Lamar University School Counselor Practicum Manual

Lamar University School Counselor
Practicum Manual
In Preparation for the School Counseling Practicum CNDV 5390
The Conceptual Framework of the Lamar University undergraduate and graduate educator
preparation programs illuminates the vision of the faculty. The programs prepare educators for a
changing world by requiring as outcomes pedagogical content knowledge, content proficiency,
communications skills, values and analytical abilities. Critical thinking is a must for responding to
the diverse needs of PK-12 students in a myriad of changing settings. Lamar University degree and
certificate candidates also develop the dispositions and habits of mind that encourage “self-learning”
and “lifelong learning” that will enable them to encounter change with confidence.
The Practicum Handbook is subject to revisions. Please keep updated with new
information as it becomes available.
This is the 1st edition (June, 2012)
Practicum Prerequisites and Requirements…………………………………………………....….4
Professional School Counselor Competencies....................................................................…....... 5
Earning Practicum Hours………………………………………………………….………...……7
Documenting the Practicum…………………………………………………...………………….7
Requirements of Practicum Observations…………………………………………………….......8
Schedule of Practicum Observations and Conferences………………………………………….11
Site-Based Mentor and Mentorship……………………………………………………………...11
Professional and Ethical Guidelines……………………………………….…………………….14
Maintain and Advocate Confidentiality…………………………………………………………14
Reporting Abuse of Children, Elderly or Disabled Persons……………………………………..15
Assessing and Responding to Crisis……………………………………………………………..15
School Counselor Certification…………………………………………………….……………16
Certification Test-taking Strategies………………………………………………..…………….17
Counselor TExES Information……………………………………………………..……………18
Frequently Asked Questions………………………………………………………..……………19
Appendix A: Site-Based Mentor Agreement …………………………….……………….….....22
Appendix B: Basic Information Form……………………………………..…………………….24
Appendix C: Practicum Hours Log……………………………………………………………...26
Appendix D: Summary Practicum Report/Plan…………………………………………………28
Appendix E: Observation Rubric One…………………………………………………………..29
Appendix F: Observation Rubric Two…………………………………………………………..30
Appendix G: Observation Rubric Three…………………………………………………………31
Appendix H: Documentation of Site-Based Mentor Training…………………………………...33
Appendix I: Skills Practice and Listening Responses…………………………………………...34
School counselors hold one of the most responsible, challenging, and professionally and
personally satisfying positions in US public schools. The Practicum experiences are intended to
provide Lamar Counseling Practicum students the opportunity to apply and further develop their
knowledge base and counseling skills by applying these abilities in the school setting. The
practicum should provide the types of experiences likely to be encountered by prospective
counselors as they assume a position and role of a school counselor. The practicum experiences
are planned based on ten school counseling competencies within the domains of: Understanding
Students, Planning and Implementing a Developmental Guidance Program, and Collaboration,
Consultation, and Professionalism.
Accreditation Standards
The Professional School Counselor program is designed to provide an opportunity to apply the
information and skills you obtain from the master’s program in a real-world environment. Great
care has been taken to include the content recommended by national specialty organizations and
supplemented by Lamar University faculty members. In addition, this course has been
developed to address the National Council for Accreditation of Teacher Education (NCATE) and
American School Counselor Association (ASCA) National School Counselor Performance
Standards, as well as Texas State Standards.
National Council for Accreditation of Teacher Education (NCATE)
Council for Accreditation of Counseling and Related Education Programs (CACREP):
American School Counselor Association (ASCA)
Standards for the School Counselor Certificate in Texas (SBEC):$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p
The purpose of the degree and certification is to prepare candidates to deliver counseling services
to meet student and campus needs through learning and academic achievement. Professional
school counselors are expected to provide a systematic program for helping all students to
acquire skills for success in academic, career, and social and emotional development (ASCA,
2005). The practicum hours begin in the last 15 hours of the school counseling program. The
capstone practicum course is the final course of the program. That is, beginning in the 7th
course, students will be required to meet with their site mentors and to collect direct and indirect
hours to meet program requirements.
3В В The practicum requires 160 clock hours, 100 of which are considered non-direct hours and 60
of which are considered direct hours. Documentation of these hours is of the utmost
importance. Further, beginning in the 7th course, students will participate in three required
In addition to participating in observations of delivering services, students will be required to
meet with their site-based mentors on a regular basis (i.e., once every three weeks) and attend
Practicum Course Webinars, at least two per course for Course 7, Course 8, Course 9, Course 10,
and Course 11. During Course 12, the capstone practicum course, students will be required to
meet weekly. Each of the requirements of the Practicum is presented in detail in the following
Practicum Prerequisites and Requirements
Professional Liability Insurance
Prior to seeing clients, proof of professional liability insurance must be shown to your professor.
Showing a copy of the policy listing your name, the policy number and duration of the policy
will meet this requirement. Professional organizations, such as the American Counseling
Association (ACA) offer student member benefits and reduced rates for students in graduate
program practicum courses (See
Johnson, S. L. (2004). Therapist's Guide to Clinical Intervention, Second Edition: The 1-2-3's of
Treatment Planning (Practical Resources for the Mental Health Professional. San Diego,
CA: Elsevier.
This textbook is required for students in the 7th course through the 12th course.
TK-20 Account
It is important to stay current with your TK-20 account and upload all documentation pertaining
to coursework and practicum hours. This documentation is mandatory for graduation and
certification purposes. See
Learning Outcomes of the Practicum
Expand upon skills developed during other courses (CACREP II.J.3.b.).
Relate theory to practice (CACREP II.J.3.a).
