Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements. Students should present appropriate verification from Student Disability Services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office in 335 West Hall or 806-742-2405. XI. Religious Observances Students may be allowed an excused absence due to certain religious holidays/observances. Students should notify the professor at the beginning of the semester and submit appropriate verification at least one week prior to the anticipated absence. XII. Course Resources and Bibliography References Adler, A. (1964). Social interest: A challenge to mankind. New York: Capricorn. Adler, A. (1979). Superiority and social interest: A collection of later writings (3rd ed.) (H. L. Ansbacher & R. R. Ansbacher, Eds.). New York: Norton. Akos, P., & Elles, C. M. (2008). Racial identity development in middle school. Journal of Counseling and Development, 86, 26-34. Alegre, A. (2011). Parenting styles and children’s emotional intelligence: What do we know? Journal of Counseling and Development, 19, 56-63. Alexander, C., Kruczek, T., & Ponterotto, J. (2005). Building multicultural competencies in school counselor trainees. Counselor Education and Supervision, 44, 255-266. Alford, K. M. (1998). Family roles, alcoholism, and family dysfunction. Journal of Mental Health Counseling, 20(3), 250-261. Altmaier, E. M. (2011). Best practices in counseling grief and loss: Finding benefit from trauma. Journal of Mental Health Counseling, 33, 33-46. American Counseling Association. (2014). ACA Code of Ethics. Alexandria, VA: American Counseling Association. American Mental Health Counselors Association. (2010). Code of Ethics. Alexandria, VA: Author.
Rossheim, B., & McAdams, C. (2010). Addressing the chronic sorrow of long-term spousal caregivers: A primer for counselors. Journal of Counseling and Development, 88, Sandhu, D. S., & Brown, S. P. (1996). Empowering ethnically and racially diverse clients through prejudice reduction: Suggestions and strategies for counseling. Journal of Multicultural Counseling and Development, 24, 202-218. Schmidt, J. (2013). Counseling in schools: Comprehensive programs of responsive services for all students (6th ed.). Boston, MA: Pearson. Seligman, D., & Reichenberg, L. (2013). Theories of counseling and psychotherapy (4th ed.). Upper Saddle River, NJ: Prentice Hall. Shepard, D. S. (2002). Using screenwriting techniques to create realistic and ethical role plays. Counselor Education and Supervision, 42, 145-159. Skinner, B. F. (1948). Walden II. New York: Macmillan. Stare, B. G., & Fernando, D. M. (2014). Intimate partner violence typology and treatment: A brief literature review. The Family Journal: Counseling and Therapy for Couples and Families, 22(3), 298-303. Steiner, C. (1974). Scripts people live: Transactional analysis of life scripts. New York: Grove Press. Sue, D. W., & Sue, D. W. (2012). Counseling the culturally different: Theory and practice (6th ed.). New York: Wiley. Sweitzer, H. F., & King, M. A. (2014). The successful internship: Personal, professional, and civic development in experiential learning (4th ed.). Belmont, CA: Brooks/Cole. Henderson, D., & Thompson, C. (2010). Counseling children (8th ed.). Belmont, CA: Brooks/Cole. Tillich, P. (1952). The courage to be. New Haven, CT: Yale University Press. Tyron, G. S. (1996). Supervisee development during the practicum year. Counselor Education and Supervision, 35, 287-294. Vernon, A. (2010). Counseling children and adolescents (4th ed.). Denver, CO: Love Publishing Co.
