The Field Supervisor Handbook

M.Ed. Counseling Program

College of Education

Wichita State University

Master of Education – Counseling

2009 Edition

Last updated October 15, 2009

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Table of Contents

Purpose of the Handbook 3

Guidelines for Practicum & Internship Experiences. . . . . . . . . . . . . . . . . . . .3 - 5

Counseling Skills Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Introduction to the Practicum in Counseling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Practicum Objectives. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Intermediate Skills and Behaviors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Counseling Requirements and Grading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Ethical Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Liability Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Site Placement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Practicum and Internships in Conjunction with Current Employment . . . . . . . . . . . . . .6

Practicum Supervision. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 - 10

Responsibilities of the University Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Responsibilities of the On-Site Supervisor. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Responsibilities of the Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Policy on Practicum and Internship Placement at a Distance. . . . . . . . . . . . . . . . . . . .10

Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 - 49 Appendix A: KSDE Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Appendix B: Professional Education Unit Conceptual Framework Overview. . . . . . 14 Appendix C: On-Site Supervisor Evaluation of Practicum Counselor. . . . . . . . . . . . 17 Appendix D: University Supervisor Evaluation Of Practicum Counselor . . . . . . . . . 23 Appendix E: Example of On-Site Supervisor Orientation. . . . . . . . . . . . . . . . . . . . . . .29 Appendix F: Practicum Student Confidentiality Agreement . . . . . . . . . . . . . . . . . . . .31 Appendix G: Client Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Appendix H: Practicum Student Tape Self-Assessment . . . . . . . . . . . . . . . . . . . . . . .35 Appendix I: Practicum Student Goals and Objectives. . . . . . . . . . . . . . . . . . . . . . . .37 Appendix J: Practicum Application. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39 Appendix K: Client Consent Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Appendix L: Client Consent Form for Minors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Appendix M: Case Study Project Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

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Purpose of the Handbook

Standards for licensing school counselors in the state of Kansas have undergone a major change in recent years. The Kansas State Department of Education developed standards that candidates must now meet in order to receive a school counselor license. The standards now require the candidate to demonstrate an adequate knowledge base and performance of skills. The KSDE standards can be found in Appendix A. NCATE, the National Council for the Accreditation of Teacher Education programs has changed the standards that programs must meet to be approved programs. NCATE accredited programs must demonstrate that candidates for their professional licenses must meet standards related to knowledge, skills, and dispositions related to their professional disciplines. The Counseling Program at WSU has made significant changes to insure students meet these standards. The creation of this handbook is one of these changes. Within this handbook, the field supervisor will find:

• The new KSDE standards for licensure of school counselors • The Conceptual Framework for the College of Education • Guidelines for Practicum & Internship Experiences • A table listing the Practicum Objectives students are expected demonstrate.

The Professional Education Unit at Wichita State University in 2009 approved a revised Conceptual Framework for the Unit. Six guiding principles and related goals and proficiencies were established. All programs in the College of Education have conformed their programs to be consistent with the Unit Conceptual Framework. An overview of the Unit Conceptual Framework can be found in Appendix B.

Guidelines for Practicum & Internship Experiences Counseling Skills Development

The process of training counselors includes gaining theoretical knowledge and understanding. Just as important in the training of counselors is the inclusion of experiential learning to apply the knowledge and to develop the skills necessary to be an effective counselor. Starting with CESP 824, Counseling Techniques, students will formally develop counseling skills and techniques.

Introduction to the Practicum in Counseling (CESP 856 Counseling Practicum)

This section is designed to provide information about the practicum in the Master of Education in Counseling in the Department of Counseling, Educational and School Psychology at Wichita State University.

The counseling program requires a practicum experience. The purpose of this practicum experience is to achieve integration of theory into practice, solidify clinical skills, and incorporate students into the profession of counseling. The practicum is designed to give the student a limited experience in a specialized area of counseling and is supervised by both a designated on-site supervisor and a faculty supervisor. The practicum student is required to attend on campus individual and group supervision.

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Practicum Objectives

In the practicum, students will be expected to demonstrate a commitment to implementing and expanding the following skills. The student will:

Demonstrate the ability to use counseling skills by utilizing counseling theory in case and crisis management.

Demonstrate the ability to use counseling skills by utilizing personality and learning theory in educational and life settings.

Demonstrate the ability to use counseling skills by utilizing theoretical concepts as they relate to counseling interview, career exploration activities, and student environment enhancement.

Demonstrate knowledge of assessment tools used to gather data for interpretation in individual, group and classroom settings and other clinical settings.

Function as a professional in a counseling setting.

Demonstrate knowledge of effective leadership concepts in management and consultation skills necessary for curriculum development, program planning, management, evaluation, needs assessment, decision-making processes, and appropriate program climate.

Understand public school organization and operation.

Plan, implement, and evaluate strategies for remediation and intervention.

Use research and evaluation to address client issues.

Understand and apply legal and ethical concepts related to professional conduct.

Use effective communication, consultation, and teamwork skills.

Work collaboratively with families, teachers, special services personnel, administrators and students.

Interpret and explain assessment results to families, teachers, special services personnel and administrators as part of a school-based multidisciplinary team.

Use community resources effectively.

Continue professional growth through in-service training, observation and study.

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Intermediate Skills and Behaviors

Intermediate Skills and Behaviors are to be mastered as a condition for completion of the M.Ed. in Counseling. The student will:

1. Focus on the content of the client’s problems. 2. Recognize and skillfully interpret the client’s underlying messages. 3. Facilitate realistic goal-setting with the client. 4. Encourage appropriate action-step planning with the client. 5. Employ judgment in the timing and use of different techniques and strategies. 6. Initiate periodic evaluation of goals, action-steps and process during counseling. 7. Communicate interest in and acceptance of the client. 8. Facilitate client expression of concerns and feelings. 9. Recognizes and resist manipulation by the client. 10. Recognize and deal with positive affect of the client. 11. Recognize and/or deal with negative affect of the client. 12. Use silence effectively in the interview. 13. Be aware of own feelings in the counseling session. 14. Communicate own feelings to the client when appropriate. 15. Be an active listener (i.e., clarifying, reflecting, etc.). 16. Terminate the interview effectively. 17. Focus on specific behaviors and their consequences and implications. 18. Recognize and/or pursue discrepancies and meaning of inconsistent information.