Evaluate their professional growth and specific career goals (CACREP II.3.c.d).
Consult with appropriate individuals (CACREP II.J.3.c.8.b).
4В В 5. Gain increased understanding of the relationship of administrative functions to the
counselor role (CACREP II.J.8.b).
6. Acquire greater knowledge of and experience in the application of a variety of
intervention strategies (CACREP II.J.3.a.d.e).
7. Gain an understanding and appreciation of professional, ethical, and legal issues and
behavior (CACREP II.J.3.a.d.e).
8. Gain understanding of multicultural and diversity issues and needs (CACREP
9. Expand knowledge and application of technology in counseling and assisting
clients/students (CACREP II.J.3.a.b).
10. Function as a professional counselor in an approved clinical/school setting (CACREP
Professional School Counselor Competencies
The Practicum has been considered of the highest importance as you begin to work in the school
setting delivering services to students and consulting with parents, teachers, administrators, or
appropriately designated others based on student and school needs. These activities should be
focused on students and their well-being and age-appropriate development in the academic,
social-emotional, and career areas. The Practicum is organized around the four components of
a school counseling program:
Developmental Guidance Curriculum
Individual Planning
Responsive Services
System Support
The Practicum is also organized to give the future counselor experiences related the Professional
School Counselor Competencies. You will need these competencies for completing your
practicum logs. You might consider printing the list of competencies to have at your desk for
future referencing. Students will align each counseling activity noted on the Practicum Hours
Log with one or more of the 10 Competencies.
5В В Competency 1 Human Development
The school counselor understands processes of human development and applies
this knowledge to provide a developmental guidance program, including counseling
services, that meets the needs of all students.
Competency 2 Student Diversity
The school counselor understands human diversity and applies this knowledge to
ensure that the developmental guidance and counseling program is responsive to all students.
Competency 3 Factors Affecting Students
The school counselor understands factors that may affect students' development
and school achievement and applies this knowledge to promote students' ability to
achieve their potential.
Competency 4 Program Management
The school counselor understands how to plan, implement, and evaluate a
developmental guidance program, including counseling services, that promotes
all students' success.
Competency 5 Developmental Guidance Program
The school counselor knows how to provide a comprehensive developmental
guidance program that promotes all students' personal growth and development.
Competency 6 Counseling
The school counselor understands how to provide effective counseling services to
individuals and small groups.
Competency 7 Assessment
The school counselor understands principles of assessment and is able to use
assessment results to identify students' strengths and needs, monitor progress,
and engage in planning to promote school success.
Competency 8 Collaboration with Families
The school counselor knows how to communicate effectively with families and
establish collaborative relationships that enhance work with students.
Competency 9 Collaboration with Others in the School and Community
The school counselor understands how to work collaboratively with other
professionals and with community members to promote positive change and to
facilitate student learning.
Competency 10 Professionalism
The school counselor understands and complies with ethical, legal, and professional
standards relevant to the profession.
6В В Earning Practicum Hours
Following are the suggested ways to earn the 160 Practicum hours. Special circumstances may
require modification of these guidelines; consult your Lamar Supervisor or Instructor of the
Practicum for special circumstances.
There are three formal observations during the Practicum.
You should earn at least 60 direct service hours working with students in activities
related to four broad areas of school counseling: individual planning; intervention or
crisis counseling; guidance delivery classes and group counseling; and individual
counseling responding to specific student issues, crises, or needs. These should be
planned with your Campus Mentor and/or Administrator based on School Counselor
Standards and Competencies and the mission/vision of your Comprehensive School
Counseling Program.
Hours should be planned with your Mentor and/or Principal, and these experiences
should address identified campus needs and priorities and be related to the 10 Counselor
Some hours will be associated with your course degree plan. These hours are earned
performing work on the campus related to the 10 Counselor Competencies and the four
areas of a comprehensive counseling program noted in the previous section.
100 indirect service hours are earned at the discretion of your campus mentor. These
might include conferences with your campus mentor and/or principal (administrator)
during the course of your practicum and other duties as assigned.
You will log your hours using the forms provided in this handbook. These forms are also
located in the Resources section of every course.
Some students may find that they earn more than 160 hours and/are that the number of
hours are not precise in each category, but all 10 School Counselor Competencies should
be covered.
Pre-Practicum hours are not counted as Practicum hours although field experiences are
embedded in most rotation courses.
In actual implementation, these recommended hours or not absolute because the exact
number of hours in the examples may represent overlapping categories of counseling
Documenting the Practicum
It is the responsibility of each practicum student to stay organized with respect to documenting
the practicum hours. Beginning in Course 7, students should have submitted the following forms
and documentation to TK-20: (a) Site-Based Mentor Agreement (see Appendix A), (b)
Evidence of Liability Insurance, and (c) Basic Information Form (see Appendix B). Next,
students will complete the Application for Practicum paperwork sent via TK-20 when the three
documents are submitted.
Each 45-minute activity should be documented on the Practicum Hours Log. If the practicum
student sees students in smaller increments of time, a personal log should be kept and when the
smaller meetings, in one area or competency, add up to 45 minutes, this data should be
7В В transferred to the Practicum Hours Log. It is important for practicum students to complete the
reflection as part of each 45-minute activity, which is located on the Practicum Hours Log (see
Appendix C), because this information will be used in the Capstone Practicum Course.
A Summary Practicum Report/Plan (see Appendix D) should be completed every three weeks.
This form should be signed every three weeks by the site-based mentor. Therefore, it is the
responsibility for the practicum student to meet with site-based mentors every three weeks.