almost always demonstrated a systematic orientation with understanding of micro, macro and mezzo systems in which client exists in regards to personal, career, and group counseling. demonstrated a systematic orientation with understanding of micro, macro and mezzo systems in which client exists in regards to personal, career, and group counseling. Theory Articulates and applies multiple theories in case notes The student never articulated and applied multiple theories in therapy case notes. The student almost never articulated and applied multiple theories in therapy case notes. The student sometimes articulated and applied multiple theories in therapy case notes. The student almost always articulated and applied multiple theories in therapy case notes. The student always articulated and applied multiple theories in therapy case notes. Maintained theoretical consistency between the plan and presenting issues The student never maintained theoretical consistency between the plan and presenting issues. The student almost never maintained theoretical consistency between the plan and presenting issues. The student sometimes maintained theoretical consistency between the plan and presenting issues. The student almost always maintained theoretical consistency with client(s) between the treatment plan and presenting issue. The student always maintained theoretical consistency with client(s) within treatment plan and presenting issue. Ethics Adheres to professional ethical standards The student never adhered to professional ethical standards. The student almost never adhered to professional ethical standards. The student sometimes adhered to professional ethical standards. The student almost always adhered to professional ethical standards. The student always adhered to professional ethical standards related to the case. Proactively addresses ethical concerns or questions The student never addressed ethical concerns or questions in supervision or consultation. The student almost never addressed ethical concerns or questions in supervision or consultation. The student sometimes addressed ethical concerns or questions in supervision or consultation. The student almost always addressed several ethical concerns or questions in supervision or consultation. The student always proactively addressed ethical concerns or questions in supervision or consultation. Implements a model with clients The student never used a decision-making model with clients. The student almost never used a decision-making model with clients. The student sometimes used a decision-making model with clients. The student almost always implemented a model with clients. The student always implemented a model with all clients. Diversity Shows respect and The student never The student almost never The student sometimes The student almost always The student always
appreciation of differences demonstrated respect for client(s) and never showed understanding and appreciation of differences/ diversity with clients. demonstrated respect for client(s) and almost never showed understanding and appreciation of differences/ diversity with clients. demonstrated respect for client(s) and sometimes showed understanding and appreciation of differences/ diversity with clients. demonstrated respect for client(s) and almost always actively engaged in tangible efforts to understand, appreciate and engage differences/diversity with clients. demonstrated an exemplary respect for client(s) and actively engaged in tangible efforts to understand, appreciate and engage differences/diversity with clients. Provides counseling in a manner The student never provided culturally appropriate counseling. The student almost never provided culturally appropriate counseling. The student sometimes provided culturally appropriate counseling. The student almost always provided culturally appropriate counseling. The student always provided culturally appropriate counseling. Self of Therapist Demonstrates awareness of personal characteristics of self and the role of self as therapist The student never demonstrated an awareness of personal characteristics of self and role of self as therapist. The student almost never demonstrated awareness of personal characteristics of self and role of self as therapist. The student sometimes demonstrated an awareness of personal characteristics of self and role of self as therapist. The student almost always demonstrated a higher level of awareness of personal characteristics of self and role of self as therapist. The student always demonstrated an exemplary awareness of personal characteristics of self and role of self as therapist related to the client and the client’s experiences. Understands limitations of self, and adjusts techniques for presenting issues The student never demonstrated an understanding of limitations of self. The student almost never demonstrated awareness of limitations of self and almost never recognized limitations. The student sometimes demonstrated an understanding of limitations of self. The student almost always demonstrated an understanding of limitations of self. The student always demonstrated an understanding of limitations of self and was always able to determine how to adjust personal counseling techniques for client presenting issues.
Punctuality Usually late to class Often late to class Occasionally slightly late to class Rarely late to class Never late to class Preparedness Usually ill- prepared for class, e.g., failure to read text Often is ill- prepared for class, e.g., failure to read text Usually comes to class prepared Almost always comes to class well prepared Always comes to class very well prepared Engagement Rarely contributes to class discussions Often fails to contribute to class discussions Usually contributes to class discussions Almost always makes valuable contributions to class discussions Always makes very valuable contributions to class discussions Attentiveness Usually distracted by emails, texts, Facebook, calls, etc. Often distracted by emails, texts, Facebook, calls, etc. Usually focused and free of distractions from emails, texts, Facebook, calls, etc. Almost always focused and free of distractions from emails, texts, Facebook, calls, etc. Always focused and free of distractions from emails, texts, Facebook, calls, etc. Respectful Usually ignores or disrupts speaker Often ignores or disrupts speaker Usually listens to speaker Almost always listens responsively to speaker Always listens very responsively to speaker Teamwork Usually avoids accepting work on the team Often avoids accepting duties on a team Usually accepts duties and responsibilities on a team effort Almost always accepts and takes initiative to complete team tasks Always assumes a leadership role on a team by not only contributing to the team’s mutual task but also by going beyond assigned responsibilities Non-defensiveness Usually responds to feedback defensively Often responds to feedback somewhat defensively Usually responds to feedback non-defensively Almost always responds to feedback productively Always utilizes feedback in productive and positive ways Morale Usually creates negative morale by being negative and recalcitrant Often creates negative moral by being negative and recalcitrant Usually achieves a balance of being cooperative while being proactive and having the courage of one’s convictions Almost always achieves a balance of being cooperative while expressing proactivity in ways that enhance the class Always conveys cooperation while also asserting proactive leadership that enhances the class Decorum/Presentation/ Presence/Attire Usually inappropriate for class/site context Often inappropriate for class/site context Usually appropriate for class context Almost always appropriate for class context Always appropriate for class context Mean Rating Total/10 Comments:
