COUN 614 Fall 2016

1
The University of Wisconsin River Falls
College of Education and Professional Studies

Practicum in School Counseling

Class Times: Thursdays, 4:00-8:00pm at Greenwood Elementary School and WEB 119/120/121 in River Falls
4:00-5:30 Kids Club; 5:30-8:00 Seminar
Professor: Caroline Baker, Ph.D., NCC
Email: caroline.baker@uwrf.edu
Phone: 865-254-0800 (cell) or 715-425-3237 (office)
Office: WEB 224, Office Hours: T, W 3:00-4:15, or by appointment

Professor: Helena Stevens, Ph.D., NCC

Email: Helena.rindone@uwrf.edu
Phone: 715-425-3399 (office) or 909-810-9123 (cell)
Office: WEB 231 Office Hours: M, T, Th 3:00-4:15pm or by appointment

Greenwood Collaborators:
Emily Rose, School Counselor: emily.rose@rfsd.k12.wi.us; 715-425-1810, ext. 3504
Katy Killian, Kids Club Director: katy.killian@rfsd.k12.wi.us
General Kids Club mailbox: kcgw@rfsd.k12.wi.us (send lesson plans here)
Required Materials:
American School Counselor Association. (2012). The ASCA National Model: A framework for school counseling programs.
Alexandria, VA: Author.
Recommended Materials:
Albers, L., Hahn, R., & Resit, C. (2004). Handbook for psychiatric drugs. Laguna Hills, CA: Current Clinical Strategies.
Jongsma, A., & Peterson, L. M. (2002). The complete adult psychotherapy treatment planner (3rd Ed.). Hoboken, NJ: John Wiley &
Sons.
Jongsma, A., Peterson, L. M., & McInnis. (2002). The child psychotherapy treatment planner (3rd Ed.). Hoboken, NJ: John Wiley &
Sons.
Jongsma, A., & Peterson, L. M., & McInnis. (2002). The adolescent psychotherapy treatment planner (3rd Ed.). Hoboken, NJ: John
Wiley & Sons.
Knapp, S., & Jongsma, A. (2011 or 2002). The school counseling and school social work treatment plans. Hoboken, NJ: John Wiley
& Sons.
Course Prerequisites
Students MUST submit a signed agreement and a background check by the first class meeting. Failure to comply with this policy will result in
dismissal from the course. Students must be in their 2nd or 3rd semesters of the Counseling Program, having completed COUN 610 at a minimum.
Seminar Description
A 100-hour practicum experience will require students to work with clients, under the supervision of program faculty and licensed counselors, to
practice individual and group counseling skills. Audio/video tapes, live supervision, and written transcripts will be required to facilitate supervision.
Prerequisites: COUN 610. (F, Sp). Graded Satisfactory/Unsatisfactory

Program Learning Objectives

Upon graduation from the UWRF counseling
program, students are prepared to:

Course Learning Objectives

Students will practice counseling skills with authentic clients in authentic

settings, individually and in groups.
Identify as professional school counselors through
language and behaviors;

Students will gain understanding of comprehensive and community

counseling programs.
Students will gain awareness of basic ethical, cultural, and developmental
considerations in counseling.
Students will gain understanding of comprehensive and community
counseling programs.

Implement and advocate for comprehensive school

counseling programs;
Support student success by incorporating best
practices through research, scholarly literature, and
technology;
Consult, collaborate and establish partnerships
with stakeholders;
Apply ethical, developmental, and cultural
Students will gain awareness of basic ethical, cultural, and developmental
practices in school counseling.
considerations in counseling.
CACREP Core Curriculum Standards met by this course: III-F.1, F.2, F.3, F.4, F.5