In addition, as part of Practicum Supervision, it is the responsibility of the practicum student to
attend the scheduled webinars beginning in Course 7. This meeting occurs on Tuesday at 7:00 of
every 1st, 3rd, and 5th week in courses. Students who are in their 7th-11th course are required to
attend at the minimum two meetings per course. Attendance is documented. Students must sign
in with their Cohort Number, not section number. Once you enter the meeting room, type into
the chat the word “present.” This will document your name, cohort number, and attendance.
These meetings will also document your observation review and conference.
Requirements of Practicum Observations
The practicum experience includes three formal observations. These observations record your
skills as a counselor-in-training. Feedback will be given during Webinars and via the rubric
provided to students. Send the videotaped presentation through Dropbox:
Create a Dropbox file – Go to and create a file for yourself. Please use
your Lamar e-mail address.
Create a shared folder – Find “Share” on the left side of the screen.
Save the videotaped presentation, power point and any handouts used in the presentation
to a folder. Include in this folder the Basic Information Form so your evaluator is able to
identify you.
Make your folder a shared folder and name it with your name you are using at Lamar.
Ask to share the folder with the evaluator assigned to your cohort. This email address will
be provided to you at the beginning of Course 7.
Students will receive an e-mail that they have asked the evaluator to view the shared
When the evaluator opens your folder, you will get an e-mail confirmation from Dropbox
saying that the instructor has accepted your folder.
Each observation is unique and assesses your knowledge and skills as a professional school
Observation One
The first observation (Course 7) focuses on the domain of System Support (see the ASCA
National Model, p. 43). According to ASCA (2005), system support consists of management
8В В activities that establish, maintain, and enhance the total school counseling program. Guiding
criteria, in addition to the Observation Rubric One (see Appendix E) are as follows:
8.1 System support services have been created collaboratively with counselors and
8.2 Counselors provide professional development to staff regarding the school counseling
8.3 Counselors participate in professional development activities.
8.4 Counselors serve on departmental curriculum committees, district-level subject counsels,
community committees, or advisory councils.
8.5 Counselors use data to advocate for systematic change to reduce barriers to student learning.
Suggestions for Observation One
Parents and Teachers working together
Assessment Training for STAAR Administration
Texting, Sexting and Cyber Bullying
Graduation Requirements
Standard Testing of any kind
Financial Aid
College Application
Explanation of Special Programs (Gifted and Talented, Dsylexia)
Stranger Dangers or Mall Safety
Sign of Addictions
Signs of gangs
Student mentor programs
These are only a few ideas – get with your mentors. Counselors are often expected to give
presentations to staff, grade level teachers, PTA, or other parent groups.
Observation Two
The second observation (Course 9) is based on Individual Student Planning Support (see the
ASCA National Model, p. 41). Individual student planning consists of coordinating, ongoing
systemic activities designed to meet academic and social needs of students, and developing
future plans. Guiding criteria, in addition to the Observation Rubric Two (see Appendix F)
according to ASCA (2005, p. 134) are as follows:
6.1 There is a systematic approach to helping students make appropriate education plans.
6.2 There is a systematic approach to helping students understand themselves through
interpretation of standardized and individual tests.
6.3 A tool exists at the secondary level to assist students in making appropriate educational plan
(i.e., six-year plan).
9В В 6.4 Individual student planning includes: individual appraisal, individual advisement and
appropriate student placement.
6.5 Accurate, appropriate, and effective printed material is distributed to support the individual
planning effort of students and their parents.
6.6 The district wide tools used for educational planning have been presented to the school
Suggestions for Observation Two
Test score review, interpretation, and analysis with students or parents
Promotion and retention information
Career decision-making
Yearly course selection
Financial aid
Interest inventories
Social skills talks with parents and/or students (not on camera)
Test-taking strategies
College selection
Review of behavior plans with parents and/or students (not on camera)
Observation Three
The third observation (Course 11) is based on the ACSA (2005) description of Responsive
Services (see the ASCA National Model, p. 42). Responsive services consists of activities to meet
students’ immediate needs and concerns, such as consultation, individual or group counseling,
referral, peer facilitation, or other information. Guiding criteria, in addition to the Observation
Rubric Three (see Appendix G) according to ASCA (2005, p. 139) are as follows:
7.1 Every student receives prevention education to address life choices in academic, career, and
personal/social development.
7.2 Students are assisted in solving immediate problems that interfere with their academic,
career, and personal/social development (i.e., conflict resolution, peer mediation).
7.3 There is a systematic and consistent provision for the referral of students who exhibit barriers
to learning.
7.4 Responsive services include: (a) individual/group counseling; (b) crisis counseling; (c) peer
facilitation; (d) consultation/collaboration; (e) referral system
7.5 A system is in place to ensure intervention for identified students.
7.6 A plan is in place to address systematic changes needed in the school to address students’
Suggestions for Observation Three
Developmental guidance lesson to a small group (no students on camera)
Consultation with teacher, parent, or group
10  •
Explaining/discussing a special program to a student or group (e.g., peer mediation,
Counseling session (with consent)
Group counseling session (with consent)
All Observation Rubrics for each respective observation are located in the Appendices Section of
this manual.
Schedule of Practicum Observations and Conferences
These Observations and Conferences are mandatory and attendance is documented.
Observation 1
Supervisor Conference
Observation 2
Supervisor Conference
Observation 3
Supervisor Conference
Course 7
Course 8
Course 9
Course 10
Course 11
Course 12
Site-Based Mentor and Mentorship
Students are required to secure a mentor by the beginning of the 7th course when practicum
hours begin. The mentor agreement is located in Appendix A of this handbook. Both the campus
administrator and the site-based mentor must agree to the mentor agreement.
