Master of Education in School Counseling …...Purpose The Master of Education degree program in...

Master of Education in School Counseling

Handbook 2019 -2020

Graduate Education

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SchoolCounselingHandbookTableofContents

Page(s)

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16 - 18

Section

Administration&CounselingFaculty

Mission Statement

Purpose

Standards-basedProgram

AdmissionandAssessment

GraduateAssistantships

Scholarships

CourseSequenceforPart-timeStudents

CourseSequenceforFull-timeStudents

GeneralGuidelinesforPortfolioDevelopment

Internship 19 -21

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Administration

Dean of Graduate Programs Dr. Jennifer Swanburg

Director of School Counseling Program Dr. Patricia Nailor

Administrative Coordinator of Graduate EducationMr. Todd Hopkins

Counseling Faculty

Dr. Guy D. Alba

Special Lecturer in Education

Dr. Anne Coleman


Mrs. Barbara Crudale


Mr. Ralph Detri


Mr. Charles Gaffney


Mrs. Jean Greco


Mrs. Lori LeBrun


Dr. Arthur Lisi


Dr. Rosemary Mugan

Special Lecturer in Education Dr. Mary O'Keeffe


Mr. Louis Toro


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MissionStatement

The mission of the Providence College School Counseling Graduate Program is

consistent with that of Providence College that actively cultivates intellectual, spiritual,

ethical, and aesthetic values within the context of the Judeo-Christian heritage. These

values are nurtured by the unique tradition of the Dominican Order that emphasizes

quality teaching and scholarship.

The program encourages prospective school counselors to recognize and

accept the differences that exist in the traditions, discipline, practices, and

culture that children bring into the school.

Our graduates are prepared for K-12 school counseling upon completing the

program and have acquired appropriate skills for counseling all children and

adolescents, are experience with the use of technology, display clarity

regarding the appropriate roles for school counselors, and are committed to

the use of culturally responsive practice in support of every student and

family they serve.

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Purpose

TheMasterofEducationdegreeprograminSchoolCounselingisintendedto

providestudentswithabroadbackgroundincounselingtheoriesandskills.†he

program offers our students a strong curricular experience designed to produce

professional school counselors who are able to integrate theory and practice and provide

culturally responsive leadership.

TheSchoolCounselingProgramisa42–creditprogramwhichmeetsthe

requirementsoftheRhodeIslandDepartmentofEducation(toinclude300hoursof

internshipinaschoolsettingandaminimumpassingscoreof156onthePraxisII

ProfessionalSchoolCounselorTest5421)forcertificationasanelementary,middle,

andsecondaryschoolcounselor.Studentsseekinglicensingorcertificationfrom

otherstatesareresponsibleforassuringtheymeetthestandardsforcredentialing

inthosestates.Althoughcertificationrequirementsvaryfromstatetostate,the

PraxisIIProfessionalSchoolCounselorTest5421isrequiredinamajorityofstates.

PC's graduate program in school counseling prepares our students to enter the

profession of school counseling ready to implement a comprehensive and

developmentally appropriate school counseling program that serves the needs of all

students. As graduates, they are prepared to demonstrate leadership, advocacy, teaming,

and collaboration, implementation of evidence-based practice, and they are culturally

competent and committed to social justice and equity in education.

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Standards-BasedProgram

Aprofessionischaracterizedinpartbystandardsthatarticulateavisionofexcellence,definethehighestlevelsofachievementandspecifyappropriatebehaviors.TheAmericanSchoolCounselorAssociation(ASCA)NationalModel(ASCA,2012)providesmultipletypesofstandardsfortheschoolcounselingprofession.

EmbeddedintheASCAModelare:a)studentstandards,b)counselingprogramstandards,c)professionalschoolcounselorstandardsandd)ethicalstandards.Collectively,thesedefinetheessentialoutcomestobeachievedbytheschoolcounselingprofession.

Standardsprovideamechanismtodefinespecificresults(outcomes)intermsofstudentperformance.Tobestandards-basedmeansthattheschoolcounselingprofessionisfocusedonstudentsachievingspecificresultsanddemonstrating(providingcompellingevidence)thatprogressisbeingmadetowardthestandardsand/orthatthestandardshavebeenmet.

"DistrictandstateinitiativesoftencontaineducationalstandardsforstudentsotherthantheASCAStudentStandards.Schoolcounselorsareencouragedtoconsiderhowtheseotherstudentstandardscomplementandinformtheirschoolcounselingprogramand,ifappropriate,selectcompetenciesfromtheseotherstandardsthatalignwithASCAStudentStandardsandtheirschoolcounselingprogram'smissionandgoals."ASCAModel,2012.

TheSchoolCounselingProgramatProvidenceCollegepreparesgraduatestudentsforentryintotheprofessionbybasingitscoursesonseveralsetsofstandards.

StudentStandardsThegraduatestudentstandardsutilizedinthisprogramaretheCouncilforAccreditationofCounselingandRelatedPrograms(CACREP)8CommonCoreAreastandards.Collectivelytheydefinetheknowledge,skillsandattitudestowardwhichstudentsareworking.Eachcoursehasincorporatedspecificstandardswhicharealignedwithcourseassignments.Studentscreateaportfoliothatdemonstratestheachievementofeachstandard.

SocialEmotionalLearningThefivecoregroupsofsocialandemotionalcompetenciesidentifiedbyTheCollaborativeforAcademic,SocialandEmotionalLearning(CASEL)andembracedbytheRIDepartmentofEducation(RIDE)areintegraltoschoolcounselingprograms.Self-awareness,Self-management,Socialawareness,RelationshipskillsandResponsibledecision-makingareconceptsintegratedintothecontentofthepreparationforourgraduatestudent.

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AdmissionandAssessment

WhenastudentgraduatesfromProvidenceCollegewithaMaster’sDegreeofEducationinSchoolCounseling,weareverifyingthatthestudent,uponcompletingcertificationrequirementsinagivenstate,isreadytobeginservingthepublicasaqualifiedschoolcounselor.Sincewerecognizethatnoteveryoneissuitedtothecounselingprofession,theprogramhasinstitutedanassessmentprocessthatbeginswithourrevisedadmissionprocessandcontinuesthroughouttheprogram.

Theassessmentprocessstartswiththeadmissionsprocess:• Application(Clickhereforlinkstotheapplicationandformoreinformation

regardingtheapplicationprocess,includinginformationforinternationalapplicants.)

• UndergraduateandGraduatetranscripts• TwoRecommendations

§ Submittedonofficialformswiththerecommenders’namesignedacrossthesealo bothfromschooladministrators/supervisors(educators)o bothfromundergraduateprofessors(non-educator)o both from work supervisors (non-educator)

• Apersonalstatementincluding:§ reasonsforpursuinggraduatework,§ academicbackground§ futureplans§ summaryofexperience

• PersonalInterview• RolePlayingSessionwiththeAdmissionsCommittee

Theinterviewprocess(conductedbythreefacultymembersandtheprogramdirector)

• Conversation§ Assessesareasofsensitivity,oral/verbalability,communicationskills,self-

awareness,andinterpersonalskills.

• RolePlay§ Basedoncasesofactualcounselingsituations

§ Theapplicantwillassumetheroleoftheschoolcounselorwhiletheinterviewersplaytherolesofstudentsinneedofassistance.

§ Theskitsaredesignedtoidentifyqualities(advocacy,empathy,compassion,beingnon-judgmental,etc.)commonlyassociatedwithaneffectivecounselor.

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https://academics.providence.edu/departments/graduate-applications/

§ Theapplicantshouldbecomefamiliarwiththeroleplayscenariospriortohis/herinterview.

Scoring• ScoringCriteria• Rubrics(Clickhereforlinkstotherubricsutilizedduringtheadmissions

process).§ Thepersonalstatement,transcripts,interview,lettersofrecommendation,

experienceandroleplayareeachworththreepoints• Ofapossibletotalof18points,anapplicantmustreceiveatleast15pointstobe

accepted.

AdvisingSchoolCounselingProgramGraduateCandidates

Toensurethatthecandidateprogressesthroughtheprogramwithease,theAdvisoryProcesshasbeenexpandedtoprovidethreephasesofadvisement.Aninitialadvisorisassignedforallstudentsfromthebeginningoftheprogramtothecompletionof12semesterhours.Asecondadvisorisassignedforallstudentsfrom12semesterhoursthroughthecompletionof27semesterhours.Athirdadvisorisassignedtoallstudentsfrom27semesterhoursthroughthecompletionofallcoursesandthefinalportfolioreview.AformtomaintainarecordofAdvisoryMeetingscanbefoundhere.

Theseadvisorsareavailabletostudentsattheadvisorysessionsnotedbelowandthroughouttheprogrameitherinpersonorbyemailorphone.

