Handbook For Internship In Professional School Counseling
Handbook for Internship in ProfessionalSchool CounselingSpring & Fall, 2020SDS 6947: Internship in Professional School CounselingCollege of Community Innovation & EducationDepartment of Counselor Education & School PsychologyUCF School Counseling Coordinator: Dr. Stacy Van HornAny questions, please contact Stacy.Vanhorn@ucf.edu(Revised 11/2014; 4/2016; 5/2017;4/2018; 12/2019 Dr. Stacy Van Horn)
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 20201TABLE OF CONTENTSINTRODUCTION & GENERAL DESCRIPTION Counselor Education Vision and Mission Statement Overview Objectives (including Standards & Benchmarks) Prerequisites233-77-8EXPECTATIONS Graduate Student-Intern: Expectations On-Site Supervisor: Expectations University Supervisor: Expectations Guidelines for Individual & Group Supervision Florida Educator Accomplished Practices (FEAP, 2012) met by SDS 6947 CACREP (2016) Standards met by SDS 6947 Hour Requirements & Helpful Websites8-99-10111213-141415STUDENT–INTERN FORMS School Counseling Student-Intern Handbook Sign Off Sheet Student- Intern Documentation Checklist School Site Approval Data Sheet School Site Internship Agreement Form Outline of Planned Internship Experience Site Supervisor Evaluations Mid-term Internship Site Supervisor Evaluation Form Final Internship Site Supervisor Evaluation Form Evaluation of School Counseling Internship Site Summary Record of Internship Hours & Supervisory Data Internship Hour Log Rubrics Providing Student-Intern Feedback Classroom Guidance Evaluation & Observation Form Wellness Plan- Evaluation Form Data & Assessment Evaluation 1-63SAMPLE FORMS Student/ Guardian Release Form Parental/Guardian Release Form6465OFFICE OF CLINICAL EXPERIENCES – Supplementary Information Certificate of Participation (COP) Link to pdf with steps for submission Office of Clinical Experiences- Internship Student Issues Protocol Narrative FTCE Guide for UCF College of Education and Human Performance (Q & A)6666-6767-68 Required for End of Program Portfolio (to be uploaded into flashdrive)
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 20202Introduction and General DescriptionSDS 6947: Internship in Professional School Counseling HandbookThe Internship in Professional School Counseling Handbook is designed to serve as a guide for theadvanced graduate field work (internship) in professional school counseling (SDS 6947). The handbookprovides information for university graduate faculty, school counseling on-site supervisors, and graduatestudent-interns in the Counselor Education—School Counseling Track Program. The handbook outlinesthe roles and responsibilities, expectations, evaluation criteria, and general policies for SDS 6947.Supplemental material is included for the professional benefit of the graduate student-intern and toenhance the internship experience.University of Central FloridaCollege of Community Innovation & EducationDepartment of Counselor Education & School PsychologyOrlando, Florida 32816-1250(407) 823-2401; www.ucfcounselored.orgUCF’s Counselor Education Vision and Mission StatementThe University of Central Florida, College of Community Innovation and Education’s graduate programin Counselor Education—School Counseling Track seeks to develop knowledgeable, skilled andreflective professionals who are effective change agents for individuals, families, communities andinstitutions, and are advocates for youth of varying abilities, cultural heritages and socioeconomicbackgrounds. The faculty makes a conscious effort to prepare students to work with parents/caregiversand youth of the varied cultural backgrounds, economic levels, and value orientations found incontemporary Florida. In addition, it is important that our graduates feel capable of, and committed to,assuming leadership roles in the fields of professional school counseling. For us, leadership and advocacyimplies having the commitment and skills to not only assist individual children, parents/caregivers, andteachers; but to make a constructive contribution to the improvement of our profession, communities andschools as well.Our mission is to educate and train counselors and counselor educators who are diverse in age, ethnic, andracial identity, and socioeconomic backgrounds. It proudly identifies with its geographic region whilestriving for national and international excellence in counselor education. It uses a reflective practitionermodel that integrates the use of current technology, intensive clinical experiences, research, andintellectual and creative resources to work with an increasingly diverse and multicultural society. Theprogram endeavors to train counselors who work in higher education, pre-K through 12 schools, socialservice and government agencies, hospitals and private practice. Additionally, the program endeavors totrain counselor educations and supervisors for careers in higher education and supervisory positions inschools and agencies.
