The College of Education's Conceptual Framework

Preparing Ethical and Reflective Professionals for Quality Service in Diverse Communities

The Counseling Program Mission

To prepare diverse, ethical, reflective, and clinically skilled counselors to be multicultural and social justice leaders and advocates.

COURSE INFORMATION COUN 5550, 5560, & 5570 Title: School Counseling Internship and Graduate Project I, II, & III Room: Chardin 138 & 143 (Fall term only) Mondays, 6:0 0-8:40PM Terms: Fall 2016, Winter 2017, Spring 2017

INSTRUCTOR Manivong J. Ratts, Ph.D., N.C.C. Office: Loyola 216 Office Hours: By Appt. P: 206-409-0885 (c) E: vong@seattleu.edu

INSTRUCTOR Arie T. Greenleaf, Ph.D. Office: Loyola 217 Office Hours: By Appt. P: 319-541-8987 E: greenleaf@seattleu.edu

FACULTY SUPERVISORS

Term Section 01 Section 02 Fall Quarter Manivong J. Ratts Arie T. Greenleaf Winter Quarter Arie T. Greenleaf Manivong J. Ratts Spring Quarter Manivong J. Ratts Arie T. Greenleaf Internship Sections – Fall, Winter, and Spring Terms

Section 01 Section 02 Alfreida McKinney Amanda Hansen Madison Powers Chasom Tarimel Belma Martin Kathryn Korch Melissa Matsui Katie Michaelson Rachel McGaffey Krsto Budech Heather Kitterman Sam Schuch Kailey Mutter Elizabeth Ward Keira Weldon Yasmina Scally Paul Cho Devon Rouch Zantya Young Nicole Kellar Andrea Cravioto COURSE MATERIALS Required Textbooks and/or Readings: Articles American Counseling Association. (2014). 2014 ACA code of ethics. Alexandria: American

Counseling Association. American School Counselor Association. (2016). Ethical standards for school counselors (Revised

June 2016 ed.): American School Counselor Association. https://www.schoolcounselor.org/asca/media/asca/Ethics/EthicalStandards2016.pdf

COURSE DESCRIPTION Graduate Bulletin Description: Supervised field experience in a school. Usually taken in the final three quarters of the graduate program with permission and application made two quarters earlier. Weekly on-campus supervision seminar in addition to field work. Graded Cr/F. Course Purpose: An opportunity to practice and integrate counseling skills and knowledge and conduct an in-depth study on a particular clinical or school-related issue. CONTENT AREAS Council for Accreditation of Counseling and Related Educational Programs (CACREP):

Course Rationale (Required): 1. CACREP Standards

2. SOCIAL AND CULTURAL DIVERSITY a. multicultural and pluralistic characteristics within and among diverse groups

nationally and internationally c. multicultural counseling competencies f. help-seeking behaviors of diverse clients

5. COUNSELING AND HELPING RELATIONSHIPS

d. ethical and culturally relevant strategies for establishing and maintaining in-person and technology-assisted relationships

g. essential interviewing, counseling, and case conceptualization skills h. developmentally relevant counseling treatment or intervention plans j. evidence-based counseling strategies and techniques for prevention and

intervention

8. RESEARCH AND PROGRAM EVALUATION b. identification of evidence-based counseling practices c. needs assessments d. development of outcome measures for counseling programs e. evaluation of counseling interventions and programs i. analysis and use of data in counseling

SEC. 3: PROFESSIONAL PRACTICE

INTERNSHIP

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

k. Internship students complete at least 240 clock hours of direct service. l. Internship students have weekly interaction with supervisors that averages

one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member.

m. Internship students participate in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship. Group supervision must be provided by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member.

SEC. 5: SCHOOL COUNSELING

1. FOUNDATIONS

e. assessments specific to P-12 education

3. PRACTICE c. core curriculum design, lesson plan development, classroom management

strategies, and differentiated instructional strategies d. interventions to promote academic development f. techniques of personal/social counseling in school settings g. strategies to facilitate school and postsecondary transitions h. skills to critically examine the connections between social, familial,

emotional, and behavior problems and academic achievement i. approaches to increase promotion and graduation rates j. interventions to promote college and career readiness k. strategies to promote equity in student achievement and college access l. techniques to foster collaboration and teamwork within schools m. strategies for implementing and coordinating peer intervention programs n. use of accountability data to inform decision making o. use of data to advocate for programs and students

COURSE OBJECTIVES By the end of the quarter students will: • Apply culturally appropriate counseling skills to work with diverse populations. • Complete a 600 hour internship experience in a school, with 240 direct client contact (i.e.,

individual counseling, group counseling, and guidance curriculum). 121 hours must be individual counseling

• Attend group supervision for an average of 1½ hours per week • Participate in individual supervision on site for a minimum of 1 hour per week • Conduct ethical and culturally relevant strategies for establishing and maintaining in-person and

technology-assisted relationships

• Develop culturally appropriate interviewing, counseling, and case conceptualization skills using the Multicultural and Social Justice Counseling Competencies as a framework.

• Apply developmentally appropriate counseling intervention plans • Apply evidence-based counseling strategies and techniques for prevention and intervention • Identify evidence-based counseling practices as part of their advocacy project • Conduct a needs assessment as part of their advocacy project • Collaborate with counselors to develop outcome measures for the counseling program • Conduct a pre and post assessment to evaluate counseling interventions and programs from their

advocacy project • Analyze and use data from their needs assessment to develop an advocacy project • Learn about assessments specific to P-12 education • Design and deliver a lesson plan to a classroom • Learn about classroom management strategies • Develop interventions to promote academic development • Identify techniques of personal/social counseling in school settings • Create strategies to facilitate school and postsecondary transitions • Develop skills to critically examine the connections between social, familial, emotional, and

behavior problems and academic achievement • Learn about approaches to increase promotion and graduation rates

COURSE INSTRUCTIONAL METHODS Small group consultation; case presentations with video tapes accompanied by oral and written peer feedback; brief didactic presentations; group discussion; simulated professional development workshops. STUDENT PERFORMANCE EVALUATION CRITERIA AND PROCEDURES A. Assignments: All assignments are due at the beginning of class. Unsatisfactory marks on

assignments will require the student to re-submit the assignment and/or earn an incomplete for the course. This determination is based on the instructor’s discretion.