Onceacceptedintotheprogram,studentshavethefollowingmeetings:

• s/heisrequiredtoattendanorientationbeforeendoffirstsemester• s/heisrequiredtoattendaninitialadvisorysessionduringwhichs/hereceives

informationconcerningtheportfolio• s/heisrequiredtoattendanadvisorysessionafterthecompletionof12

semesterhours• s/heisrequiredtoattendanadvisorysessionafterthecompletion27semester

hours• s/he is required to attend a final portfolio review

Theassessmentoftheportfoliotakesplacetwice,priortotheinternshipexperienceandattheconclusionoftheprogram.

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Criteria for Admission to Program

Applicant Name: ______________________________ Date: ________________

A minimum of 15 points are required for acceptance.

Criteria Rating Distinguished

(3 points) Adequate (2 point)

Emerging (1 point)

Not Acceptable (0 points)

1. Application(Personal Statement)

2. UndergraduateTranscript

3. Interview *

4. Letters ofRecommendation

5. Experience

6. Role Play **

*Personal Statement**Interview rubric***Role Play Rubric

Total Points: ______________ Admit (without conditions) _______ Admit (conditional) _______ Not Admitted _______

Review Date: _____________

Reviewer: _______________________________________________________________

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Graduate Assistantships WHAT IS A GRADUATE ASSISTANTSHIP?

Graduate Assistantships are jobs that are available to students who have been officially accepted into a graduate degree program and are enrolled on a full-time basis.

WHAT ARE THE BENEFITS OF WORKING AS A GRADUATE ASSISTANT? Graduate Assistants (GAs) receive a monthly stipend for working in their position on campus. For the first year, the stipend is $700/month and for the second year, the stipend increases to $750/month. Along with this stipend, GA’s also receive tuition remission. Both 9-month and 12- month positions, will receive remission for the academic year and winter session. Twelve-month positions also provide remission for 1-2 summer classes (total across Summer I and Summer II). With the exception of students awaiting bachelor’s degree conferral in May, Graduate Assistants only receive tuition remission for a given semester if they begin working on or before the first day of classes in a given term.

HOW CAN I APPLY FOR A GRADUATE ASSISTANTSHIP? In order to apply for an assistantship, you must complete a Graduate Assistant application on Providence College’s Human Resources Career Site (https://careers.providence.edu). You will need to create a username and password in order to create your application and apply to open assistantships. You must attach a cover letter and resume and any additional documents the hiring department may require. Once you have applied, the hiring department will be in contact with you regarding the status of your application. You can apply to open positions without being accepted into your program; however, you will not be hired unless you are accepted into a graduate program and your undergraduate degree is conferred. Please check the site frequently as jobs are added periodically.

HOW WILL I KNOW IF I’VE BEEN HIRED? Once the supervisor has made his or her hiring decision and the candidate has accepted the offer, the Office of Financial Aid will be notified. The Office of Financial Aid will then send out a conditional offer outlining other information you will need to begin your position. This includes coming to the Office of Financial Aid before your first day of employment in order to complete employment verification forms.

HOW MANY HOURS PER WEEK CAN I WORK? If you are hired as a graduate assistant you must work 20 hours a week in your position. You are not authorized to work more than 20 hours or hold another position on campus. You must work out a schedule with your hiring supervisor that works for you both as well as taking your class schedule into account.

WHAT ARE THE JOB DUTIES OF A GRADUATE ASSISTANT? Job descriptions vary by departments. Sample duties include writing assigned news stories for college publications, assisting faculty with research projects, assisting faculty with

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https://careers.providence.edu

computer issues, conducting library research, and helping to coordinate commencement activities.

HOW MANY CLASSES MUST I TAKE IN ORDER TO KEEP MY GRADUATEASSISTANTSHIP? The course load of a graduate assistant consists of a minimum of 3 courses and a maximum of 4 courses in each semester (fall and spring). Students may also take up to 2 winter session courses, if available. Students hired in a 12-month position are required to take at least 1 course but no more than 2 across the summer sessions (inclusive of Maymester). 9-month graduate assistants are not eligible for tuition remission for any summer courses or Maymester and must pay for courses taken in summer. Furthermore, students who enroll for more than the required course load are required to pay for the additional courses out of personal resources or financial aid.

AM I GUARANTEED TO RECEIVE A GRADUATE ASSISTANTSHIP AND KEEP IT FORTHE SECOND YEAR? No. These assistantships are extremely competitive and limited. Students are encouraged to apply to the positions they are qualified for. Students are hired to an assistantship for one year. There is no guarantee that you can keep the same position for the second year but there is the possibility for renewal. Renewal is based on academic performance and performance in the position. This is something that would be discussed with your hiring supervisor towards the end of your first year.

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Scholarships

StudentsapplyingtoenrollintheSchoolCounselingProgrammaybeeligibleforoneofthreeavailablescholarships.Thevalueofthescholarshipsisbasedonendowmentinvestmentsandthenumberofapplicantsandmayvaryeachsemester.

Thelinksbelowprovideeligibilityinformationandapplicationforms.

JohnMonahanScholarshipApplication

FrancisandMildredSullivanScholarshipApplication

RoseA.CocciaScholarship

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School Counseling – Part-time students Order of Courses

Students who enroll in the School Counseling Program as part-time students may take one or more courses in a semester. They make take the courses in each cluster in any order. However it is recommended that students take EDU 540, Principles of Guidance first. Whenever possible, students will be required to complete the courses within each cluster before proceeding on to the next one.

Please Note:

EDU 544 is a prerequisite for EDU 548



Cluster I

EDU 540: Principles of Guidance

EDU 501: Fundamentals of Research

EDU 541: Theories of Counseling

Cluster II

EDU 562: Assessment, Measurement, and Data in Counseling

EDU 542: Career Information

EDU 538: Developmental and Cross-Cultural Theories in Counseling

EDU 558: Ethical & Legal Issues in Counseling

EDU 546: Group Counseling

EDU 645: Families in Crisis

EDU 829: Designing & Implementing a Counseling Program

Cluster III

EDU 544: Counseling Pre-Practicum

EDU 548: Counseling Practicum

EDU 561: Counseling Internship I

EDU 568: Counseling Internship II

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School Counseling – Full-time students Order of Courses

Students who enroll in the School Counseling Program as fulltime students may take up to four courses in a semester. It is recommended that EDU 540, Principles of Counseling be taken in the first semester. Whenever possible, students will be required to complete the courses within each cluster before proceeding on to the next one.

Please Note:




Cluster I

EDU 540: Principles of Guidance

EDU 541: Theories of Counseling

EDU 558: Ethical & Legal Issues in Counseling

EDU 501: Fundamentals of Research

Cluster II

EDU 542: Career Information

EDU 538: Developmental and Cross-Cultural Theories in Counseling

EDU 546: Group Counseling

Cluster III

EDU 544: Counseling Pre-Practicum

EDU 548: Counseling Practicum

Cluster IV

EDU 561: Counseling Internship I

EDU 645: Families in Crisis

EDU 568: Counseling Internship II

EDU 562: Assessment, Measurement, and Data in Counseling

EDU 829: Designing & Implementing a Counseling Program

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School Counseling Courses Scope & Sequence 2019-2020

Fall Semester

4:00 – 6:30 pm

7:00 – 9:30 pm

Monday Tuesday Wednesday Thursday

EDU 546 EDU 548

EDU 501 EDU 541 EDU 561

EDU 538 EDU 540 EDU 829

EDU 542 EDU 558 Workshops for Non-Educators

EDU 544 EDU 562

Spring Semester

4:00 – 6:30 pm

7:00 – 9:30 pm

Monday Tuesday Wednesday Thursday

EDU 546 EDU 548

EDU 501 EDU 541 EDU 568

EDU 538 EDU 540 EDU 829

EDU 542 EDU 558 EDU 645 Workshops for Non-Educators

EDU 544 EDU 562

Summer I Semester

4:30 – 8:00 pm

6:00 – 9:30 pm

Monday Tuesday Wednesday Thursday EDU 501 EDU 546

EDU 538 EDU 542 EDU 645

EDU 501 EDU 546

EDU 538 EDU 542 EDU 645

EDU 562 EDU 544

EDU 562 EDU 544

Summer II Semester

4:00 –7:30 pm Monday Tuesday Wednesday Thursday

EDU 501 EDU 558 EDU 548

EDU 540 EDU 501 EDU 558 EDU 548

EDU 540

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GeneralGuidelinesforPortfolioDevelopment

MasterofEducationinSchoolCounseling

UpdatedAugust 2018

A. PortfolioDevelopment

1. In order to complete the Masters of Education in School Counseling Program, each student must develop a professional-looking program portfolio which demonstrates his/her knowledge and growth over the course of the program.

2. TheSchoolCounselingProgramisdesignedtopreparecounselors tomeetthestandardsdevelopedbytheCouncilforAccreditation ofCounselingandRelatedEducationalPrograms(CACREP).These standardsformtheframeworkuponwhichstudentportfolioswill bedeveloped.Theportfoliomustbebasedonthestandard(s)/indicator(s).Click here for the 2016 CACREP standards, matrices, cover sheet, and recording sheet (for graduate students who started the program after July 1, 2017).Click here for the 2009 CACREP standards, matrices, cover sheet, and recording sheet (for graduate students who started the program before July 1, 2017).

