K-12 SCHOOL COUNSELING

INTERNSHIP TRAINING
DR. KIM COGGINS
&
DR. EVA GIBSON

AUSTIN PEAY STATE UNIVERSITY

DEPARTMENT OF PSYCHOLOGICAL SCIENCES AND COUNSELING

July 16, 2019

GETTING TO KNOW YOU
 SUPERVISION EXPERIENCES
THINK ABOUT YOUR EXPERIENCES DURING THE TIME YOU RECEIVED SUPERVISION….

1. WHAT WERE THE QUALITIES OF YOUR SUPERVISOR THAT WERE MOST BENEFICIAL
TO YOU?
2. WHAT WERE SOME TRAITS YOUR SUPERVISOR POSSESSED THAT HINDERED
YOUR GROWTH?
3. WHAT WERE SOME OF THE SUPERVISORY ACTIVITIES THAT WERE MOST
HELPFUL?
4. WHAT WERE SOME OF THE EXPERIENCES YOU DID NOT RECEIVE THAT WOULD
HAVE BEEN HELPFUL TO YOU?
FIELDWORK EXPERIENCES
SITE SUPERVISORS QUALIFICATIONS:
• Employed at the training site for at least one year
• Minimum of two years’ experience as a practicing school counselor
• Supervision training

SITE SUPERVISORS MUST PROVIDE:

• Current resume
• Proof of licensure/certification
• Proof of supervision training
 THE PRACTICUM
The purpose of the practicum is for supervisees to develop their
counseling skills:
○ * Individual Counseling
○ * Group Counseling
○ * School Classroom Core Curriculum
The course requires a minimum of 120 clock hour of which at least
40 hours are in DIRECT service with client..
Additionally, the practicum experience provides students the
opportunity to understand and grow comfortable with the cultur
and climate of school settings.
 THE INTERNSHIP
This clinical experience requires a minimum of 600 hours of
performing activities appropriate to the counseling site.
• At least 240 hours must be in DIRECT contact with clients.

In addition to the counseling experiences of the practicum, the

intern should be engaged in all aspects of the school
counseling profession.
 Activity Practicum Internship Time
Hours Hours
(120) (600)
Direct Student Services 80%
∙ School Counseling Core Curriculum
o Instruction
o Group Activities >48 hrs. >240 hrs.
∙ Individual Student Planning
o Appraisal
o Advisement
∙ Responsive Services
o Counseling
o Crisis Response
Indirect Student Services
∙ Referrals
∙ Consultation
∙ Collaboration
Program Management and School Support 20%
∙ Program Foundation, Management, and
Accountability
∙ Fair-share responsibility
Site Supervision 1 hr. per week 1 hr. per week
FYI
 Direct
• individual and group counseling
• classroom and large group
curriculum instruction
• consultation
Indirect
• information assessments and
observations
• field site supervisions
• record keeping and review
• informal assessments and
observations
• program coordination
• parent conferences
• after-hour school meetings &
conferences
CLINICAL SUPERVISION vs.
ADMINISTRATIVE SUPERVISION
● Administrative supervision related to helping supervisees do:
○ What they are supposed to be doing – work environment, records, ethics,
technology

● Clinical Supervision related to helping supervisees consider:

○ How to best do what they are supposed to be doing
○ How their thoughts, feelings, and beliefs affect their professional
functioning
○ How to engage in conversation about their strengths and areas of growth
CLINICAL SUPERVISION