COUN 614 Fall 2016

Statement of Expectations
The counseling program is charged with the dual task of nurturing the development of counselors-in-training and ensuring quality
client care. In order to fulfill these dual responsibilities, faculty must evaluate students based on their academic, professional, and
personal qualities. A students progress in the program may be interrupted for failure to comply with academic standards or if a
students interpersonal or emotional status interferes with being able to provide ethical services to clients. For example, in order to
ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and demonstrate professional
knowledge, technical and interpersonal skills, professional attitudes, and professional character. These factors are evaluated based on
ones academic performance and ones ability to convey warmth, genuineness, respect, and empathy in interactions with clients,
classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on
others, and accept personal responsibility, and be able to express feelings effectively and appropriately.
Academic Honesty
The application of the UWRF Academic Honesty Policy will be fully adhered to in this course.
Important Considerations
Safety & Liability: You will be participating in physical activities at your own risk. Please be careful for your own and others safety.
Also, you are covered by the state regarding liability insurance. Joining ASCA as a student will provide additional liability insurance.
Parking: Park in the Greenwood area neighborhood, minding parking signs. School dismissal will prevent you from easy access to the
school parking lot, although you can park there if available.
Timeliness: Make every effort to arrive on time for class. Kids Club is counting on your prompt attendance by 4:00pm. Absences
must be made up; schedule a time with your instructor to discuss options for making up missed time. Should absences become
frequent, consequences could include inability to make up the time, failure to pass the class, and missing important
information and learning opportunities.
Cell phones: Unless otherwise discussed with your instructor, please turn off these devices during all parts of class.
Name tags: Please be prepared with your Kids Club name tag upon arrival. Wear appropriate badges in your additional sites, too.
Food and beverages: Please be mindful of your colleagues and building rules.
Changes in syllabus: In the event of changes, the students will be notified in advance.
Inclement weather policy: In the event of extreme snow/ice and/or the University/RFSD is closed, there will be no class. Check email
and the D2L site for updates. Please use good judgment and do not put yourself or others at risk.
Inclusivity
The UWRF promotes safe, inclusive and effective learning environments that protect the rights and support the interests of both
students and faculty. For additional information regarding our inclusivity expectations, academic accommodations, academic conduct
expectations and processes, and other syllabi information, please consult
http://www.uwrf.edu/Administration/Provost/AssocVCforAcadAffGradSt/Syllabi.cfm.
The University of Wisconsin-River Falls strives to maintain our campus as a place of work and study for faculty, staff, and students
that is free of all forms of prohibited discrimination and harassment. If you have concerns about such behavior, contact your
instructor, the Office of Student Conduct and Community Standards at 715-425-0720, or the Office of Equity, Diversity, and Inclusion
at 715-425-3833. For a list of prohibited behaviors and protected classes or to report something that is inappropriate using an online
process, please use this form.
Special Accommodations
The University of Wisconsin-River Falls welcomes students with disabilities into its educational programs, activities, residential halls,
and everything else it offers. Those who will need academic adjustments or accommodations for a disability should contact the
Ability Services Office. Decisions to allow adjustments and accommodations are made by the Ability Services Office on the basis of
clinical documentation that students provide to sufficiently indicate the nature of their situation.

Confidentiality Statement
This course includes discussion of many situations from various schools and agencies. Please remove all names from
any documents submitted (except hour logs), including the name of the school/agency. If the document could still be
used to identify the specific school or individuals, you should alter the document to ensure that identification cannot
occur. This applies to case studies, journal entries, video/audio recordings, and documents that may be used as artifacts in
the final portfolio. Further, class discussions will remain confidential to the class time. Please do not discuss cases or
specific school situations outside of confidential settings such as class or with your site supervisor. Finally, you agree to
shred or destroy at the end of the semester all case notes and video/audio recordings that you create or receive from
classmates.

COUN 614 Fall 2016

Technical Requirements
Access to Learn at UWRF (powered by D2L) will be used for this course. You can log into D2L using your UWRF ID and password.
UWRF uses your UWRF email address for communications. Check your UWRF email on a regular basis. If you have problems
accessing your email accounts, including operating D2L, contact the HELP DESK at 423-425-2627.