3. Evidenceforthestudent’sportfolioshouldbedrawnfrom assignments,activities,andtaskscompletedduringthecourseof theprogram.Wheneverpossible,studentsshouldinclude materialswhichindicategradesorcommentsmadebycourse instructors.Eachportfolioentryshouldbereviewedintermsof theRubricforPortfolioEntries,foundhere.

4. Eachpieceofevidencemusthaveasitscoverthestudententrysheet,whichincludesastatementofreflectionandrationalethatdescribestheentryanditscoherencewiththeselectedstandardandknowledgeindicators.Ifastudentthinksthathe/shewouldliketoplaceaparticularclassprojectorpieceofworkinhis/herportfolio,thestudentmustsubmittheentryformtotheinstructorwheninitiallysubmittingtheworkforevaluationaspartofthecourse.Theinstructorwillassesstheworkforbothpurposes:(1)asaclassassignmentand(2)asaportfolioentry.Theinstructorwillreturnworktothestudentwiththecompletedentrysheet.

2016 Portfolio Cover Sheet

2009 Portfolio Cover Sheet

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5. Studentsshouldplaceonlypiecesofworkintheirportfoliothat receivea“proficient”or“distinguished”ratingbytheirinstructor. If astudentchoosestoreviseorimproveanassignmentbefore includingitinhis/herportfolio,thestudentmustgainthe instructor’sapprovalandagreementtore-assesstheassignment for purposesoftheportfolio.Thisshouldhappeninthesemester in whichtheclassistaken.

6. Students may cover multiple standards and indicators with one piece of evidence; however, at least two pieces of evidence must be used from each course. If an assignment covers multiple standards (e.g., 2b, 5a, 5d), submit two copies of the assignment with a separate cover sheet and rational for each standard (e.g., one for 2b and one for 5a and 5d).

7. The first review happens during the advisory meeting at about 9 credit hours. It must be prefaced by a two-page reflection which describes the student's expectations of the program. Click here for more information regarding the two-page reflection.

8. The portfolio is also reviewed at advisory meetings at about 9 credit hours and 27 credit hours. The semi-final review immediately precedes Internship and the final review of a student’s portfolio is due at the conclusion of the program and prior to graduation. It must also contain a four-page reflection paper which explains the student’s progress in the program as well as his/her readinessto entertheprofession.Click hereformoreinformationregardingthe finalreflection.

9. Beforethefinalreviewstudentsshouldstreamlinetheirportfolios andselectthebestevidencetorepresenttheirknowledgebase. Everyindicatorshouldbecovered,recognizingthatvarying degrees ofdepthwillbegiventotheindicatorsthroughoutthe students’ coursework.Studentsshouldcompile,attheconclusion oftheir courses,theirbestwork.Evenifworkisscoredbyan instructorfor theportfolio,thestudentmayelecttonotinclude the piecewhen theportfolioisfinallydeveloped.Quality,not quantity, isthe guidingrulefordeterminationofinclusionofwork inthe portfolio. Studentsshouldsubmitonebinderforfinal review.

10. Eachportfolioshouldbeorganizedinathree-ringbinderand include:

a. Acoversheetwhichidentifiesthestudent,theprogramin whichthestudentparticipated,andthedateofsubmissionof theportfolio.

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b. Atableofcontentslistingallthecomponentscitedbelowin candd.Thetableofcontentsforthestandardsshould includethetitleofeachpieceofevidence,theknowledge indicatorsaddressed,thecourseinwhichtheywere

addressed,andtheassessinginstructor’sname.

Click here for the table of contents.

c. Atwo-pagereflectionpaperfromthepreliminaryportfolio reviewandafourpagereflectionforthefinalportfolio review.

d. Eightsections,oneforeachstandard,whichincludesthe evidenceforeachCACREPstandard.Do not place portfolio entries in plastic cover sheets.

B. PortfolioReview

1. Astudent’sportfoliowillbereviewedatfourpointsduringthestudent’sprogram, as explained above.

2. Whenastudent’sportfolioisreadyforfinal review,s/heshouldsubmithis/herportfoliototheDirector, GraduateCounselingOffice.

3. Reflectionsandevidencewillbeassessedusingrubricswhichdescribeperformanceattwolevels:distinguishedandproficient,oremerging.Eligibilitytograduatefromtheprogramwillrequirea“proficient”levelofperformanceforeachindicatorandintheassessmentoftheoverallportfolio.

4. Final portfolios should be professional in their appearance andultimately ready to bring to a job interview.

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Internship

Theschoolcounselinginternshipexperience(300hours)isviewedasanimportantphaseoftheSchoolCounselorEducationProgramandassuch,asignificantshareoftheintern’stimeisdevotedtoaserialandeverdeepeningexposureandinvolvementinon-the-jobactivitiesprovidingsufficienttimetoenabletheinterntogrowbothpersonallyandprofessionally.Itisduringthisphaseofthegraduateprogramthatthementoringinfluencesofthecounselor,servingasthedailyonthejobsupervisor,playsasignificantroleinshapingthefuturecounselor.

SupervisionoftheinternbytheSiteSupervisorshouldbeperformedbyaprofessionalschoolcounselorintheschoolknowledgeableoftheCACREPStandardsandtheirschoolapplication,whohasaninterestinsupervisionandsufficientpreparationandamaster’sdegreetoassurethattheintern’sprofessionaldevelopmentbecomesamutualexperienceforboththeinternandthesupervisor.TheSiteSupervisorshouldviewthesupervisoryprocessasagrowth-producingexperiencethatcanleadtheinterntowarddevelopmentofaprofessionalself-conceptandthecontinuedhoningofcounselingandguidanceskills.Theintern’sexperienceintheschoolsshouldincludeallthoserelatedtasksandfunctionsjudgedtobeapartofthecounselor’sprofessionalfunctionsinthatsetting.

Itshouldbenotedthattheinternscarrymajorresponsibilityfordeterminingtheirowninternshipsiteplacement.Internsexercisetheinitiativeinidentifyingtheparticularsettinginwhichheorshewishestoengageintheirsupervisedexperience.Internsshouldhaveprogressedfarenoughintheirgraduateprogramsothattheyhaveacquiredsufficientbackgroundtoenablethemtoprofitfromtheexperienceandatthesametimemakeacontributiontothedeliveryofservicesbytheschool.NostudentwillbeauthorizedtoenrollintheinternshipswithoutthesuccessfulcompletionofEDU544(Pre-PracticumTraining)andEDU548(CounselingPracticum).

Inworkingwiththeintern,theSiteSupervisorshouldsetasideaspecifictimeeachweektodiscusshisorherprograminallaspectsofcounselingactivity.Akeyconsiderationintheintern’splacementisthattheSiteSupervisorandtheinternarriveatmutualacceptanceofeachother’srolesandresponsibilitiesandcooperativelydevelopaplanorcontractwhichdefinestheparametersoftheinternship.

Internshipisplannedintermsofthetrainingneedsofthestudentandtheopportunitiesavailableattheinternshipplacementsite.Thestudentwhohashad

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butlittleexperienceinschoolcounselingwillbeexpectedtobecomefamiliarwithmanyaspectsoftheprogramandtoparticipateinavarietyofactivities.Studentswhohavehadexperiencewillengageinactivitiesdesignatedtostrengthenschoolservices.Decisionsregardingtheadmissionofaninterntofieldworkarebasedupon:

(A) Thequalityandextentoftheintern’sbackground.(B) Thewillingnessoftheadministrationandstafftohavethe

internengageinsupervisedfieldwork.(C) Thewillingnessofaqualifiedmemberofthecounselingstaffto

provideadequatesupervision.(D) Thedevelopmentofaplanorcontractwhichmeetstheintern’s

needsandiswithintheprofessionaldomainofthestaff.(E) Thepotentialofthisexperienceasanintegralpartofthe

intern’sdevelopment.(F) Theprobabilitythatboththeinternandtheschoolwillbenefit

fromtheinternship.

TheCollegeSupervisorservesasthecoordinatorandresourcepersonfortheinternshipexperienceandconductstheclasssessions.TheCollegeSupervisoralsovisitstheinternsattheinternshipsitetoevaluateprogress.

TheSiteSupervisorisexpectedtoexercisedirectsupervisionovertheintern’swork.Thissupervisionusuallyinvolvesprovidingspecificdirectionsasneeded,observingtheintern’swork,listeningtorecordingsofsomeinterviews,suggestingwaysinwhichanyaspectsoftheworkundertakenmightbeimproved,holdingregular,plannedsupervisoryconferences,suggestingreadingsandotheractivitieswhichwillcontributetotheintern’sprofessionalgrowth.AttheconclusionofthecoursetheSiteSupervisorsubmitsawrittenevaluationoftheintern’sprogressandcompetence.Asignificantportionoftheinternshipfinalgradeisbasedonthiswrittenevaluation.