Assignment

CACREP Standard

Points Possible Advocacy Project Summative Assignment

2a, 2c, 2f; 8b, 8c, 8d, 8e, 8i School Counseling: Foundations:1e; Practice: 3d, 3f, 3g, 3h, 3i

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Individual Counseling & Case Presentation Summative Assignment

5d, 5g, 5h, 5j P/F

Guidance Curriculum

Practice: 3c 20

Group Counseling

5d P/F

Assignment

CACREP Standard

Points Possible

Child Abuse Workshop

2a P/F

Suicide Prevention Training

2a P/F

Site Supervisor Evaluation

n/a P/F

Internship Log

Prof. Practice: 3j, 3k, 3l, 3m P/F

Mid-Term Site Visit

n/a P/F

1. ADVOCACY PROJECT Summative ASSIGNMENT

The Advocacy Project summative assignment is used to determine student knowledge and skills in the Contextual Dimensions of SC CACREP specialty area. Students who fail a summative assignment (receive a rating scale of 2 or below) are required to meet with the issuing faculty. Such students are either placed on a developmental plan or dismissed from the program. Evaluation Process

The professor will complete the following rubric to assess student contextual dimensions of school counseling knowledge and skills. Points correspond to the rating scale.

Points Overall Rating Rating Scale

Description 108-120 Mastery 4 Able to perform at a high level without

supervision on a consistent basis 96-107 Proficient 3 Able to perform without supervision on a

consistent basis 84-95 Developing 2 Able to perform with supervision on a

consistent basis 72-83 Beginning 1 Able to perform with supervision on a

inconsistent basis 71 and below Inadequate 0 Unable to perform with supervision

Directions: The culminating assignment for internship is the Advocacy Project Summative Assignment. This Summative Assignment requires you to create an intervention to address an equity issue experienced by a particular student population at your school. The student population can include one of the following groups: students of color, students on free and reduced lunch, LGBTIQ youth, students failing courses, students in detention, students with disabilities, religious minorities, homeless youth, pregnant teens, etc. This is a three-part assignment to be completed over the course of three terms:

• Part I of the assignment requires using data to design and deliver a needs assessment to students.

• Part II of the assignment requires developing an intervention based on the problem data. • Part III of the assignment requires developing a poster presentation about the advocacy

project. The purpose of the poster session is to bring the issue to the public eye. During Spring term, you will present the poster session to the class and to members of the Seattle University PEAB.

Fall Term:

Part I: Use Data to Describe the Problem Describe the Problem Using Data: Describe an equity issue at your school using your needs assessment as a foundation, essentially establishing a quantitative definition of the problem. Scholarly sources should also be used in this section to further build a case for the problem. Use school data to develop the needs assessment:

A. Review School Data: • Achievement data (GPA, state test scores) • Achievement-related data (attendance, detention) • School climate survey data (Healthy Youth Survey) • Demographic data (race, gender, SPED status, ELL status, free/reduced lunch) • National data and research on the issue

Analyze School Data by asking:

• Analysis: What patterns emerge from the data? What does the data suggest? • Students Impacted: Identify what student groups are impacted based on the data? • Identify the Equity Issue: What is the equity issue based on the data reviewed?

B. Based on your analysis of the school data identify the issue:

Develop a needs assessment to further investigate the issue: The needs assessment should: 1. Address one of the following student domains:

• Academic (e.g. study skills, lack of motivation, attendance, etc.) • Career (e.g. career interests and decision making, college choice, etc.) • Personal/social issue (e.g. bullying, heterosexism, racism, etc.).

2. Once you have identified the student domain (academic, career, and/or

personal/social issue) to address, identify questions that examine students affect, behavior, and/or cognition (ABC’s): • Affect: What do we want students to believe? (e.g., addressing student

motivation) • Behavior: What do we want students to be able to do? (e.g., increasing student

attendance) • Cognition: What do we want students to know? (e.g., all students will know

about the 4-year plan)

3. Create 10-15 Likert questions to use in the needs assessment. Use a combination of multiple choice and true/false items. Make sure the questions on the needs assessment is developmentally appropriate and that it will provide the data needed to further understand the issue. Bring the needs assessment to class on the due date to review.

4. Include demographic information that you will collect in the need assessment such as race/ethnicity, gender, age, grade level, free and reduced lunch, sexual orientation, etc. The demographic information should be on page 1 of the need assessment. The first page of the need assessment should also include directions for those taking it.

Example: Low eighth grade math scores on state achievement test among Latino/a youth in poverty at Riverdale Middle School. SES achievement gap.

Winter Term:

• Disseminate the needs assessment to the target group of students in the school by midterm of Winter quarter. Identify the ideal number of students required to take the needs assessment with your university internship professor and site supervisor.

• Evaluate the result of the needs assessment with your site supervisor, building administrators, peers in the class, and university professor of internship. Come prepared to discuss the following questions in class: What does the data reveal? What patterns emerge from the data?

• Identify the issue you will address based on results obtained from the needs assessment. This intervention will begin mid-Winter term and continue through the Spring term (e.g., providing gym clothes for students, lowering truancy rates among a particular group of students, running an anti-bullying program, addressing generational poverty, helping students develop a Gay-Straight Alliance, addressing a racial/ethnic tension in the school, etc.). The intervention should be new and not something that the school is currently doing or that is currently in place.

Spring Term: Part II: Using Data to Identify the Intervention:

1. Select Interventions: Based on the results of the need assessment select specific targets for intervention. Discuss with your site supervisor and university professor about which interventions will be most effective to address the defined problem. Example: Implement Student Success Skills Curriculum, facilitate a group on study skills.

2. Evaluating Interventions:

The process of collecting and analyzing outcome data is just as important as the intervention itself. Identify ways to evaluate the effectiveness of your intervention. This can be done through a pre-post survey or other measure.

Example: Measure student learning, homework completion, math class performance, and scores on state achievement test.