Counseling Requirements and Grading

A minimum of 60 hours of direct service with clients is required. Fifty (50) of the required 60 hours are to be direct client contact doing individual and/or group counseling. It is expected that students will complete their practicum by distributing their time in the practicum site over the semester. In addition, the practicum student is required to attend the practicum class, which typically meets three hours per week to review and discuss the on-site practicum activities with a faculty member and other practicum students. Reviewing tapes of counseling sessions, role-playing, presenting cases, and evaluating legal and ethical issues are examples of class activities. Students will also participate in individual supervision as required by the instructor.

A minimum of 4 counseling sessions must be audio or video taped.

Criteria for grading are found in the syllabi of each university supervisor. Grades will be recorded by the university supervisor at the end of the practicum experience after discussions with the student and the site supervisor. The forms used to evaluate the student during the practicum can be found in Appendix C & Appendix D.

Ethical Standards

Students are expected to have a working knowledge of and abide by the ethical standards that govern professional practice throughout their fieldwork experiences. These include the ACA Code of Ethics (www.counseling.org). Should any specific concerns with regard to appropriate behavior under specific circumstances arise, students are to immediately contact their university supervisor. Any violation of ethical or legal standards may result in termination from the Counseling Program.

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Liability Insurance

Litigation involving practitioners in the mental health professions has increased dramatically in the last few years. Clearly, the best way to avoid involvement in litigation is to adhere to professional ethical standards as well as to demonstrate high standards of personal and professional conduct. Professional and ethical practice minimizes the risk litigation but does not eliminate it. Therefore the vast majority of professionals, including the Counseling Program faculty, consider professional liability insurance a necessity.

All practicum/internship students are required to have Professional Liability Insurance before beginning the practicum and maintain it throughout the experience. Students should check with their site supervisor to determine if liability insurance coverage is provided by the practicum site.

The American Counseling Association (ACA) offers affordable rates for professional liability insurance to their student members. Forms to join ACA and applications for insurance may be downloaded via the ACA website. (www.counseling.org) School counselors may have professional liability coverage through their professional organization at a reduced rate. If they receive their insurance through another organization, they must give the faculty supervisor proof of such. Students will be asked to provide two copies of their policy as proof of liability for coverage. One copy will be kept on file at the university; one copy will be given to the on-site supervisor. The student should also keep the original policy face sheet.

Site Placement

Practicum sites are currently offered in selected community agencies and schools. The Counseling Practicum Coordinator is responsible for placing students in appropriate sites. Site selection is determined by each student's professional goals, past experience, and level of expertise. A current listing of practicum sites is available from the Counseling Practicum Coordinator.

Schools and agencies are not required to accept students for practicum experiences. Therefore, the counseling program cannot guarantee that an agency or school will accept students. However, the department and college have well-established working relationships with university departments, local agencies, and schools. It is increasingly common that agencies and schools require students to be interviewed. Many agencies and schools accept applicants for practicum on a selective and competitive basis. Students need to expect to prepare for these interviews in the same way they would prepare for job interviews.

If a student chooses to engage in a practicum at a site not previously used by Wichita State University counseling students, the student (after receiving permission from the University Counseling Practicum Coordinator) will arrange for a meeting between the prospective on-site supervisor and the University Counseling Practicum Coordinator to determine the appropriateness of the placement.

Practicum and Internships in Conjunction with Current Employment

Additionally, students should be given duties other than their normal job requirements. The Practicum form must be signed by the on-site supervisor to ensure that (1) the duties performed for the practicum will be different from those currently performed for the student's job, and (2) the new duties performed for practicum are performed outside of his or her present daily function.

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When placed in an agency or school, the student counselor will be expected to function within the regulations and administrative structure of the site. Actual duties will be assigned by the site supervisor (in consultation with the faculty supervisor).

Practicum Supervision

Practicum is intended to provide students opportunities to begin practicing counseling skills at a variety of sites with varied clientele. The practicum is closely supervised by a faculty instructor and an on-site supervisor who help the student counselor conceptualize the client's concerns and determine a strategy for working with the client.

University Supervisors

Supervision will be twofold. A university, agency, or school supervisor, known to have credentials, competencies, and interests compatible with counseling, will provide the student with weekly individual or small group supervision on day-to-day activities, (e.g., case management, scheduling). At that time the supervisor will discuss theoretical and certain technical activities, (e.g., reviewing tape recordings of counseling sessions, case reviews). The university supervisor will provide formative feedback of the student counselor during the term and summative feedback at the end of the semester. Course grades and credit will be given after the completion of the experience. The faculty member will make the final decision regarding course grades. Letter grades will be assigned for these experiences.

Site Supervisors

Orientation for on-site supervisors is the responsibility of the faculty supervisor or other counseling faculty members to convey and clarify expectations in the practicum/internship requirements. Other supervisory information will be available periodically to site supervisors. An example of orientation correspondence outlining site supervisory duties is included in Appendix E.

Responsibilities of the University Supervisor

1. Verify that each student is adequately prepared for the practicum experience through a review of the student’s previous coursework and practicum application.

2. Consider the number of students to be supervised in the on-site experiences along with teaching load, thesis and advisement, and other on-campus duties.

3. Assist the student in selecting the site prior to the beginning of the practicum experience. 4. Serve as liaison between the University and practicum site to facilitate communication. 5. Be available for consultation and intervention, as necessary. 6. Maintain confidentiality of those clients whose counseling sessions are taped for purposes of

student critique. The University supervisor will maintain ethical standards, including confidentiality. A copy of the Confidentiality Agreement is included in Appendix F.

7. Provide supervisory class approximately 2.5 hours per week with students to discuss common problems and experiences and to assist students in case study presentations.

8. Meet with individual students during scheduled consultation sessions. 9. Review student Client Logs (Appendix G) detailing activities and hours spent at their site. 10. Review audio/videotapes of the student's counseling sessions along with student tape Self-

Assessment (Appendix H). 11. Discussion about progress, techniques, procedures, policies, and developing relationships with

clients and interdisciplinary professionals.

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12. Review student work and accomplishment of goals and objectives (Appendix K) to ensure the student is progressing and completing the requirements on the site.

13. Intervene when the student is receiving limited or restricted experiences on site. 14. Contact with the on-site supervisor a minimum of two times during the semester to ensure the

student is completing the on-site experience. Make at least two on-site visits to meet with the student and the on-site supervisor (if possible). If possible and permissible, observe the student in a counseling session at the site.

15. Maintain of appropriate records for grading and completion of an evaluation of the student's overall performance (Appendix D) including feedback provided by the on-site supervisor.

Responsibilities of the On-Site Supervisor

1. Possess Master's degree in counseling or equivalent credentialed degree plus appropriate experience and licensure as a Certified School Counselor, Licensed Professional Counselor, Psychologist, Psychiatrist, or other appropriately licensed mental health professional. Special supervision arrangements will be made if no qualified supervisor is available.