TheOngoingInternshipProcess

Theinternshipwillbeaplacetolearntheskillsnecessarytobecomeaneffectivecounselor.ThegraduateinternwillworkcooperativelywiththeCollegeSupervisorandSiteSupervisortoreachthatgoal.Evaluationswilloccurthroughouttheprogram,includingafinalevaluationoftheworkofthegraduateintern.Theinternshipwillculminatewiththepreparationofaportfoliowhichwillbeevaluated.Theassessmentwillbeongoingandwillprovidesupportforthestudentonaconsistentbasis.

CourserequirementswillbereviewedwiththeSiteSupervisorbytheCollegeSupervisor.Opencommunicationisencouragedanditissuggestedthatthecounselor-in-trainingestablishmeasurablecounselingobjectiveswiththeSiteSupervisor.Thisisdonebytheuseofacontractbetweentheintern,SiteSupervisor,andCollegeSupervisor.Itisimportantthatacounselorintrainingbelookedupon

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asarealassettoaschoolandnotasapotentialburden.Creativityandingenuitywillmakethisexperiencemuchmorevaluableandproductive.

CounselingJournals

Counselingjournalsfollowingaprescribedformatwillbesubmittedtothesupervisorandcollegeinstructoratintervalsforreview.Thisformatwillbethoroughlyexplainedtoallgraduatestudentsatseminars.TheCollegeSupervisormaymakecommentsandsuggestionsaboutcounselingsessionsinordertoimprovethequalityofsubsequentcounseling.Anongoingsupervisionprocessisensuredwithscheduledjournals.ItprovidestheCollegeSupervisorwithanunderstandingofthestudentcounselor’smethods,activities,andabilitiesinconductingallcounselingactivitiesthroughthisongoingprocess.ThesejournalscontributetothetotalgradefortheInternshipcourses.

CounselingCertificationandPlacement

Statecertificationrequirementsforschoolcounselingwillbeexplainedtoallinternshipparticipantsatseminars.Studentsmustunderstandthesignificanceofmeetingtheserequirements.Itistheindividualstudent’sresponsibilitytofileforcertificationandtofollowallappropriateguidelines.Potentialcounselingjobopeningswillbeannouncedtostudents,includingthestepsneededtocompleteanappropriatejobapplicationandplacementfolder.Theseopportunitiesareincreasingeachyearasthefieldofschoolcounselingisbroadening(Seewww.SchoolSpring.com).

Studentswillbeencouragedtojoinprofessionalorganizations,attendworkshops,andnetworkwithotherprofessionals.TheRhodeIslandSchoolCounselorAssociationisavaluableresourceforallcounselingstudents.

Followthislinktoseeasampleinternshipcontract.

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Master of Education in School Counseling

Handbook Resources Admissions & Assessments

Forms/Rubrics Scholarship Applications

Portfolio Development Guidelines Internship Resources

2019 - 2020

School of Professional Studies

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School Counseling Handbook Links Table of Contents

➢ Admission and Assessment

o Counseling Role-Play Scenarios

o Interview Rubric

o Role-Play Rubric

o Personal Statement Rubric

o School Counseling Program Advising Record

➢ Scholarships

o John Monahan Scholarship

o Francis and Mildred Sullivan Scholarship

o Rose A. Coccia Scholarship

➢ General Guidelines for Portfolio Development

o 2016 CACREP Standards

o 2016 CACREP Matrix by Course

o 2016 CACREP Matrix by Standard

o 2016 Portfolio Cover Sheet

o 2016 Portfolio Table of Contentso Rubric for Portfolio Entries

o 2009 CACREP Standards

o 2009 CACREP Matrix by Course

o 2009 CACREP Matrix by Standard

o 2009 Portfolio Cover Sheet

o 2009 Portfolio Table of Contentso Rubric for Portfolio Entries

➢ Internship

o Sample Internship Contract

o Two Page Reflection Papero Four Page Reflection Paper

o Rubric for Reflective Writing

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Role Play Scenarios

During the interview process, the candidate will be given two scenarios from the following seven and asked to respond as if they were the school

counselor. It is advised that candidates become familiar with the scenarios and consider their responses in advance of the interview.

Case One:

You are a tenth-grade counselor in a high school in a fast growing suburban area. One of your counselees, Brian, is referred to you by his parents. According to them, Brian “lacks direction and motivation and doesn’t care about his academic work or about going to college.” They ask you to talk to him.

When Brian comes in, he seems indifferent and slightly surly toward what he perceives as the purpose of this conference. During the course of the session, he states:

“All I want to do is to graduate from this dammed school, then set myself up in business in a small arts and crafts shop. I like this kind of work, but my parents think I should go on to college. What I want doesn’t seem to matter to them.”

1. What is your spontaneous response to this statement?

2. Based on your response, what direction do you think the rest ofthis counseling session will take?

Case Two:

A fifth grade girl is referred to you by her teacher because she “has no friends and seems so pathetically alone.” Upon talking to her former teachers, you find that her parents are rather insensitive to the girls’ needs and have showered most of their attention on her older brother, who is doing well in school. The girl is quite withdrawn during the first counseling session with you, but toward the end of the session she says:

“I wish I were a boy. Boys aren’t as nasty as girls are; they have more fun and like each other more. Sometimes I think my mother and father like my brother more than they like me.”



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Case Three:

One of your counselees, a senior girl who is tremendously interested in pursuing a career in drama, comes in to see you about her very low (300 verbal; 260 mathematics) college board scores and how they relate to her being accepted in the three rather selective colleges where she chooses to study drama. Her scholastic record is a C+ which, coupled with her subpar test scores, seems to preempt her from being accepted at the colleges she has chosen. She says:

“I know it doesn’t look hopeful, but I think they’ll give me a chance if they allow me to audition. I’ve always worked hard at my studies, and I know I can do it if they give me a chance.”



Case Four:

Mr. Davenport, a father of a third-grade boy, is coming in to discuss a teacher report that was sent home regarding his son. The report was critical of the boy’s noninvolvement in classroom activities and questioned the parent’s interest in the boy, their only child. Mr. Davenport is a traveling salesman who is required to be away from home frequently. Mr. Davenport storms into your office, very angry. He says:

“I don’t know why I’m here talking to you; I should be talking to the principal and superintendent about the asinine report Mrs. Wadsworth sent home. That woman doesn’t know how close she is to a law suit, calling us ‘disinterested’ parents. Freddy’s all right, and we’re just fine; that woman’s the loser in this situation, let me tell you!”



25

Case Five:

Greg, a junior whom you have counseled previously, is sent by his social studies teacher to talk to you. Upon entering your office, he states:

“My teacher told me to come down here and talk to you. I don’t know why! She said I couldn’t come back to class until I learned to stay awake. I work at a gas station until one o’clock every night, and I’m tired. Anyway, who could stay awake in there- she bores you to death.”



Case Six:

As a counselor in the elementary school which is employing a counselor for the first time this year, one of your major responsibilities is to provide consultative services to staff members. Midway through the year, a first-year fourth-grade teacher drops in to see you, obviously upset. She says:

“I don’t know why I ever thought I’d like teaching or be a good teacher. It’s so hard- being responsible for the education of 25 kids all at once- it’s an impossible job!”



Case Seven:

Suppose that a tenth-grade boy, in the midst of a rather routine first counseling session, blurts out to you:

“Things are really rotten with me. I hate school; my parents and I can’t stand each other; and my girlfriend and I have broken up. I think the main reason that things are going so badly is that I have ‘dropped out’ in more ways than one. I’ve been smoking pot for the past six months, and lately I’ve even tried acid…it’s a bad scene. I’m really screwed up.”



26

Arrival, Appearance & Poise

Criteria 3 2 1

Arrived 10-15 minutes early Yes Came just in time Was late

Greeted interviewer with a firm handshake

Yes Weak greeting and/or handshake

Did not extend a handshake

Dressed appropriately in

professional manner

Yes Demonstrated attempt Not appropriate

Had appropriate posture and

maintained eye contact Yes Demonstrated minimal

discomfort Inability to sit properly and

maintain professional

posture

Skill Presentation

Was knowledgeable about

program

Demonstrated research Knew some basics Knew little or nothing of

program

Demonstrated skills and

qualifications in his/her answers

Answered questions in full

with relevant responses

Moderately demonstrated

skills and qualifications

Answered questions briefly,

did not give examples or specific details

Aligned answers with the

needs of the program and

the position

Demonstrated knowledge of

need and gave examples that

aligned

Provided few examples of

background that align with

the needs of the position

No connection between

answers and the needs of the

position

Stud Hndbk Interview Grading Rubric.doc, Page 1 of 2

Interview Grading Rubric

27

Interview Grading Rubric

Delivery

Criteria 3 2 1

Answered questions in full and in a timely manner

Demonstrated preparedness by having examples ready

Needed a brief amount of time to answer

Did not have sufficient answers

Did not talk negatively

and/or counteracted doubt

with positive information

Demonstrated absolute

professionalism

Provided an optimistic

response to any negative

remarks

Made negative remarks or

had doubt that was

unaddressed

Limited the use of filler

words such as "um" or "like"

Straightforward answers Occasionally used a filler Used filler words

Avoided sharing personal or

unnecessary information Connected all information to the position; demonstrated

relevance

Shared personal and/or irrelevant information

briefly

Did not demonstrate relevance of answers to the

position

Closing

Asked appropriate questions Evidence is shown that the

applicant had researched the program and the profession

Asked basic questions about the program or profession

Did not ask questions or

asked inappropriate questions

Thanked the interviewers for

their time and shook hands

Demonstrated his/her

appreciation for the

opportunity, smiled, and

gave a handshake

Provided a basic handshake

and/or a smile

Did not demonstrate

appreciation for the

opportunity, weak or no

handshake and no smile

Stud Hndbk Interview Grading Rubric.doc, Page 2 of 2

28

Criteria 3 2 1

Overview:

Reasons for Pursuing

Graduate Work

Purpose is clearly conveyed.

