Supervision Training forSchool Counseling

Internship Site Supervisors

Counseling and Human Services

Roosevelt University

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• Roosevelt University Students have– Completed 18 different classes– Read approximately 35 academic texts (and many more

articles)– Written at 30 least papers– Learned at least 20 different theories– Conducted multiple statistical tests and research

methodology reviews– Spent hundreds of hours practicing counseling skills

……And spent a few hours in schools

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By the time they are interns…

• Interns benefit from a framework in which they can place their knowledge in order to effectively apply it

• School Counseling students are familiar with the ASCA National Model

• The ASCA model provides a helpful framework for application

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The Transition from Learning to Practice

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ASCA Model Diagram

• Applying their knowledge– In an ASCA model framework– Through planned, directed activities that address the

elements of comprehensive school counseling programs– Supervisors can ask:

• “What cultural and developmental factors are involved in the situation?”

• “What theory explains this situation or is likely to be effective in this situation?”

• “What skills or techniques can you use here?”• “What does the data tell us/What data do we need?”

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Interns Can Benefit From

• “Comprehensive in Scope”• “Preventive in design”• “Developmental in nature”

So…• Interns benefit from participating in all areas of the school

counseling program to address all three domains• Interns benefit from participation in program elements that are

preventative• Interns work with student at different developmental levels, and

benefit greatly from explicit discussions of the developmental factors affecting student behavior, teacher behavior, and program design

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An ASCA based program is

• School Counseling Program benefits every student

• School Counseling Program is Data driven

So……• Interns benefit form the chance to work with an

intentionally selected cross section of the student body, if not all students

• Interns benefit from the chance to use their research and assessment knowledge to help schools gather useful data

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A Comprehensive Program

• The standards are part of the “foundation”• The national standards define what students will

gain from their interaction with the school counseling program include three domains– Academic, Career, Personal/Social

So…Interns can benefit from linking their activities to the

standards

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ASCA Standards

• Academic:– A: Students will acquire the attitudes, knowledge and

skills contributing to effective learning in school and across the life span

– B: Students will complete school with academic preparation essential to choose from a wide range of substantial post secondary options, including college

– C: Students will understand the relationship of academics to the world of work and to life at home and in the community

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ASCA Standards- Academic

• Career:– A: Students will acquire the skills to investigate

the world of work in relation to knowledge of self and to make in formed career decisions

– B: Students will use strategies to achieve future career goals with success and satisfaction

– C: Students will understand the relationship among personal qualities education, training, and the world of work

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ASCA Standards- Career

• Personal/Social:– A: Students will acquire the knowledge,

attitudes, and interpersonal skills to help them understand and respect self and others

– B: Students will make decisions set goals and take the necessary action to achieve goals

– C: Students will understand safety and survival skills

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ASCA Standards- Personal/Social

• Applying their knowledge– In an ASCA model framework– To help students achieve in the three domains

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Interns Can Benefit From

• Interns can “crosswalk” counseling activities to state academic standards

• Interns can review your program to see which standards are being met and how

• Interns can review your program to see how resources are distributed in the various domains

• Interns can design elements of your school counseling program to address the unmet standards

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So…

• Collaboration, leadership, advocacy, systemic change

What promotes and hinders these activities?• “What cultural and developmental factors are involved in

the situation?”• “What theory explains this situation or is likely to be

effective in this situation?”• “What skills or techniques can you use here?”• “What does the data tell us/What data do we need?”

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Interns Learning to implement ASCA model elements in your school

• Foundation: Beliefs and philosophy, mission statement, standards• “What cultural and developmental factors are involved in

the situation?”• “What theory explains this situation or is likely to be

effective in this situation?”• “What skills or techniques can you use here?”• “What does the data tell us/What data do we need?”

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Interns Learning to implement ASCA model elements in your school

• Delivery system: Guidance curriculum, Individual student planning, responsive services, system support

• “What cultural and developmental factors are involved in the situation?”

• “What theory explains this situation or is likely to be effective in this situation?”

• “What skills or techniques can you use here?”• “What does the data tell us/What data do we need?”

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Interns Learning to implement ASCA model elements in your school

• Management system: Agreements, Advisory Council, use of data, action plans, use of time calendars

• Begins day one with detailed record keeping that includes how time is spent in each of the 4 areas of the delivery system

• Framework of tracking hours and evaluation allows for practice in this area

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Interns Learning to implement ASCA model elements in your school

Interns Learning to implement ASCA model elements in your school

• Accountability: Results reports, performance standards, program audit

• Interns can use their knowledge and skills to help gather data, audit your program

• Interns can gather data about the work that they and others are doing

• Interns can mine and review existing data

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Roosevelt UniversitySupervisor Orientation

• Roosevelt University Counseling and Human Services program provides orientation information for site supervisors when our students begin their practicum and internship experience.

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Questions?

• If you have any questions, please feel free to contact the university instructor or Field Placement Liaison for your student’s campus:– Chicago: Dr. Kristina Peterson,

kpeterson@roosevelt.edu; 312-853-4779– Schaumburg: Dr. Bruce Dykeman,

bdykeman@roosevelt.edu; 847-619-8822

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Citations

American School Counselor Association (2005). The ASCA National Model: A Framework for School Counseling Programs (2nd ed.). Alexandria, VA: Author.

Gysbers, N. & Henderson, P. (2006). Developing and Managing Your School Guidance and Counseling Program (4th ed.). Alexandria, VA: American Counseling Association.

Stone, C.B., Dahir, C.A. (2011)School Counselor Accountability: A MEASURE of student success. (3rd ed.). Pearson

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