В Roles and Responsibilities of the Site-Based Mentor
Site-based mentors play an important role in the success of the school counseling program. The
site mentor role is to provide support and direction for interns in their efforts to develop
increased knowledge, skills, and personal qualities appropriate to the role of the professional
school counselor. All mentors must have a School Counselor Certificate. Exceptions can be
made in the case that the site does not employ or have access to a certified school counselor.
Practicum students may have more than one mentor. (In the event there is no a School
Counselor available, the campus administrator who is charged with the evaluation of school
counselors may serve as the mentor.)
Mentor training will be via web conferencing for school counselors who have not had a
university course in supervision or other mentor training. Practicum students will send mentors
an email after the start of the practicum that includes a link to view the Site-Based Mentor
Training and follow-up with mentors to sign the Documentation of Site-Based Mentor
The site mentor will provide coaching for strengths and for areas needing improvement. This
coaching is accomplished by meeting regularly with the intern to discuss and facilitate the
intern’s experiences. The site mentor will establish open, two-way communication and trust in
the relationship with the intern. As the site mentor critiques activities, the focus should be on
11В В developing leadership knowledge and competencies. The site mentor will discuss with the intern
the tasks in which he or she is engaged and help the intern learn from these experiences.
The site mentor will check the intern’s progress at least every two months, or more often at your
discretion. They may review the logs and/or summary practicum report/plan sheets along the
way. We are asking the site mentor to verify the hours earned in the campus-supervised activities
at the end of the Internship. Also, at the end of the program, we will ask you to complete an
evaluation called the Mentor Evaluation and to conduct an “internship exit interview” with the
intern to bring closure for that experience. The mentor may share the Mentor Evaluation at the
supervisor’s discretion. The intern will print the Supervisor Evaluation and give a copy to the site
mentor. Directions for submission are on the evaluation. The program considers this a
confidential document and should be returned by the site mentor.
Share their school counseling background and experiences in order to help the trainee
understand the legitimate role of school counselor.
Provide personal insights regarding the profession in a comfortable, trusting atmosphere.
Introduce trainees to key personnel and familiarize them with the school and policies that
guide the counseling program.
Explain their style and techniques and share their counseling goals for their school and
for student development.
Observe and oversee the work of the trainee, review trainee’s log, and offer suggestions
for growth.
Assist the trainee to find time to complete the practicum and develop the Competencies
that beginning school counselors much possess.
Make an honest appraisal of the trainee’s performance as a developing professional.
Keep the designated administrator abreast of counselor trainee’s progress.
Notify the Lamar Counseling Observation Supervisor of any major difficulties or
problems. Mentors are one of the most important people in the induction of new
counselors into the profession. We and our students are honored to have mentors to help
with the task of induction into the school counseling profession.
Role and Responsibilities of the Practicum Student
Practicum students must meet with mentors at the minimum, every three weeks. During this
meeting, it is the responsibility of the practicum student to document the meeting using the
Summary Practicum Report/Plan (see Appendix D). Students should bring with them to each
meeting with site-based mentors all of the Practicum Hours Log (see Appendix E) for review
and/or discussion, at the discretion of the site-based mentor. At Week 5 of each course from
Course 7 until graduation, students are responsible to submit a final Summary Practicum
Report/Plan to their TK-20 accounts. Finally, practicum students will provide their mentors with
an email that contains the link for the Site-Based Mentor Training. After providing this link,
the practicum student will be responsible for meeting with his/her mentor and have the site-based
mentor sign the Documentation of Site-Based Mentor Training (see Appendix H) form.
12В В Practicum students:
• Are open to feedback, including areas of growth and professional identity.
• Stay organized, and brings to site-mentor meetings hour logs, one Summary Practicum
Report/Plan, and ideas for contributing to the campus mission plan and the
comprehensive school counseling plan.
• Remain positive when working with site-based mentors and other professionals.
• Are innovative, knowledgeable of the ASCA National Model, and creative school
• Document all hours on the Practicum Hours Log for each 45 minute or longer activity.
Other activities should be kept on a personal running log and when totaling 45 minutes
may be transferred to the Practicum Hours Log.
• Align all Practicum Hours Log activities to the 10 Professional School Counselor
• Are responsible for setting up regular meeting with site-based mentors. When these
meetings are cancelled, the student is responsible to follow-up and reschedule.
• Explain their approach for working with students, including theory, and ASCA student
• Represent the profession, themselves, and their coursework with the highest of standards.
Paperwork Checklist for Practicum Students
1. Liability Insurance (upload to TK-20)
2. Site-Mentor Agreement (upload to TK-20)
3. Site-Mentor Training Overview Documentation (upload to TK-20)
4. Basic Information Form (upload to TK-20)
5. Practicum Hours Log (keep until course 12)
6. Summary Practicum Report/Plan (upload one after each 5-Week Course to TK-20)
7. Documentation of Site-Based Mentor Training (upload to TK-20)
Schedule Checklist for Practicum Students
1. Schedule a meeting at least every three-weeks with your site-based mentor
2. Send site-based mentor the link to view the Site-Based Mentor Training
3. Attend at least two of three Practicum Meetings via webinar beginning in Course 7 and
ending in Course 11
4. Be sure to clarify the time of day not required in your job responsibilities to meet
practicum hour activities
5. Take time to take care of yourself and your own personal wellness
Professional and Ethical Guidelines
As counselors, your behavior, attire and attitude reflect upon the department, university and the
counseling profession in general. Consequently, it is important to maintain a professional image
for the community, clients, peers and professors. There are several things you can do to enhance
the image you project, including, but not limited to:
Dressing appropriately and professionally when seeing students and students’ parents
NEVER discussing cases outside of class or outside the setting of your site-mentor meetings
Know and Practice within the Current ACA Code of Ethics
Obtain a copy and print this document out for a notebook. You should have this copy available at
all times. See
Maintain and Advocate Confidentiality
The privacy of the counseling relationship and material shared therein belong to the student.