Applicant effectively

communicated interest in the

School Counseling Program.

Purpose is conveyed,

Applicant communicated

interest in graduate study.

Interest in School

Counseling Program vague.

Purpose and/or program of

study is trivial or not clearly

conveyed.

Content:

Academic Background,

Future Plans, Summary of

Experience

Contains pertinent

information covering all

three points in prompts.

Effectively distinguishes

author as memorable and

remarkable.

Contains information

covering at least two points

in prompts. Author comes

across as interesting.

Incomplete or trivial

information.

Mechanics Statement is grammatically

sound, including no

misspellings and/or typos.

Reflects work of a highly

literate professional.

Statement is grammatically

sound, including few

misspellings and/or typos.

Reflects work of a literate

professional.

Statement contains many

grammatical errors. Reflects

unprofessionalism.

Stud Hndbk Personal Statement Rubric.doc, Page 1 of 1

Personal Statement Assessment Rubric

29

Criteria 3 2 1

Preparedness Student is extremely

familiar with his/her role

and uses specific evidence

go support his/her

arguments.

Student is somewhat

familiar with his/her role

and uses some evidence to

support his/her arguments.

Student is not familiar with

his/her role and provides no

evidence to support his/her

arguments.

Participation Student actively participates

in simulated meeting,

speaking multiple times, and

adding new

information/evidence each

time.

Student actively participates

in simulated meeting,

speaking more than once,

but repeats

information/evidence each

time.

Student does not participate

in simulated meeting.

Active Listening/Response Student demonstrates active

listening skills by providing

thoughtful responses

addressing specific aspects

of other’s statements,

including asking questions.

Student demonstrates active

listening skills by providing

thoughtful responses to

other’s statements, but asks

few or no questions.

Student provides no

indication he/she is listening

to others, by speaking while

others speak, or repeating

what others have already

stated.

Etiquette Student acts as a model,

meeting participant,

speaking only at appropriate

times, and showing respect

to all other participants.

Student occasionally speaks

out of turn or interrupts

another participant, but

shows respect to all other

participants.

Student occasionally speaks

out of turn or interrupts

another participant, or

otherwise shows disrespect

of other participants.

Stud Hndbk Role Play Rubric.doc, Page 1 of 1

Role Play Assessment Rubric

30

School Counseling Program Advising Record

Student

Complete the advising form below throughout your program. Enter Advising Content in

“bullet” format, e.g. 1. Discussed graduation requirements 2. Discussed my plan for graduation

3. Discussed course selection for next semester, etc. Where indicated, check off content

covered. Attach all email advisory communications to this record form. Include this form in

your portfolio and bring to all Advisory Meetings with your Advisor.

Required Meetings with Advisor

Initial

Interview

Name of

Advisor

Meeting

Date þ

Advising Content

o Advising Program

o Course Sequencing

o Portfolio Process

o Summer Session and the Field Experience

o o

15 hours of

completed

coursework

o Review of Transcript

o Course Sequencing

o Completeness of Portfolio to date

o Quality of Portfolio

o Preliminary Planning of Internship

Placement

o Summer Session I and the Field

Experience

o o

30 hours

prior to

Internship

o Review of Transcript

31

o Course Sequencing

o Completeness of Portfolio to date

o Quality of Portfolio

o Review of Internship Placement

o Potential for involvement with

multicultural students and families

o o

Additional Contacts with Advisor

Semester Name

of

Advisor

Contact

Date

Type of

Contact

(phone,

email,

meeting)

Advising Content

Attach all email advisories to this record form.

32

The annual distribution for the John Monahan Scholarship Fund is used to

provide scholarship grants to deserving minority students who are enrolled

in a Providence College Master’s of Education degree program. Please

complete the following application if you wish to be considered for this

honor.

Student’s Name:

Banner ID#:

Address:

Phone Number: E-Mail Address:

Graduate Program of Study:

Ethnic Heritage: Current GPA:

In a one page response, please explain why you feel that you are deserving

of this scholarship.

Please return this application and your written response to: School Counseling Graduate Program

Providence College

One Cunningham Square

Providence, RI 02918-0001

Harkins 217

John Monahan Scholarship

33

The annual distribution for the Francis and Mildred Sullivan Scholarship

Fund is used to provide scholarship grants to deserving minority students

who are enrolled in a Providence College Master’s of Education degree

program. Please complete the following application if you wish to be

considered for this honor.

Student’s Name:

Banner ID#:

Address:






Please return this application and your written response to: School Counseling Graduate Program Providence College



Harkins 217

Francis and Mildred Sullivan Scholarship Application

34

The annual distribution for the Rose A. Coccia Scholarship Fund is used to

provide scholarship grants to deserving minority students who are enrolled

in a Providence College Master’s of Education degree program. Please

complete the following application if you wish to be considered for this

honor.

Student’s Name:

Banner ID#:

Address:






Please return this application and your written response to: School Counseling Graduate Program

Providence College



Harkins 217

Rose A. Coccia Scholarship

35

2016 CACREP Standards Applies to Students Entering Program After July 1, 2017

Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program.

1 Professional

Counseling

Orientation and

Ethical Practice

a. history and philosophy of the counseling profession and its specialty areas

b. the multiple professional roles and functions of counselors across specialty areas, and their relationships

with human service and integrated behavioral health care systems, including interagency and

interorganizational collaboration and consultation

c. counselors’ roles and responsibilities as members of interdisciplinary community outreach and emergency

management response teams

d. the role and process of the professional counselor advocating on behalf of the profession

e. advocacy processes needed to address institutional and social barriers that impede access, equity, and

success for clients

f. professional counseling organizations, including membership benefits, activities, services to members, and

current issues

g. professional counseling credentialing, including certification, licensure, and accreditation practices and

standards, and the effects of public policy on these issues

h. current labor market information relevant to opportunities for practice within the counseling profession

i. ethical standards of professional counseling organizations and credentialing bodies, and applications of

ethical and legal considerations in professional counseling

j. technology’s impact on the counseling profession

k. strategies for personal and professional self-evaluation and implications for practice

l. self-care strategies appropriate to the counselor role

m. the role of counseling supervision in the profession

36

2016 CACREP Common Core Areas

2. Social &

Cultural

Diversity

a. multicultural and pluralistic characteristics within and among diverse groups nationally and

internationally

b. theories and models of multicultural counseling, cultural identity development, and social justice and

advocacy

c. multicultural counseling competencies

d. the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an

individual’s views of others

e. the effects of power and privilege for counselors and clients

f. help-seeking behaviors of diverse clients

g. the impact of spiritual beliefs on clients’ and counselors’ worldviews

h. strategies for identifying and eliminating barriers, prejudices, and processes of intentional and

unintentional oppression and discrimination

3. Human Growth

& Development

a. theories of individual and family development across the lifespan

b. theories of learning

c. theories of normal and abnormal personality development

d. theories and etiology of addictions and addictive behaviors

e. biological, neurological, and physiological factors that affect human development, functioning, and

behavior 10

f. systemic and environmental factors that affect human development, functioning, and behavior

g. effects of crisis, disasters, and trauma on diverse individuals across the lifespan

h. a general framework for understanding differing abilities and strategies for differentiated interventions

i. ethical and culturally relevant strategies for promoting resilience and optimum development and wellness

across the lifespan

37


4 Career

Development

a. theories and models of career development, counseling, and decision making

b. approaches for conceptualizing the interrelationships among and between work, mental well-being,

relationships, and other life roles and factors

c. processes for identifying and using career, avocational, educational, occupational and labor market

information resources, technology, and information systems

d. approaches for assessing the conditions of the work environment on clients’ life experiences

e. strategies for assessing abilities, interests, values, personality and other factors that contribute to career

development

f. strategies for career development program planning, organization, implementation, administration, and

evaluation

g. strategies for advocating for diverse clients’ career and educational development and employment

opportunities in a global economy

h. strategies for facilitating client skill development for career, educational, and life-work planning and

management

i. methods of identifying and using assessment tools and techniques relevant to career planning and decision

making

j. ethical and culturally relevant strategies for addressing career development

38


5. Counseling and

Helping

Relationships

a. theories and models of counseling

b. a systems approach to conceptualizing clients

c. theories, models, and strategies for understanding and practicing consultation

