II.A.2. Assesses

student

social/emotional

needs [BoR II.A.5,

II.A.8; CACREP

III.H.1; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

Candidate


ability to assess and

implement programs

to improve the

social/emotional

development of


small groups and


a whole.

Candidate

sporadically

assesses and

implements

programs to

improve the

social/emotional

development of


small groups and

school population

as a whole.

Candidate regularly

assesses and

implements programs

to improve the

social/emotional

development of


small groups and


a whole.

With creativity

and minimal

supervision,

candidate initiates

and implements

programs to

improve the

social/emotional

development of

individual

students, small

groups and school

population as a

whole.

II.A.3.

Assessments

student career

needs [BoR II.A.5,

II.A.8; CACREP

III.H.1; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

Candidate


ability to assess and

implement programs

to enhance the career

development of


small groups and


a whole.

Candidate

sporadically

assesses and

implements

programs to

enhance the career

development of


small groups and

school population

as a whole.

Candidate regularly

assesses and

implements programs

to enhance the career

development of


small groups and


a whole.

With creativity

and minimal

supervision,

candidate initiates

assessment and

implementation of

programs to

enhance the career

development of

individual

students, small

groups and school

population as a

whole.

II.A.4. Refers

students to

appropriate

resources as

needed [BoR

II.A.5, II.A.8;

CACREP III.H.1,


lack of knowledge of

or does not display

initiative to utilize

appropriate

community resources

to further assist with

Candidate displays

basic knowledge of

and initiative to

utilize appropriate

community

resources to further

assist with student

Candidate displays

in-depth knowledge

of and initiative to

utilize appropriate

community resources

to further assist with

student development.

Candidate displays

a refined

knowledge of and

initiative to utilize

appropriate

community

resources to


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4 III.H.4; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

student development. development. further assist with

student

development.

II.A.5. Assists

students with

special needs,

including

gifted/talented

and ESL. [BoR

II.A.5, II.A.8;

CACREP III.H.1,

III.H.4; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

Candidate fails to

demonstrate

understanding of,

appreciation for, or

ability to facilitate

positive interaction

with students with

varying special

needs.

Candidate

demonstrates a

basic

understanding of,

appreciation for,

and ability to

facilitate positive

interaction with

students with

varying special

needs.

Candidate

demonstrates an in-

depth understanding

of, appreciation for,

and ability to

facilitate positive

interaction with

students with varying

special needs.

Candidate

demonstrates a

refined

understanding of,

appreciation for,

and ability to

facilitate positive

interaction with

students with

varying special

needs.

II.A.6. Analyses

assessment

information in a

manner that

produces valid

inferences when

evaluating the

needs of

individual

students. [BoR

II.A.5, II.A.8;

CACREP III.H.1,

III.H.3; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

Candidate


ability to correctly

aggregate and

disaggregate student

achievement and

achievement-related

data to make

informed educational

decisions for positive


Candidate

sporadically

demonstrates


aggregate and

disaggregate

student

achievement and

achievement-

related data to

make informed

educational

decisions for

positive student

development.

Candidate

consistently

demonstrates ability

to correctly aggregate

and disaggregate

student achievement

and achievement-

related data to make

informed educational

decisions for positive


Candidate

consistently

demonstrates


aggregate and

disaggregate

student

achievement and

achievement-

related data to

make informed

educational

decisions for

positive student

development and

systemic change.

II.A.7. Assesses

barriers that

impede students’

academic, career,

and

personal/social

development. [BoR II.A.5, II.A.8;

CACREP III.H.1,

III.H.5; CF P2, P3,

P4, P6, A1, A3, A4,

R1, R2, R3, R4, R5;

NCATE I.E.2, I.E.3,

I.F.2]

Candidate fails to

scrutinize programs,

services, and policies

as to

fairness/appropriaten

ess of content, or to

monitor courses for

equal access, or to

design programs to

close the

achievement gap.

Candidate

sometimes

scrutinizes all

programs, services,

and policies as to

fairness/appropriat

eness of content,

monitor courses for

equal access, and

designs programs

to close the

achievement gap.

Candidate regularly

scrutinizes all

programs, services,

and policies as to

fairness/appropriaten

ess of content,

monitor courses for

equal access, and

designs programs to

close the

achievement gap.

Candidate

regularly and

inventively

scrutinizes all

programs,

services, and

policies as to

fairness/appropriat

eness of content,

monitor courses

for equal access,

and designs

programs to close

the achievement

gap.