2. Abide by the ethical standards of the appropriate profession. 3. Have ongoing contact with the university supervisor to assess the progress of the student

throughout the on-site experience. 4. Orient the student to the organization. Arrange for appropriate working conditions as possible (e.g.,

privacy, designated setting for counseling). Acquaint student with staff members. 5. Define the student's responsibilities at the site. 6. Arrange opportunities for the student to observe the on-site supervisor in appropriate activities,

such as counseling sessions, consultation, and conferences. 7. Arrange for the student to be an active participant in staffing. 8. Have the student become familiar with and administer assessment instruments that are used at the

site and become actively involved, under supervision, with the scoring and interpretation of the results.

9. Meet with the student at least once per week. This supervision may include listening to case presentations, discussing client load, reviewing tapes of sessions, and giving appropriate feedback. Remember, the counselor-in-training is a STUDENT and relies on the expertise of the on-site supervisor for growth as a helping professional.

10. Review student logs, accountability sheets and verify work completed. 11. Ensure that the student spends a minimum of 50 hours of on-site time in direct client contact

activities doing individual and/or group counseling and a minimum of 10 additional hours of other activities (collaboration, consultation, etc.) to meet the 60 hour practicum requirement. Provide opportunity for audio/videotaping sessions for critique by the University and on-site supervisor.

12. Complete the necessary evaluation form (Appendix C), discuss the evaluation with the student, and send the completed evaluation to the University Supervisor by the deadline for the term.

13. The On-Site Supervisor who believes a student's behavior or skills are professionally unacceptable should bring this to the University Supervisor at the earliest possible time. The University supervisor will coordinate with the on-site supervisor to determine appropriate action.

14. The student should be allowed to have a variety of experiences as determined by the student's goals and objectives of the site.

Examples of such activities may include but not be limited to:

School Counseling Administrative and teacher consultation Parent conferences Career, academic and personal counseling Appropriate guidance activities in the classroom Individual and group counseling Program development

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Community Counseling Involvement (as appropriate) with staffing and related meetings Consultation (as appropriate) with staffing and related meetings Intake interviews Individual Counseling Group counseling (co-facilitating and facilitating) Family counseling Addictive disorders counseling Interdisciplinary team consultation Testing (as appropriate)- administration and interpretation Psycho-education activities--e.g., outreach, parenting classes, seminars, public relations activities Report writing--e.g., records, treatment plans, case summaries

Responsibilities of the Student

1. Complete Practicum application (Appendix J) and submit to University Counseling Practicum Coordinator.

2. Initiate contact with the established site supervisor only after approval has been granted by the University Practicum Coordinator.

3. Be at the site on agreed upon days and BE ON TIME! 4. Fulfill the minimum number of hours required by the training program, the state, and/or any

licensure or certification laws. 5. Be familiar with the ACA Code of Ethics and practice professional ethical behavior. In essence,

consider yourself an "employee" of that school or agency and conduct yourself accordingly. 6. Develop a written set of goals and objectives (Appendix I),both personal and professional that are

to be achieved at the site and as a result of the practicum and internship experience. 7. Negotiate with the on-site supervisor on appropriate goals and objectives. On-site experiences

should include, but not be limited to, one-on-one counseling, group counseling, attending staffing, completing assigned readings, participating in in-service meetings for professional development, organizing and conducting special training sessions for parents and interdisciplinary professionals. This plan should develop into a contract for internship.

8. Discharge all responsibilities at the cooperating agencies in a professional manner. Specifically, the student must adhere to all conduct rules applicable to the agency's employees as well as the state and national boards of the profession. This includes appropriate fees, punctuality, and responsible use of time while on site, etc.

9. Seek feedback, actively and regularly, relative to general involvement and performance of responsibilities. Meet as required with the site supervisor for critique of work, including direct and indirect service.

10. Keep a daily log of client contact hours, indirect service hours, and supervisory hours in accordance with the supervisor's guidelines (Appendix G).

11. Secure appropriate liability insurance and provide copies of insurance certificate for the on-site supervisor and University Practicum Coordinator .

12. Obtain written consent from all clients in individual and group counseling before treatment begins (Appendix K). Obtain written parent/guardian consent for all clients under the age of 18 (Appendix L).

13. Meet with the on-site and University supervisor for a final evaluation of the practicum and internship.

14. Complete Case Study Project and present to Practicum class (rubric in Appendix M).

Policy on Practicum and Internship Placement at a Distance

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For students wishing to complete practicum and/or internship courses at a distance (minimum of 100 miles), it is logistically impossible for faculty to provide weekly supervision sessions. The student must therefore complete the following steps:

1. Acquire approval of the placement from the entire counseling program faculty. The student must be evaluated to have appropriate knowledge and skills for this more independent experience.

2. Agree to complete weekly logs, tapes (1 per month or more as required by the faculty supervisor), and other report forms or requirements by the faculty supervisor and submit these on a monthly basis.

3. Arrange for monthly contact (e.g., email, telephone, fax) between the site and the faculty supervisors.

4. Arrange for weekly contact (e.g., email, telephone, fax) between the student and the faculty supervisor.

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APPENDIX A

KSDE STANDARDS

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SCHOOL COUNSELOR

Early Childhood through Late Adolescence/Adulthood PreK-12

Standard #1 The school counselor demonstrates knowledge of the philosophical, historical, and social foundations of contemporary education and counseling practices, preparation standards, professional credentialing practices, and ethical behaviors. Assessment: Final Exam in CESP 804 Standard #2 The school counselor understands and implements management and consultation skills necessary to integrate program planning, curriculum development, and evaluation. Assessment: Program Integrations Skills Project in CESP 845 Standard #3 The school counselor demonstrates an understanding of the nature and needs of individuals throughout the stages of human development and possesses knowledge of related human behavior. Assessment: Practicum Evaluation, Items 16-25, in CESP 856 Standard #4 The school counselor understands the major theories of individual and group counseling and demonstrates appropriate skills, techniques, and the use of technology in implementing individual and group counseling and classroom guidance activities designed to promote educational, career, personal, and social development of students. Assessments: Practicum Evaluation, Items 26-30, in CESP 856 Synthesis and Professional Development Plan Paper, Items 1 – 9 Standard #5 The school counselor understands and demonstrates knowledge of assessment and research procedures and instruments needed to assist all students. Assessments: Final Exam in CSP 822 Standard #6 The school counselor has knowledge of career development and applies a systematic plan for assisting all students through their developmental stages. Assessments: Final Exam in CESP 815 Project 4, Career Intervention, in CESP 815

