EDCO 292 Syllabus

Instructor:

(Your name)

Office Location:

(Building and room number)

Telephone:

(area code) (telephone number)

Email:

(Your email address)

Office Hours:

(Days and time

Class Days/Time:

September 1st, October 6th, and November 3rd.  4:00pm-6:00pm

Classroom:

Sweeney Hall 431

Prerequisites:

EDCO 215, EDCO 218, EDCO 232, and EDCO 248.  If you are working towards the PPSC, the completion of EDCO 227 is also required and may be taken concurrently with your first EDCO 292 if not completed prior.

 

College of Education Mission:

The mission of the Lurie College of Education is to prepare educators who will enhance the quality of education for all students in our culturally diverse, technologically complex world.

Department of Counselor Education Mission:

The mission of the Department of Counselor Education at San José State University is to prepare guidance and counselor candidates who will enhance quality and excellence for all students and human beings in an increasingly diverse, technologically complex, and global community.

Course Description

Supervised field experience in guidance and counseling. Assignments to public schools or agencies.

The following is a way to distinguish the progression of the fieldwork experience.  It is acknowledged that this description may not fit the experience of all students.

Fieldwork I – The first EDCO 292 Course (for MA, LPCC and/or PPSC)

Fieldwork II – The second EDCO 292 Course (for MA, LPCC and/or PPSC)

Fieldwork III – The third EDCO 292 Course (for PPSC)

Fieldwork IV – The fourth EDCO 292 Course (for CWA only)

Fieldwork I – (200 hours)

The first fieldwork experience course for MA, LPCC, and/or PPSC.  To qualify to take this you must have attended a fieldwork information session in the semester prior to taking your first EDCO 292 course.  You must also have submitted the prerequisite documents to prove your preparation for fieldwork. 

These are: 

1) C-BEST result or proof of registration (PPSC candidates)

2) Professional Liability insurance (MA only candidates)

3) Proof of mandated reporter training

4) Fingerprinting or Certificate of Clearance from CTC (PPSC candidates)

5) Show Proof of negative TB test in the last 3 years or an Adult Tuberculosis Risk Questionnaire
www.cdph.ca.gov/programs/tb/Documents/TBCB-Adult-TB-Risk-Assessment-for-schools.pdf

The Fieldwork I emphasis is on School Counseling core knowledge base and foundations, which include:

  1. a) knowledge of how counseling programs and services promote student development, learning and achievement; and b) knowledge of and skills in applying the ethical standards and practices of the school counseling profession.

Fieldwork II – (200 hours)

Emphasis will be on applying knowledge in the areas of a) academic development; b) career development; and/or c) social-emotional development.

Fieldwork III – (200 hours)

Emphasis will be on leadership, advocacy and prevention. 

Fieldwork IV – (200 hours)

This fieldwork is specifically for the Credential, School Child Welfare and Attendance Specialization, and can only be enrolled in by those candidates who have completed Fieldwork I, II, and III.  Emphasis will be on truancy prevention and intervention, and student retention.  A minimum of 90 clock hours should be completed in a school setting in direct contact with students. A minimum of 30 clock hours should be completed in interdisciplinary experiences in a setting that is outside the field of education, such as law enforcement, juvenile justice, child health and welfare, mental health, social services, child protective services and community based organizations. The remaining hours are at the discretion of the university supervisor.

Course Goals

EDCO 292 provides an opportunity for fieldwork experience where students can integrate their counseling knowledge and apply their skills in a challenging, concrete, and hands-on environment.

Department of Counselor Education Professional Dispositions:

Disposition 1: Respect for all Forms of Diversity

Appreciate and value human diversity, recognize community and cultural norms, show respect for students’ varied talents and perspectives, seek to foster culturally-appropriate communications, and demonstrate best practices in the counseling field.

Disposition 2: Equity & Excellence for all Students

Believe that all students can learn and hold high expectations for all students.

Disposition 3: Life-Long Learning

Demonstrate a commitment to continuous self-directed learning, critical thinking, and reflection in order to deepen knowledge in the counseling field/profession.

Disposition 4: Ethical & Professional Practice

Demonstrate ethical and professional behavior in the education profession, with integrity, by participating in collaborative relationships with colleagues, students, parents, and social and professional communities and agencies.

Disposition 5: Democratic & Reflective Practice

Demonstrate the use of democratic values and a commitment to creating a learning environment that fosters active engagement in learning and encourages positive social interactions.

Course Learning Outcomes (CLO)

Upon successful completion of the counseling fieldwork experience, students are expected to have developed knowledge and skills pertaining to the following:

  1. Achievement of fieldwork objectives
  2. Knowledge of counseling theories and their applications
  3. Skills in implementing individual counseling techniques
  4. Skills in implementing group counseling techniques
  5. Sensitivity for and skill in working with clients from diverse cultural backgrounds
  6. Ability to utilize resources within the counseling setting and surrounding community.

Student Learning Outcomes for PPS Credential Candidates:

Upon successful completion of the required 600 hours (9 units) of counseling experience, students are expected to have developed knowledge and skills pertaining to the following Pupil Personnel Services (PPS) Credential Standards:

  1. Generic Pupil Personnel Services (PPS) Credential Standards:

Standard 1: Program Design, Rationale, and Coordination

  • Participation in programs that have a cohesive design and a sound rationale

Standard 2: Growth and Development

  • Knowledge of normal and abnormal growth and development

Standard 3: Socio-Cultural Competence

  • Knowledge of differences in gender, race, language, socio-economic status, and culture
  • Sensitivity and skill in working effectively with pupils from diverse socio-cultural backgrounds

Standard 4: Assessment

  • Knowledge of assessment theories and methods
  • Skill in selecting and using unbiased assessment instruments and procedures

Standard 5: Comprehensive Prevention and Early Intervention for Achievement

  • Knowledge of methods and techniques for prevention and intervention to ensure success for all students

Standard 6: Professional Ethics and Legal Mandates

  • Understanding of and skills in interpreting legal enablements and constraints (e.g., laws, regulations) affecting pupil personnel services specialist and pupils in California schools

Standard 7: Family-School Collaboration

  • Awareness of the importance of family-school relationships in fostering positive pupil development

Standard 8: Self-esteem and Personal and Social Responsibility

  • Commitment to continuous self-directed learning in the counseling field/profession

Standard 9: School Safety and Violence Prevention

  • Skills in negotiation, conflict management, and mediation to help school staff communicate with difficult and or angry parents, pupils, teachers, and other school staff

Standard 10: Consultation

  • Knowledge of theories, models, and processes of consultation with pupils, school personnel, parents, agencies, and community groups
  • Skills in consultation processes and programs in which pupils, school personnel, parents, agencies, and community groups collaborate with the counselor to address pupil needs

Standard 11: Learning Theory and Educational Psychology

  • Knowledge about theories of cognitive and affective learning and their applications

Standard 12: Professional Leadership Development

  • Awareness of roles and functions of pupil personnel specialists

Standard 13: Collaboration and Coordination of Pupil Support Systems

  • Knowledge of organizing and managing services of community-based organizations and agencies on school sites

Standard 14: Human Relations

  • Skills to facilitate pupils’ efforts to develop positive supportive relationships with teachers and peers

Standard 15: Technological Literacy

  • Knowledge of pertinent computer hardware and software such as word processing, databases, and computer applications

Standard 16: Supervision and Mentoring

  • Skills in mentoring and consultation among professional colleagues
  1. School Counseling Core Knowledge Base and Foundations

Standard 17: Foundations of the School Counseling Profession

  • Knowledge of how school counseling programs and services promote student development, learning, and achievement

Standard 18: Professionalism, Ethics & Legal Mandates

  • Knowledge of and skills in applying the ethical standards and practices of the school counseling profession

III. School Counseling Professional Skills and Training

 

  1. Domains of School Counseling and Guidance

Standard 19: Academic Development

  • Knowledge of theories and processes of counseling and intervention programs for academic development
  • Knowledge of factors and processes that contribute to all students’ success and failure in school

Standard 20: Career Development

  • Knowledge of theories and processes of counseling and intervention programs for career development

Standard 21: Personal and Social Development

• Knowledge of counseling and intervention programs for social and personal development

B. Themes of School Counselor Preparation

Standard 22: Leadership

• Knowledge of effective leadership in planning, organizing, and implementing a counseling and guidance program designed to increase learning and achievement

Standard 23: Advocacy

• Knowledge of school learning support programs and services that promote high academic attainment and learning success

Standard 24: Learning, Achievement, and Instruction

• Ability to create an environment that fosters active engagement in learning

C. Functions of School Counselors

Standard 25: Individual Counseling

• Skills in implementing individual counseling techniques

Standard 26: Group Counseling and Facilitation

• Skills in implementing group counseling techniques

Standard 27: Collaboration, Coordination, and Team Building

• Knowledge of and skill in coordinating support services necessary for success in academic, career, personal, and social development and in providing appropriate services to meet these student needs

Standard 28: Organizational and System Development

• Knowledge and skill in planning, developing, implementing, evaluating, and coordinating comprehensive counseling and guidance program needs

Standard 29: Prevention Education and Training

• Ability to develop, organize, and present prevention programs for parents, family, and community members

• Ability to work with teachers to implement and evaluate educational programs designed to prevent learning problems

Standard 30: Research, Program Evaluation and Technology

• Knowledge about basic principles of research design, action research, and program evaluation. 

IV. School Counseling Field Experience

Standard 31: Field Experience

• Ability to perform, under supervision, the functions of school counselors in school counseling domains

The full list of Pupil Personnel Services (PPS) Credential Standards can be viewed at:             http://www.ctc.ca.gov/educator-prep/standards/pps.pdf

Required Texts/Readings

EDCO 292 Student Handbook
http://www.sjsu.edu/counselored/Forms2/EDCO292_StudentHandbook2015.pdf

Course Requirements and Assignments

Requirements Checklist for an EDCO 292 PPS Credential Fieldwork Placement:

  • Have a Certificate of Clearance
  • Have taken the CBEST
  • Proof of completing Mandated Reporter Training
  • Negative TB test in last three years or TB Risk Assessment Questionnaire
  • Have completed the following coursework:
  • EDCO 215: Introduction to Counseling and Guidance
  • EDCO 218: Counseling Process and Techniques
  • EDCO 227: School-Family-Community Collaboration
  • EDCO 232: Laws & Ethics in Counseling
  • EDCO 248: Dynamics of Behavior and Development

Important Considerations:

  • Have an appropriate school level placement plan and site description
  • Has a field-site supervisor who holds a valid PPS Credential
  • Has a diverse cultural/ethnic student population to be served
  • Will provide individual and group counseling opportunities
  • Will provide opportunities for observing counseling and teaching
  • Will provide opportunities to work on student achievement issues
  • Will provide opportunities to understand and use a variety of school resources

Select a Field Placement Site that:

  • Will provide direct supervision (minimum one hour per week)
  • Will meet with you once a week for one hour
  • Will work with you on your Supervised Experience Plan
  • Will provide you with feedback

Select a Field-Site Supervisor that:

  • Will be able to complete the final fieldwork evaluation
  • Approve your Supervised Experience Plan
  • Meet with you during the semester (one hour per week)
  • Provide you with feedback (if needed)
  • Provide you with support (when needed)

The University Supervisor will:

  • Verify completion of required hours (200 hours for every 3 units of EDCO 292)
  • Review your Fieldwork Experience Summary Form
  • Review your Field-Site Supervisor Evaluation Form
  • Give you credit or no credit for the course

Final Evaluation is based on:

Overall performance for credit

Course Requirements and Evaluation:

  1. Attend three monthly mandatory university meetings
  2. Complete required counseling internship hours (200 hours for each 3 units)

III. Submit required paperwork to university faculty supervisor 

  1. Attend Mandatory University Meetings:

Each student is required to attend three mandatory monthly university meetings to be held from 4:00 – 6:00pm on the following dates:

  • Friday, September 1st
  • Friday, October 6th
  • Friday, November 3rd

If you are unable to attend a scheduled meeting, notify your EDCO 292 university faculty supervisor ahead of time and complete any alternate assignment.  The purpose of these meetings is to discuss the internship requirements and progress in your internship.

  1. Complete Required Fieldwork Hours:
  • Each student is expected to complete 200 counseling fieldwork hours (an average of 13 hours per week) for each 3 units of credit.
  • For the Master’s degree, the fieldwork site supervisor must have a minimum of a master’s degree in counseling or a related field.

For the PPS Credential, the fieldwork site supervisor must have a PPS Credential. 

  • For the Child Welfare and Attendance (CWA) fieldwork, you need to be supervised by a PPS Credentialed Child Welfare and Attendance Counselor.
  • For K-12 public school fieldwork, you must obtain a Certificate of Clearance before beginning your fieldwork.

Students pursuing the PPS Credential must complete 600 hours (9 units) of counseling fieldwork experience that include the following:

  • A minimum of 400 fieldwork hours in K-12 public school settings in direct contact with pupils/students
  • A minimum of 200 fieldwork hours in each of two school levels (i.e., elementary, middle, and high school)
  • A minimum of 150 fieldwork hours devoted to issues of diversity
  1. a) 150 hours working with students of a racial/ethnic background different from your own OR
  2. b) 100 hours “working in a diversity program” or with the development and implementation of a diversity program AND at least 50 hours with at least 10 students (individually or in a group) of a racial/ethnic background different from your own (e.g., conducting group counseling with diverse students on self-esteem or text anxiety issues)
  • Up to 200 clock hours can be completed in a setting other than a school if you work with school-age youth and you are supervised by someone who has a PPS Credential.

III. Submit Required Paperwork to University Supervisor

Forms can be downloaded from:  http://www.sjsu.edu/counselored/Forms2/index.html

ALL FORMS MUST BE TYPED AND COMPLETED FULLY.

  1. The following paperwork needs to be submitted to the university supervisor by Friday, September 1, 2017.
  2. EDCO 292 Field-Site Contract Form (http://www.sjsu.edu/counselored/docs/Course%20Contract.pdf)
  • Complete the Contract Form (jointly with your fieldwork site supervisor) with specific goals, objectives, and activities to be performed during that supervised experience in counseling.
  • The contract form requires an agreement between and signatures from a) you (the student), b) your fieldwork site supervisor, and c) your university faculty supervisor.
  1. Fieldwork Site Description Form (http://www.sjsu.edu/counselored/docs/Field%20Site%20Description.pdf)

Describe your fieldwork sites’:

  1. a) Features: Mission and goals of the institution, population, community, and location, etc.
  2. b) Services: Existing prevention and intervention programs and services and support projects.
  1. Proof of Professional Liability Insurance Coverage (required for candidates who are not in the credential program and obtaining MA only)
  • You need to have appropriate liability insurance coverage. This is a prerequisite for the MA only candidates and it is expected that you have turned in proof of insurance coverage before you provide any direct counseling services.
  • If you are a paid employee at the field-site where you will be completing your internship hours, you may be covered under your employer’s professional liability insurance policy. (Check with your employer’s Human Resources office to verify whether or not you are covered). If you are covered under your employer’s liability insurance policy, all you need to do is provide a copy of your most recent paycheck stub.
  • If you do not have professional liability insurance coverage, you can obtain insurance coverage by becoming a student member of one of the following professional organizations:
  • American Counseling Association (ACA) - http://www.counseling.org/
  • American School Counselor Association (ASCA) - http://www.schoolcounselor.org
  • California Association of School Counselors (CASC) - http://www.schoolcounselor-ca.org/
  • California Counseling Association (CCA) - http://www.cacounseling.org/

*Becoming a student member of one of these organizations does not automatically guarantee professional liability insurance coverage. It is likely that you will need to purchase liability insurance on top of your student membership.

  1. Copy of CBEST Results (for PPS Credential Candidates only)
  • PPS Credential candidates need to take the CBEST prior to beginning their fieldwork internships.
  • CBEST test dates and registration information can be found at: www.ctcexams.nesinc.com/test_info_CBEST.asp

The following paperwork needs to be submitted to the university supervisor by Friday, December 1, 2017

  1. Fieldwork Experience Summary Form http://www.sjsu.edu/counselored/docs/Field%20Experience%20Summary.pdf
  2. Summarize the objectives you were able to achieve this semester.
  3. Summarize your counseling experiences and ideas for improvement.
  4. Sign and date the form.
  1. Weekly Counseling Activity Record Form

http://www.sjsu.edu/counselored/docs/Weekly Counseling Activity.pdf

  • Include the weekly internship hours and counseling activities that you completed.
  • Add up all of your hours and provide the total number of hours that you completed at the end of the form.
  • Make sure that the form is signed and dated by your Fieldwork Site Supervisor.
  1. Field-Site Supervisor Evaluation Form for MA or PPS:

http://www.sjsu.edu/counselored/Forms2/292_%20PPS%20_Field_Site%20Sup%20Eval_8_27_14a.pdf

  • Provide the evaluations forms to your fieldwork site supervisor early in the semester with the evaluation due date. Master’s degree candidates, use the MA only form.
  • Make sure the form is signed and dated by your fieldwork site supervisor.

 

Grading Information

This course is Credit/No Credit.  Credit is given when all the required fieldwork hours are successfully completed and all paperwork turned in on time.

University Policies

Per University Policy S16-9, university-wide policy information relevant to all courses, such as academic integrity, accommodations, etc. will be available on Office of Graduate and Undergraduate Programs’ Syllabus Information web page at http://www.sjsu.edu/gup/syllabusinfo/”

EDCO 292 / Supervised Experience in Counseling, Fall 2017,

Course Schedule

Friday 9/1/17

  • 1stMandatory Meeting: Meet with your University faculty supervisor to review your fieldwork goals and objectives for the semester. Also, submit the following completed paperwork:
  • Field-Site Contract Form
  • Fieldwork Site Description Form

Friday 10/6/17

  • 2nd Mandatory Meeting: Meet with your university supervisor/EDCO 292 instructor to review fieldwork progress

Friday 11/3/17

  • 3rd Mandatory Meeting: Meet with your university supervisor/EDCO 292 instructor to review fieldwork progress

Friday 12/1/17 (No Meeting) Due:

  • Fieldwork Experience Summary Form
  • Weekly Counseling Activity From
  • Field-Site Supervisor Evaluation Form

*  Course schedule is “subject to change with fair notice.”