Part III: Poster Presentation of Advocacy Project

Poster Presentation: Create a poster presentation using trifold poster. The poster will be presented in the second to last class of the Spring term. You will present your Advocacy Project to the PEAB. Include the following in your presentation:

• Address each of the following questions in your poster presentation:

1. What was the population and issue addressed? 2. What data did you use to describe the equity issue? 3. What were the results of the need assessment? 4. What did you do to intervene? 5. What did you learn about being an advocate in schools? 6. What barriers and risks did you experience as a result of your advocacy efforts that

can help you in the future? Also, identify possible solutions to these problems. 7. What might you do differently based on what you learned?

• Provide References section that includes a list of scholarly resources • Provide a blank handout of your need assessment • Use APA Style 6th edition guidelines when citing sources • Only 1 reputable internet source may be used

2. INDIVIDUAL COUNSELING ASSIGNMENT & CASE PRESENTATION

Acquire a caseload of around 15-20 students to provide individual counseling throughout the academic year. The caseload of students should reflect diversity and provide you with a breadth of experiences. Each term, you will be required to present one video taped counseling session in group supervision class. You are to also show your videos to your internship site supervisor. More videos may be required based on the professor’s evaluation of your counseling skills. Before videotaping clients make sure to obtain parent/guardian written using the contract provided by Seattle University. This assignment is due each term. Videotaped sessions need to include the following:

Tape #1 (Fall term): The fall term video assignment is a summative assignment. Students who fail this summative assignment will not be able to continue to Internship II and may be dismissed from the program.

• At least 30 minutes in length • Discuss confidentiality and limits of counseling with the client • Introduce your theoretical counseling orientation to the client • Demonstration of basic counseling skills (e.g., paraphrasing, reflection of feeling,

and summarizing) • Demonstration of advanced counseling skills (e.g., exploring uncomfortable topics,

use of silence, challenging the client) • Demonstration of closing your session with the client

Tape #2 (Winter term):

• At least 30 minutes in length • Discuss confidentiality and limits of counseling with the client • Demonstration of basic counseling skills (e.g., paraphrasing, reflection of feeling,

and summarizing) • Demonstration of advanced counseling skills (e.g., exploring uncomfortable topics,

use of silence, challenging the client)

• Demonstration of closing your session with the client • Demonstrate application of your theoretical counseling orientation

Tape #3 (Spring term):

• At least 30 minutes in length • Discuss confidentiality and limits of counseling with the client • Demonstration of basic counseling skills (e.g., paraphrasing, reflection of feeling,

and summarizing) • Demonstration of advanced counseling skills (e.g., exploring uncomfortable topics,

use of silence, challenging the client) • Demonstration of closing your session with the client • Demonstrate application of your theoretical counseling orientation

3. GUIDANCE CURRICULUM ASSIGNMENT – Due Winter Term

a. Develop a 2-lesson academic, career, or personal/social guidance unit. Use the template provided in this syllabus to develop your guidance unit. Email a copy for each student in internship and the professor. The guidance unit needs to be sequenced and developmentally appropriate.

b. Deliver the 2-lesson guidance unit in a class at your school. Have your site supervisor or a teacher at your site observe and evaluate your lessons using the “Classroom Guidance Unit Evaluation” form provided in this syllabus.

4. GROUP COUNSELING ASSIGNMENT – Due Winter Term

Facilitate or co-facilitate a total of 10 group counseling sessions. Parent permission is required before facilitating and/or taping any group sessions. Groups must consist of a minimum of 4 students. 5 of the group counseling sessions can be of any group of your choosing. The remaining 5 group sessions need to be developmentally sequenced using an academic, career, or personal/social group curriculum. You may create your own group curriculum or use one that already exists. Use the template provided in the syllabus to structure the 5-session group curriculum. Email the group curriculum to your professor and your peers.

5. CHILD ABUSE TRAINING - Due Spring term

Complete an approved workshop on child abuse and mandated reporting. This can be completed at the Washington School Counselor’s Association Pre-Conference or through the local ESD. A photocopy of certificate of completion is required as proof of attendance. Due Spring term.

6. SUICIDE TRAINING: Complete a training on suicide. Submit a photocopy of your certificate

of completion to your university internship professor. Due Spring term.

7. EVALUATION ASSIGNMENTS - Due each term

• Mid-term Site Visit: A mid-term site visit will be conducted with you, your site supervisor, and internship professor during Weeks 7-9 of the term. This site visit is scheduled for 30 minutes to assess your counseling skills, professionalism, and fit for the field. Student interns are responsible for scheduling the site visit.

• Weekly Logs: Document your hours on-site and in supervision (individual and group) using the Internship Hours Log. Submit via email your internship log during Weeks 3, 6, and 9 of the term to your university professor. Your quarterly logs should be totaled each week and signed by you, your site supervisor and university supervisor at the end of the term. Students with incomplete forms will receive an “I” grade.

• Internship Evaluation Form: By the end of the term your site supervisor will need to complete an online evaluation. This evaluation needs to be completed before final grades can be issued.

B. Grading: Cr (satisfactory), "F" (unsatisfactory), or “I” (incomplete), based on the Internship Contract criteria. The intern's grade is based on the extent of successful achievement of course objectives including all assignments and the clinical competencies. Unsatisfactory marks on assignments will require the student to re-submit the assignment and/or earn an incomplete for the course. NOTE: Incompletes must be made up by the end of the sixth week of the following quarter. If the internship site staff dismisses an intern, such action can be grounds for dismissal from the counseling program. The Seattle University Fair Practices Policy (Part III) dictates the process to follow regarding the dismissal of a student in a program.

C. Course Expectations:

Data Safeguards: University Counseling students are expected to make reasonable efforts to ensure the confidentiality, integrity, and security of the electronic-private health information (e-PHI) of their volunteer clients. Reasonable efforts include the protection against any anticipated threats, disclosures, or uses of secure information.

Storage Devices: University Counseling students are expected to store files that contain e-PHI (case notes, session summaries, audio/video recordings of counseling sessions) on a secure storage device. It is expected that the University Counseling student will also make a reasonable effort to maintain physical safeguards of these storage devices. Students should not leave the physical device unattended at any time unless it has been stored in a secure location. When appropriate this data should be encrypted and password protected.