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Standard #7 The school counselor understands the significance of teaming and utilizes consultation, collaboration, and coordination in developing programs to facilitate the positive interaction between students and their environment. Assessment: Guidance Project in CESP 845 Standard #8 The school counselor understands social and cultural diversity across developmental stages and is able to identify appropriate counseling practices. Assessments: Practicum Evaluation, Items 10-11, in CESP 856 Synthesis and Professional Development paper, Items 4 - 6 Standard #9 The school counselor understands how current issues affect students. Assessment: Case Study in CESP 856 Standard #10 The school counselor understands the importance of continual lifelong professional development. Assessments: Practicum Evaluation, Items 7, 14, 15, in CESP 856 Synthesis and Professional Development Plan Paper, Items 10 - 12

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APPENDIX B

PROFESSION EDUCATIONAL UNIT CONCEPTUAL FRAMEWORK

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COLLEGE OF EDUCATION

Role and Mission Wichita State University is a regional university serving the state of Kansas and primarily a seven-county area that includes Wichita, the largest urban area in Kansas. WSU’s role is that of an urban-serving research university. Through teaching, research, and public service, the university seeks in its mission “to equip both students and the larger community with the educational and cultural tools they need to thrive in a complex world, and to achieve both individual responsibility in their own lives and effective citizenship in the local, national, and global community.”

University Scope WSU’s approximately 15,000 students enjoy a broad scope of academic opportunities including study in colleges of Education, Engineering, Fine Arts, Health Sciences, and Fairmount College of Liberal Arts and Sciences, as well as the Barton School of Business and Graduate School. The scope of the university also encompasses external funding of more than $40 million university-wide each year, the discoveries made and contracts performed at the National Institute of Aviation Research, and the largest work-study cooperative education program in the state.

College Scope and Mission Each year, the college recommends approximately 180 students for initial licensure among 240 students recommended for baccalaureate degrees. Approximately 140 master’s degrees, four specialists and five doctorate of education degrees are awarded. There are 48 full-time faculty and approximately 100 lecturers, cooperating teachers, and university supervisors. The college offices are housed in one of the last buildings designed by the famed American architect, Frank Lloyd Wright. The College of Education is an integrated college that focuses on human development and emphasizes academic innovation in living and learning. There are five departments in the College of Education: Curriculum and Instruction; Counseling, Education and School Psychology; Educational Leadership; Human Performance Studies; and Sport Management. The college houses two centers: The Center for Research and Educational Services and The Center for Physical Activity and Aging, which includes a research laboratory and community activity program. The college also supports innovative programs in Engineering Education and bio-engineering research for aging populations. There are two identifying characteristics of the college—the hands-on, site-based learning that is present across each program in the college, and the strongly held belief of students and faculty in the “power of education to change the world. The Mission of the College of Education is to “prepare education and other professionals to benefit society and its institutions through the understanding, the facilitation, and the illumination of the learning process and the application of knowledge in their disciplines.”

Conceptual Framework The Professional Education Unit’s Conceptual Framework for the preparation of educational professionals is built upon the mission statement of the university supported by the missions of the colleges represented in the unit: the College of Education, College of Fine Arts, Fairmount College of Liberal Arts and Sciences, and the Graduate School. The Conceptual Framework informs governance, curriculum design, and learning activities at both the undergraduate and graduate level.

Vision and Core Values The vision of the Professional Unit Conceptual Framework is to prepare teachers and other school personnel who exemplify the core values of “Highly Competent, Collaborative, and Reflective Professionals.” To fulfill this vision, the unit produces graduates who identify, understand and demonstrate the following six core values/guiding principles: 1) Professionalism and Reflection on the Vocation (PR); 2) Human Development and respect for Diversity (HDD); 3) the Connection of Teaching and Assessment (CTA); 4) Technology Integration (T); 5) Understanding of Content Knowledge, Pedagogical Content Knowledge and their alignment with Standards (CKS); and 6) Collaboration with Stakeholders (C).

Unit Vision Linked to Guiding Principles The vision is directly connected to the guiding principles (core values): The Highly Competent Professional is reflected though explication of the guiding principles two through four: Human development and respect for diversity, the connection of teaching and assessment, technology integration, and understanding content knowledge, pedagogical content knowledge and their alignment with Standards. The vision of a collaborative professional is reflected in the guiding principle of collaboration with stakeholders. The vision of a reflective professional is shown in the guiding principle of professionalism and reflection on the vocation.

The Unit Vision/Guiding Principles Graphic The unit’s philosophy for the preparation of education professionals and other school personnel is presented visually in a series of elliptical strands (values) that wrap around the vision. The entwined strands illustrate how the six guiding principles (values) working together create highly competent, collaborative, and reflective professionals. Together the unit vision and six guiding principles reflect a visual representation of commonly agreed upon ideas and commitments and provide direction for individual and corporate efforts. The intertwining of the strands, or guiding principles around the “core” vision, creates one powerful conceptual framework.

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Unit Vision: The Development of Highly Competent, Collaborative, and Reflective Professionals Guiding Principles: Professionalism and Reflection on the Vocation Human Development and Respect for Diversity The Connection of Teaching and Assessment Technology Integration Understanding Content Knowledge and Pedagogical Content Knowledge and their Alignment with Standards Collaboration with Stakeholders

Guiding Principles Defined The Professional Education Unit at Wichita State University focuses on preparing candidates who identify, understand, and practice the six guiding principles which in turn, lead to internalization of the core values of highly competent, collaborative and reflective professionals thus fulfilling the unit’s vision. The Guiding Principles include proficiencies and dispositions. (1) Professionalism and reflection on the vocation (PR): The WSU teacher preparation program uses a reflective model to develop

professional dispositions in candidates for the improvement of professional practice. Candidates are expected to value knowledge and continuous learning to improve professional practice*. Candidates understand and implement the legal and ethical practices of the profession. Candidates are familiar with major learning theories and strategies to enhance educational knowledge and are able to evaluate instructional decisions for their impact on students/clients.

(2) Human development and respect for diversity (HDD): Candidates demonstrate a commitment to the basic principles and theories of human development, learning, and diversity and apply this knowledge to their own learning, teaching, guiding, and clinical situations which includes a commitment to “fairness” in all aspects of their work and the expectation that all students/clients can learn*. Candidates consider family, community, and school in advocating for students and clients* and have knowledge of relevant historical, philosophical, social and cultural factors.

(3) The connection of teaching and assessment (CTA): Candidates know and understand current theory, research and practice that inform the cyclical and interactive processes of good teaching (e.g., analysis, preparation, instruction, assessment [qualitative and quantitative], and decision making based on assessment results). The candidates apply this knowledge across all facets of their work. The candidates develop skills to plan, implement, and evaluate developmental, cultural, and ethically appropriate techniques and strategies for addressing student and client needs. Respects and holds high expectations and fairness for all learners*.

(4) Technology integration (T): Candidates can demonstrate skills in the use of technology appropriate to the respective disciplines. Technology is used to enhance professional productivity in planning, teaching, student learning, and assessment. The candidates seek opportunities to continually learn and improve professional practice*.

(5) Understanding content knowledge and pedagogical content knowledge and their alignment with standards (CKS): Candidates identify, understand, and use and continue to build knowledge in the disciplinary field(s). Candidates apply this knowledge to teaching within the structure of the standards and seek opportunities to continually learn and improve professional practice*.

(6) Collaboration with stakeholders (C): Candidates identify, understand, and use processes to work, and advocate cooperatively and professionally, with students/clients, colleagues, parents and community to move toward mutual goals. Candidates collectively plan, gather, and build resources to create innovative solutions to existing problems. Candidates demonstrate effective communication and interpersonal skills and attitudes. The candidates plan, implement and sustain an appropriate environment that promotes effective professional practices. Candidates value working cooperatively with colleagues and others to advance best interest of students and clients*.

*Underlined portions designate dispositions

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APPENDIX C

ON-SITE SUPERVISOR PRACTICUM STUDENT EVALUATION

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Wichita State University DEPARTMENT OF ADMINISTRATION, COUNSELING, EDUCATIONAL AND SCHOOL PSYCHOLOGY COUNSELING PRACTICUM EVALUATION

(On-Site Supervisor) This form is used to check competencies in the counseling practicum. The form may be completed after each supervised counseling session or may cover several supervisions over a period of time. Name of Counseling Intern: ____________________________________________________________ Date of Supervision Or Period Covered by the Evaluation: _________________________ DIRECTIONS: Following a supervised counseling session or a period of time covering several supervisions, the

supervisor is to write the number which best evaluates the practicum counselor on each competency at that point in time.

4 = Strongly Agree (80-100% of the time) 3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less) NA = Not Applicable/Not Observed

Effective Counseling Practice Goals 1. Effectively leads small groups in counseling. 2. Effectively leads classroom guidance activities. 3. Creates/utilizes inappropriate classroom guidance curricula by understanding and implementing

management and consultation skills necessary to integrate program planning, curriculum development, and evaluation.

4. Identifies appropriate assessment tools. 5. Effectively administers assessment tools/procedures. 6. Effectively interprets data gathered from assessment tools/procedures. Ethical and Professional Goals 7. Demonstrates a personal commitment in developing professional competencies. 8. Invests time and energy in becoming a counselor. 9. Demonstrates ethical behavior in the counseling activity and case management.

19

4 = Strongly Agree (80-100% of the time) 3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time) NA = Not Applicable/Not Observed

Application to the World of Practice Goals 10. Effectively uses knowledge of how social, cultural, ethnic and racial differences across developmental

stages in assessing clients. 11. Effectively uses knowledge of how social, cultural, ethnic and racial differences across developmental

stages in identifying appropriate counseling practices. 12. Accepts and uses constructive criticism to enhance self-development and counseling skills (i.e., peer,

supervisor). 13. Engages in open, comfortable and clear communication with peers and supervisors. 14. Recognizes own competencies and skills and shares these with peers and supervisors, and recognizes the

importance of continual lifelong professional development in maintaining and expanding these competencies and skills.

15. Recognizes own deficiencies and understands the importance of continual lifelong professional

development in actively working to overcome them in actively working to overcome them with peers and supervisors.

Growth and Development Goals 16. Effectively uses knowledge of normal human growth and development and related behavior in assessing

clients. 17. Effectively uses knowledge of normal human growth and development and related behavior in

intervening in client situations. 18. Effectively uses knowledge of abnormal human growth and development and related behavior in

assessing clients. 19. Does not use knowledge of abnormal human growth and development and related behavior in

intervening in client situations. (Reverse scoring) 20. Has knowledge of how career development can assist all students through their developmental stages. 21. Effectively uses career development theory in assisting all students through their developmental stages

in individual counseling. 22. Effectively uses career development theory in assisting all students through their developmental stages

in small group and classroom guidance activities. 23. Effectively uses career development counseling techniques in applying a systematic plan for assisting all

students in individual counseling.

20

4 = Strongly Agree (80-100% of the time)

3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less) NA = Not Applicable/Not Observed

24. Effectively uses career development counseling techniques in applying a systematic plan for assisting all

students in small group counseling. 25. Effectively uses career development counseling techniques in applying a systematic plan doe assisting

all students in classroom guidance activities. 26. Effectively uses technology in career counseling when assisting all students through their developmental

stages. Theory Goals 27. Effectively uses knowledge of individual counseling theory and demonstrates appropriate skills,

techniques and the use of technology in assessing individual counseling activities to be used when assessing clients’ educational, career, and/or personal and social development.

28. Fails to use knowledge of individual counseling theory and demonstrate appropriate skills, techniques

and use of technology in implementing individual counseling activities designed to promote in clients’ educational, career, and/or personal and social developments. (Reverse scoring)

29. Effectively uses knowledge of group counseling theory and demonstrates appropriate skills, techniques

and the use of technology in implementing group counseling and classroom guidance activities when assessing clients’ educational, career, and/or personal and social development.

30. Effectively uses knowledge of group counseling theory and demonstrates appropriate skills, techniques

and the use of technology in implementing group counseling and classroom guidance activities when promoting clients’ educational, career, and/or personal and social development.

31. Effectively uses knowledge of family counseling theory when assessing client situations. 32. Effectively uses knowledge of family counseling theory when intervening in client situations. 33. Effectively uses knowledge of career counseling theory when assessing client situation. 34. Effectively uses knowledge of career counseling theory when intervening in client situations. 35. Ineffectively uses knowledge of crisis counseling theory when assessing client situations. (Reverse

scoring) 36. Effectively uses knowledge of crisis counseling theory when intervening in client situations. Managing the Counseling Environment Goals 37. Effectively conducts needs assessments.

21

4 = Strongly Agree (80-100% of the time)

3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less)

NA = Not Applicable/Not Observed 38. Effectively develops intervention programs. 39. Fails to effectively evaluate programs. 40. Effectively creates a positive climate for a counseling program. 41. Selects and utilizes referral sources as appropriate. 42. Completes case reports and record punctually and conscientiously. Research and Professional Writing Goals 43. Utilizes research in understanding counseling practice. 44. Utilizes research in understanding literature related to counseling theory and practice. 45. Is perceptive in evaluating the effects of own counseling techniques.

What are this counseling student’s strengths? What recommendations for improvement do you have for this counselor? Overall comments. Revised 12/08

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APPENDIX D

UNIVERSITY SUPERVISOR EVALUATION OF PRACTICUM COUNSELOR

24

Wichita State University

DEPARTMENT OF ADMINISTRATION, COUNSELING, EDUCATIONAL AND SCHOOL PSYCHOLOGY COUNSELING PRACTICUM EVALUATION

(University Supervisor) This form is used to check competencies in the counseling practicum. The form may be completed after each supervised counseling session or may cover several supervisions over a period of time. Name of Counseling Intern: ____________________________________________________________ Date of Supervision Or Period Covered by the Evaluation: _________________________ DIRECTIONS: Following a supervised counseling session or a period of time covering several supervisions,

the supervisor is to write the number which best evaluates the practicum counselor on each competency at that point in time.

4 = Strongly Agree (80-100% of the time) 3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less) NA = Not Applicable/Not Observed

Effective Counseling Practice Goals 1. Effectively leads small groups in counseling. 2. Effectively leads classroom guidance activities. 3. Creates/utilizes inappropriate classroom guidance curricula by understanding and implementing

management and consultation skills necessary to integrate program planning, curriculum development, and evaluation.

4. Identifies appropriate assessment tools. 5. Effectively administers assessment tools/procedures. 6. Effectively interprets data gathered from assessment tools/procedures. Ethical and Professional Goals 7. Demonstrates a personal commitment in developing professional competencies. 8. Invests time and energy in becoming a counselor. 9. Demonstrates ethical behavior in the counseling activity and case management.

25

4 = Strongly Agree (80-100% of the time) 3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time) NA = Not Applicable/Not Observed

Application to the World of Practice Goals 10. Effectively uses knowledge of how social, cultural, ethnic and racial differences across

developmental stages in assessing clients. 11. Effectively uses knowledge of how social, cultural, ethnic and racial differences across

developmental stages in identifying appropriate counseling practices. 12. Accepts and uses constructive criticism to enhance self-development and counseling skills (i.e., peer,

supervisor). 13. Engages in open, comfortable and clear communication with peers and supervisors. 14. Recognizes own competencies and skills and shares these with peers and supervisors, and recognizes

the importance of continual lifelong professional development in maintaining and expanding these competencies and skills.

15. Recognizes own deficiencies and understands the importance of continual lifelong professional

development in actively working to overcome them in actively working to overcome them with peers and supervisors.

Growth and Development Goals 16. Effectively uses knowledge of normal human growth and development and related behavior in

assessing clients. 17. Effectively uses knowledge of normal human growth and development and related behavior in

intervening in client situations. 18. Effectively uses knowledge of abnormal human growth and development and related behavior in

assessing clients. 19. Does not use knowledge of abnormal human growth and development and related behavior in

intervening in client situations. (Reverse scoring) 20. Has knowledge of how career development can assist all students through their developmental stages. 21. Effectively uses career development theory in assisting all students through their developmental

stages in individual counseling. 22. Effectively uses career development theory in assisting all students through their developmental

stages in small group and classroom guidance activities. 23. Effectively uses career development counseling techniques in applying a systematic plan for

assisting all students in individual counseling.

26

4 = Strongly Agree (80-100% of the time)

3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less) NA = Not Applicable/Not Observed

24. Effectively uses career development counseling techniques in applying a systematic plan for

assisting all students in small group counseling. 25. Effectively uses career development counseling techniques in applying a systematic plan doe

assisting all students in classroom guidance activities. 26. Effectively uses technology in career counseling when assisting all students through their

developmental stages. Theory Goals 27. Effectively uses knowledge of individual counseling theory and demonstrates appropriate skills,

techniques and the use of technology in assessing individual counseling activities to be used when assessing clients’ educational, career, and/or personal and social development.

28. Fails to use knowledge of individual counseling theory and demonstrate appropriate skills,

techniques and use of technology in implementing individual counseling activities designed to promote in clients’ educational, career, and/or personal and social developments. (Reverse scoring)

29. Effectively uses knowledge of group counseling theory and demonstrates appropriate skills,

techniques and the use of technology in implementing group counseling and classroom guidance activities when assessing clients’ educational, career, and/or personal and social development.

30. Effectively uses knowledge of group counseling theory and demonstrates appropriate skills,

techniques and the use of technology in implementing group counseling and classroom guidance activities when promoting clients’ educational, career, and/or personal and social development.

31. Effectively uses knowledge of family counseling theory when assessing client situations. 32. Effectively uses knowledge of family counseling theory when intervening in client situations. 33. Effectively uses knowledge of career counseling theory when assessing client situation. 34. Effectively uses knowledge of career counseling theory when intervening in client situations. 35. Ineffectively uses knowledge of crisis counseling theory when assessing client situations. (Reverse

scoring) 36. Effectively uses knowledge of crisis counseling theory when intervening in client situations. Managing the Counseling Environment Goals 37. Effectively conducts needs assessments. 38. Effectively develops intervention programs.

27

4 = Strongly Agree (80-100% of the time) 3 = Agree (60-79% of the time) 2 = Disagree (50-59% of the time) 1 = Strongly Disagree (49% of the time or less) NA = Not Applicable/Not Observed

39. Fails to effectively evaluate programs. 40. Effectively creates a positive climate for a counseling program. 41. Selects and utilizes referral sources as appropriate. 42. Completes case reports and record punctually and conscientiously. Research and Professional Writing Goals 43. Utilizes research in understanding counseling practice. 44. Utilizes research in understanding literature related to counseling theory and practice. 45. Is perceptive in evaluating the effects of own counseling techniques.