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

relationships

e. the impact of technology on the counseling process

f. counselor characteristics and behaviors that influence the counseling process

g. essential interviewing, counseling, and case conceptualization skills

h. developmentally relevant counseling treatment or intervention plans

i. development of measurable outcomes for clients

j. evidence-based counseling strategies and techniques for prevention and intervention

k. strategies to promote client understanding of and access to a variety of community-based resources

l. suicide prevention models and strategies

m. crisis intervention, trauma-informed, and community-based strategies, such as Psychological First Aid

n. processes for aiding students in developing a personal model of counseling

39


6. Group

Counseling and

Group Work

a. theoretical foundations of group counseling and group work

b. dynamics associated with group process and development

c. therapeutic factors and how they contribute to group effectiveness

d. characteristics and functions of effective group leaders

e. approaches to group formation, including recruiting, screening, and selecting members

f. types of groups and other considerations that affect conducting groups in varied settings

g. ethical and culturally relevant strategies for designing and facilitating groups

h. direct experiences in which students participate as group members in a small group activity, approved by

the program, for a minimum of 10 clock hours over the course of one academic term

7. Assessment and

Testing

a. a. historical perspectives concerning the nature and meaning of assessment and testing in counseling

b. b. methods of effectively preparing for and conducting initial assessment meetings

c. c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide

d. d. procedures for identifying trauma and abuse and for reporting abuse

e. use of assessments for diagnostic and intervention planning purposes

f. basic concepts of standardized and non-standardized testing, norm-referenced and criterion-referenced

assessments, and group and individual assessments

g. statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes

and types of distributions, and correlations

h. reliability and validity in the use of assessments

i. use of assessments relevant to academic/educational, career, personal, and social development

j. use of environmental assessments and systematic behavioral observations

k. use of symptom checklists, and personality and psychological testing

l. use of assessment results to diagnose developmental, behavioral, and mental disorders

m. ethical and culturally relevant strategies for selecting, administering, and interpreting assessment and test results

40


8. Research &

Program

Evaluation

a. the importance of research in advancing the counseling profession, including how to critique research to

inform counseling practice

b. identification of evidence-based counseling practices

c. needs assessments

d. development of outcome measures for counseling programs

e. evaluation of counseling interventions and programs

f. qualitative, quantitative, and mixed research methods

g. designs used in research and program evaluation

h. statistical methods used in conducting research and program evaluation

i. analysis and use of data in counseling

j. ethical and culturally relevant strategies for conducting, interpreting, and reporting the results of research

and/or program evaluation

41

2016 CACREP Standards Matrix by Course

EDU 501 538 540 541 542 544 546 548 558 561 562 568 645 829

Standard 1 1i 1a

1b

1c

1e

1l 1h 1i

1j

1b

1c

1d

1e

1f

1g

1j

1l

1m

1e 1b

1c

1d

1e

1f

1g

1j

1l

1m

1b

1c

1l

1b

1d

1f

1j

1k

Standard 2 2a

2b

2c

2d

2e

2f

2h

2a

2b

2d

2g

2f

2a

2d

2f

2g

2h

Standard 3 3h 3a

3b

3c

3d

3e

3f

3g

3h

3g 3a

3e

3g

3i

42

EDU 501 538 540 541 542 544 546 548 558 561 562 568 645 829

Standard 4 4a

4c

4e

4i

4a

4b

4c

4d

4e

4f

4g

4h

4i

4j

4c 4c 4e

4f

Standard 5 5f

5l

5m

5a

5f

5n

5a

5b

5d

5f

5g

5h

5i

5j

5n

5a

5c

5f

5g

5h

5i

5j

5k

5n

5c

5e

5e

5k

5e

5k

5b

5f

5h

5k

5l

5m

5a

5e

5i

5j

Standard 6 6a

6b

6c

6d

6e

6f

6g

6h

43

EDU 501 538 540 541 542 544 546 548 558 561 562 568 645 829

Standard 7 7a

7g

7h

7k

7d

7j

7c 7a

7e

7f

7g

7h

7i

7m

7b

7l

7c

7e

7l

7i

Standard 8 8a

8b

8f

8g

8h

8j

8c

8i

8i 8i 8i 8i 8a

8b

8d

8e

8i

44

2016 CACREP Standards Matrix by Standard

Standard 1: Professional Counseling Orientation and Ethical Practice

Competency a b c d e f g h i j k l m

EDU 540 540

561

568

645

829

540

561

568

645

561

568

829

540

561

562

568

561

568

829

561

568

542 501

558

558

561

568

829

829 541

561

568

645

561

568

Standard 2: Social and Cultural Diversity

Competency a b c d e f g h

EDU 538

540

645

538

540

538 538

540

548

645

538

558

538

558

645

540

645

829

538

Standard 3: Human Growth and Development

Competency a b c d e f g h i

EDU 538

645

538 538 538 538

645

538 538

540

645

501

538

645

45

2016 CACREP by Standard

Standard 4: Career Development

Competency a b c d e f g h i j

EDU 540

542

542 540

542

561

568

542 540

542

829

542

829

542 542 540

542

542

Standard 5: Counseling and Helping Relationships

Competency a b c d e f g h i j k l m n

EDU 541

544

548

829

544

645

548

558

544 558

561

568

829

540

541

544

548

645

544

548

544

548

645

544

548

829

544

548

829

548

561

568

645

540

645

540

645

541

544

548

Standard 6: Group counseling and Group Work

Competency a b c d e f g h

EDU 546 546 546 546 546 546 546 546

46

2016 CACREP by Standard

Standard 7: Assessment and Testing

Competency a b c d e f g h i j k l m

EDU 501

562

568 558

645

540 562

645

562 501

562

501

562

562

829

540 501 568

645

562

Standard 8: Research and Program Evaluation

Competency a b c d e f g h i j

EDU 501

829

501

829

540 829 829 501 501 501 540

561

562

568

645

829

501

47

PROVIDENCE COLLEGE PORTFOLIO PROCESS

Graduate Counseling Program

Assessment of Student Entries

Student: _____________________________________ Date: _____________________

I. Student’s Directions: If you are going to place a particular class project in your

portfolio, complete sections A, B, and C. Then give this form to the instructor when you

initially submit the project for evaluation as part of the course. The instructor will score

the entry for both purposes: (1) as a class assignment and (2) as a portfolio entry.

A. 2016 CACREP Standards/Indicators

Circle or highlight the knowledge components demonstrated by your portfolio entry.

Curriculum/ Knowledge:

1a 1b 1c 1d 1e 1f 1g 1h 1i 1j 1k 1l 1m

2a 2b 2c 2d 2e 2f 2g 2h

3a 3b 3c 3d 3e 3f 3g 3h 3i

4a 4b 4c 4d 4e 4f 4g 4h 4i 4j

5a 5b 5c 5d 5e 5f 5g 5h 5i 5j 5k 5l 5m 5n

6a 6b 6c 6d 6e 6f 6g 6h

7a 7b 7c 7d 7e 7f 7g 7h 7i 7j 7k 7l 7m

8a 8b 8c 8d 8e 8f 8g 8h 8i 8j

B. Describe the type of assignment attached (i.e. project paper, case study, test, etc.)

which you have selected as your portfolio entry.

C. On an attached page, show in detail how the standard(s) and indicator(s) relate

to the entry.

II. Instructor’s Directions: Assess the entry and standard/indicator reflection for its

clarity, quality, and coherence. Please use the attached rubric to guide you in

your evaluation.

Portfolio Entry Scoring

Distinguished_______ Proficient_______ Emerging _______Unacceptable________

Instructor’s Comments (attach another page if needed):

Instructor’s Signature: _____________________________ Date:_________________

48

CACREP Portfolio Entries 2016 Table of Contents

Portfolio Papers:

□ Two Page Reflection Paper

□ Four page Reflection Paper

Standard 1: Professional Orientation and Ethical Practice

Standard Assignment Title

Course Instructor Evaluation

1A

1B

1C

1D

1E

1F

1G

1H

1I

1J

1K

1L

1M




2A

2B

2C

2D

2E

2F

2G

2H

49




3A

3B

3C

3D

3E

3F

3G

3H

3I




4A

4B

4C

4D

4E

4F

4G

4H

4I

4J

50

Standard 5: Helping Relationships



5A

5B

5C

5D

5E

5F

5G

5H

5I

5J

5K

5L

5M

5N

Standard 6: Group Work



6A

6B

6C

6D

6E

6F

6G

6H

51

Standard 7: Assessment



7A

7B

7C

7D

7E

7F

7G

7H

7I

7J

7K

7L

7M




8A

8B

8C

8D

8E

8F

8G

8H

8I

8J

52


Rubric for Portfolio Entries

Level of

Performance Expectation

Distinguished

Work (projects, case studies, presentations, exams, papers, reflections, etc.)

shows evidence of high organization and coherence with the standards and

indicators

Work demonstrated a highly proficient command of both oral and written

language

Work is comprehensive and demonstrates a high level of analysis, synthesis, and/or application of theory and concepts from course material

The rationale for how the standards and indicators relate to the work is strong,

clear, and relevant

Work shows high degree of self-reflection

Proficient

Work shows evidence of organization and coherence with the standards and

indicators

Work demonstrates a proficient command of both oral and written language

Work shows evidence of analysis and synthesis of theory and concepts from

the course material

The rationale for how the standards and indicators related to the work is clear

and relevant

Work shows self-reflection

Emerging

Work shows little evidence of organization; coherence with the standards

indicators in limited

Work demonstrates inconsistent quality in writing and/or oral language skills

Work shows an understand of course material but lacks analysis and synthesis

of theory and concepts

Work shows limited evidence of application of theory, derived from readings

and coursework, to practice

The rationale for how the standards and indicators relate to the work is limited

Work shows limited self-reflection Unacceptable Work demonstrated the above characteristics to a minor degree or not at all

53

CACREP Standards 2009 Applies to Students Entering Program After January 1, 2011 and Before July 1, 2017

Eight Common Core Areas Curricular experiences and demonstrated knowledge in each of the eight common core areas are required of all students in the program.