ASSIGNMENTS/REQUIREMENTS
Assignments are expected no later than the beginning of class on the due date. No extensions will be granted for case presentations or
other class assignments. You will be expected to present a case study, lead an activity, or discuss special topics on your assigned night.

Due Night 1:
1. Self-Evaluation
You must use the evaluation tool on the Counseling Program website (http://www.uwrf.edu/CSP/upload/Sp-2014-Site-SupervisorEvaluation-Form.pdf) to assess your starting skills and abilities. This must be done prior to the semester, and is due at the first class
meeting. Use this to inform your goals statement. We will use a similar form for formal evaluations all semester.
2. Goals Statement
Due the first night of class, you must draft a thoughtful statement of goals. This should reflect personal and professional goals that
relate to your self-evaluation and other ideas around Practicum. It should be brief and bullet points are permitted. Use your selfevaluation to inform your goals.
3. Mandated Reporting Certificate
For field placement classes, you must complete the training again as a class requirement. Go to the website
(http://wcwpds.wisc.edu/mandatedreporter/) and complete the training. Print and bring a copy of your certificate with you to the first
night of class.

Due Every Class Meeting:

4. Hours Logs
Practicum requires a minimum of 100 clock hours. Within the total hours, you must have 40 direct hours, which shall be defined as
direct counseling services with clients (individual or group). These could be co-counseling activities as long as you are participating
equally with your site supervisor. Roughly half of your hours will come from Kids Club and half will come from your additional site.
The hours must be obtained throughout the semester, and banking hours is not permitted. Contact your site supervisor to form a
permanent schedule for the semester.
Submit your ongoing hours at each class meeting using an example log found on D2L. These totals will summarize your direct and
indirect hours; make sure to maintain total hours for the semester for each placement on each log. These need to be signed by your
site supervisor each week. Make a copy for yourself.
Class meetings will consist of 2 parts: Kids Club and Seminar. During Kids Club, it is expected that you engage purposefully and in a
counseling manner with students and staff, supporting Kids Clubs policies, and provide activities for individuals and groups. Seminar
will consist of case study processing, special topics, and collecting hours logs.
Attendance Policy
Any absence must be made up. Your active participation in Kids Club and in individual and group supervision is absolutely
essential to your learning and to your colleagues learning in this class. Absence from Kids Club and/or group supervision not
only affects YOU, but also deprives your fellow practicum students of the feedback they would receive from you if you were
present at that group. It is expected that if you have a conflict, you attempt to resolve that schedule conflict prior to class.
Make every effort to arrive on time for class. Kids Club is counting on your prompt attendance by 4:00pm. Absences must
be made up; schedule a time with your instructor to discuss options for making up missed time. Should absences
become frequent, consequences could include inability to make up the time, missing important information and
learning opportunities, and ultimately failing to pass the class.

Due on Your Assigned Night:

5. Group Activities/Lesson Plans
At least 2 times over the semester, you will use the lesson plan template on D2L to create and execute a developmentally appropriate
lesson around one of the 3 domains (academic, personal-social, or career). Create them to be inclusive, developmentally appropriate
for K-5th grades, meaning you will conduct the lesson with either each grade level separately, or choose a specific grade level on
which to focus (e.g., 4th and 5th graders only). Mix it up- do not do both lessons with the same age group. Also, have a back-up plan.
Timeline for your activity/lesson:
By Sunday night of the week you present- Post to D2L your lesson ideas, rough draft of the lesson plan, and specific

COUN 614 Fall 2016

requests for feedback from the group.