University Counseling students should make reasonable efforts to minimize the locations in which volunteer client information is stored. If possible the data should only be stored on one secure storage device to minimize the risk of unintended use or disclosure of the volunteer client’s e-PHI.

File names: Files that contain identifying information or e-PHI of volunteer clients should be saved using a file name that de-identifies the subject of the files.

Viewing, analyzing, coding, editing, or accessing Files: Files that contain identifying information or e-PHI of volunteer clients should only be accessed, viewed, analyzed, in a private, secure environment that minimizes the risk of unintentional use or disclosure of the volunteer client’s identifying information or e-PHI.

Transferring Files: Files that contain identifying information or e-PHI of volunteer clients should only be transferred between the faculty and the University Counseling student through a secure

medium. Email is not considered a secure medium and this method of file transfer is not allowed for files that contain identifying or e-PHI. Files should be transferred through the physical or electronic exchange of a secure file storage format as indicated above.

Files Destruction: All data that is stored on a storage device and that contains identifying information or e-PHI must be destroyed at the end of the semester in which the University counseling student and the volunteer client entered into a clinical relationship. The data is being collected as a part of the University Counseling student’s educational and professional training as such the data is not maintained beyond the semester of use.

All electronic data must be securely erased from the University Counseling student’s secure storage device. Drag and drop to the desktop Recycle bin is not a secure method by which to remove data.

Diversity Statement: This course is taught in a manner that provides a safe, welcoming and inclusive environment for students of all racial, ethnic, gender identities and expressions, sexual orientations, economic classes, ages, ability statuses, and religions. Students are encouraged to use language and communication that is respectful and culturally appropriate. Internship Hours: Students need to complete a minimum of 600 hours of internship. Of these, 240 must be direct contact hours (i.e., individual counseling, group counseling, or classroom guidance). A minimum of 200 hours, including 80 direct counseling hours is required per term. Students are required to have regularly scheduled weekly hours on-site throughout the course of the year. Per RCW and CACREP requirements you are to meet with your site supervisor for a minimum of 1-hour per week throughout the internship experience. Given your site-supervisor’s busy schedules it is important that you schedule this supervision meeting on a consistent day and time during the week. This will allow for a more quality supervision experience. All internship hours must be documented on the internship log to receive credit. Internship hours cannot be “banked” for the next term nor can student complete internship early. In addition, students may not count paid work hours toward their internship hours, unless they are working under an approved emergency Educational Staff Associate (ESA) Certificate. If you can not make it to the internship site for whatever reason you will need to work this out ahead of time with your respective site supervisors in a professional manner.

Weekly Group Supervision: Class time will be used for case consultation, check-in, address site-related questions, to deliver course content, and to review your video taped case presentations of your counseling sessions. Students who miss class will be required to make-up the group supervision experience. Weekly group supervision must be documented on your internship logs. You may only count 15 hours total per term for weekly group supervision (45 total group supervision hours total for all three terms). Attendance: Per CACREP requirements attendance and class participation is required for all class sessions. Missing more two or more classes a term will result in an automatic F or No Credit grade. An absence is defined as more than 5 minutes late to class. No distinctions are made between excused and unexcused absences. Assignments: All assignments are due at the beginning of class. Late assignments will not be accepted. Late assignments are those that are submitted after the start of class on the due date. Assignments need to be proofed for grammar, spelling, and adhere to APA style 6th ed. guidelines.

Students may earn an “incomplete” or “fail” grade for assignments the professor deems to be incomplete or unsatisfactory.

Case Presentation Form Assignment for Individual Counseling Sessions DIRECTIONS: Present a videotape of an individual counseling session using the “Case Presentation Evaluation” form. All skills need to be demonstrated. The videotaped counseling session needs to show both the counselor and the client. For the presentation, you will prepare a document with copies for each class member. Include ALL of the following items in your write-up:

1. Date session occurred; session number; and length of session.

2. Using the socioecological model as a framework identify the client’s spheres of influences:

a. Intrapersonal: Provide context on the client’s age, grade, GPA, gender, sexual orientation (if known), race/ethnicity, religion, economic status (free-reduced lunch), first generation, ELL, IEP, SPED status, and/or other relevant demographic information.

b. Interpersonal: Provide context on family, friends, and peers that influence the client. Discuss

whether these individuals are supportive or unsupportive of the client.

c. Institutional: Provide context on institutions (e.g., school, work places, faith organizations) that influence the client. Discuss whether these institutions are supportive or unsupportive of the client.

d. Community: Provide context on community norms, both spoke and unspoken, that influence

the client.

e. Public Policy: Provide context on rules, laws, and policies that influence the client.

f. International/Global: Provide context on international/global affairs that influence, whether directly or indirectly, the client.

3. Power and Privilege Dynamics: Identify whether your interactions with the client fall into:

• Quadrant I (privileged counselor-marginalized client) • Quadrant II (privileged counselor-privileged client) • Quadrant III (marginalized counselor-privileged client), or • Quadrant IV (marginalized counselor-marginalized client)

Discuss how client and counselor identities as well as how power and privilege influence the

client and counselor relationship. And, discuss how you tailor your intervention to align with the client’s cultural background and worldview.

4. Use S.O.A.P. (Subjective, Objective, Assessment, Plan) notes to capture the presenting issue:

• Subjective describes the client’s presenting issue in the client’s narrative or in his or her own words. Include enough verbatim responses from the client that will give us an accurate idea of the client’s presenting concerns from her/his perspective.

• The objective should include things that are observable and measureable such as whether the client is well-groomed, client’s affect, attendance patterns, behaviors during the session, etc.

• The assessment is written from the counselor’s perspective regarding the client’s presenting problem. From a socioecological framework identify the root of the client’s problem:

o Intrapersonal level: What attitudes, beliefs and values influence the presenting problem?

o Interpersonal level: How do friends, family, and teachers influence the client’s presenting problem?

o Institutional level: What social institutions influence the client’s presenting problem?

o Community level: What implicit and explicit community values and norms influence the client’s presenting problem?

o Public policy level: What rules, policies, and laws influence the client’s presenting problem?

o International and global level: What international and global issues directly or indirectly influence the client’s presenting problem?

