To develop competency in all areas of school counseling and guidance, candidates have
the opportunity to demonstrate knowledge and skills in applying the themes and functions
of school counseling in school settings designed and organized to support the training
and preparation of school counselors. Candidates demonstrate in field experience the
knowledge of and skills in working with preK through adult pupils in the areas identified
in the standards for school counseling.
Students are engaged in a wide range of practicum experience before they begin their field experience.
Estimated hours of experience
Coun 200: Candidates assume the role of both counselor and client as requested, observe peers and offer critique on the appropriateness of their counseling behavior, audiotaped
30 + hours
Coun 201: Immersion/Emersion Project: Candidates are required to meet with someone of a different background and get to know him/her once a week for one hour.
Coun 202: Candidates are required to observe or participate in the Process Group, and the Peer Group and write response paper. They are also required to organize and lead a group.
Coun 203: Candidates are required to meet with a peer in class to gather background information, behavior of the peer during testing, test results, summary, and conclusion, and then compile a psychological report on the peer.
Coun 206: Candidates are asked to observe a child and do a write up; conduct a Life Events Interview with an individual who is at least 40 years old and do a write up.
Coun 208: Candidates will have two hours of laboratory experiences in each class meeting. Laboratory experiences include conducting individual counseling sessions, observing other students, reviewing audio and videotaped sessions and case consultation, audiotapes and some videotaped
1. Direct Services 18 to 21 hours
2. Individual Supervision 5 to 6 hours
3. Group Supervision 24 hours
4. Other, e.g., case reporting, scheduling,
transcript writing 80 hours
Total Practicum in Counseling Hours: 131 hours
Coun 220: Candidates are required to conduct an assessment meeting with a peer in class, 35-45 minutes, audiotaped
Coun 233: Candidates will observe and interact with children in the university Early Education Center. They are expected to be able to play with and develop a rapport with a child while demonstrating the techniques and skills acquired from the course. During each class session, play therapy techniques will be introduced and demonstrated in preparation for this assignment.
10 + hours
Coun 240: Family Partnership Project: Work with a family with a child with special needs four times for 1-1.5 hours each time. Meetings will involve gathering background information, discussing action plan possibilities, implementing plan, and reviewing outcome of services.
Minimum clock hours in public school settings:
The CSUF program meets the 600 clock hours as follows:
a) 600 clock hours are earned through COUN 249 Field Practice in Elementary/Middle/High School Counseling. This can include 200 hours in a setting other than a public school.
a) On-site supervision: On-site supervisor has to agree to set aside a minimum of one hour each week for individual supervision or 1.5 hours a week for group supervision with not more than 4 interns; and agree to be available for the student when the need arises.
b) University supervision: The class will meet seven times as a group during the semester. Each meeting will last for 1.5 hours. The instructor also meets with the field practice student individually, during three, one hundred (100) hour interviews, to discuss details of the placement.
Supervised experience in the understanding and use of school resources:
Coun 249: Course description: This experience will lead to an understanding of the use of a variety of school resources, including: data and information systems on student learning and achievement; career development materials; information on colleges and universities; the use of school technologies for information access, teaching and learning; tests and measures used in assessing student learning and achievement; and information on school and district policies and practices.
A planning document for field experience:
i. Student responsibilities
Setting Up The Field Placement Assignment:
1. The student is asked to seek out and make suggestions for the field placement; when the student is not able to establish a placement, he/she will refer to the university supervisor for suggestions. When the student takes the initiative, there is a better chance of the person being in the correct regional or geographical distance for the school.
2. Once the placement site has been chosen, the field placement student and the university supervisor will meet to discuss the placement; both are required to meet with an official from the selected field site to finalize the placement. At the time of the meeting the field contract will be initiated if not previously started.
3. The student is responsible for setting the days and the time of the placement.
4. Students are responsible for becoming aware of the regulations, rules, and school operating system in which the field placement is carried out during the assignment.
ii. On-Site Supervisor:
1. Holds a current and valid PPS credential or an equivalent certificate that permits the supervisory role to function.
2. Holds the credential or equivalent certificate for a period of two years prior to the placement.
3. Agrees to set aside a minimum of one hour each week for individual supervision or 1.5 hours a week for group supervision with not more than 4 interns; and agrees to be available for the student when the need arises.