Supervision is designed to monitor and foster growth of the

following skills:
● Conceptualization: use theory to understand and guide services
● Intervention Skills: know when and how to use core and advanced
interventions guided by accurate conceptualization
● Personalization Skills: self-awareness, self-management, wellness,
professionalism, respect dignity of all
INTEGRATED DEVELOPMENTAL MODEL
OF SUPERVISION (IDM)
● Supervisees are at different levels of development
● Supervisees at different levels present differently in terms of
○ Self & Other Awareness
○ Motivation
○ Autonomy
○ Characteristics
● Supervisors can use different approaches to best support development at
different levels of development
 IDM: LEVEL 1
NOVICE TRAINEE
 IDM: LEVEL 1
SUPERVISION CONSIDERATIONS &
STRATEGIES
● Primary Goal: To develop the relationship, assess competencies, educate &
monitor early experiences
● General Considerations: Provide structure and keep anxiety at manageable
levels
● Client Assignment: Mild presenting problems or maintenance cases
 IDM: LEVEL 1
SUPERVISION CONSIDERATIONS
& STRATEGIES
Tasks:
● Assess supervisee’s strengths & weaknesses in areas of training,
experience, and competencies
● Develop goals with trainee
● Educate supervisee in areas of need
● Provide direct & consistent observation (counseling, group facilitation,
classroom guidance)
● Provide structure for supervision sessions
● Limit autonomy until competence in performance is evident
● Provide direct feedback often
 IDM: LEVEL 2
TRIAL & TRIBULATION
 IDM: LEVEL 2
SUPERVISION CONSIDERATIONS &
STRATEGIES
● Primary Goal: To transition from dependency to independent practice
● General Considerations: Less structure provided, more autonomy
encourages particularly during periods of regression or stress
● Client Assignment: More difficult clients with more severe presenting concerns
 IDM: LEVEL 2
SUPERVISION CONSIDERATIONS &
STRATEGIES
Tasks:
● Roleplay, provide ethical dilemmas, play devil’s advocate, design “what if” scenarios for
supervisee to explore
● Explore various theoretical approaches for each case
● Facilitate discussion of various treatment alternatives (group activities, classroom
guidance, role of consultation with teachers, caregivers, etc.
● Create opportunities for supervisee to struggle with decisions and consequences
● Ask questions & expect supervisees to seek answers (be prepared to assist)
● Reduce directive stance and encourage democratic decision-making
● Provide formative feedback consistently and develop plan of action collaboratively with
supervisee
 IDM: LEVEL 3
CHALLENGE & GROWTH
 IDM: LEVEL 3
SUPERVISION CONSIDERATIONS &
STRATEGIES
● Primary Goal: Foster independence and prepare trainee for work as an
independent professional
● General Considerations: More focus on personal & professional integration,
less structure
● Client Assignment: All clients are appropriate at this stage of development
 IDM: LEVEL 3
SUPERVISION CONSIDERATIONS &
STRATEGIES
Tasks:
● Review goals and progress
● Listen to and encourage trainee
● Monitor primarily through self-report and documentation with occasional direct
observation
● Provide summative evaluation
● Take responsibility for termination of formal supervisory relationship
● Be open to and seek evaluative feedback on the supervisory process, the structure of
supervision, and specific supervisory skills
SUPERVISION TECHNIQUES &
INTERVENTIONS
 SELECTING INTERVENTIONS
Supervisors must consider the following:
● Developmental level of supervisee
● Supervisees’ prior experience with experiential techniques
● Supervisor’s comfort level with techniques
● Theoretical approach
● Goals of supervision
● Purpose of intervention
 SOLAR SYSTEMS OF SUPPORT
● Ask supervisee to
identify people in
their life that are
supportive –
professionally &
personally.
● Purpose?
SUPERVISION TREE
● Roots: What is your theoretical
approach?
● Trunk: What are the goals of the
client
● Branches: What are possible
interventions
● Falling Leaves: What are
things you need to let go?

Purpose?
 3 DOORS
Draw or choose 3 doors
1. Things from the session (PAST) that
you would like to take for the future
2. Things from the session(PAST) that
you will be happy to let go
3. Your vision for your student in the
sessions to come
Purpose?
 CHILDREN’S BOOKS OR OTHER
STORIES
Can read together in session or assign for out of session
Concepts to discuss:
● Nuggets of wisdom from the story
● How to apply aspects to supervisee’s experience