• The plan includes what the counselor and client will do to address the presenting problem from a socioecological perspective:

o Intrapersonal level: What attitudes, beliefs and values need to be addressed in counseling with the client in relation to the presenting problem?

o Interpersonal level: What friends, family, & teachers are important to connect with?

o Institutional level: How would addressing school, church and businesses help address the presenting problem?

o Community level: What community values and norms need to be addressed? o Public policy level: What rules, policies, and laws need to be addressed? o International and global level: What international and global affairs need to be

addressed?

5. List three things that you did well in the session with the client. List three things that you can improve on in your session with the client.

6. Discuss what feedback you are seeking from the class related to this client.

Clinical Assessment IV Summative Assignment The Clinical Assessment Summative assignment is used to determine student clinical knowledge and skills in the Counseling and Helping Relationships CACREP core and specialty areas. Student acquisition of clinical knowledge and skills are evaluated in the following clinical courses: COUN 5100 (Fundamental Counseling Skills), COUN 5510 (Counseling Lab), COUN 5540/5640 (SC and CMHC Practicum), and COUN 5550/5650 (SC and CMHC Internship) Students who fail a summative assignment (receive a rating scale of 2 or below) are required to meet with the issuing faculty. Such students are either placed on a developmental plan or dismissed from the program. Evaluation Process The professor will complete the following rubric to assess student counseling and helping knowledge and skills. Points correspond to the rating scale. Points

Overall Rating

Rating Scale

Description

173-192 Mastery 4 Able to perform at a high level without supervision on a consistent basis

154-172 Proficient 3 Able to perform without supervision on a consistent basis 133-153 Developing 2 Able to perform with supervision on a consistent basis 116-132 Beginning 1 Able to perform with supervision on a inconsistent basis 115 & below Inadequate 0 Unable to perform with supervision

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Clinical Competency Skills Skill Areas Score Procedural

Opens session smoothly Provides informed consent Identifies important concerns in the session Identifies risk issues and reports to supervisor Follows policy and procedures of an educational or agency setting Ability to end session smoothly Provides appropriate referrals when necessary Appropriately integrates the client’s cultural background into the session

Attending Behavior

Counselor demonstrates interest in client Ability to establish a rhythm and pace compatible with the client Ability to establish a rhythm and pace compatible with the client Counselor is able to manage silence appropriately

Listening Responses

Clarification Paraphrase Reflection of feeling (empathy) Summarization

Influencing Responses

Open Question Closed Question Interpretation (Advanced Empathy) Information Giving Immediacy Self-disclosure Confrontation/ Perception Check/ Challenging Statement

Counselor and Client Relationship

Ability to mix and balance responses in session Demonstrates patience with client Establishes a collaborative working relationship with client Ability to set goals with client and move toward action in problem solving Ability to facilitate decision making Ability to evaluate counselor-client relationship

Ethical Awareness and Conduct

Demonstrates knowledge of general ethical principles Demonstrates awareness and sensitivity to ethical issues Demonstrates consistent ethical personal behavior Consults with supervisor about ethical issues if needed

Response to Supervision

Prepared for supervision meetings Receptive to feedback from supervisor/colleagues Understands information communicated in supervision Successfully implements suggestions from supervisor Aware of areas that need improvement Willingness to explore personal strengths and weaknesses

Interaction with Colleagues

Appears comfortable interacting with colleagues Communicates effectively with colleagues Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Communicates effectively with colleagues

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Builds rapport and respect with colleagues Is sensitive and responsive to colleagues needs Is sensitive to cultural differences Is sensitive to gender differences

Total Score

**Depending on the quality of counseling skills demonstrated, professor may require the counseling intern to submit additional recordings.

University Supervisor Signature and Date

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Site Supervisor Case Presentation Evaluation Form Directions: Please fill out the following form based on your supervision of the counselor intern’s videotaped counseling session. Skill Development 1. Far below expectations-needs improvement, a concern 2. Below expectations-needs some improvement to meet standards 3. Acceptable-meets standards at average level for Internship students 4. Above expectations-performs above average level for Internship students Skill Area Procedural ____ Opens session smoothly ____ Provides informed consent ____ Identifies important concerns in the session ____ Identifies risk issues and reports to supervisor ____ Follows policy and procedures of an educational or agency setting

regarding harm to others, substance abuse, and child abuse. ____ Ability to end session smoothly ____ Provides appropriate referrals when necessary ____ Appropriately integrates the client’s cultural background into the session ____ Demonstrates an understanding of when individual counseling and/or advocacy is needed

Attending Behavior

____ Counselor demonstrates interest in client ____ Ability to establish a rhythm and pace compatible with the client ____ Counselor is able to manage silence appropriately

Listening Responses ____ Clarification ____ Paraphrase ____ Reflection of feeling (Empathy) ____ Summarization

Influencing Responses ____ Open Question ____ Closed Question ____ Interpretation (Advanced Empathy) ____ Information Giving ____ Immediacy ____ Self Disclosure ____ Confrontation/ Perception Check/ Challenging Statement

Counselor and Client Relationship

____ Ability to mix and balance responses in session ____ Demonstrates patience with client ____ Establishes a collaborative working relationship with client ____ Ability to set goals with client and move toward action in problem

solving.