Student Name: _______________________________________ 2 Student R#:_________________________________________ Far Below Expectations 1 Below Expectations 2 At Expectations 3 Above Expectations 4 Far Above Expectations 5 Knowledge and Learning Exhibits knowledge about the client population 1 2 3 4 5 Exhibits knowledge of treatment setting and approach 1 2 3 4 5 Is receptive to learning new information 1 2 3 4 5 Actively seeks new information from staff or supervisor 1 2 3 4 5 Exhibits ability to learn and understand new information 1 2 3 4 5 Exhibits understanding of counseling concepts, theories, and skills 1 2 3 4 5 Exhibits ability to apply new information in clinical/school setting 1 2 3 4 5 Evidence has been demonstrated to show increased achievement, improved behavior, and other documented needs in a K-12 setting. 1 2 3 4 5 Exhibits knowledge of all components of the ASCA Model 1 2 3 4 5 Comments: Response to Supervision Actively seeks supervision when necessary 1 2 3 4 5 Is receptive to feedback and suggestions from supervisor 1 2 3 4 5 Understands information communicated in supervision 1 2 3 4 5 Successfully implements suggestions from supervisor 1 2 3 4 5 Is aware of areas that need improvement 1 2 3 4 5 Is willing to explore personal strengths and weaknesses 1 2 3 4 5 Comments: Work Products Records are accurately kept and are completed on time 1 2 3 4 5 Written or verbal reports are accurate and factually correct 1 2 3 4 5 Written or verbal reports are presented in a professional manner 1 2 3 4 5 Reports are clinically and/or administratively useful 1 2 3 4 5 Treatment Plan was correctly developed and included parent involvement if appropriate 1 2 3 4 5 Treatment Plan brought about positive outcomes for the client 1 2 3 4 5 Postsecondary options, instructional strategies and other components of the ASCA Model were implemented effectively 1 2 3 4 5 Comments:
Texas Tech University College of Education | School Counseling Evaluation of Maintains focus on student success-Phase 3 Sub-skill Beginning 1 Basic 2 Proficient 3 Advanced 4 Exceptional 5 Score Interaction Demonstrates Effective Interaction Skills The student is unable to interact with stakeholders, uses no core counseling skills, and therefore, implementation of the ASCA National Model does not occur. The student is able to interact with stakeholders, uses few core counseling techniques in interactions resulting in only partial implementation of the ASCA National Model. The student is able to interact adequately with stakeholders using most of the core counseling techniques such that adequate implementation of the ASCA National Model occurs. The student is able to interact effectively with stakeholders using the majority of core counseling techniques resulting in effective implementation of the ASCA National Model. The student displays superior use of core counseling techniques that leads to outstanding interactions with stakeholders and consequently, complete implementation of the ASCA National Model occurs. Uses techniques to interact professionally and maintain focus on student success Solution-focused and/or other appropriate techniques are absent in interactions with school stakeholders. Interactions appear unprofessional. Levels of respect are missing in interactions. Modest use of solution-focused techniques and other appropriate techniques limits professional interactions with school stakeholders. Levels of respect on the part of the counselor are not always evident. Uses techniques and other appropriate techniques to interact professionally with school stakeholders. These interactions result in adequate respect and professionalism on the part of the counselor. Consistent use of and other appropriate techniques lead to high levels of professional interactions with school stakeholders. These interactions result in a respectful posture on the part of the counselor. Consistent use of solution-focused and other appropriate techniques lead to exceptional levels of professional interactions with school stakeholders. These interactions result in mutual respect between parties. Self-Advocacy Effectively uses website design/development to communicate and advocate Development of website aimed at informing and advocating for student services is absent. Partially develops and/or does not publicize a website that highlights counseling services aimed at informing and advocating for student success. Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. The website uses Social Media or collects Develops and publicizes a website that highlights counseling services aimed at informing and advocating for student success. The website uses both Social Media and collects data analytics.
Implementation Implements services The student does not implement services that are appropriate for stakeholders. The student implements service at the stakeholder’s level, but does not take other actions appropriate at other levels. The student implements service at the stakeholder’s level, and takes other actions appropriate at one other level. The student implements services in an innovative manner, and also takes reasonable actions at both the community and level. The student implements services in an innovative manner, and also takes innovative actions at both the community and socio-political level. Assesses impact The student is unable to assess the impact of intervention strategies using most of the traditional metrics. The student is able to assess the impact of intervention strategies using some of the traditional metrics. The student is able to assess the impact of intervention strategies using most of the traditional metrics. The student assesses the impact of intervention strategies that include most of these traditional metrics: number of clients served, outcome relevant to goals, recidivism rates, dropout rates, client empowerment to self-provide, content analysis of case notes, case notes linked to outcomes. The student assesses the impact of intervention strategies using all traditional metrics, and at least two other innovative measures of impact. Total Score Mean Score Comments: