Fall 2008
Chaminade University
Psychology 646, Section 01-3
Practicum in School Counseling Techniques

Instructor:		Charlene M. Abe
Time:			Saturday, 9:00 to 12:50
Room:		Henry 227
Office Hours:	By appointment
Phone:		454-8828 (office)	292-5663 (cell)
E-mail:		charlene-abe@yahoo.com

Textbooks:	American Psychiatric Association (2000).  Diagnostic and Statistical Manual of Mental Disorders; text revisioun (4th edition).  Washington, DC: American Psychiatric Association. 

American School Counselor Association. (2003). The ASCA NATIONAL MODEL, A framework for school counseling programs. Alexandria, VA: Author

Baird, B. (2002).  The Internship, Practicum, and Field Placement handbook: A guide for the helping professions, 3rd ed.  Upper Saddle River, NJ: Prentice Hall.

Knapp. S.E., and Jongsma, A.E. (2002). The School Counseling and School Social Work Treatment Planner.
Hoboken, NJ: John Wiley & Sons, Inc.

Parsons, Richard, D. (2007). Counseling Strategies That 
			Work!, Boston,MA: Pearson Education, Inc.

			Schmidt, John, J. (2004). A Survival Guide for the 
			Elementary/Middle School Counselor (2nd ed.) 
			San Francisco,CA:Jossey-Bass.

			Stone, C.B., & Dahir, C.A. (2006). The Transformed School 
			Counselor. Boston, MA:Lahaska Press.

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Catalogue Course Description:

Supervised experience in counseling utilizing video tapes, role-playing, audio tapes, and demonstrations.  Both group and individualized instruction and supervision are stressed in didactic and experiential settings.  Students will spend 100 hours of supervised service at a practicum site (50 direct service hours and 50 administrative hours).

Program Linking Statement:   

This course, incorporating a 100 hour supervised counseling practicum, develops and assesses the integrative clinical skills and competencies for the MSCP program student-learning outcome of clinical instruction.  Additionally, this course further develops and assesses the skills and competencies for the MSCP program – School counseling emphasis student learning outcomes of: 1) Foundations of School Counseling; 2) The School context; 3) Program Development, Assessment, Implementation, and Evaluation within a School Counseling Context; 4) Counseling Theories and Skills Relative to a School Counseling Context; 5) Consultation Relative to a School Counseling Context; 6) Exceptional Children Within a School Counseling Context.  In addition, this course also addresses the MSCP core program student learning outcomes of: 1) Professional Issues and Ethics; 2) Research and Evaluation; and 3) social and Cultural Foundations. 

Course Description:

This course offers the student an opportunity to explore the most important concepts, techniques, ethics, and skills of school counseling within a practicum experience.  Classroom activities will help develop skills and techniques of individual and group counseling, related theory to application in an educational setting(s), and develop client record keeping skills.

Classroom activities will focus on developing standards-based school counselor competencies as described in the MSCP| Practicum Handbook:  Appendix A, in the Hawaii Teacher’s Standards Board School Counselor Performance Standards, as well as in the American School Counselor Association Standards. 

To meet these competencies, students will spend 100 hours in a school setting(s) observing, counseling, and shadowing under supervision of a site supervisor.

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Student Learning Outcomes:

Students will demonstrate an understanding of:

•	Professional and ethical issues in counseling in the context of the school setting;
•	Conducting empirically-based assessments and treatments for school-based behavioral problems;
•	Basics of how to assess, interpret, and diagnose youth behavior disorders using the DSM-IV tr;
•	Developing school-based behavioral interventions and appropriate outcome measures;
•	Writing and maintaining appropriate counseling case and process notes;
•	Theoretical and applied perspectives in counseling school age youth;
•	Culturally appropriate assessments, interpretations, and intervention objectives for behavioral integrities and challenges;
•	School-based consultation processes with parents, school staff, and other care providers;
•	Hawaii State Department of Education Comprehensive Student Support Services, eCSSS referral system and program;
•	Standards-based portfolio performances assessments;
•	Hawaii State Department of Education General Learner Outcomes;
•	Hawaii Teacher’s Standards Board (HTSB) School Counselor Performance Standards; and
•	American School Counselor Association Standards (ASCA).

Scientific Method Definitions:

The METHOD OF SCIENCE are only tools, tools that we used to obtain knowledge about phenomena.

The SCIENTIFIC METHOD is a set of assumptions and rules about collecting and evaluation data.  The explicitly stated assumptions and rules enable a standard, systematic method of investigation that is designed to reduce bias as much as possible.  Central to the scientific method is the collection of data, which allows investigators to put their ideas to an empirical test, outside of or apart from their personal biases.  In essence, stripped of all its glamour, scientific inquiry is nothing more THAN A WAY OF LIMITING FALSE CONSLUSIONS ABOUT NATURAL EVENTS.

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Knowledge of which the credibility of a profession is based must be objective and verifiable (testable), rather than subjective and untestable.
SCIENCE is a mode of controlled inquiry to develop an objective, effective, and credible way of knowing.

The assumptions one makes regarding the basic qualities of human nature (that is, cognitive, affective, behavioral, and physiological processes) affect how one conceptualizes human behavior.

The two basic functions of scientific approach are: 1) advance knowledge, to make discoveries, and to learn facts in order to improve some aspect of the world, and 2) to establish relations among events, develop theories, and this helps professionals to make predictions of future events.

						Research Design And Counseling
						Heppner, Kivlinghan, and Wampold

A THEORY is a large body of interconnected propositions about how some portion of the world operates; a HYPOTHESIS is a smaller body of propositions.  HYPOTHOSES are smaller versions of theories.  Some are derived or born from theories.  Others begin as researchers’ hunches and develop into theories.  

The PHILOSOPHY OF SCIENCE decrees we can only falsify, not verify (prove), theories because we can never be sure that any given theory provides the best explanation for a set of observations.

						Research Method in Social Relations
						Kidder

THEORIES are not themselves directly proved or disproved by research.  Even HYPHOTHOSES cannot be proved or disproved directly.  Rather, research may either support or fail to support a particular hypothesis derived from a theory.

Scientific research has four general goals:  1) to describe behavior; 2) to predict behavior; 3) to determine the causes of behavior; and 4) to understand explained behavior.

						Methods In Behavioral Research
						Cozby

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In order to verify the reliability and validity of scientific research, it is important to replicate the results.  It is the preponderance of evidence that establishes/supports the theory.

				http://allpsych.com/researchmethods/replication.html 

Marianist Educational Values:

Chaminade University is a Catholic Marianist University.  
The five characteristics of a Marianist Education are:

1.  Educate for Formation in Faith     
Catholic Universities affirm an intricate relationship between reason and faith.  As important as discursive and logical formulations and critical thinking are, they are not able to capture all that can be and ought to be learned.  Intellectual rigor, coupled with respectful humility provide a more profound preparation for both career and life.  Intellectual rigor characterizes the pursuit of all that can be learned.  Respectful humility reminds people of faith that they need to learn from those who are of other faiths and cultures, as well as form those who may have no religious faith at all.

2. Provide an Excellent Education
In the Marianist approach to education, “excellence” includes the whole person, not just the technician or rhetorician.  Marianist universities education whole persons: developing their physical, psychological, intellectual, moral, spiritual, and social qualities.  Faculty and students attend to fundamental moral attitudes, develop their personal talents, and acquire skills that will help them learn all their lives.  The Marianist approach to education links theory and practice, liberal and professional education.  Our age has been deeply shaped by science and technology.  Most recently, information and educational technologies have changed the way faculty and students research and teach.  At Marianist Universities, two goals are pursued simultaneously; an appropriate use of
information-technology for learning, and the enhancement of interaction between students and teachers.  As Catholic, Marianist Universities seek to embrace diverse peoples and understand diverse cultures, convinced that ultimately, when such people come together, one of the highest purposes of education is realized: a human community that respects every individual within it.

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3.  Educate the Family Spirit
Known for their strong sense of community;  Marianists have traditionally spoken of this sense of “family spirit.”  Marianist educational experience fosters the development of community, characterized by a sense of family spirit that accepts each person with loving respect, and draws everyone in the university into the challenge of community building.  Family spirit also enables Marianst universities to challenge their students, faculty, and staff to excellence and maturity, because the acceptance and love of a community gives its members the courage to risk failure and the joy of sharing success.

4.  Educate for Service, Justice, and Peace
The Marianist approach to higher education is deeply committed to the common good.  The intellectual life itself is undertaken as a form of service in the interest of justice and peace, and the university curriculum is designed to connect the classroom with the wider world.  In addition, Marianist universities extend a special concern for the poor and marginalized and promote the dignity, rights, and responsibilities of all people.

5.  Educate and adapt to change
In the midst of rapid social and technological change, Marianist universities readily adapt and change their methods and structures so that the wisdom of their educational philosophy and spirituality may be transmitted even more fully.  “New times call for new methods,” Father Chaminade often repeated.  The Marianist University faces the future confidently, on the one hand knowing that it draws on rich educational philosophy, and on the other fully aware for that philosophy to remain vibrant in changing times, adaptations need to be made.

Selected from Characteristics of Marianist Universities: A Resource Paper, Published in 1999 by Chaminade University of Honolulu, St. Marty’s University and University of Dayton.

*Each of these characteristics is integrated, to varying degrees in this course.

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Accommodations for Students with Disabilities:

Reasonable accommodations for students with documented disabilities will be made to facilitate successful completion of this course.  If a students thinks he/she may have a documented disability, they should immediately contact the Chaminade University Counseling Center, Dr. June Yasuhara @ #735-4845. The staff from the Counseling Center will work with the student to see if they have a documented disability in accordance with the American Disabilities Act.  

This information must be shared with the instructor at the earliest time possible to allow the instructor to make necessary accommodations in the classroom.

Course Requirements:

1.  Students are expected to attend all classes (ON TIME), remain in class for        
     the entire session and actively participate in discussions and planned 
     activities. 

2.	It is expected that all reading will be completed prior to class for which they are assigned.  

3.	Students will participate in dyads to video tape a mock counseling session.

4.	Students will role-play: parent, student, staff, administrator, outside agency-counselor, and an SST meeting.

5.	Students will create intervention/treatment plans to include: short and long term intervention strategies using measurable assessment procedures to determine the effectiveness of their strategies.

6.	Students will present materials on a topic chosen from the class text. 
Presentation may include: power point presentation of materials, materials
          to share with class on topic, guest speaker(s).

7.	Site visit and shadowing fellow classmate on alternate age level site.

8.	Complete 100 hours of supervised on-site experience that includes 50 direct and 50 indirect service hours as outlined in the Practicum Handbook.

9.	Complete all form required for pre-practicum site and MSCP records.

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10.	Meet requirements set by the site and site supervisor.

11.	Complete all weekly journal assignments which cover experiences from site.

12.	Students will finalize the ASCA/HCPSII Guidance plan, created in Psy 771 class.

13.	Students will observe/participate in a similar situations which were presented in Psy 771 (case study exercises).

Student Evaluation:

1.	Counseling Dyad:  Each student will have the opportunity to assume the role of school counselor and client in a mock counseling session.  Each role-play should be conducted for approximately 10-15 minutes.  In the counselor role, interpersonal skills and professional competencies should be demonstrated and recognized by observers.  While in the counselor’s role, the session will be videotaped by the instructor and be given to the student for independent assessment out of class. Classmates will view this session.		

2.	Videotaped Presentation:  Each student will present a video taped counseling session.  Each student should review his/her videotape prior to the class presentation and submit a treatment plan to include: presenting problem, explain the rationale for selected treatment goals/intervention strategies, assessments to determine that goals/interventions have been met, the process of the counselor-counselee relationship, and an overall critique of session.    

3.	Written Self-Critique of Video Taped Session:  Each student will review and consider specific skills listed on the MSCP Guidelines for Video Taping in terms of their performance.   

4.	 Weekly Reflective Essay Assignment (Appendix H):  Each student will submit a typewritten, double-spaced 1-2 page paper that reflects your personal and professional challenges and growth outside of the classroom.   

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5.	Weekly “Supervision Preparation Review” (Appendix G): Each student will meet with their site supervisor to discuss items listed on Appendix G.  Form must be typewritten and cover in detail each of the 6 items and (a), (b) as listed on the sheet.  Each Appendix G must have new information and not repeat of previous weeks.

6.	Weekly Time Logs (Appendix E):  Students will submit time logs for each site on a weekly basis.  

7.	School Counseling Initial Evaluation (Appendix D):  Students will do an intake on two (2) of their current student’s following the Appendix D format. Student will attach the initial evaluation with (2)FBA/BSP’s for that student

8.	Misc. exercises/case studies

9.	Field Trip to Kid’s First and summary paper of program.   

10.	Instructor’s Evaluation : All students will receive a written evaluation from the instructor describing student’s personal and professional competences.  Students will have the opportunity to view the evaluation prior to submittal to the department.  (n/a-MSCP requirement)

Grading Criteria:

	Counseling Dyad: 						  50
	Videotaped Presentation
		And Appendix F:					  50
	Appendix H:							  70
	Presentation (Guidance Plan)       			100
	Appendix G:							  70
	Appendix E:							  80
	Appendix D:							  50
	Kid’s First FT/summary:					  10
	Misc. Exercises/case studies:     				120
			
Grading:

Final course grades will be assigned on the following tentative breakdown:

			A  =  600-550
			B  =  549-500
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Attendance Policy:

As stated in the graduate general catalog – MSCP Policies and Guidelines beginning Spring 2005:

Students are expected to attend class regularly and to be on time for class.  Since our courses are offered on accelerated semesters, a student who misses more than one (1) class has missed a substantial portion of the material presented.  In this case, the student will automatically receive a “C” for the course, requiring the student to retake the course in its entirety.  The policy on
 tardiness is left to the discretion of the instructor, but be advised that extreme tardiness may be viewed as an absence by many instructors.  Missing one class may, at the discretion of the instructor, result in the student’s grade being lowered by one letter grade.  

Further, prompt attendance is expected.  The instructor will not review material covered prior to the late arrival.  Further, it is the student’s responsibility to obtain relevant class material from another classmate.

If you are concerned about your progress in this course, please meet with the instructor early.  As, very little can be done late in the course to address your potential concerns.  

Also, no extra credit or make-up work will be allowed.  All material(s) must be submitted on the due date.

Lastly, please refer to the CUH Student Handbook and carefully read all of the areas addressing student deployment.  Please pay special attention to the policies on plagiarism, classroom respect, student conduct, freedom of speech, and all academic policies regarding grading.  Any student caught plagiarizing materials or using materials previously developed for another class will automatically fail this course.

Tentative Schedule

WEEK				ASSIGNMENT(S)			        DUE

									Weekly: Appendices &
									              Time Logs

Week 1:	Kid’s First /Site Visit	
(10/11)		

Week 2:             Orientation/Overview of Course
(10/18)		Site Confirmation/Practicum Student Folders set up	All previous 
									Assignments
Week 3:	Credit Counting Exercise/Graduation Criteria.		
(10/25)		Career and personal game plan, post high transition	
		Counseling, Role of high school counselor		Role Play 

Week 4:	Chapter 19” Guest Speaker				Chapter 19 (read)
(11/1)		Disruptive Behavior, Law violations, role of intern	Credit Counting
 Informed consent, Confidentiality and Family Court	Game Plan
							Role Play						
Week 5:  	Chapter 11 (pp 298-302), Chapter 13,14			Case Study- Chap 19
(11/8)		Tentative Guest Speaker: administrator			
		Review Intake/FBA/BSP									
Week 6:	Aggression/Bullying, Noncompliance,			Quiz: Chap 11-14
(11/15)		Defiance and OB, Conduct/Antisocial behavior		Role Play (2X)
		Video Critique and exchange				Video/forms

Week 7:  	Anxiety: Separation, Social, and Test,			Case Study 
(11/22)		Stress, Substance Use and Abuse			Role Play (2x)		 
									
Week 8:  	Depression, Suicidal Ideation and			Case Study 
(11/29)		Behavior, Body Image					Role Play (2x)		

Week 9:	Trauma, Loss, and the Grieving 				Case Study 	
(12/6)		Process, Eating Disorders,				Role Play (2x)
		Site Visit Sharing								
									
Week 10:	Guidance Plan Presentations				Completed Folders
(12/13)														

**Supplementary reading materials will be provided for weekly lessons**
***Case Study will require complete treatment plan and BSP per Appendix D***
****Each class will include sharing and discussion of concerns at Practicum site(s)****			

							
Guidelines for Videotaping Student’s Counseling in class

The specific skills to be evaluated include:

•	Ability to establish rapport

•	Appropriately review issues such as informed consent and confidentiality demonstration of attending

•	Listening and relation verbal content

•	Listening and acknowledging non-verbal communication

•	Demonstration of empathy in reflection of underlying emotional experience

•	Appropriate use of questions

•	Ability to clarify client’s message

•	Ability to summarize client’s circumstance

•	Ability to set appropriate goals with client

•	Ability to work with the client to create establish appropriate homework assignments

•	Ability to conduct a mental status exam

•	Ability to conduct comprehensive review of psychosocial history

The videotaped sessions should be approximately 10-15 minutes in length.  Vignettes may be structured around case-scenarios and specific clinical/ethical issues, consistent with student development and the level of the class.

PRACTICUM PAPERWORK CHECKLIST

Name: _________________________________________________

Phone:  _____________________     _________________________

E-Mail: _________________________________________________

Site(s): ______________________    _________________________

             Ph:___________________   Ph: _______________________

Supervisor: ___________________   __________________________

DATE RECEIVED

1.  Service Logs:		____________    	 ____________
     Appendix E		____________    	 ____________
				___________	 ____________
				____________	 ____________
				____________	 ____________

1a. Log Summary with signature: ________________________

2.  Video tape		____________

2a. Video self evaluation sheet:	________________________

3.  Appendix H:		____________	 _____________
				____________	 _____________
				____________ 	 _____________
				____________	 _____________

4.  Appendix G:		____________	 _____________
				____________ 	 _____________
				____________	 _____________
				____________	 _____________

5.  Treatment Plan: 		____________ 	 _____________
      Appendix D

6.  Instructor Evaluation: 	____________

7.  Guidance Project:	____________