By Tuesday, 6pm EACH WEEK- Everyone provides specific feedback to the presenters through D2L.
By Wednesday, 5pm- Presenter submits the final lesson plan template to D2L AND email the Kids Club staff (General Kids
Club mailbox: kcgw@rfsd.k12.wi.us). Let them know which grades you will work with, what materials and space you need,
and how much time you will need. You must also choose 1-2 peer helpers for your activity. It is encouraged to arrive at Kids
Club by 3:45pm to check-in with Kids Club staff, prepare your space, gather materials, etc., for a prompt 4:15pm activity
start time on your assigned date.
*WISCareers can be used during your Kids Club time. Get familiar with it! This username and password should help: Freddy, falcon1
6. Case Presentations
You will complete a minimum of 3 case studies spread out over the semester. On your assigned night, you will bring in copies for
everyone (no copies made on site) including:
A brief written case conceptualization (options for this will be reviewed in class)
o What background information do we need to help us understand the situation?
o What do you want feedback on, specifically? Which counseling skill worked well, or not so well?
A transcript is required, showing the portion of the counseling session on which you desire feedback. This can be done from
memory and notes, or from the preferred audio/video recording.
o The focus is on COUN 610 counseling skills- Please note all of the counseling skills you use in parentheses
throughout the transcript.
You must also review your case write-up with your site supervisor, focusing on your counseling skills, before it is due. Your
site supervisor must sign the final write-up before you present it in class.
Supplying an audio/video recording of your counseling work with clients is preferred, and requires an original, hard copy permission
form signed by the parent, student, and site supervisor BEFORE you conduct the recording. Submit the signed permission slip with
your write-up. You will not be permitted to present your case study should you neglect to provide a signed permission form.
Student case presentations can include:
a.
The same client
b.
A group counseling session
c.
A sample of your best work
d.
A sample of your least best work
e.
One termination session
f.
A co-counseling activity in which we hear your part
Transcripts take the form of an interview, as follows:
Counselor: What brings you in today? (inviting and warm tone)
Client: I want to talk about my future.
Counselor: Tell me more about your thoughts. (furthering statement)
You will not have access to a printer/copier, so plan accordingly to bring copies for everyone.
Taping Policy
The practicum student must comply with the sites taping policy, and obtain the clients and the clients parents written permission.
The client and parent or legal guardian must be informed of this taping policy and provide written permission to be seen as a client
and to be taped for the purposes of supervision. A parental release form that indicates this will be provided to the Site and University
Supervisor BEFORE taping is permitted. Failure to comply with this policy may result in expulsion from the practicum site and failure
of the seminar course. See Appendix A for an example.

Due by Designated Night in Schedule:

7. On-Site and Phone Supervision
Meet with your on-site supervisor for individual supervision for a minimum of 1 hour per week. This can be broken into smaller time
segments throughout the week, and will include your case study processing. Log this time on your hours log.
You will also be required to contact Emily Rose by phone or in person at least once during the semester, or as needed, to consult about
the students you work with in Kids Club. Her direct phone number is 715-425-1810, ext. 3504. Actual contact is required, voicemails
will not suffice. Document and submit your consultation to the D2L dropbox. Include a brief, confidential write-up of when the
consultation occurred and what you learned from the consultation for use with the client. Confirmation that the consultation occurred
will happen through discussion with Ms. Rose. Plan ahead! Dont run out of time to make the consultation happen. You need the
consultation to move forward with your work with students. Do it early.