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

II.B. Analyzes and

uses data to enhance

school counseling

programs [BoR II.A.5;

CACREP III.I.4; III.J.3;

CF P2, P3, P4, P6, A1,

A3, A4, R1, R2, R3, R4,

R5; NCATE I.E.2, I.E.3]

Candidate fails to

demonstrate ability to

regularly collect,

analyze, or utilize

assessment data from

students, parents,

school personnel, and

community

stakeholders to

continuously improve

and create a viable

and influential

comprehensive

school counseling

program for all

students.

Candidate

sporadically

demonstrates

ability to regularly

collect, analyze,

and utilize

assessment data

from students,

parents, school

personnel, and

community

stakeholders to

continuously

improve and create

a viable and

influential

comprehensive

school counseling

program for all

students.

Candidate

consistently

demonstrates ability

to regularly collect,

analyze, and utilize

assessment data from

students, parents,

school personnel, and

community

stakeholders to

continuously

improve and create a

viable and influential

comprehensive

school counseling

program for all

students.

Candidate

demonstrates

strong leadership

to regularly

collect, analyze,

and utilize

assessment data

from students,

parents, school

personnel, and

community

stakeholders to

continuously

improve and

create a viable and

influential

comprehensive

school counseling

program for all

students.

III. Counseling, Prevention, Intervention

III.A. Provides

individual and group

counseling, and

classroom guidance

that promotes

academic success,

social/emotional

development, and

career preparedness

for all students

III.A.1. Individual

counseling

III.A.l.a.

Academic

success [BoR

II.A.6; CACREP

III.F.2, III.L.1; CF

P1, P4, A1, A2, A3,

A4, A5, R1, R2, R3,

R4; NCATE I.E.1,

I.E.5, I.F.2]

Candidate is unable

to demonstrate

reliable ability to

provide effective

individual counseling

services that promote

academic success.

Candidate is able to

demonstrate basic

ability to

occasionally

provide effective

individual

counseling services

that promote

academic success.


reliably demonstrate

purposeful ability to

provide effective



academic success.

Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide

effective

individual

counseling

services that pro-

actively promote

academic success.

III.A.l.b.

Social/emotional

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

Candidate is unable

to demonstrate ability

to provide effective




demonstrate basic

ability to

occasionally

provide effective




provide effective


Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4 A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.2]

social/emotional

development.

individual

counseling services

that promote

social/emotional

development.


social/emotional

development.

effective

individual

counseling

services that pro-

actively promote

social/emotional

development.

III.A.l.c. Career

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.2]

Candidate is unable

to demonstrate ability




career development.


demonstrate basic

ability to

occasionally

provide effective

individual

counseling services

that promote career

development.




provide effective



career development.

Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide

effective

individual

counseling

services that pro-

actively promote

career

development.

III.A.2. Group

counseling

III.A.2.a.

Academic

success [BoR

II.A.6; CACREP


P1, P4, A1, A2, A3,

A4, A5, R1, R2, R3,

R4; NCATE I.E.1,

I.E.5, I.F.1, I.F.2]

Candidate is unable

to demonstrate

reliable ability to

provide ability to

provide effective

group counseling


academic success.


demonstrate basic

ability to

occasionally ability


group counseling

services that

promote academic

success.




provide ability to

provide effective

group counseling


academic success.

Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide

effective group

counseling

services that

proactively

promote academic

success.

III.A.2.b.

Social/emotional

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.1, I.F.2]

Candidate is unable

to demonstrate

reliable ability to

provide ability to

provide effective

group counseling


social/emotional

development.


demonstrate basic

ability to

occasionally

provide ability to

provide effective

group counseling

services that

promote

social/emotional

development.




provide ability to

provide effective

group counseling


social/emotional

development.

Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide

ability to provide

effective group

counseling

services that

proactively

promote

social/emotional

development.


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

III.A.2.c. Career

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.1, I.F.2]

Candidate is unable

to demonstrate

reliable ability to

provide ability to

provide effective

group counseling


career development.


demonstrate basic

ability to

occasionally

provide ability to

provide effective

group counseling

services that

promote career

development.




provide ability to

provide effective

group counseling


career development.

Candidate is able

to repeatedly

demonstrate

extraordinary

ability to provide

ability to provide

effective group

counseling

services that

proactively

promote career

development.

III.A.3. Classroom

guidance. Implements

differentiated

instructional

strategies that draw

on subject matter and

pedagogical content

knowledge and skills

to promote student

achievement

III.A.3.a.