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____ Ability to facilitate decision making ____ Ability to evaluate counselor client relationship Response to Supervision ___ Prepared for supervision meetings ___ Receptive to feedback from supervisor ___ Understands information communicated in supervision ___ Successfully implements suggestions from supervisor ___ Aware of areas that need improvement ___ Willingness to explore personal strengths and weaknesses Comments: Suggested areas for further development: Interactions With Clients ____ Appears comfortable interacting with clients ____ Initiates interactions with clients ____ Communicates effectively with clients ____ Builds rapport and respect with clients ____ Is sensitive and responsive to client’s needs ____ Is sensitive to cultural differences ____ Is sensitive to issues of gender differences Comments: Suggested areas for further development:

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University Professor Case Presentation Rubric for Individual Counseling Session Directions: Please fill out the following form based on your supervision of the counselor intern’s videotaped counseling session. Skill Development 1. Far below expectations-needs improvement, a concern 2. Below expectations-needs some improvement to meet standards 3. Acceptable-meets standards at average level for Internship students 4. Above expectations-performs above average level for Internship students Skill Area Procedural ____ Opens session smoothly ____ Provides informed consent ____ Identifies important concerns in the session ____ Identifies risk issues and reports to supervisor ____ Follows policy and procedures of an educational or agency setting

regarding harm to others, substance abuse, and child abuse. ____ Ability to end session smoothly ____ Provides appropriate referrals when necessary ____ Appropriately integrates the client’s cultural background into the session. ____ Demonstrates an understanding of when individual counseling and/or when advocacy is needed

Attending Behavior

____ Counselor demonstrates interest in client ____ Ability to establish a rhythm and pace compatible with the client ____ Counselor is able to manage silence appropriately

Listening Responses ____ Clarification ____ Paraphrase ____ Reflection of feeling (Empathy) ____ Summarization

Influencing Responses ____ Open Question ____ Closed Question ____ Interpretation (Advanced Empathy) ____ Information Giving ____ Immediacy ____ Self Disclosure ____ Confrontation/ Perception Check/ Challenging Statement

Counselor and Client Relationship

____ Ability to mix and balance responses in session ____ Demonstrates patience with client ____ Establishes a collaborative working relationship with client ____ Ability to set goals with client and move toward action in problem

solving.

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____ Ability to facilitate decision making ____ Ability to evaluate counselor-client relationship Response to Supervision ___ Prepared for supervision meetings ___ Receptive to feedback from supervisor ___ Understands information communicated in supervision ___ Successfully implements suggestions from supervisor ___ Aware of areas that need improvement ___ Willingness to explore personal strengths and weaknesses Comments: Suggested areas for further development: Interactions With Clients ____ Appears comfortable interacting with clients ____ Initiates interactions with clients ____ Communicates effectively with clients ____ Builds rapport and respect with clients ____ Is sensitive and responsive to client’s needs ____ Is sensitive to cultural differences ____ Is sensitive to issues of gender differences Comments: Suggested areas for further development:

**Depending on the quality of counseling skills demonstrated, professor may require the counseling intern to submit additional recordings.

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Guidance Unit Lesson Plan Name: Cut and paste this handout for EACH guidance unit lesson plan. A minimum of 2 is required. Guidance Unit Content Area: (Academic, Career, or Personal/Social) Guidance Unit Topic: Guidance Unit Sequence: Lesson Plan #1. Curriculum Objectives: Materials: List all materials you will need to deliver the guidance unit for this lesson. Guidance Unit Outline: Provide an outline of the guidance unit.

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Group Counseling Curriculum

Name: Cut and paste this handout for EACH group session. A minimum of 5 is required. Group Content Area: (Academic, Career, or Personal/Social) Group Topic: Group Sequence: Group #1. Group Objectives: Materials: List all materials you will need to run the group for this session. Group Outline: Provide an outline of the group session.

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Group Counseling Case Presentation Group Counseling Session Summary – Seattle University

GROUP SUMMARY Counselor Information

Counselor’s Name: Internship Site:

Group Information Group Name: Group Session #: Group Summary #:

Presenting Problems:

Evaluative Questions 1. What are the goals for this group meeting? 2. What was the major theme/content of this group session? 3. Describe the interpersonal dynamics between you and the group during the session.

Specifically address your reactions to the group, and why? 4. What multicultural factors are playing out in the group?

5. How successful was the group session (explain why)? 6. What are the plans/goals for the next group session? 7. Do you have specific questions the professor could assist you with regarding this or future

group sessions?

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Group Case Presentation Rubric Directions: Students will be evaluated on their group skills using the following: Skill Development 1. Far below expectations-needs improvement, a concern 2. Below expectations-needs some improvement to meet standards 3. Acceptable-meets standards at average level for Internship students 4. Above expectations-performs above average level for Internship students Skill Area Procedural ____ Opens group session smoothly ____ Provides group members informed consent ____ Identifies important concerns in the group session ____ Identifies risk issues and reports to supervisor ____ Follows policy and procedures of an educational or agency setting

regarding harm to others, substance abuse, and child abuse. ____ Ability to end group session smoothly ____ Provides appropriate referrals when necessary ____ Appropriately integrates group members’ cultural background into the session.

Attending Behavior

____ Counselor demonstrates interest of all clients in group ____ Ability to establish a rhythm and pace compatible with the group ____ Counselor is able to manage silence appropriately in group

Listening Responses ____ Clarification ____ Paraphrase ____ Reflection of feeling (Empathy) ____ Summarization

Influencing Responses ____ Open Question ____ Closed Question ____ Interpretation (Advanced Empathy) ____ Information Giving ____ Immediacy ____ Self Disclosure ____ Confrontation/ Perception Check/ Challenging Statement ____ Connecting group members to each other

Counselor and Client Relationship

____ Ability to mix and balance responses in group ____ Demonstrates patience with each group member

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____ Establishes a collaborative working relationship with each group member ____ Ability to set goals with client and move toward action in problem

solving. ____ Ability to facilitate decision making in group ____ Ability to evaluate counselor-client relationship in group Response to Supervision ___ Prepared for supervision meetings ___ Receptive to feedback from supervisor ___ Understands information communicated in supervision ___ Successfully implements suggestions from supervisor ___ Aware of areas that need improvement ___ Willingness to explore personal strengths and weaknesses Comments: Suggested areas for further development: Interactions With Clients in Group ____ Appears comfortable interacting with clients in group ____ Initiates interactions with clients in group ____ Communicates effectively with clients in group ____ Builds rapport and respect with clients in group ____ Is sensitive and responsive to client’s needs in group ____ Is sensitive to cultural differences in group ____ Is sensitive to issues of gender differences in group Comments: Suggested areas for further development:

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**Depending on the quality of counseling skills demonstrated, professor may require the counseling intern to submit additional recordings of group.