COUN 614 Fall 2016

8. Special Topics
As outlined in the course schedule, you will need to investigate special topics in your site. Bring in any information you find to share
with your peers. No formal paper or presentation is needed, just sharing of ideas and resources. You can ask your site supervisor about
the topic, but you should also consult other professionals in the building, the school or district website, and other sources of
information. Simple observation can provide important information to share, too. Post your special topic information to D2L by
10am on the day it is due, which means gathering info early. No copies will be made at the class site.
9. Portfolio
You will continue to build your portfolio using a template that includes all 12 Counseling Standards and 7 Pupil Services Standards
(find an example on the UWRF Counseling Program website under Portfolio Materials). Focus on writing a reflection for Practicum
for every standard. Yes, all 19 (minus the Internship standard). It might be a good idea to start plugging in your reflections you collect
from each class, too, although not required for this course.
10. Mid-Term and Final Site Supervisor Evaluations
Students will submit completed, signed evaluations from their site supervisors at the mid-point and end of the semester. These can be
found in the Practicum Handbook (Sp 2015 version) on the website, and should be given to site supervisors early in the semester.
Keep a copy for your records, and to include in the final portfolio as an artifact. Your TOTAL hours to that point must be noted on
each evaluation and signed off on by your site supervisor prior to submitting it.
11. Evaluation
Students are formally evaluated twice during the semester by their university professor: Mid-term and end of semester.
There are two grades given for COUN 614: Practicum:
Satisfactory (S) or Unsatisfactory (U).
A grade of S indicates satisfactory completion of all site and university requirements at an acceptable level. Students are expected to
demonstrate a repertoire of basic counseling skills, and skills appropriate to practice within the school setting. These skill levels will
be determined by the professor for the course and by your site supervisors through your tapes, logs, observations, mid-semester, endof-semester rating forms, and through personal contacts (via telephone and/or face to face meetings) between the professor and your
site supervisors.
Concerns should be addressed to the professor. When site or university requirements have not been accomplished in an acceptable and
timely manner, or when appropriate skill levels are not met as deemed appropriate by the professor or the site supervisor, remediation
will be provided. If the practicum student is unable to resolve these concerns through the designed remediation, a grade of U will be
assigned.

COUN 614 Fall 2016

COURSE SCHEDULE
CLASS
DATES
Sept. 1
UWRF
Campus WEB
120
Sept. 8
Web 121
Sept. 15
Greenwood
Elementary &
WEB
Sept. 22
Greenwood
Elementary &
WEB
Sept. 29
Greenwood
Elementary &
WEB
Oct. 6
Greenwood
Elementary &
WEB
Oct. 13
Greenwood
Elementary &
WEB
Oct. 20
Greenwood
Elementary &
WEB
Oct. 27
Greenwood
Elementary &
WEB
Nov. 3
Greenwood
Elementary &
WEB
Nov. 10*
Parent Conf
Greenwood
Elementary &
WEB
Nov. 17
Greenwood
Elementary &
WEB
Nov. 24
No class
Dec. 1
Greenwood
Elementary &
WEB
Dec. 8
Greenwood
Elementary &
WEB
Dec. 15
Greenwood
Elementary &
WEB
Dec. 22
Greenwood
Elementary &
WEB

AGENDA

DUE

Syllabus, expectations for Kids Club and class; Review hours logs and D2L; emergency procedures; Ethics overview,
Crisis and Mandated reporting, name badges

Begin collecting hours now; Goals

Statement; Self-Evaluation; Mandated
Reporting Certificate

Kids Club at Greenwood at 4:00pm; get to know Kids Club

Seminar- share about your site; Ideas for interacting with children; lesson planning practice; demonstrate activity
KC Goal: Get engaged with students & staff, learn names & identify resources; watch activities
***See a list of opening questions below.
Seminar- classroom management, process activities, 1 person sign up for activity; Share about site, share your activity
ideas and how you plan to manage the group- special topic
KC Goal: Participate in/Observe activity, then work individually with students- introduce yourself
Leader: ___________________ Helpers: ______________________________
Seminar- Together- Case notes how-to and example; Activities review, site check-in, sign up for all other activities

Signed hours logs (at every meeting)