Academic

success [BoR

II.A.6; CACREP


P1, P4, A1, A2, A3,

A4, A5, R1, R2, R3,

R4; NCATE I.E.1,

I.E.5, I.F.1, I.F.2]

Candidate fails to

effectively

incorporate visual,

auditory, tactile or

experiential

instructional methods

to teach lessons based

on state guidance

curriculum standards

that promote

academic success and

meet the varying

needs of learners.

To meet the

varying needs of

learners, candidate

sometimes

incorporates visual,

auditory, tactile

and/or experiential

instructional

methods to teach

lessons based on

state guidance

curriculum

standards that

promote academic

success.

To meet the varying

needs of learners,

candidate regularly

and effectively


auditory, tactile

and/or experiential


to teach lessons

based on state

guidance curriculum

standards that

promote academic

success.

To meet the

varying needs of

learners, candidate

creatively and

effectively

incorporates

visual, auditory,

tactile and/or

experiential

instructional

methods to teach

lessons based on

state guidance

curriculum

standards that

promote academic

success.

III.A.3.b.

Social/emotional

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.1, I.F.2

Candidate fails to

effectively

incorporate visual,


experiential



on state guidance


that promote

To meet the

varying needs of

learners, candidate

sometimes


auditory, tactile

and/or experiential

instructional

methods to teach

lessons based on

To meet the varying

needs of learners,

candidate regularly

and effectively


auditory, tactile

and/or experiential


to teach lessons

based on state

To meet the

varying needs of

learners, candidate

creatively and

effectively

incorporates

visual, auditory,

tactile and/or

experiential

instructional


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

social/emotional

development and

meet the varying

needs of learners.

state guidance

curriculum

standards that

promote

social/emotional

development.

guidance curriculum

standards that

promote

social/emotional

development.

methods to teach

lessons based on

state guidance

curriculum

standards that

promote

social/emotional

development.

III.A.3.c. Career

development [BoR

II.A.6; CACREP

III.F.2; CF P1, P4,

A1, A2, A3, A4, A5,

R1, R2, R3, R4;

NCATE I.E.1, I.E.5,

I.F.1, I.F.2]

Candidate fails to

effectively

incorporate visual,


experiential



on state guidance


that promote career

development and

meet the varying

needs of learners.

To meet the

varying needs of

learners, candidate

sometimes


auditory, tactile

and/or experiential

instructional

methods to teach

lessons based on

state guidance

curriculum

standards that

promote career

development.

To meet the varying

needs of learners,

candidate regularly

and effectively


auditory, tactile

and/or experiential


to teach lessons

based on state

guidance curriculum

standards that

promote career

development.

To meet the

varying needs of

learners, candidate

creatively and

effectively

incorporates

visual, auditory,

tactile and/or

experiential

instructional

methods to teach

lessons based on

state guidance

curriculum

standards that

promote career

development.

III.B. Designs and

implements

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. [BoR

II.A.6; CACREP III.D. 3,

III.F.2; CF P1, P3, P4, P5,

P6, A1, A2, A3, A4, A5,

R1, R2, R3; NCATE

I.E.1, I.E.5, I.F.2]

Candidate is unable

or often times

struggles to

reasonably design or

implement

appropriate

prevention and

intervention plans

while considering

factors such as (a)

atypical growth and

development, (b)


(c) language, (d)

ability level, (3)


and (f) factors of


learning and

development.

At times, candidate

is able to design

and/or implement

appropriate

prevention and

intervention plans

while considering

factors such as (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.

Candidate

consistently displays

ability to design and

purposefully

implement

appropriate

prevention and

intervention plans

while considering

factors such as (a)

atypical growth and

development, (b)


(c) language, (e)

ability level, (3)


and (f) factors of


learning and

development.

Candidate

consistently

displays

extraordinary

ability to design

and strategically

implement

appropriate

prevention and

intervention plans

while considering

factors such as (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.


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

III.C. Demonstrates

the ability to

recognize his or her

limitations as a

school counselor and

to seek supervision or

refer students when

appropriate. [CACREP

III.D.5; CF P2, P3, P4, P5,

P6, A1, A4, R1, R2, R3,

R4, R5]

Candidate lacks basic

awareness regarding

own limitations as a


avoids supervision

and referring students

when appropriate.

Candidate displays

basic awareness

regarding own

limitations as a

school counselor

and seeks

supervision at

times and/or may

delay in referring

students at times.

Candidate displays

consistent awareness

and introspective

ability to monitor

own limitations as a


is reliably

responsible in terms

of seeking

supervision and

referral sources when

appropriate.

Candidate displays

heightened

awareness and

introspective

ability to monitor

own limitations as

a school counselor

and is reliably

proactive in terms

of seeking

supervision and

referral sources

when appropriate.