Advocacy Project Part I Rubric

Name: Date: Item

Points Possible

Points Earned

Comments

1. The needs assessment includes appropriate demographic variables.

1

2. The needs assessment is developmentally appropriate for the audience and addresses students’ academic, career, and/or personal/social domains.

1

3. The needs assessment examines student ABC’s (Affect, Behavior, and Cognition).

1

4. The needs assessment took into account isomorphism.

1

5. The needs assessment took into account readability and social desirability.

1

6. The target population for the needs assessment was appropriately identified.

1

7. The needs assessment accurately addresses the identified problem.

1

8. Uses school data (achievement, achievement related, school climate, etc.) to create the needs assessment.

1

9. Analysis and conclusions drawn from school data demonstrate depth and critical thinking.

1

10. All aspects of Part I of the assignment are free of grammatical, spelling, and typographical errors.

1

Total Points Earned

Comments:

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*Passing score requires meeting all aspects of items 1-12 above. Zeros on any item means failing the course.

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Advocacy Project Part II Rubric

Name: Date: Item

Points Possible

Points Earned

Comments

1. Data is used to identify the equity issue.

2

2. The advocacy project focuses on a specific student population.

2

3. Interventions are new and are not something that already

exists within the school.

2

4. The intervention addresses an academic, career, or

personal/social issue experienced by a student group.

2

5. Evaluation of interventions are conducted. 2

6. Explanation of what interventions to use is clear and each step laid out in detail.

2

Total Points Earned

Comments: *Passing score requires meeting all aspects of items 1-12 above. Zeros on any item means failing the course.

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Classroom Guidance Unit Evaluation Form To Be Completed By Classroom Teacher or School Counselor

0 = Unsatisfactory – Not able to perform competently on a consistent level. 1 = Satisfactory – Able to perform competently on a consistent level. 2 = Exceptional – Able to perform competently on a consistently high level.

Topic: o Is based on student needs

(Derived from data or evidence of the need?)

o Is researched and accurate?

o Is organized and sequenced in a logical manner?

o Includes an appropriate amount of information for the time allotted?

o Includes a concrete (written) evaluation form for students to complete?

Handouts: o Are accurate without spelling and grammatical mistakes?

o Provide information in a relevant and engaging way?

PowerPoint (if used):

o Is clear and concise

o Includes content relevant to the topic

In the delivery/presentation, the student:

o Speaks clearly and loudly enough for class to hear

o Speaks with a tone that is inviting and professional

o Provides accurate information

o Uses good examples to make points

o Uses questioning and discussion techniques

o Paces the presentation (not too fast or too slow)

o All students (if relevant) share speaking time equally

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Areas of Strength: Areas for Improvement: Other Comments: Date and Time of Presentation: Student Signature: Date: School Personnel Name (Please Print): (Person observing the presentation) School Personnel Signature: Date:

33

Guidance Lesson Grading Rubric Name: Requirement Points

Possible Your Points

1) Is the lesson plan complete? 1 2) Is lesson designed for the required length? 1 3) Is the lesson creative? 1 4) Is the lesson interactive? 1 5) Is it developmentally appropriate for the audience? 1 6) Is the objective of the lesson clear? 1 7) Is the objective of the lesson data-driven? 1 8) Are the additional readings and web resources informative? 1 9) Are the directions clear, explicit, and easy to follow? 1 10) Is the guidance lesson content drawn from professional literature? 1 11) Does the lesson draw on sound pedagogy (diverse modes of delivery)? 1 12) Is the lesson research based? 1 13) Are the lessons sequenced in a developmentally appropriate fashion? 1 14) Is the lesson clearly connected to school improvement goals? 1 15) Does the lesson utilize the national standards for school counseling programs? 1 16) Does the lesson plan utilize culturally appropriate strategies? 1 17) Is the student competency for the lessons clear and measurable? 1 18) Is the evaluation (pre-and post) of the success/failure of the lesson plan clear and appropriate?

1

19) Are the lesson plans free of grammatical, spelling, and typographical errors? 1 20) Does the guidance lesson include the “Classroom Evaluation Rubric”? 1 Total 20 Comments:

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*A minimal score of 18 is required for passing. A no pass requires repeating the course.

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PROFESSIONAL GROWTH PLAN (PGP) TEMPLATE FOR PROGRAM COMPLETION

First Name: Last Name:

Institution: Academic Year:

Certificate Program: Residency Teacher Residency

Principal/Program Administrator

Professional Principal/Program Administrator

Residency School

Counselor Residency School

Psychologist

Initial Superintendent Professional School

Counselor Professional School

Psychologist

Step 1 - Needs Assessment and Goal Selection Describe your selected professional growth areas of focus, as well as information from your self-assessments that supports your selections. Link each area of focus to a specific standard and benchmark.

Areas of Focus/Goals Based on your self-assessment, identify areas of focus that will lead to your professional growth.

Rationale What will you and/or your students be able to do as a result of your professional growth that you and/or they are not able to do now?

Standards-based benchmarks Residency candidates must focus on the “professional” level benchmarks. Professional certificate candidates must focus on the “career” level benchmarks. http://program.pesb.wa.gov/program-review/standards

Step 2 - Professional Growth Action Plan Activities

What specific growth activities will you engage in to obtain the identified new learning? The activities should focus on both the content knowledge you

acquire as well as the skills you develop.

Proposed Evidence Briefly describe the evidence that you will collect. Evidence

may include areas beyond test scores such as attendance rates, discipline referrals, programs implemented, and other

P-12 student or adult data.