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 20203OverviewInternship in Professional School CounselingSDS 6947: Internship in Professional School Counseling is the primary field experience required of allgraduate students in the UCF Counselor Education—School Counseling Track Program. The PSCinternship experience is completed full time over the course of one academic semester (Fall or Springsemesters only) or candidates may complete their internship experience part-time over a full academicyear (Fall and Spring semesters). School counseling graduate students complete their internship at the endof their graduate program. Supervision is provided by an on-site school counseling supervisor and auniversity school counseling faculty supervisor. The internship course (SDS 6947) requires a minimum of600 clock hours, of which 240 must be direct services. All hours must be completed within one(1) year of beginning the internship experience. Further, all the internship hours must be completed ina PK-12 school setting and under the direct on-site supervision of a Florida Certified SchoolCounselor with a minimum of two (2) years of professional experience, who hascompleted the clinical educators training required by the State of Florida.Certified school counselors need a broad background of knowledge, skills, dispositions, and abilities ifthey are to function effectively. These cognitive and personal aspects, however, need to becomeinterwoven with practical experiences. The Internship in Professional School Counseling (SDS 6947)provides an opportunity for actual on-the-job exposure to specific functions of PSCs. Student-internsfunction as educational decision-makers as they become actively involved in the implementation ofcomprehensive, developmental professional school counseling programs. The comprehensive,developmental model (American School Counseling Association, ASCA; 2005,2012,2016 NationalModel ) includes functions related to counseling (prevention, remediation, & crisis intervention;individual, group, & the classroom guidance curriculum), consultation, and coordination.All school counseling internship sites and student placements are arranged by the UCF College ofCommunity Innovation & Education and the Office of Clinical Experiences in collaboration with schooldistrict personnel and must be approved by the School Counseling Program Coordinator, Dr. VanHorn. Additionally, all school counseling internship activities are to be conducted in accord with thelaws of the state of Florida, the American Counseling Association (ACA; 2012, 2016) Code of Ethics andthe ASCA (2012) Ethical Standards for School Counselors, and the highest standards of professionalbehavior.Objectives: Internship in Professional School CounselingCouncil for Accreditation of Counseling and Related Educational Programs (CACREP, 2016) Standards,the FL-DOE Florida Educator Accomplished Practices (FEAP, 2010), and the FL-DOE Competenciesand Skills: Guidance and Counseling PK-12 (13th ed.; 2009) are noted with Course ObjectivesSDS 6947: Internship in Professional School Counseling is designed to provide opportunities forstudent-interns to:1. Receive practical experience in providing comprehensive, developmental school counseling servicesin culturally diverse school settings to support all students’ holistic development.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (c)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #2 – Knowledge of Activities & Programs for Addressing CurrentConcerns.
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 202042. Develop their professional identity as a professional school counselor, providing effective servicesto all students and stakeholdersa. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (a)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #6 – Knowledge of Professional, Ethical, & Legal Considerations3. Develop diverse school-based counseling related services to support all students’ holisticdevelopment.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (c)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #1 – Knowledge of Counseling4. Provide comprehensive, developmental school counseling service to all students and stakeholders,including students and families from diverse cultural, economic, geographic, and familialbackgrounds.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (b, c,d, e,)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #10 – Knowledge of Social & Cultural Diversity5. Provide ethical and effective school counseling services to students with exceptionalities and diverselearning needs.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (h, o)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #10 – Knowledge of Social & Cultural Diversity6. Analyze and enhance communication skills with all students and stakeholders.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (l)b. FEAPs (2010): The Learning Environment (2.a.2.), Instructional Delivery & Facilitation (2.a.3.),Assessment (2.a.4.), Continuous Professional Improvement (2.b.1.), and ProfessionalResponsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #1 – Knowledge of Counseling7. Develop ethical decision-making abilities through practical interactions with students,parents/caregivers, and other educators; integrating ACA (2015) Ethical Codes, ASCA (2016)Standards of Ethics, legal statutes, and school board policies.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (e)b. FEAPs (2010): Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #6 – Knowledge of Professional, Ethical, & Legal Considerations