Cases should not be discussed with anyone other than the site mentors, supervisors and other
practicum students in the setting of the course. Other than the legal exceptions to confidentiality,
the client is the only one who can direct you to release information.
Introduce yourself to your client(s)/students. If your student is a minor and you are conducting a
group, you will need to provide a Professional Disclosure Statement/Informed Consent. You
will need to work with your site-based mentor to create this document based on the requirements
of your campus and district. Inform the student with whom you are working that you will need to
obtain consent from his/her parent if the student is not 18 years of age. DO NOT simply
summarize the forms. Informed consent requires that the client be given ample opportunity,
without pressure, to fully read and understand any form before signing. A sample Professional
Disclosure Statement/Informed Consent is provided in Appendix F.
Once your student(s) or student’s parents have completed the consent form, begin each initial
group session by addressing confidentiality, and ensure that the client(s) fully understands the
purpose, limits and ramifications of confidentiality. This must be done regardless of the age of
the client. Therefore, be sure to select appropriate vocabulary and/or language. Explain that
you are a student in a professional counseling program. Because of this, make it clear that you
will be receiving supervision from your professor and, potentially, classmates. Next, obtain their
signature (if not already signed) and place one copy of the form in the file and give the second
copy to the client.
Remember the difference between maintaining confidentiality and participating in consultation.
In the school setting, you can effectively work with a teacher to set goals for a student without
breaking confidentiality. For students under 18, recognize the guidelines for engaging family
14В В members and sharing information with parents in generally while honoring the confidentiality
details disclosed by a student. Parents have the right to information shared only by their own
children in a group setting.
All official documents intended for correspondence concerning a client must be co-signed by site
mentor. Any letter that contains counseling program information, the services of the school
counselor, or might be viewed as some form of contract or agreement must be co-signed by your
site mentor.
Reporting Abuse of Children, Elderly or Disabled Persons
If, during the course of counseling, you suspect that a child, elderly or disabled person is being
abused, remind the client of your legal obligation to report. Obtain as much information as you
can, including the name, address, birth date (or age) of the person being abused, form and types
of injuries, date and time abuse occurred, and the name, address, and telephone number of the
alleged perpetrator, if possible. In addition, you must follow the protocol of your school. In many
cases, this includes informing the administrator of the information.
It is preferable that you and your site mentor report the abuse together. You are required by law
to make the report within 48 hours after learning of the possible abuse. In the state of Texas, you
would contact: The Department of Protective & Regulatory Services at
1-800-252-5400. For other state, please have the appropriate number or website in a convenient
location for quick reference.
Assessing and Responding to Crisis
If, during the course of counseling, a client states or suggests suicidal ideation, a Risk
Assessment Form must be completed so that appropriate action can be taken. You must notify
your site-based mentor and follow the protocol set up on your campus. Forms for assessing and
responding to crisis are located in your textbook:
Johnson, S. L. (2004). Therapist's Guide to Clinical Intervention, Second Edition: The 1-2-3's of
Treatment Planning (Practical Resources for the Mental Health Professional. San Diego,
CA: Elsevier
Remember to consult with your site-based mentor before and after responding to crisis.
School Counselor Certification
According to ASCA (2005), most public school systems require advanced degree courses in the
Master’s degree that include the following topics:
Introduction to School Counseling
Human Growth and Development
Counseling Theories
Group Counseling
Social and Cultural Foundations
Research and Program Evaluation
Career Development
Law and Ethics
Developmental Guidance
Leadership in Crisis
Supervised Practicum
Your degree at Lamar University is no exception. These courses, although they vary in name, are
part of the Lamar Academic Partnership program. Specifically, courses and the course calendar
are as follows:
Start Date
End Date
Courses 3-11 (The Final Course is Capstone Practicum)
5312 Group Counseling Theories B
5323 Career Development
5334 Testing and Assessment
5320 Cross Cultural Counseling
5322 Ethics and Law
5301 Human Growth and Development
5382 Research
5381 School Counseling Leadership
5330 Developmental Guidance
5312 Group Counseling Theories B
5323 Career Development
5334 Testing and Assessment
5320 Cross Cultural Counseling
5322 Ethics and Law
5301 Human Growth and Development
5382 Research
5381 School Counseling Leadership
5330 Developmental Guidance
5312 Group Counseling Theories B
5323 Career Development
An updated course schedule can be downloaded via:
16В В These courses are the courses that each state requires as part of the certification in school
counseling. It is important that you check the requirements specific to your state to see if any
additional requirements are needed. For example, the Lamar Academic Partnership program is a
36 hour program. Some states require a master’s degree and 48 hours. Lamar University offers
an additional 12 hours to meet the requirements for certification in these states. It is the student’s
responsibility to inquire with each state department of education the requirements for
certification. Information for certification by state can be found at:
For study guides for each state, see:
If taking the additional 12 hours with Lamar University, your coursework will comprise the
following courses:
• Internship (Residency I and Residency II)
• Abnormal Human Behavior
• Advanced Skills and Techniques (or other similar course)
• Elective
Certification Test-Taking Strategies
Regardless of the certification test, each test is an application test. Remember: you do not
answer how the scenario or question asked might be handled in your school. Remember: you are
guided by best practice.
Consider the metaphor that you work in Green Grass ISD (or Ideal ISD). Neither time, energy,
nor money (i.e. how much the action may cost) are your concern in your answer because you
work on the Greener Grass campus. You must do what is right with each student in
mind…think learner-centered! The right “mind set” is crucial. The week before the exam,
review the 10 competencies, and the descriptions of the content. Also, review the ASCA National
Model (2005). The correct answer will be consistent with the framework. Students are advised
to read this material at least twice per day for seven days and at least one of these brief daily
activities should occur just before you go to sleep each night.
Some answer choices (distracters) are not wrong; they just are not the best choice. The correct
answer will be the BEST answer. Watch for items that ask: “What is the first thing to would
do?” You may misread such a direction in the stem as: “What is the thing to do?” Several
responses could fit as plausible/possible thing to do or actions to take but are not the first thing to
do and thus are the wrong answer.
17В В Counselor TExES Information
Students cannot register for the TExES without attending the Lamar Workshop where you will
take the Lamar Pre-Test and a TExES review session. The passing score for the Pre-Test is 75.
After passing the Pre-Test, you will be given the letter of recommendation and be able to sign-up
for the TExES at a testing center near your home.
Please check your current course Resources section for dates specific to the Lamar Workshop
The Lamar University Campus Map:
Visitor’s Guide to Beaumont (Hotels and More):
Preparing for the Workshop
Read and reread the School Guidance and Counseling - Guide for Program Development:
Comprehensive, Developmental Guidance and Counseling Program for Texas Public Schools 4th
This is your best source of help in preparing for the TExES.
What else can you do prior to taking the Pre-Test and the Review Workshop? You should take
or retake the sample exam in the Counselor TExES Preparation Manual. For any item you miss,
do not spend time thinking about why your answer was a “good” answer. Try to concentrate on
why the correct answer is “right” versus the three distracters or other answer choices .After
completing the exam, review the 10 TExES Competencies and the three domains in the
Preparation Manual to determine in which areas or domains you may have weaknesses.
Test Registration - TEA ID Number
You will need a TEA ID number for TExES registration. If you do not have to a TEA ID
number to register for testing with Educational Testing Service (ETS), please login into your
online TEA account or if you do not have one, you may create a new account. Your TEA ID
number will be listed in your profile once you have logged in and or created your account.
The Registration Bulletin is available at:
18В В Frequently Asked Questions
1. If someone has completed a master’s degree already and wants to enter the School
Counseling program, will any courses transfer?
Transcripts will be reviewed to determine if any courses match the current degree plan.
Up to 6 hours may be credited only if these hours are accrued at Lamar University Academic
2. If I am out of state, how do I find out if Lamar’s School Counseling Program will meet my
educational needs to become a school counselor?
Students or potential students from Out-Of-State should consult their state’s Department of
Education for requirements for school counseling certification. Certification may or may not
have other requirements, like a teaching certificate and years of teaching experience. A starting
place is the ASCA website:
3. Is there a state certification exam which program completers must take after completing the
counseling program?
Most states have a certification examination.
The Praxis II is used by many states to satisfy the certification examination in their states.
For information specific to your state, please see the following:
For study guides for each state, see:
The Professional School Counselor exam for Texas students is the (TExES).
The state of Texas requires a Texas teaching certification and 2 years teaching experience. Many
students fulfill a year of teaching while pursuing a school counseling degree.
Texas students can find information on the Texas Education Agency (TEA) website.
4. Does a person have to complete all coursework before sitting for the state certification
In the Lamar University Academic Partnership Program, students are allowed to take the TExES
and other certification exams after taking nine courses. Important to this test is the course:
Developmental Guidance and Counseling CNDV 5330.
5. Will this program allow me the opportunities to not only do school counseling, but also,
clinical or mental health counseling?
19  You will acquired a master’s degree in school counseling upon completing the 36 hour Lamar
University Academic Partnership program. Some states require a 48 hour master’s degree and
as noted previously, Lamar University offers a supplemental 12 hours to satisfy this requirement.
Please give us more information so that we can satisfy LPC requirements.
6. What if I want to obtain an LPC license in Texas?
According to the Texas State Board of Education, applicants must obtain academic course
work in each of the following areas: normal human growth and development; abnormal
human behavior; appraisal or assessment techniques; counseling theories; counseling
methods or techniques (individual and group); research; lifestyle and career development;
social, cultural and family issues; and professional orientation. As part of the graduate
program, students must participate in a supervised practicum experience that is primarily
counseling in nature. The practicum should be at least 300 clock-hours with at least 100
clock-hours of direct client contact. Academic credit for the practicum must appear on the
applicant's transcript.
The 12-hour additional coursework fulfills this requirement. For more information in Texas:
Appendix A: Site-Based Mentor Agreement
21В В Site Mentor Agreement
As a site mentor, I agree to mentor _____________________________ (student name) during the
time he/she is involved in meeting the Practicum requirements of the Professional School Counseling
Program at Lamar University. Students begin their Practicum in their 7th course and it continues until
they complete their 12th course, which spans two semesters, fall and spring, spring and summer, or
summer and fall.
I agree to provide this graduate student with assistance and mentoring to help fulfill the
requirements of the Practicum. The Practicum requires a minimum of 160 hours with a wide range of
counseling experiences. It is important that the counselor-in-training has a minimum of 60 hours directly
working with students or in a consultation regarding students with parents, teachers or others with whom
consultation is needed and 100 hours considered as indirect.
The practicum student’s experiences should be based on the four components of a comprehensive
developmental guidance and counseling program: Guidance Curriculum; Responsive Services; Individual
Planning (addressing areas of educational, career, and personal/social development); and System Support.
Signature Site Mentor and Title ______________________________________________________
School and District ___________________________________________________________________
Phone _____________________
Date:_______________ Email Address:_____________________________________
Campus Principal Agreement
The above named Practicum Student and Mentor may participate in the School Counselor Practicum
Program of Lamar University with permission on this campus. When permissible and possible, time
within the school day for practical experience and work toward completion of the Practicum is very
helpful, but certainly dependent on the realities of the situation on your campus.
Signature of the Campus Principal or his/her designee.
Email Address:________________________________________________
With respect to any questions or concerns pertaining to the practicum or practicum hours, please contact:
Carl J. Sheperis PhD, NCC, LPC, ACS
Chair and Associate Professor
Counseling and Special Populations
Lamar University
PO Box 10034 Room 105
Beaumont, TX 77710
[email protected]
Phone: 409-880-8978
22В В Appendix B: Basic Information Form
23В В Basic Information Form
Date of Your Presentation: _____________________
Cohort Number: ____________
Name: ______________________________________________________
(First, Last and Middle)
Lamar ID Number: ____________________________________________
(this is not your section number)
Lamar E-mail address: __________________________________________
Personal e-mail address: _________________________________________
Cell phone number: ____________________________________________
Mailing address: ______________________________________________
Name of School District:________________________________________
Name of campus:______________________________________________
Teaching Assignment (e.g., math, 1st grade, ESL): ___________________
Name of Site-Based Mentor:______________________________________
E-mail address of Site-Based Mentor: ______________________________
Name of Campus Principal:_______________________________________
E-mail of Campus Principal:______________________________________
В 24В В Appendix C: Practicum Hours Log
School Name and School District: _________________________________________
Student Name_______________________________________ Lamar ID___________
Cohort Number ___________________
Each 45 minute or longer activity should be logged. Note if the activity is direct or indirect services
Direct Hours for this activity: ______
Indirect Hours for this activity: _______
I. Activity: __________________________
____ Individual Planning
____ System Support
____ Responsive Services
____ Guidance Curriculum
____ Other
II. Focus of Activity:
__ Academic
__ Somatic
__ Individual
__ Group Counseling
__ Social/Emotional
III. Student(s) (initials only):
__ Consultation
__ Conference
__ Other (please state ________________ )
Grade Level: __________
IV. Competency Name and Number:
V. Reflection on Activity Performed:
(Use two to three sentences; you will need this reflection and others for the final capstone practicum course):
VI: Comments: Briefly note any follow-up needed, if any
Intern Signature
Date: _____________
Time of Activity: ____________
RunningВ TotalВ DirectВ Hours_______________В RunningВ TotalВ IndirectВ HoursВ _____________В Note. We recommend that you print copies of this log (front back on one page) and store each
completed log in a binder for your meetings with site-based mentors.
26В В Appendix D: Summary Practicum Report/Plan
27В В Summary Practicum Report/Plan
This log should be based on three weeks of the Hours Log and should accompany the practicum student
to each Site-Based Mentor meeting.
Summary of
Plan as a Result of Activity for
Counselor Growth
Date of Site-Based Mentor Meeting: _______________________
Practicum Student Signature _________________________________________________
Site-Based Mentor Signature _________________________________________________
28В В Appendix E: Observation Rubric One
В Individual Student Planning Support
Counseling skills measured: basic counseling skills, personal counseling skills and maturity
Rating Scale:
4-Exceeds Expectations
3-Meets Expectations
2-Mimium Expectations
1-Needs Remediation
NA-Not Observed
1. The counselor in training presents to peers a
presentation on a topic that is appropriate for
2. The counselor in training delivers a presentation
that reflects evidence of skill in making a clear
organized oral presentation.
3. The counselor in training delivers a presentation
using Standard English, demonstrates grammatical
proficiency and uses clear enunciation when
4. The counselor in training delivers a presentation
that reflects evidence of self-confidence, enthusiasm
and in trust in own ability and skill.
5. The counselor in training demonstrates skill in
facilitating and interacting with a group or
6. The counselor in training delivers a presentation
that reflects ability to open, close and summarize the
7. The counselor in training demonstrates respect for
cultural, individual and role differences including
those due to age, gender, race, ethnicity, national
origin, religion, sexual orientation, disability,
languages and socioeconomic status.
8. The counselor in training provides professional
documentation to support the information in the
presentation (Power Point or hand-outs).
9. The counselor in training demonstrates tolerance
for stress and discomfort both personal and for the
audience during the presentation.
В 29В В 3
Appendix F: Observation Rubric Two
Individual Student Planning Support
Counseling skills measured: basic counseling skills, personal counseling skills and maturity
Rating Scale:
4-Exceeds Expectations
3-Meets Expectations
2-Mimium Expectations
1-Needs Remediation
NA-Not Observed
1. The counselor-in-training will demonstrate
appropriate non-verbal attending skills.
2. The counselor-in-training will reflect content of
client messages with appropriate frequency and
3. The counselor-in-training will reflect client’s
feelings with appropriate frequency and accuracy.
4. The counselor-in-training will demonstrate the
ability to summarize with appropriate frequency
and accuracy.
5. The counselor-in-training will use selfdisclosure only when appropriate.
6. The counselor-in-training will foster specific
and concrete communication with client.
7. The counselor-in-training will demonstrate a
variety of responses and techniques.
8. The counselor-in-training will recognize and
effectively address resistance during the session.
9. The counselor-in-training will demonstrate
creativity in planning the group session.
10. The counselor-in-training will demonstrate
self-control and professionalism in interpersonal
relationships with clients.