1

Professional Orientation and Ethical

Practice

Studies that provide an understanding of all of the following aspects of professional functioning:

a. History and philosophy of the counseling profession

b. Professional roles, functions, and relationships with other human service providers, including strategies for interagency/inter-organization collaboration and communications

c. Counselors’ roles and responsibilities as members of an interdisciplinary emergency management response team during a local, regional, or national crisis, disaster or other trauma-causing event

d. Self-care strategies appropriate to the counselor role

e. Counseling supervision models, practices, and processes

f. Professional organizations, including membership benefits, activities, services to members, and current issues

g. Professional credentialing, including certification, licensure, and accreditation practices and standards, and the effects of public policy on these issues

h. The role and process of the professional counselor advocating on behalf of the profession

i. Advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients

j. Ethical standards of professional organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling

CACREP Standards 2009

54

2 Social & Cultural Diversity

Studies that provide an understanding of the cultural context of relationships, issues and trends in a multicultural society, including all of

the following:

a. Multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally

b. Attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities designed to foster students’ understanding of self and culturally diverse clients

c. Theories of multicultural counseling, identity development, and social justice

d. Individual, couple, family, group, and community strategies for working with and advocating for diverse populations, including multicultural competencies

e. Counselors’ roles in developing cultural self-awareness, promoting cultural social justice, advocacy and conflict resolution, and other culturally supported behaviors that promote optimal wellness and growth of the human spirit, mind, or body

f. Counselors’ roles in eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination

3 Human

Growth & Development

Studies that provide an understanding of the nature and

needs of persons at al developmental levels and in multicultural contexts,

including all of the following:

a. Theories of individual and family development and transitions across the life span

b. Theories of learning and personality development, including current understandings about neurobiological behavior

c. Effects of crises, disasters, and other trauma-causing events on persons of all ages

d. Theories and models of individual, cultural, couple, family, and community resilience

e. A general framework for understanding exceptional abilities and strategies for differentiated interventions

f. Human behavior, including an understanding of developmental crises, disability, psychopathology, and situational and environmental factors that affect both normal and abnormal behavior

g. Theories and etiology of addictions and addictive behaviors, including strategies for prevention, intervention, and treatment

h. Theories for facilitating optimal development and wellness over the life span


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4 Career

Development

Studies that provide an understanding of career development and related life factors, including all of

the following:

a. Career development theories and decision-making models

b. Career, avocational, educational, occupational, and labor market information resources, and career information systems

c. Career development program planning, organization, implementation, administration, and evaluation

d. Interrelationships among and between work, family, and other life roles and factors, including the role of multicultural issues in career development

e. Career and educational planning, placement, follow-up, and evaluation

f. Assessment instruments and techniques that are relevant to career planning and decision making

g. Career counseling processes, techniques, and resources, including those applicable to specific populations in a global economy

5 Helping

Relationships

Studies that provide an understanding of the counseling process in a multicultural society,


a. An orientation to wellness and prevention as desired counseling goals

b. Counselor characteristics and behaviors that influence helping processes

c. Essential interviewing and counseling skills

d.

Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling

e. A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions

f. A general framework for understanding and practicing consultation

g. Crisis intervention and suicide prevention models, including the use of psychological first aid strategies


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6 Group Work

Studies that provide both theoretical and experiential understandings of

group purpose, development, dynamics, theories, methods, skills,

and other group approaches in a multicultural society, including all of

the following:

a. Principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work

b. Group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles

c. Theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature

d. Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness

e. Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term

7 Assessment

Studies that provide an understanding of individual and group

approaches to assessment and evaluation in a multicultural society,


a. Historical perspectives concerning the nature and meaning of assessment

b. Basic concepts of standardized and nonstandardized testing and other assessment techniques, including norm-referenced and criterion-referenced assessment, environmental assessment, performance assessment, individual and group test and inventory methods, psychological testing, and behavioral observations

c. Statistical concepts, including scales of measurement, measures of central tendency, indices of variability, shapes and types of distributions, and correlations

d. Reliability (i.e., theory of measurement error, models of reliability, and the use of reliability information)

e. Validity (i.e., evidence of validity, types of validity, and the relationship between reliability and validity)

f. Social and cultural factors related to the assessment and evaluation of individuals, groups, and specific populations

g. Ethical strategies for selecting, administering, and interpreting assessment and evaluation instruments and techniques in counseling


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8 Research &

Program Evaluation

Studies that provide an understanding of research methods,

statistical analysis, needs assessment, and program evaluation,


a. The importance of research in advancing the counseling profession

b. Research methods such as qualitative, quantitative, single-case designs, action research, and outcome-based research

c. Statistical methods used in conducting research and program evaluation

d. Principles, models, and applications of needs assessment, program evaluation, and the use of findings to effect program modifications

e. The use of research to inform evidence-based practice

f. Ethical and culturally relevant strategies for interpreting and reporting the results of research and/or program evaluation studies


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Providence College School Counseling Program Standards Matrix by Course - 2009 CACREP Standards

EDU 501 538 540 541 542 544 546 548 558 561 562 568 645 829

Standard

1 1j 1a 1b

1c 1d 1j

1b 1c ld

1e 1f 1g

1j

1g 1i

1b 1c 1d

1e 1f 1g

1j

1c 1b 1f

1h

2 2a 2b 2c

2d 2e 2f

2d 2e

2f 2b 2d

2a 2b

2c 2d

2e 2f

2b 2f 2c 2c 2b 2b 2e

3 3a 3b

3e

3a 3b 3c

3d 3f 3g

3h

3c 3a 3a, 3c,

3d, 3f

4 4e 4f

4a 4b

4c 4d

4e 4f

4g

4b 4e 4f

4g

4b 4e 4f

4g 4c

5 5g 5b 5d 5a 5b

5c 5f

5b

5c

5a 5b

5c

5a 5b

5c 5d

5f

5a 5b 5c

5d 5e 5f

5g

5a 5b 5c

5d 5e 5f

5g

5e, 5g

6

6a 6b

6c 6d

6e

6d 6e 6d 6e

59

7 7a 7c

7d 7e 7b 7g 7g 7g

7a

7b

7c

7d

7e 7f

7g

7g

8

8a 8b

8c 8e

8f

8d 8f 8a 8d

8e

60

Providence College School Counseling Program Standards Matrix by Standard – 2009 CACREP Standards

Standard I: Professional Orientation and Ethical Practice

a b c d e F g h i j

540

540

561

568

829

540

561

568

645

541 561

568

561

568

829

562 829 562 501

558

Standard II: Social and Cultural Diversity

a b c d e f

538

546

538

541

546

548

645

829

538

546

561

568

538

540

544

546

538

540

546

829

538

540

546

558

Standard III: Human Growth and Development

a B c d e f g h

501

538

542

645

501

538

538

540

645

538

645 501

538

645 538 538

Standard IV: Career Development

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a b c d e f g

542

542

561

568

542

829 542

540

542

561

568

540

542

561

568

461

468

542

Standard V: Helping Relationships

a b c d e f g

542

548

561

568

541

542

544

546

548

561

568

542

544

546

548

561

568

541

548

561

568

561

568

645

542

548

561

568

540

561

568

645

Standard VI: Group Work

a b c d e

546 546 546

546

561

568

546

561

568

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Standard VII: Assessment

a b c d e f g

501

562

540

561

562

568

501

562

501

562

501

562 562

542

558

562

Standard VIII: Research and Program Evaluation

a b c d e f

501

829 501 501

540

829

501

829

501

558

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Providence College Portfolio Process School Counseling Program: Assessment of Student Entries

Student: _____________________________________ Date: _____________________

I. Student’s Directions: If you are going to place a particular class project in your

portfolio, complete sections A, B, and C. Give this form to the instructor when you

initially submit the project for evaluation as part of the course. The instructor will score

the entry for both purposes: (1) as a class assignment and (2) as a portfolio entry.