IV. Diversity and Advocacy

IV.A. Multicultural

IV.A.1.

Demonstrates a

commitment to

developing

multicultural

competencies;

acknowledges

personal biases

and works to

reduce them. [CACREP III.F.1; CF

P1, P2, P3, P4, P5,

P6, Al, A2, A3, A4,

A5, R1, R2, R3, R4;

NCATE ; NCATE

I.E.1, I.F.3, I.G.2]

Candidate displays

little to no

commitment to

developing

multicultural

competencies or

lacks willingness to

acknowledge and

reduce personal

biases.

Candidate is

developing a

commitment to

developing

multicultural

competencies while

intermittently

acknowledging and

reducing personal

biases.

Candidate

consistently

demonstrates a

commitment to

developing

multicultural

competencies while

reliably

acknowledging and

reducing personal

biases.

Candidate displays

exceptional

commitment to

developing

multicultural

competencies

while actively

acknowledging

and reducing

personal biases.

IV.A.2.

Demonstrates

awareness,

valuing, and

knowledge of

diverse

worldviews [CACREP III.F.1; CF

P1, P2, P3, P4, P5,

P6, Al, A2, A3, A4,

A5, R1, R2, R3, R4,

R5;NCATE I.E.2,

I.F.3, I.G.2 ]

Candidate

consistently

demonstrates closed-

mindedness or is

unable or unwilling

to value or attain

knowledge of diverse

worldviews.

Candidate

occasionally

demonstrates open-

mindedness,

intermittently or

selectively values

differences, or

possesses

rudimentary

knowledge of

diverse

worldviews.

Candidate

consistently

demonstrates open-

mindedness, a

willingness to respect

different points of

view and reliably

values differences.

Candidate displays

extraordinary

open-mindedness

by routinely

honoring and

valuing

differences while

actively seeking to

attain substantial

knowledge of

diverse

worldviews.

IV.A.3.

Effectively

applies skills in a

multicultural

Candidate has

difficulty applying

skills in a

multicultural context.

Candidate

sporadically

applies effective

skills in a

multicultural

Candidate

intentionally applies

effective skills in a

multicultural context.

Candidate

proactively applies

effective skills in a

multicultural

context.


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4

context to

promote student

learning and

development [CACREP III.F.1; CF

P1, P2, P3, P4, P5,

P6, Al, A2, A3, A4,

A5, R1, R2, R3, R4,

R5; NCATE I.E.1,

I.F.3, I.G.2]

context.

IV.B. Recognizing

the uniqueness of

each student, engages

and consults with

school personnel,

parents, guardians,

family, and

stakeholders to

promote and advocate

for the academic,

career, and

personal/social

development of all

students [CACREP

III.F.4, III.N.1, III.N.3,

III.N.5; CF P1, P2, P3, P4,

P5, P6,Al, A2, A3, A4,

A5, R1, R2, R3, R4, R5;

NCATE I.E.2, I.F.3,

I.G.2]

Candidate fails to

recognize student’s

uniqueness, or rarely

engages and consults

with related

professionals and

family members for

student’s academic,

career, and

personal/social

development.

Candidate

occasionally

recognize student’s

uniqueness, or

intermittently

engages and

consults with

related

professionals and

family members

for student’s

academic, career,

and personal/social

development.

Candidate

consistently

recognizes student’s

uniqueness and

regularly engages

and consults with

related professionals

and family members

for student’s

academic, career, and

personal/social

development.

Candidate

proactively

recognizes

student’s

uniqueness,

regularly engages

and consults with

related

professionals and

family members

for student’s

academic, career,

and

social/personal

development.

V. Career and Life Transitions

V.A. Implements

strategies and

activities to prepare

students for a full

range of post-

secondary options

and opportunities

V. A.1. Utilizes

best practices for

career awareness

and planning to

school personnel,

students,

parents/guardians [CACREP II.G.4; CF

P1, P2, P3, P4, P5,

Candidate provides

insufficient

information or lacks

understanding of

career awareness and

planning to school

personnel, students,

and

parents/guardians.

Candidate provides

satisfactory

information for

career awareness

and planning to

school personnel,

students, and

parents/guardians.

Candidate

consistently provides

valuable current

information for

career awareness and

planning to school

personnel, students,

and

parents/guardians.

Candidate

demonstrates

exemplary career

awareness and

exceptional ability

to provide

valuable current

information for

career awareness


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4 P6, Al, A2, A3, A4,

A5, R1, R2, R3, R4,

R5; NCATE I.E.l,

I.E.2, I.E.3]

and planning to

school personnel,

students, and

parents/guardians.

V. A.2. Meets

with

student/parents/g

uardians to plan

career path (with

recognition that

the path leads to

plausible career

choices) [CACREP

II.G.4, III.L.2; CF P1,

P2, P3, P4, P5, P6,

Al, A2, A3, A4, A5,

R1, R2, R3, R4, R5;

NCATE I.E.l, I.E.2,

I.F.2]

Candidate rarely

meets with students,

parents, and

guardians to develop

possible career plans

that reflect student’s

interest, abilities, and

skills.

Candidate

intermittently meet

with students,

parents, and

guardians to

develop possible

career plans that

reflect student’s

interest, abilities,

and skills.

Candidate routinely

meets with students,

parents, and

guardians to develop

possible career plans

that reflect student’s

interest, abilities, and

skills.

With exceptional

awareness of

career options,

candidate

routinely meets

with students,

parents, and

guardians to

develop possible

career plans that

reflect student’s

interest, abilities,

and skills.

V. A.3.

Coordinates a

school-to-career

transition plan for

each student [CACREP II.G.4,

III.C.4, III.L.2; BoR

II.A.3; CF P1, P2, P3,

P4, P5, P6, Al, A2,

A3, A4, A5, R1, R2,

R3, R4, R5; NCATE

I.E.l, I.F.2]

Candidate has

difficulty

coordinating school-

to-career transition

plan for each student

as appropriate to

educational and

developmental level.

Candidate

intermittently

coordinates a

school-to-career

transition plan for

each student as

appropriate to each

education and

developmental

level.

Candidate

purposefully

coordinates an

effective school-to-

career transition plan

for each student as

appropriate to each

education and

developmental level.

Candidate displays

exceptional

awareness of

various post-

secondary

opportunities and

coordinates an

effective

comprehensive

school-to-career

transition plan for

each student as

appropriate to

each education

and developmental

level.

V.B. Attends to

other transition

processes such as

:

V.B.1. school

entrance/exit

(beginning,

middle school,

high school) [CACREP III.C.4;

CF P1, P2, P3, P4,

P5, P6, Al, A2, A3,

A4, A5, R1, R2,

Candidate rarely or

fail to attend to issues

related to school

entrance/exit

transitions.

Candidate

moderatelyattends

to issues related to

school

entrance/exit

transitions based

on students’

developmental

levels.

Candidate fully

attends to issues

related to school

entrance/exit

transitions based on

students’

developmental levels.

Candidate

proactively attends

to issues related to

school

entrance/exit

transitions based

on students’

developmental

levels.


Component NA

Unsatisfactory

1

In Progress

2

Proficient

3

Exemplary

4 R3, R4, R5;

NCATE I.E.l,

I.F.2]

V.B.2.develop

ment across the

life span (birth,

death, divorce,

etc.) [CACREP

III.C.3; CF P1, P2,

P3, P4, P5, P6, Al,

A2, A3, A4, A5,

R1, R2, R3, R4,

R5; NCATE I.E.l,

I.F.2]

Candidate

demonstrates

insufficient

knowledge of or

ability to incorporate

appropriate life span

transition strategies

to enhance student

development

Candidate

demonstrates a

basic knowledge of

or ability to

incorporate

appropriate life

span transition

strategies to

enhance student

development.

Candidate

demonstrates a wide

knowledge of and

ability to incorporate

appropriate life span

transition strategies

to enhance student

development.

Candidate

demonstrates

exceptional

knowledge of and

ability to

incorporate

appropriate life

span transition

strategies to

enhance student

development.

VI. Technology

Uses technology in

their practices [NCATE I.e.4; CF P5,

A5 ]

Candidate fails to

understand or utilize

appropriate and

effective technology

to enhance student

achievement and

improve counseling

practice and program.

Candidate

intermittently

utilizes a variety of

appropriate and

effective

technology to

enhance student

achievement and

improve counseling

practice and

program.

Candidate regularly

utilizes a variety of

appropriate and

effective technology

to enhance student

achievement and

improve counseling

practice and

program.

Candidate

regularly

demonstrates

refined skills in

utilizing an

advanced variety

of appropriate and

effective

technology to

enhance student

achievement and

improve

counseling

practice and

program.


COLLEGE OF EDUCATION Department of Educational Leadership,

Counseling, and Special Education


2500 Walton Way

Augusta, GA 30904-2200

COMMUNITY COUNSELING CANDIDATE EVALUATION BY ON-SITE

SUPERVISOR

Counseling

Candidate:

Level: Practicum Internship Semester/Year:

School:

Address:

On-Site Supervisor:

Phone: Email:

Directions: Please evaluate the above named community counseling candidate on the counseling

competencies indicated on this form. Your judgment as to the extent to which the counseling candidate

possesses each competency is a vital part of his or her final grade. Please indicate your response by

placing the number in the box next to each criteria that best describes, in your judgment, the competency

level of the counseling candidate based on the following scale: 0 = not observed, 1 = poor, 2 = fair, 3 =

good, 4 = very good, 5 = excellent. Please feel free to include additional comments or documentation you

feel is relevant to your evaluation.

Thank you for hosting a community counseling candidate and completing this important evaluation.

Student Counselor's Relationship with Supervisor Rating

1. Involvement:

a. Demonstrates receptivity to the supervision process

b. Demonstrates involvement and seriousness of being a counselor

2. Growth:

a. Shows development in communication skills

b. Shows personal growth during this internship experience

3. Rapport: Establishes positive relationships with supervisors


4. Awareness of Limitations:

a. Demonstrates ability to share competencies and skills with peers and supervisors

b. Demonstrates humility to share deficiencies with peers and supervisors

Comments:

A. Counseling/Consultant Relationship Rating

1. Ease of beginning an interview/session with a client

2. Demonstrates sensitivity to the client's feelings

3. Establishes rapport with client

4. Permits and facilitates client expression

5. Is able to focus on content or problem

6. Is able to focus on the client

7. Initiates a working relationship with client

8. Communicates acceptance

9. Communicate understanding

10. Communicates genuineness

Comments:

B. Organization and Preparation Rating

1. Effectively organizes case material in file

2. Recognizes implications of case material

3. Recognizes discrepancies and meaning of inconsistent information

4. Considers various approaches with client

5. Aware of client readiness

6. Defines goals tentatively/mutually with client

7. Utilizes appropriate structure during session

8. Distinguishes between immediate and long term goals

Comments:


Implementation Rating

1. Accurate use of tests and conveying test information to client

2. Dealing with affect

a. Recognizes and handles positive affect

b. Recognizes and handles negative affect

3. Presents unpleasant information

4. Recognizes impact of student counselor behavior and activities on clients

5. Recognizes the importance of timing on imparting information

6. Focuses on specific client behaviors

7. Monitors and evaluates progress towards goals

8. Terminates session/case appropriately

Comments:

Additional comments:

Site Supervisor’s Signature Date

Student’s Signature Date


AUGUSTA UNIVERSITY

College Of Education

Department of Educational Leadership, Counseling, and Special Education


Counseling Candidate Evaluation of Site Supervisor and Field Experience

Candidate Name: Semester / Year:

Supervisor Name:

Practicum Internship 1

Internship 2

Site Location: School Community

This is your opportunity to evaluate your practicum / internship experience. Please indicate your

numerical response (on a scale of 1-5) to the questions below. Space is provided for you to add additional

comments. This evaluation is critical for it will assist us assessing field experiences and in providing

positive placements for students in the future. Please base your evaluation on the following scale: 1=

strongly disagree, 2= somewhat disagree, 3=neutral, 4= somewhat agree, 5=strongly agree.

Rating

1. Your supervisor provided you with an orientation to the site and other staff and

ensured adequate resources were available for you to conduct professional

activities.

Comments:

2. Your supervisor provided opportunities for you to engage in a variety of counseling

activities consistent with the CACREP standards for supervision?

Comments:

3. The supervisor ensured and provided opportunities that you could audiotape at least

one counseling session each week for review with the University Supervisor.

Comments:

4. You met individually with your supervisor for at least one hour per week to discuss

your counseling experiences.


Comments:

5. You were satisfied with the amount of supervision that you received.

Comments:

6. You were satisfied with the quality of supervision that you received.

Comments:

7. The supervisor enabled you to express opinions, questions, and concerns about

your counseling.

Comments:

8. The supervisor provided useful feedback regarding counseling skills and

interventions.

Comments:

9. The supervisor provided evaluation of your performance on a regular basis.

Comments:

10. The evaluation process was fair and helpful.

Comments:

11. Your supervisor was knowledgeable about the school/agency setting in which you

worked, and he/she shared that knowledge and expertise freely.


Comments:

12. The variety and quantity of counseling activities in which you participated met

your expectations of a quality practicum / internship experience.

Comments:

13. You believe the experiences you have had during this practicum / internship has

prepared you to assume duties as a professional counselor.

Comments:

14. The overall quality of the supervision that you received was good.

Comments:

15. You would recommend this supervisor to a friend.

Comments:

Additional comments:

Candidate Signature: Date:


Department of Educational Leadership,



2500 Walton Way


Parent Consent Form The field experience component of the Master’s Degree Program in Counselor Education

at Augusta University includes a practicum and internship experience. Internship is a period of

supervised practice when counseling candidates observe and practice individual or group

counseling and other counseling-related activities. Counseling services are conducted by

counseling candidates from the Counselor Education Program who are under supervision from

the professors in Counselor Education Program, as well as from certified or licensed counselors

or other mental health practitioners at the school or community agency.

The counseling process is an involving experience. Professional counselors commonly

utilize audio and/or videotapes as an effective means of summary and reflection for client and

counselor. The tapes are reviewed by the faculty supervisor in order to provide supervision for

the counseling candidate. All tapes are kept in strict confidence and are used only for training

purposes. Tapes are promptly erased after supervision has been provided.

I give permission for the following counseling candidate to tape sessions for training

purposes:

Counselor

Candidate

Printed

Name

Counselor

Candidate

Signature:

Date:

Parent or

Guardian

Signature:

Date:


Department of Educational Leadership,



2500 Walton Way


Client Consent Form

The field experience component of the Master’s Degree Program in Counselor Education

at Augusta University includes a practicum and internship experience. Internship is a period of

supervised practice when candidates observe and practice individual or group counseling and

other counseling-related activities. Counseling services are conducted by counseling candidates

from the Counselor Education Program who are under supervision from the professors in

Counselor Education Program, as well as from certified or licensed counselors or other mental

health practitioners at the school or community agency.

The counseling process is an involving experience. Professional counselors commonly

utilize audio and/or videotapes as an effective means of summary and reflection for client and

counselor. The tapes are reviewed by the faculty supervisor in order to provide supervision for

the counseling candidate. All tapes are kept in strict confidence and are used only for training

purposes. Tapes are promptly erased after supervision has been provided.

I give permission for the following counseling candidate to tape sessions for training

purposes:

Counselor

Candidate

Printed

Name

Counselor

Candidate

Signature:

Date:

Client

Signature:

Date:


AUGUSTA UNIVERSITY




Candidate Name Date

Client First Name Tape #

Faculty Name

Reviewed by Audio Video Transcript

Reviewed for Practicum Internship I Internship II

PART ONE: COUNSELING SKILLS SCALE (CSS) – Candidate Counselor

Version

Directions: As you review the tape, please identify specific examples of skills and write these along with any

comments in the corresponding areas.

SHOWS INTEREST AND APPRECIATION

1. Body Language and Appearance – Maintains open, relaxed, confident posture with appropriate eye contact.

Leans forward when talking, leans back when client talks on target. Uses head nods and body gestures to

encourage client talk. Maintains professional dress.

2. Minimal Encouragers -- Repeats key words and phrases. Uses prompts (uh huh, okay, right, yes) to let

client know s/he is heard. Uses silence helpfully.

3. Vocal Tone – Uses vocal tone that matches the sense of the session and session goals. Vocal tone

communicates caring and connection with the client.

4. Evoking and Punctuating Client Strengths -- Includes questions and reflections related to assets and

competencies; positively reframes client experiences.


ENCOURAGES EXPLORATION

5. Questioning -- Asks open-ended questions that encourage the client to continue talking and to provide

information. Uses when needed and when theoretically consistent. Uses closed questions judiciously. Does

not overuse questions.

6. Requesting Concrete and Specific Examples -- Asks for concrete and specific instances when clients

provide vague generalities. ("Give me an example of how you might feel or behave when facing

__________.")

7. Paraphrasing (reflection of content) -- Engages in brief, accurate, and clear rephrasing of what the client

has expressed.

8. Summarizing -- Makes statements at key moments in the session that capture the overall sense of what the

client has been expressing.

DEEPENS THE SESSION

9. Reflecting Feeling -- States succinctly the feeling and the content of the problem faced by the client ("You

feel ______ when ______.")

10. Using Immediacy -- Recognizes here-and-now feelings, expressed verbally or nonverbally, of the client or

the counselor. Can be related to the counselor-client relationship. ("As we talk about _____ problem, I sense

you are feeling _____ about me. In turn, I'm feeling _____ about how you are viewing the problem right

now.")


1. Planning Action and Anticipating Possible Obstacles --Reaches agreement about actions to take between

sessions, who is responsible for them, and when they will be done. Helps client to list what obstacles might

interfere and decide how to handle them. (“So, you will do __________by ______date. What could prevent

you from accomplishing your plan?”)

11. Observing Themes and Patterns -- Identifies more overarching patterns of acting, thinking, or behaving in

problem situations (“In ______ situations, you regularly do _____ [or think______ or feel _____."])

12. Challenging/Pointing out Discrepancies -- Expresses observations of discrepancies. ("You expect yourself

to do_____ when facing the problem of _____, but you do ______ instead. When this happens you feel _____

about yourself.")

13. Reflecting Meaning and Values – Reflects the unexpressed meaning or belief/value system that is behind

the words the client is saying. (“You feel strongly about making choices based on _______ belief.”)

ENCOURAGES CHANGE

14. Determining Goals and Desired Outcomes – Collaboratively determines outcomes toward which the

counseling process will aim. Helps client set goals.

15. Using Strategies for Creating Change – Uses theoretically-consistent and intentional intervention strategies

to help client move forward toward treatment goals [such as setting up reinforcement systems, using guided

imagery, asking the miracle question, directives, self-disclosure, interpretation, advice, opinion, information

instruction].

16. Considering Alternatives and their Consequences – Helps the client review possible solutions and the

value of each over the long term. (“One option would be ________, and that would mean________. Another

option would be….”)


DEVELOPS THERAPEUTIC RELATIONSHIP

2. Consistently engages in caring manner with client, particularly by demonstrating such core conditions as

genuineness and authenticity, warmth and acceptance, respect and positive regard, and empathy.

ENCOURAGES CHANGE

3. Opens session smoothly and warmly greets client. Begins work on counseling issues in a timely way.

Structures session, directing client naturally through opening, exploration, deeper understanding, creating

change, and closing; focuses client on essence of issues at a level deep enough to promote positive

movement. Smoothly and warmly ends the session, in a timely way, planning for future sessions or for

termination.

Additional Comments:

Permission to copy for training purposes given to Augusta by Karen Eriksen


PART TWO: PROCESS QUESTIONS (Counselor Candidate)

1. What were the goals for this session?

2. Did anything happen during the session to cause the goals to be reconsidered? How did you

resolve this?

3. What were the major themes of the session? Was there any important content?

4. How did you feel during the session? About the client? About yourself?

5. Did you struggle with any goals? Or, were all of the session goals accomplished?

6. What plans/goals were set for the next session?

7. What did you learn about the counseling process by observing this session?

8. What question(s) do you have for the class?


AUGUSTA UNIVERSITY




CASE PRESENTATION OF RECORDINGS

Counseling

Candidate:

Date:

Case: Location:

Focus: Community School Course: Practicum Internship

Instructions: Watch/listen to video or audio tape. Select a portion of the tape to share with class

(suggested amount of time - 5 minutes). Tape should be prepared to start at the point the student wishes to

share information with the class. It is the student’s responsibility to lead the case discussion using all of

the following steps.

Steps Points

1. Information about Counseling Case: presenting problem, history of presenting problem,

previous attempts at problem solution, and pertinent information regarding the counselee.

Include information about how counselor’s and client’s culture lens may influence their

perspectives of presenting issues.

/10

2. Counseling Plan: goals, action step(s), and desired outcomes.

/10

3. Counselor’s Action: name techniques, skills, strategies, and interventions.

/10

4. Counselor’s Self Awareness: thoughts, feelings about client, about self, and about the

counseling process.

/10


Additional Comments:

Points Earned: /50 Updated Spring 2010

5. Counselor’s Request: I need help with:

6. Case Goals: After all feedback from supervisor and group, determine future direction

for the case: goals, action steps, evidence.

/10

7. Counselor Goals: Future goals for the counselor: goals, action steps, evidence.


AUGUSTA UNIVERSITY College of Education

Department of Educational Leadership, Counseling, and Special Education Counselor Education Program

Case Presentation of Recordings Evaluation

Presenter:

Presentation Topic:

Date Presented:

Please respond on a scale of 1-5 with 5 being the highest, your agreement to the following: Score

(1-5) 1. The presentation was well organized, easily understood, and based on recent documentation.

2. The presenter appeared to be comfortable and in command of the topic.

3. The presenter has a relaxed and engaging delivery style which kept my interest throughout the

presentation.

4. The handouts were helpful and well designed.

5. The PowerPoint used in this presentation was visually appealing, well organized, and helped my

understanding of the presentation content.

Overall rating for this presentation on a scale of 1-5

Strengths of this presentation:

Recommendations for improving future presentations.

practicum/internship clinical experience …€¦ · this handbook cannot alleviate every concern...

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