Possible Stories:
The Giving Tree: Shel Silverstein
You’ve Got Dragons: Kathryn Cave & Nick Maland
Don’t Be Afraid to Drop: Julia Cook
The Dot and Ish: Peter H. Reynolds
 SAND TRAY (OR DRAWING)
● Have supervisee create a sand world or image to represent:
○ Experience at the site
○ Experience of supervision and/or supervisory relationship
○ Relationship with specific client or group
○ Professional growth journey
○ Other potential prompts?
● Discuss together and explore concepts that arise
 PROCESSING THE ACTIVITIES
● Trust your instincts
● Survey project as a whole
● Make observations regarding how YOU are feeling as you watch the supervisee
work and how the SUPERVISEE is feeling
● Include questions about the observed process (I noticed…)
● Ask a FEW processing questions
● REFLECT before moving on to your next question
● Allow SILENCE and TIME during processing
● Stay within the metaphor as much as possible!
● Don’t miss the supervisee’s physical expressions
ADMINISTRATIVE SUPERVISION
• COMPLETION OF PAPERWORK
• INITIAL: CONTRACT
• WEEKLY: LOGS
• FINAL: FIELD EXPERIENCE SUMMARY & W9
• OBSERVATIONS
• LESSON PRESENTATION
• INDIVIDUAL COUNSELING SESSION
• EVALUATIONS
• MIDTERM- REVIEW WITH SUPERVISEE
• FINAL- REVIEW WITH SUPERVISEE
ASSIST THE SUPERVISEE
• CREATE GOALS & MONITOR PROGRESS
• INTRODUCE SELF TO STAFF & STUDENTS
• ORIENT TO SCHOOL
EXPECTATIONS/PROCEDURES/POWERSCHOOL/EZ 504
• IDENTIFY STUDENTS FOR 2 TAPINGS (NEED SIGNED CONSENT)
• IDENTIFY STUDENTS FOR INDIVIDUAL SESSIONS (NO CONSENT
NECESSARY)
• DEVELOP DAILY/WEEKLY SCHEDULE OF TARGET & SECONDARY
ACTIVITIES
 SUPERVISEE ACTIVITIES SHOULD FALL HEAVILY IN THE
FOLLOWING AREAS:
School Counseling Individual Student Responsive
Core Curriculum Planning Services

• Instruction • Appraisal • Counseling

• Group Activities • Advisement • Crisis Response
POTENTIAL OPPORTUNITIES BEYOND COUNSELING
• 504/S-TEAM/RTI MEETINGS
• ASSISTING W/504 PLAN DEVELOPMENT
• ASSISTING W/BEHAVIOR PLAN DEVELOPMENT
• WEBSITE DEVELOPMENT
• WEBINAR DEVELOPMENT (SCREEN-CAST-O-MATIC)
• NEWSLETTER/BULLETIN BOARDS
• NEEDS ASSESSMENT CREATION/IMPLEMENTATION
• PROGRAM EVAL CREATION/IMPLEMENTATION
• LESSON PLAN DEVELOPMENT
ACTIVITIES TO ENGAGE IN SPARINGLY:
• HANDLING STUDENT RECORDS
• TESTING
• SCHEDULING
SUPERVISION TIPS
• REMEMBER “ I DO, WE DO, THEN YOU DO” AND PROCESS AT EACH
STEP
• CORRECTIVE FEEDBACK: TIMELY, SPECIFIC, NON-JUDGMENTAL,
BEHAVIORALLY BASED, OFFER DIRECTION, ALWAYS INCLUDE THE
SUPERVISEE
• HAVE INTERN REVIEW PERTINENT DATA WITH ACADEMIC COACH
• TO PREVENT MULTIPLE QUESTIONS- HAVE STUDENTS WRITE
DOWN QUESTIONS AND REVIEW LATER (I.E. AT END OF EACH DAY)
• CONSIDER CREATING AN INTERN HANDBOOK
WHAT TO DO WHEN…
• SUPERVISEE MISMANAGES TIME
• SUPERVISEE STRUGGLES W/BOUNDARIES
• PROFESSIONALISM SKILLS ARE LACKING
• WHAT ELSE?
ETHICAL ISSUES IN SUPERVISION
• FOLLOW ASCA CODE OF ETHICS
• SECTION D
• PAY PARTICULAR ATTENTION TO ETHICS REGARDING:
• CONFIDENTIALITY & INFORMED CONSENT
• SCHOOL DISTRICT REFERRAL POLICIES
• DANGER TO SELF & OTHERS
• HANDLING OF STUDENT RECORDS
• TECHNOLOGY
• PARENT RIGHTS
• FOLLOW ACES ETHICAL GUIDELINES FOR COUNSELING SUPERVISORS
 PROFESSIONAL DEVELOPMENT

• TCA
• APSU
• TREATING MORAL INJURY IN COMBAT
VETERANS
• TRAUMA INFORMED COUNSELING
• SEXUALITY IN COUNSELING
• OTHERS?
• EVENINGS/SATURDAYS/WEBINARS?