A. CACREP (2009) Standards/Indicators

Circle or highlight the knowledge components demonstrated by your portfolio entry.

Curriculum/Knowledge: 1a 1b 1c 1d 1e 1f 1g 1h 1i 1j

2a 2b 2c 2d 2e 2f

3a 3b 3c 3d 3e 3f 3g 3h

4a 4b 4c 4d 4e 4f 4g

5a 5b 5c 5d 5e 5f 5g

6a 6b 6c 6d 6e

7a 7b 7c 7d 7e 7f 7g

8a 8b 8c 8d 8e 8f

B. Describe the type of assignment attached (i.e. project paper, case study, test, etc.)

which you have selected as your portfolio entry.

C. On an attached page, show in detail how the standard(s) and indicator(s) relate

to the entry.

II. Instructor’s Directions: Assess the entry and standard/indicator reflection for its

clarity, quality, and coherence. Please use the attached rubric to guide you in your

evaluation.

Portfolio Entry Scoring

Distinguished_______ Proficient_______ Emerging _______Unacceptable________

Instructor’s Comments (attach another page if needed):

Instructor’s Signature: _____________________________ Date:_________________ CACREP 2009 Standards

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CACREP Portfolio Entries 2009 Table of Contents

Portfolio Papers:

□ Two Page Reflection Paper

□ Four page Reflection Paper

Standard 1: Professional Orientation and Ethical Practice



1A

1B

1C

1D

1E

1F

1G

1H

1I

1J




2A

2B

2C

2D

2E

2F

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3A

3B

3C

3D

3E

3F

3G

3H




4A

4B

4C

4D

4E

4F

4G

Standard 5: Helping Relationships



5A

5B

5C

5D

5E

5F

5G

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Standard 6: Group Work



6A

6B

6C

6D

6E

6F

Standard 7: Assessment



7A

7B

7C

7D

7E

7F

7G




8A

8B

8C

8D

8E

8F

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Rubric for Portfolio Entries

Level of

Performance Expectation

Distinguished

Work (projects, case studies, presentations, exams, papers, reflections, etc.)

shows evidence of high organization and coherence with the standards and

indicators

Work demonstrated a highly proficient command of both oral and written

language

Work is comprehensive and demonstrates a high level of analysis, synthesis,

and/or application of theory and concepts from course material

The rationale for how the standards and indicators relate to the work is strong,

clear, and relevant

Work shows high degree of self-reflection

Proficient

Work shows evidence of organization and coherence with the standards and

indicators

Work demonstrates a proficient command of both oral and written language

Work shows evidence of analysis and synthesis of theory and concepts from

the course material

The rationale for how the standards and indicators related to the work is clear

and relevant

Work shows self-reflection

Emerging

Work shows little evidence of organization; coherence with the standards

indicators in limited

Work demonstrates inconsistent quality in writing and/or oral language skills

Work shows an understand of course material but lacks analysis and synthesis

of theory and concepts

Work shows limited evidence of application of theory, derived from readings

and coursework, to practice

The rationale for how the standards and indicators relate to the work is limited

Work shows limited self-reflection

Unacceptable Work demonstrated the above characteristics to a minor degree or not at all

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Two – Page Reflection Paper

You are beginning your graduate experience toward a degree that will lead to a position as a school counselor. Reflect upon the knowledge you have gained in your first few courses. The following issues should be addressed:

A. What are your expectations of the school counseling program?

B. What do you expect to learn that will affect your work as a school counselor?

C. How do you see yourself in the role of a school counselor? Be specific.

D. Optional. Feel free to make additional comments.

Please contact Dr. Patricia Nailor at 401-865-2922 if you have any questions.

You will soon be completing your graduate experience. You have performed a multitude of tasks with a variety of individuals and in many situations. Reflect upon the knowledge you have gained. Thoroughly review your portfolio and look at your growth. The following issues should be addressed:

A. What were your expectations and/or beliefs when you began yourcourse work? Have they changed and, if so, how? If they have notchanged, to what do you attribute that fact?

B. What learning experiences, readings, projects, etc. gave you themost satisfaction?

C. Which standard(s) led you to gain the most knowledge or growth? Inwhat areas do you feel you need additional growth? How might yougain that additional growth?

D. What have you learned about yourself and how will this affect your workas a school counselor? Reflect.

E. How do you see yourself in the role of a school counselor? Be specific.

F. What recommendations might you suggest which, if adopted, wouldenhance the counseling program?

G. If you have taken the Praxis II Professional School Counselor test(5421), how well do you feel the Counseling Program prepared youto achieve a minimum passing score of 156 on this assessment?

H. Optional. Feel free to make additional comments.

Please contact Dr. Patricia Nailor at 401-865-2922 if you have any questions.

Four – Page Reflection Paper

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Level of Performance Expectation

Highly Reflective

Specifically explains what knowledge or perspective has

been gained through the experience, observation, and/or

activities

Draws analogies between situations

Explains the changes that experience has had upon thinking,

understanding, and actions

Synthesizes theory learned in coursework and readings with

experiences and articulates this relationship

Applies new perspectives to solve real problems

Reflective

Explains with a fair amount of clarity what knowledge or

perspective has been gained through the experience,

observation, and/or activities

Connects new concepts or ideas in general to situations

Explains some aspect of how experience has changed

thinking, understanding, and actions

Recognizes theory learned in coursework and readings and

connects them to experience

Attempts to apply new perspectives to solve real problems

Infers aspects of reflection but does not state them explicitly

Partially Reflective

Explains the experience and describes some knowledge or

perspective gained through experience

Identifies unfamiliar ideas or concepts as well as any

changes in perspective

Shifts between describing the details of situations and

assumptions about them, without explaining reflective

process

Not Reflective

Describes or explains experience

Makes few if any connections between experience and

theory

Rubric for Reflective Writing

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Sample EDU 561/568 Internship Contract

This contract constitutes an agreement between Providence College graduate student

intern_____________________ and the site supervisor_________________________. Over the course of 300

internship performance hours, will gain exposure to numerous important aspects

of school counseling through both observation and participation in various school counseling duties. These

duties include but are not limited to the following:

• Observe, participate in, and facilitate counseling sessions with individuals as well as small groups

of students in grades ___ through ___.

• Conduct one-on-one counseling sessions with a minimum of three individual students who are

challenged by behavioral or learning deficit issues and are in need of intervention. At least one of these

students will be from a multicultural background.

• Proctor and/or monitor standardized tests such as the SAT, ACT and TOEFL (High School only).

• Advise juniors and seniors through the college search, application and selection processes (High Schoolonly).

• Gain an understanding of the school’s crisis intervention plan.

• Become knowledgeable of the school’s policy relative to the release of confidential information.

• Observe and participate in meetings with parents/guardians. Be especially observant of the supervising

counselor’s communication skills.

• Achieve competence in the use of technological counseling tools.

• Attend 504 and IEP meetings. Understand why some students have been found eligible for serviceswhile others have not.

• Observe, then team teach or conduct classroom, large group or advisory lesson(s) which promoteacademic achievement, career development or personal/social growth.

• Gain exposure (approximately 25 hours per semester) to the operation of the other grade levels within

the district.

• Interact with students of a multicultural background and demonstrate the knowledge of varyingcounseling skills that have proven beneficial in intervening with all categories of students.

• Recognize the signs of anxiety and depression and other mental disorders and their adverse impactupon academic performance.

• Collect personal and school-related data and use as a tool for enhancing the outcome of intervention.

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• Complete the 40-Hour Project (EDU 568-Internship II only).

• Become familiar with community resources, outside agencies and the process involved with referringstudents.

• Collaborate with the Site Supervisor to plan specific activities which will provide the intern withopportunities to meet the goals/objectives of the internship contract.

• Participate in an average of one hour of weekly individual supervision provided by an onsite certified

school counselor.

• Observe all ethical standards for school counselors as stated in the American School CounselorAssociation ASCA Ethical Standards for School Counselors 2016.

• Comply with all school standards and regulations in the School System

and Providence College.

• Keep a detailed log and journal of all hours/activities of the 300 hour internship requirement.

• Submit internship log and journal entries to the College Supervisor in a timely manner.

• Attend all scheduled seminars at Providence College.

• Do all required reading and assignments for class.

In addition to these specific tasks, the intern should be exposed to the implementation of the State of Rhode

Island Education Initiatives and the cited CACREP Standards/Indicators referenced in the School Counseling

Supervisor’s Handbook.

Evaluation

• Feedback will be given by the Site Supervisor to the intern on a continual basis to ensure that allgoals/objectives are being met.

• The Site Supervisor will complete a mid-semester assessment of the intern’s progress and discussongoing development with the intern.

• The Site Supervisor will complete an end of semester evaluation and discuss the intern’s strengths and

areas in need of development with the intern and the College Supervisor.

Student Intern Signature Date

Site Supervisor Signature Date

College Supervisor Signature Date

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