Step 3 – Review of Plan __________________________________ _________________________________ ___________________ Candidate Signature (required) Print Name Date __________________________________ _________________________________ ____________________ Program Signature (required) Print Name Date

36

FALL SCHEDULE OF COURSE ACTIVITIES AND ASSIGNMENTS

Date

Topics

Readings and Assignments

CACREP STANDARD

Evaluation Method

Class #1 08/29/16

Introductions Course Overview and Expectations Room: Loyola 203

Class #2 09/12/16

Check-In and Site Supervisor Orientation Room: Loyola 203

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i

Class #3 09/26/16

Check-In & Case Presentations Chardin Room 138 and 143

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #4 10/03/16

Check-In & Case Presentations Paul

Case Presentations 2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #5 10/10/16

Check-In & Case Presentations Belma

Site Visit Case Presentations

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #6 10/17/16

Check-In & Case Presentations Rachel and Melissa

Site Visit Case Presentations

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #7 10/24/16

Check-in and Case Presentations Keira and Tya

Site Visit Case Presentations Discuss Advocacy Projects

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #8 10/31/16

No Class

Site Visit

Clinical assessment

Class #9 11/07/16

No Class

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #10 11/14/16

Check-In & Case Presentations Begin Setting Up Group Counseling Heather and Madison

Case Presentations 2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l, m

Clinical assessment

Class #11 11/21/16

Check-In & Case Presentations Kailey and Alfreida

Case Presentations 3. Practice: d, f, g, h, I, j, l

Clinical assessment

37

Class #12 11/28/16

Check-In & Case Presentations Tyah

Need Assessment Case Presentations Internship Log Site Supervisor Eval

3. Practice: d, f, g, h, I, j, l

Clinical assessment

38

WINTER SCHEDULE OF COURSE ACTIVITIES AND ASSIGNMENTS

Date

Topics

Readings and Assignments

CACREP STANDARD

Evaluation Method

Class #1 01/09/17

Class Overview Check-In Discuss Guidance Curriculum

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Class #2 01/16/17

No Class: MLK Day

Clinical assessment

Class #3 01/23/17

Check-In & Case Presentations Beverly Silver: Interviewing

Case Presentations 2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #4 01/30/17

Check-In & Case Presentations

Case Presentations Lizzy

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #5 02/06/17

Check-In & Case Presentations

Site Visit Case Presentations Kathryn & Katie

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #6 02/13/17

Check-In & Case Presentations Need Assessment Discussion

Site Visit Case Presentations Deliver Need Assessment Nicole

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: a, d, f, g, h, I, j, l, n, p

Clinical assessment

Class #7 02/20/17

No Class: President’s Day

Site Visit

Clinical assessment

Class #8 02/27/17

Check-In & Case Presentations

Site Visit Case Presentations Devon, Amanda, & Sam

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #9 03/06/17

Check-In & Case Presentations

Case Presentations Guidance Curriculum Yasmina and Chas

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: c

Clinical assessment

Class #10 03/13/17

Check-In & Case Presentations

Group Counseling Need Assessment Case Presentations Internship Log Site Supervisor Eval Krsto & Andrea

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l, m

Clinical assessment

39

SPRING SCHEDULE OF COURSE ACTIVITIES AND ASSIGNMENTS

Date

Topics

Readings and Assignments

CACREP STANDARD

Evaluation Method

Class #1 03/27/17

Class Overview Check-In Discuss Advocacy Project

Class #2 04/03/17

Check-In & Case Presentations Belma

Case Presentations 2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #3 04/10/17

No Class: K-12 School Spring Break

Class #4 04/17/17

No Class: Easter Break

Class #5 04/24/17

Check-In & Case Presentations Keira and Freida

Site Visit Case Presentations

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #6 05/01/17

Check-In & Case Presentations Need Assessment Discussion Paul and Melissa

Site Visit Case Presentations Deliver Need Assessment

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #7 05/08/17

Heather and Kailey

Site Visit Case Presentations

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i

Clinical assessment

Class #8 05/15/17

Check-In & Case Presentations Tia

Site Visit Case Presentations

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

Class #9 05/22/17

Check-In & Case Presentations Present Advocacy Project Poster

Advocacy Project Poster Presentation

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice n, o

Clinical assessment

Class #10 05/29/17

No Class: Memorial Day

Class #11 06/05/17

Check-In & Case Presentations Madison

PGP Case Presentations Internship Log Site Supervisor Eval

2a, 2c, 2f 5d, 5g, 5h, 5j 8b, 8c, 8d, 8e, 8i 3. Practice: d, f, g, h, I, j, l

Clinical assessment

40

NOTICE to STUDENTS concerning DISABILITIES

If you have, or think you may have, a disability (including an ‘invisible disability’ such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, you are encouraged to discuss your needs and arrange support services and/or accommodations through Disabilities Services staff in the Learning Center, Loyola 100, (206) 296-5740.

NOTICE to STUDENTS concerning Seattle University’s ACADEMIC HONESTY POLICY, which includes the issue of plagiarism

The new (Jan 5, 2004) Academic Honesty Policy of the university is available in the Seattle University Student Handbook, which can be found on the web site of the Division of Student Development at the following URL:

http://www.seattleu.edu/studentdevelopment/ NOTICE to STUDENTS concerning Grading Grievance - Procedure for Challenging Course Grades (REQUIRED) This grade grievance policy and procedure defines the policies and outlines the processes that govern in those cases when a student wishes to grieve a final course grade. A copy of this grading grievance policy and procedure document can be found in the SU Student Handbook, pp. 24-27, and it is available for download as a "pdf" file if you choose the “Student Handbook” hotlink from the left navigation area at the following URL: http://www.seattleu.edu/studentdevelopment/ The following URL directly downloads the policy document in pdf format: http://www.seattleu.edu/studentdevelopment/filelib/1010.pdf NOTICE to STUDENTS concerning Fair Process Policy for the College of Education The purpose of this policy is to define the appeal policies and processes related to the following decisions: retaining or graduating a student; permitting a student to enter or continue in a practicum, an internship, or student teaching; or recommending a student for a professional certificate. A copy of the fair process policy can be found in the SU Student Handbook, pp. 27-30, and it is available for download as a pdf file from the following URL: http://www.seattleu.edu/studentdevelopment/ <http://www.seattleu.edu/studentdevelopment/> The following URL directly downloads the policy document in a text format: http://www.seattleu.edu/registrar/page.aspx?ID=185

41

CODES OF ETHICS All students, in all counseling courses, are expected to read, understand, and follow the codes of ethics from the following professional organizations, at the following respective websites: American Counseling Association:

www.counseling.org/resources/ethics.htm American School Counselor Association:

www.schoolcounselor.org/library/ethics.pdf