28

What are this counseling student’s strengths? What recommendations for improvement do you have for this counselor? Overall comments. Revised 12/08

29

APPENDIX E

EXAMPLE OF ON-SITE SUPERVISOR ORIENTATION CORRESPONDENCE

30

Dear Practicum On-Site Supervisors: Thank you for agreeing to place and supervise a counseling practicum student in your facility. All student placements have been verified and approved and students have been asked to meet with you to go over guidelines you have for your facility. Practicum students need to meet the following requirements: 1. Complete 4 audio or video-taped sessions with clients. A consent form must be signed by the client or the parent if the client is a minor prior to any taping or work with the client. 2. Students will complete a written self-assessment of each audio or video tape they complete turn in to their university practicum instructor for a grade. 3. Students will keep a client contact log they turn in at mid-term and end of the semester to the University Practicum Supervisor. 4. Students are required to complete 60 hours of direct service in the following areas:(personal/social; career; educational; crisis intervention; individual counseling; classroom guidance (for school counselors);consultation/staffings; or small group counseling. 50 of the 60 hours should be direct client individual or group counseling. 5. Students will meet in class and individual supervision with the Practicum instructor weekly. 6. Students will complete a Case Study Paper and present the case in class. 7. Students are required to secure their own professional liability insurance and will be given an application. They are to provide the on-site supervisor with a copy of their professional liability policy. 8. The role of the on-site supervisors along with the role of the university Supervisor is described in this manual. As the University Practicum Instructor, I look forward to meeting you during my on-site visits and working with our practicum student in your setting. Thank you again for agreeing to place a WSU Practicum Student. Please let me know if you have any additional questions or if I can be of further assistance. Respectfully, ________________, WSU University Practicum Instructor, (316) 978-____

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APPENDIX F

CONFIDENTIALITY AGREEMENT

32

WICHITA STATE UNVERSITY DEPARTMENT OF COUNSELING, EDUCATIONAL AND SCHOOL PSYCHOLOGY

CESP 856 PRACTICUM STUDENT CONFIDENTIALITY AGREEMENT

Client counseling audio/video tapes will be played during individual supervision with the instructor for counseling skills feedback and also during class as a teaching tool for students in CESP 856 Counseling Practicum. A Client Consent Agreement Form or a Parent Consent Agreement Form (for minors) must be signed prior to discussing or listening/viewing to any tapes in class. Students enrolled in CESP 856 are bound by strict confidentiality and agree not to discuss the content of the tape or information about the case with any person(s) other than classmates and the instructor during class and the instructor during individual supervision. I ____________________________ understand if I break this agreement, a meeting will be held with the Counseling department Faculty to discuss status in the Counseling Program. ______________________ __________ Practicum Student Signature Date ______________________ __________ Practicum Instructor Date

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APPENDIX G

CLIENT CONTACT LOG

34

CESP 856 Client Contact Log

Use the following code for type of contact:

P/S = Personal/social I =Individual

CA = Career GU = Classroom guidance E = Educational CO = Consultation/staffing

CI = Crisis intervention SM = Small group counseling

Date Client Name Length of Session Client Age

Session #

Purpose of Session

35

APPENDIX H

PRACTICUM STUDENT TAPE SELF- ASSESSMENT

36

CESP 856: COUNSELING PRACTICUM TAPE SELF-ASSESSMENT

Directions: Listen to your tape again and type your comprehensive double-spaced responses to each of the following points, formatting your paper as follows. Turn your comprehensive self-assessment in with each tape on the required due date.

Paper Heading: Name CESP 856 Session Date Tape #_____ Self-Assessment Client first name: Paper Content: Part I: Brief description of the client Brief summary of the session Identifying problem(s) you focused on with the client Describe your interaction with the client Theory you operated from Goals/objectives for the client Interventions/techniques used in the session with the client How techniques were related to the theory Homework if any Termination of session Follow-up or future plans for working with this client Part II: Evaluation of Counseling Skills: Describe your counseling strengths used in the session Describe your areas of growth you want to focus on in future sessions Two things you would do differently in working with this client Any other reflections or comments you would like to include

37

APPENDIX I

PRACTICUM STUDENT GOALS AND OBJECTIVES

38

CESP 856 Practicum Student Goals and Objectives

It is essential as a practicum student that you develop a set of goals and objectives for your practicum experience and work with clients. With the assistance from your Practicum Instructor and On-Site Supervisor, develop a set of written goals and objectives to meet your goals and submit these to your Practicum Supervisor and review them with the on-site supervisor. Name:__________________________________________________________ Practicum Site/Address:_____________________________________________ On-Site Supervisor:________________________________________________ General description of the clientele you will work with in your practicum placement: ________________________________________________________________ ________________________________________________________________ Goals for the Practicum Experience: 1. 2. 3. 4. Objectives to Meet the Above Goals: Goal 1 Objectives: Goal 2 Objectives: Goal 3 Objectives: Goal 4 Objectives: I have reviewed the above goals and objectives with the Practicum Student. _____________________ _________ _________________ ________ On-Site Supervisor Date Practicum Instructor Date

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APPENDIX J

PRACTICUM APPLICATION

40

Wichita State University DEPARTMENT OF COUNSELING, EDUCATIONAL AND SCHOOL PSYCHOLOGY

COUNSELING PRACTICUM APPLICATION

Application DEADLINES: Fall practicum: Must be submitted during the previous spring, preferably by April 1. Spring practicum: Must be submitted during the previous fall, preferably by November 1. Summer practicum: Must be submitted during the previous spring, preferably by April 1. Name: Date: Last First Middle Address: Semester MEd Started: Street City Zip Phone Numbers: Home Work E-mail address: Practicum Year Requested: Practicum Semester Requested: Fall Spring Summer Practicum Setting Requested: School Post Secondary Agency Business Other Elementary Children ___ Families Middle School Adolescents ___ Substance Abuse Secondary Adults If you are requesting a school practicum site, what district are you in? If you wish to do your practicum at a specific site, please provide the name of the institution.

If you have the name, address and phone number of a potential on-site supervisor, please provide. Name Address Phone Please check the following CESP courses that you have completed. Please mark with a "C" courses in which you are currently enrolled. 701 704 707 728 802 803 804 815 821 822 824 825 835 837 857 PSY 940 Please keep in mind that priority is given in practicum placements to students who are close to degree completion. --Continued on Back Side--

School District/Department of Counseling, Educational and School Psychology PRACTICUM AGREEMENT

To Be Completed By Practicum Student: I understand that I will need 60 client contact hours in order to complete the minimum requirements for CESP 856 Counseling Practicum. I also understand that if I am teaching or am otherwise employed by the school district in which I am completing the practicum requirements, that all arrangements for the practicum must be made so that my class work will not in any way detract from the work for which I am being paid. In the space below describe the time arrangements you are proposing for your practicum. Be specific concerning the 60 hours for practicum and your job requirements, if any. Student Signature Date Approved Disapproved Authorized District Administrator Date Approved Disapproved CESP Graduate Coordinator/Dept. Chair Date The CESP Department Chair must receive this form from your school district before final arrangements for practicum will be made. Copies will be sent to all parties. Return to: Department Chair Department of Counseling, Educational and School Psychology Campus Box 123 Wichita State University Wichita, KS 67260-0123 Revised 9/05 #19

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APPENDIX K

CLIENT CONSENT FORM

43

WICHITA STATE UNIVERSITY DEPARTMENT OF COUNSELING, EDUCATIONAL

AND SCHOOL PYSCHOLOCY

Client Consent

Wichita State University requires that candidates for degrees in counseling serve in a counseling practicum assignment at a school, agency, or university site. An essential part of the assignment is to offer one-on-one counseling or group counseling time to clients, with the candidate supervised by both the on-site supervisor and a Wichita State University practicum instructor. Practicum students are required to audio or video tape six counseling sessions with clients. The purpose of the tape recording is for supervision of the candidate. Practicum students sign a confidentiality agreement as a requirement for class with assurance that confidentiality of content is honored. Counseling tapes are reviewed during individual supervision with the instructor and during group supervision with students in the practicum class. The identity of the client is not disclosed during tape review. Please return the permission slip below at the earliest convenience. If you have questions or desire further information, please call Dr. Nikki Currie, WSU Practicum Coordinator at (316) 978-5181 or (785) 822-2604.

CONSENT I _______________________hereby grant permission for counseling sessions to be audio or video tape recorded for the sole purpose of supervision of the candidate. I understand that these tapes will be treated with confidentiality and will be erased after supervision. ________________________________________________ ________________ Client Date __________________________________ ___________ Practicum Student Date __________________________________ _________ WSU Practicum Instructor Date Revised 02/09 CO #16

44

APPENDIX L

CLIENT CONSENT FORM FOR MINORS

45

WICHITA STATE UNIVERSITY DEPARTMENT OF COUNSELING, EDUCATIONAL

AND SCHOOL PYSCHOLOCY

Parent/Caretaker Consent

Wichita State University requires that candidates for degrees in counseling serve in a counseling practicum assignment at a school, agency, or university site. An essential part of the assignment is to offer one-on-one counseling or group counseling time to children and adolescents, with the candidate supervised by both the on-site supervisor and a Wichita State University practicum instructor. Practicum students are required to audio or video tape six counseling sessions with clients. The purpose of the tape recording is for supervision of the candidate. Practicum students sign a confidentiality agreement as a requirement for class with assurance that confidentiality of content is honored. Counseling tapes are reviewed during individual supervision with the instructor and during group supervision with students in the practicum class. The identity of the client is not disclosed during tape review. Please return the permission slip below at the earliest convenience. If you have questions or desire further information, please call Dr. Nikki Currie, WSU Practicum Instructor at (316) 978-5181 or (785) 822-2604.

CONSENT As the parent or legal guardian of __________________________________________ ( Client’s Name) I hereby grant permission for counseling sessions to be audio or video tape recorded for the sole purpose of supervision of the candidate. I understand that these tapes will be treated with confidentiality and will be erased after supervision ________________________________________________ ________________ Parent/Guardian Date __________________________________ ___________ Practicum Student Date __________________________________ _________ WSU Practicum Instructor Date

46

APPENDIX M

CASE STUDY PROJECT RUBRIC

47

CASE STUDY PROJECT

EVALUATION RUBRIC CESP 856

Levels Of Achievement

Criteria: TARGET ACCEPTABLE UNACCEPTABLE

1. Identifying Data Presents a broad range of background data to provide an accurate, detailed description of the client.

Presents sufficient relevant background data to provide an accurate, general description of the client. Selected data is consistent with the theory of choice.

Does not present sufficient relevant background data to provide an accurate, general description of the client OR the selected data is not consistent with the theory of choice.

2. Relevant History (based on theory of choice)

Provides a breadth of detailed data to provide an accurate, complex description of relevant historical factors in the client’s life.

Provides sufficient data to provide an accurate description of relevant historical factors in the client’s life. Selected data is consistent with the theory of choice.

Does not provide sufficient data to provide an accurate description of relevant historical factors in the client’s life OR the selected data is not consistent with the theory of choice.

3. Presenting Problem Provides a clear description of the presenting problem from both the client and the counselor perspectives. The history of the problem and probable causes are included.

Provides a clear description of the presenting problem from both the client and the counselor perspectives. The problem description is consistent with the theory of choice.

Does not provide a clear description of the presenting problem from both the client and the counselor perspectives OR the problem description is not consistent with the theory of choice.

4. Interpersonal Style Describes the client’s basic style in relationship to others and the counselor and relates it to relevant history and the nature of the

Describes the client’s basic style in relationship to others and the counselor. The description is consistent with the theory of choice.

Does not describe the client’s basic style in relationship to others and the counselor OR the description is not consistent with the theory of choice.

48

presenting problem and the client’s coping skills.

5. Environmental Factors

Identifies important environmental stressors and supports in the overall life context of the client and relates them to the presenting problem and the client’s coping skills.

Identifies important environmental stressors and supports in the overall life context of the client. The description is consistent with the theory of choice.

Does not identify important environmental stressors and supports in the overall life context of the client OR the description is not consistent with the theory of choice.

6. Personality Dynamics Describes the cognitive, emotional and behavioral characteristics of the client, how they inter-relate, and correlates them to the presenting problem, relevant history, and interpersonal style.

Describes the cognitive, emotional and behavioral characteristics of the client and correlates them to the presenting problem. The description is developmentally appropriate.

Does not describe the cognitive, emotional and behavioral characteristics of the client OR the description is not developmentally appropriate.

7. Counseling Objectives

Describes counseling objectives which are logically consistent with the presenting problem, consistent with the client’s history, interpersonal style, personality dynamics and environmental factors.

Describes counseling objectives which are logically consistent with the presenting problem. The objectives are contextually and developmentally appropriate.

Does not describe counseling objectives which are logically consistent with the presenting problem OR The objectives are not contextually and developmentally appropriate.

8. Treatment Plan A detailed description of the chosen treatment plan is provided which is consistent with the problem definition, counseling objectives and consistent with the

A detailed description of the chosen treatment plan is provided which is consistent with the problem definition and counseling objectives.

A detailed description of the chosen treatment plan is not provided OR which is not consistent with the problem definition and/or counseling objectives.

49

theory of choice. 9. Evaluation of Counseling

A description of the client’s progress and counselor self-evaluation is provided as well as projections of future counseling processes or reasons for termination.

A description of the client’s progress and counselor self-evaluation is provided.

A description of the client’s progress and counselor self-evaluation is not provided.

10. Ethical Aspects of Case

Describes real or possible ethical matters relevant to the case, resolution of the matter and ethical decision-making process used.

Describes real or possible ethical matters relevant to the case.

Fails to describe real or possible ethical matters relevant to the case.