11. After the counseling session, the counselor-intraining will provide professional documentation
that provides a summary of the session and selfassessment.
12. At the conclusion of the session, the
counselor-in-training provides an accurate
explanation of the comprehensive school
counseling program if time allows, which includes
purpose, scope, curriculum, and programs.
30В В 3
Appendix G: Observation Rubric Three
Responsive Services Support
Counseling skills measured: basic counseling skills, goal setting and achievement, theories and
professional knowledge, personal counseling skills and maturity
Rating Scale:
4-Exceeds Expectations
3-Meets Expectations
2-Mimium Expectations
1-Needs Remediation
NA-Not Observed
1. The counselor-in-training will be present with the
2. The counselor-in-training will reflect discrepancies
in client communication (confrontation).
3. The counselor-in-training will demonstrate the
effective use of silence.
4. The counselor-in-training will ask appropriate
questions during the counseling session.
5. The counselor-in-training will use self-disclosure
only when appropriate.
6. The counselor-in-training will avoid giving advice.
7. The counselor-in-training will avoid “fixing” the
8. The counselor-in-training will focus the session
around client goals.
9. The counselor-in-training will demonstrate
understanding of the dynamics of client
10. The counselor-in-training will adhere to
appropriate boundaries, ethical, and legal standards.
11. After the counseling session, the counselor-intraining will provide professional documentation that
summarizes the session. Include a self-assessment in
this summary.
12. The counselor-in-training explained before the
session began: confidentiality, consent, and other
relevant information.
В 31В В 3
Appendix H: Documentation of Site-Based Mentor Training
32В В В В Site-Based Mentor Acknowledgement of Training
Practicum Student Name _________________________________
Site-Based Mentor Name _________________________________
As the Site-Based Mentor to the above named student, I acknowledge that I have attended the
Field Supervisor/Site-Based Mentor training offered by Lamar University. I understand that if I
have questions or concerns during the course of my mentorship, for any reason, that I can contact
Lamar University Department of Counseling and Special Populations:
Carl J. Sheperis PhD, NCC, LPC, ACS
Chair and Associate Professor
Counseling and Special Populations
Lamar University
PO Box 10034 Room 105
Beaumont, TX 77710
[email protected]
Phone: 409-880-8978
The practicum student will make a copy of this document for your records. Thank you for your
willingness to share your talent and expertise in mentorship.
Site-Based Mentor Signature ____________________________________________
Date ___________________________
33В В Appendix I: Skills Practice and Listening Responses
The following are the most important three facilitative conditions: empathy, genuineness, and
positive regard (Cormier & Nurius, 2003).
Empathy is the accurate understanding of listening. It is communicated as an attempt to thin
with rather than for or about a client. For example, if a client says, “I’ve tried to get along with
my father, but it does not work out. He’s too hard on me,” an empathic response would be
something like, “You feel discouraged about your unsuccessful attempts to get along with your
father.“ In contrast, if you state something like, “You ought to try harder,” you are responding
from your frame of reference and not the clients. Another example:
Client: I don’t think I do anything very well. No one else seems to think I’m real special either.
Helper: I can see how that is a very hard thing for you—wanting to feel special and not feeling
that way about yourself.
Genuineness is being oneself without being phony or playing a role. This is mostly
accomplished by being human and by collaborating with the client. According to Egan (1998),
genuineness has five components: supporting nonverbal behaviors, role behavior, congruence,
spontaneity, and openness.
Positive Regard is the ability to prize or value the client as a person with worth and dignity, and
is also known as respect (Rogers, 1957). It includes a nature of being warm and committed your
effort to understand the client, suspend critical judgment, and showing competence and care.
Examples of Phrases and Sentence Stems for Rephrasing (content or feeling)
It seems like
As I hear it
I sense that
It appears as though
Sounds like
You’re telling me that
From my perspective
As I see it
Something tells you
I see what you mean
It looks like
What you are saying is
I hear you saying
Reflection of Feeling and Sentence Stems
It appears that you are angry now.
I hear you saying you are angry now.
I looks like you are angry now.
It is clear to me that you are angry now.
It sounds like you are angry now.
You are feeling angry now.
When conveying or reflecting feelings, be sure to include both the affect (you fell anxious) and
the context (whenever you take a test).
Steps in Summarization (Cormier & Nurius, 2003, p. 103)
1. Attend to and recall the message or series of messages by restating these to yourself silently.
2. Identify and patterns or themes asking yourself questions like, “what is being said over and
3. Use a sentence stem and describe the theme or tie together multiple ideas presented to you.
4. Assess the effectiveness of your summary by listening for and observing your client.
34В В The previous examples and following chart details four skills that convey empathy, genuineness,
and positive regard (Cormier & Nurius, 2003).
Counselor Response/Skill
A question beginning with, for
example, “do you mean that” or
“are you saying that” plus a
rephrasing of the client’s message
Paraphrase (responding to
A rephrasing of the content of the
client’s message
Reflection (responding to
A rephrasing of the affective part of
the client’s message
Two or more paraphrases or
reflections that condense the
client’s messages or the session
35В В Intended Purpose
To encourage more client elaboration
To check the accuracy of what you
To clear up vague or confusing
To focus the client on the content of
his or her message
To highlight content when attention
to feelings is premature or selfdefeating
To encourage the client to express
more of his or her feelings
To help the client become more
aware of the feelings that dominate
him or her
To help the client acknowledge and
mange feelings
To help the client discriminate
accurately among feelings
To help the client feel understood
To tie together multiple elements of
client messages
To identify a common theme or
To interrupt excessive rambling
To review progress