4. Upon completion of the course, the on-site supervisor will complete an evaluation of the student; this evaluation will be shared with the student and both parties will sign the agreement.
5. Provide individual and/or group counseling experiences for the student counselor.iii. University Supervisor:
1. directs the field placement class; sets times for class and works with each student individually.
2. works with the student to select a site and meets with the student and an official from the school.
3. may visit the site to meet with the official and the student in order to complete the field contract for the placement.
4. meets with the field practice student individually, during three, one hundred (100) hour interviews, to discuss details of the placement.
5. visits on-site personnel to work toward resolution of problem(s) which may arise.
6. has full responsibility for providing grading format and assigning final grade for the course.
7. has full responsibility for communicating with the site officials, both during and after the field placement has been completed.
1. A copy of the log that follows the provided format.
A major emphasis will be placed on the counseling log as this is the main method used by the university supervisor to keep track of the events covered during the placement. The log must be presented in such a way for the university supervisor to become aware of what was actually accomplished during each day of the placement. One-line entries are not acceptable. The field placement student will need to specify, on a daily basis, what did occur at the site and offer some detail of the activity.
2. An evaluation of the field practice experience completed by the on site supervisor.
3. An evaluation of the field practice experience completed by the student.
4. A case study completed during the placement on a format provided by the instructor.c) Expected competencies:
Checklist of Activities:
In order for the field placement student to become aware of the types of activities that a school counselor might encounter, a copy of an activity sheet that lists some permissible activities for the field placement will be provided to each student. Each of the general activities is assigned a number and when the field placement student completes the daily log, the number of the activity(s) will be listed to designate the type(s) of work addressed during the day. Also, the student is asked to estimate the number of hours that was accumulated in the activity(s).
The instructor will assign a Credit Grade upon satisfactory completion of all course requirements. Candidates must complete the assignments with the quality of satisfaction or above to earn a credit for the course. Unsatisfactory work will be returned and to be resubmitted.
Entries in Daily Log
Case Study Write Up
Case Study Presentation
Overall Field Evaluation
d) Development of knowledge and skills
Upon successful completion of COUN 249, students will be able to demonstrate the following:
1. apply individual & group counseling skills to students in an approved school setting.
2. apply knowledge of human behavior to students in an approved school setting.
3. apply knowledge of learning theory in an approved school setting.
4. apply knowledge of psychological and educational assessment in an approved school setting.
5. demonstrate an awareness of socio-cultural factors by working with students from diverse cultural backgrounds in an approved school setting.
6. apply the principles of career planning with individual students or groups of students in a career planning program in an approved school setting.
7. provide counseling services related to current policies and critical issues relevant to an approved school setting.
8. apply ethical and legal considerations to all activities with which the field placement student becomes involved in an approved school setting.
9. development a familiarity with overall duties and responsibilities as a counselor in an approved school setting.
10. apply skills of consulting with parents and teachers in an approved school setting.
11. demonstrate knowledge of supervision and mentoring models.
12. demonstrate skill in program development and evaluation.
13. demonstrate skill in implementing prevention programs.
Topics of the Course:
The course includes the following topics:
1. types of problems which confront school children in a changing world
2. covering guidelines for the Comprehensive Guidance Program
3. working with parents in a school setting as a consultant
4. working with teachers in a school setting as a consultant
5. working with office staff and administrators in a school setting
6. understanding role s statements and job descriptions of a school counselors
7. meeting all requirements for the PPS Credential Program
8. working with professionals in the a school setting
9. planning curriculum, classroom management, discipline and behavior change programs with teachers and students in a school setting
10. mentoring and supervision
11. developing, implementing and evaluating prevention programs.
12. case study reviews for children in a school setting
Others topics may be included that are relevant to students enrolled in the course.