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 202058. Provide consult services to parents, guardians, teachers, and other educators to facilitate theconstruction of an educational environment that best matches students’ academic, emotional, social,and vocational needsa. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice(e,h)b. FEAPs (2010): The Learning Environment (2.a.2.), Instructional Delivery & Facilitation(2.a.3.), Continuous Professional Improvement (2.b.1.), and Professional Responsibility &Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #1 – Knowledge of Counseling9. Receive feedback from supervisors and other students to assist in enhancing abilities to providecomprehensive, developmental school counseling services to all students and stakeholders.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practiceb. FEAPs (2010): Continuous Professional Improvement (2.b.1.), and Professional Responsibility &Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #6 – Knowledge of Professional, Ethical, & Legal Considerations10. Serve as advocates for disenfranchised and marginalized students, families, and schools.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (o)b. FEAPs (2010): The Learning Environment (2.a.2.), Instructional Delivery & Facilitation (2.a.3.),Assessment (2.a.4.), Continuous Professional Improvement (2.b.1.), and ProfessionalResponsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #10 – Knowledge of Social & Cultural Diversity11. Employ appropriate methods of interpreting test and assessment data to assist students, teachers,administrators, and parents/guardians in supporting all students’ holistic development andachievement.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (n)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), and Assessment (2.a.4.),c. FL-DOE (2009) Competence #3 – Knowledge of Student Assessment12. Providing comprehensive, developmental school counseling services to support the careerdevelopment, transitioning, and postsecondary needs of all students.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (c,e)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #4 – Knowledge of Career Development & PostsecondaryOpportunities13. Receive practical experience developing and leading school-based counseling groups.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (f)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #1 – Knowledge of Counseling
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 2020614. Receive practical experience developing, coordinating, and leading appropriate classroom guidancecurriculum (psychoeducational groups).a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (c)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #2 – Knowledge of Activities & Programs for Addressing CurrentConcerns15. Serve as liaisons to establish and develop a referral and support system between students,parents/guardians, school personnel, and other outside agencies.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (g,l)b. FEAPs (2010): The Learning Environment (2.a.2.), Instructional Delivery & Facilitation (2.a.3.),Assessment (2.a.4.), Continuous Professional Improvement (2.b.1.), and ProfessionalResponsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #5 – Knowledge of Consultation, Collaboration, & Coordination16. Develop computer technology skills in the school setting while constructing a technology portfolioto assist in meeting state mandated computer competencies required for licensure/certification.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (c)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), and ContinuousProfessional Improvement (2.b.1.)c. FL-DOE (2009) Competence #9 – Knowledge of Appropriate Technology17. Collaborate in the development of a comprehensive, developmental school counseling program thatis designed specifically to address the needs of the students and community (e.g., needs assessment,program evaluation, analyzing data, applying research findings, and modification of program perfindings).a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (b, c,f)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #8 – Knowledge of Research, Program Evaluation, and Follow-up18. Gain familiarity with literature and best practices advocated by the American CounselingAssociation (ACA), the American School Counselor Association (ASCA), the Florida CounselingAssociation (FCA), the Florida School Counselor Association (FSCA), and the Florida Departmentof Education to ensure that goals, objectives, and activities are consistent with those recommendedby these professionals.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (a)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #6 – Knowledge of Professional, Ethical, & Legal Considerations
UCF: PSC Internship Handbook (SDS 6947)Spring/ Fall, 2020719. Attend professional counseling conferences and trainings to promote professional development andcontinuous improvement.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (b)b. FEAPs (2010): Continuous Professional Improvement (2.b.1.), and Professional Responsibility &Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #6 – Knowledge of Professional, Ethical, & Legal Considerations20. Develop knowledge, dispositions, and skills to service as ethical and effective educational leaders,supporting all students and stakeholders holistic needs.a. CACREP (2016) Section 5: Entry Level Specialty Areas: G. School Counseling- 3. Practice (n)b. FEAPs (2010): Instructional Design & Lesson Planning (2.a.1.), The Learning Environment(2.a.2.), Instructional Delivery & Facilitation (2.a.3.), Assessment (2.a.4.), ContinuousProfessional Improvement (2.b.1.), and Professional Responsibility & Ethical Conduct (2.b.2.)c. FL-DOE (2009) Competence #5 – Knowledge of Consultation, Collaboration, & CoordinationPrerequisi
School Site Approval Data Sheet . 18-19 School Site Internship Agreement Form . 20-22 Outline of Planned Internship Experience . 23-24 Site Supervisor Evaluations Mid-term Internship Site Supervisor Evaluation Form . 25-35 Final Internship Site Supervisor Evaluation Form. 36-45 Evaluation of School Counseling Internship Site. 47 Summary Record of Internship Hours & Supervisory Data. 48 .
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objectives for the internship experience and present a copy of these objectives to the Agency Supervisor and the PARM Internship Supervisor. b. The student should submit the Undergraduate Park and Recreation Management Initial Internship Report (Form: PARM 3-00) to the PARM Internship Supervisor during the first week of the internship .
functional areas in student affairs/higher education. The internship is 2 credits. Students must complete EDLD 550 and 551 prior to their internship. Only 1 internship placement is allowed per semester. In addition, students must be in good academic standing (3.0 GPA) with the Graduate School to be eligible for the internship.
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