KC Goal: Participate in/Observe activity, then work individually with students

Leader: ___________________ Helpers: ______________________________
Leader: ___________________ Helpers: ______________________________
Seminar- process activity, share about sites, Review case notes and how to; sign up for first case studies
KC Goal: Participate in/Observe activity, then work individually with students
Leader: ___________________ Helpers: ______________________________
Leader: ___________________ Helpers: ______________________________
Seminar- 1 case study: _______________________ ; Process case-study write-up and counseling skills feedback; site
check-in; activities review; special topic; Separate into 2 groups to sign up for remaining case studies
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- 3 case studies: __________________, _________________, ________________; Activities review, site
check-in
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- Separate Groups- 2 case studies: __________________ & _________________; Activities review; special
topic
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- Separate groups- 2 case studies: __________________ & __________________; Activities review, site checkin; mid-term evaluations and document collection
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- 3 case studies: __________________, _________________, ________________; Activities review, site
check-in
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- Separate groups- 2 case studies: __________________ & _________________; Activities review, site checkin, special topic

Signed hours logs

Kids Club- Leader: _______________ Helpers: _____________________________________

Leader: _______________ Helpers: _____________________________________
Seminar- Separate groups- 2 case studies: __________________ & __________________; Activities review;
Termination as a skill; special topic
THANKSGIVING

Special Topics: Teaming and

Collaboration & Parent conferences
Signed hours logs
Portfolio

Kids Club- Leader: _______________ Helpers: _____________________________________

Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- Separate groups- 2 case studies: ____________________ & _________________; Activities review, site
check-in
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- Separate groups- 2 case studies: __________________ & _________________; Activities review, site check-in
Kids Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- 3 case studies: __________________, _________________, ________________; Activities review, site
check-in
Kids-Club- Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Leader: _______________ Helpers: _____________________________________
Seminar- 2 case studies: ________________, ______________________
Direct hours and saying goodbyes
Seminar- Reflect and wrap up; collect all documents by this date.

Signed Hour Logs

Portfolio

Special Topic: Classroom/Group

Management
Signed hours logs
Signed hours logs

Signed hours logs

Special Topic: Dual Relationships- What
and How to Avoid
Signed hours logs
(Contacted Ms. Rose yet? Post to D2L!)
Signed hours Logs

Signed hours logs

Special Topic: Cultural & Developmental
Considerations in Comprehensive School
Counseling
Signed hours logs
Mid-term evaluations from site supervisor
and university supervisor
Programs
Signed hours logs

Signed hours logs

(Contacted Ms. Rose yet? Post to D2L!)

Signed hours logs

Special Topic: Pregnancy, AODA,
Suicide
Signed Hour Logs

Signed hours logs

Final evaluations
Site supervisor evaluations with final total
hours noted on signed copy

COUN 614 Fall 2016

***List of possible opening statements to try during individual counseling (there are so many
more, too!):
Tell me about your day.
What was your favorite thing about today?
It looks like youre playing a cool game. Can you help me learn how to play?
It looks like youre feeling ________. Tell me about feeling ______.
What are you most excited for right now?
Describe a time you felt proud, happy, silly, etc.
Tell me about how you work with other people in your classroom.
What is your favorite season- winter, spring, summer, fall? Tell me more about that.
What kinds of jobs do you think you want to do when you grow up?
What do you think is important to know to be a good student?
How do you make friends?
What kinds of things do you do to help others?

COUN 614 Fall 2016

8
Appendix A

Example consent form for taping- if using this you must rewrite for your specific site.

Your counselor is a counseling intern who has completed most of the required coursework for a graduate degree
in counseling at the University of Wisconsin River Falls. Your counselor has successfully completed the
coursework and training by national standard to be prepared to provide counseling services. The University of
Wisconsin River Falls graduate program in counseling is accredited by the Wisconsin Department of Public
instruction and the National Council for Accreditation of Teacher Education; its faculty and students adhere to
the American Counseling Associations (ACA) Code of Ethics and Standards of Practice. Standards require
graduate students participate in on-the-job training internship during which experience licensed counselors
supervise them. The ACA Code of Ethics and Standard of Practice require that persons receiving services from
counseling interns are aware that the interns are being supervised. Counseling interns receive supervision by
more experience counselors, both on-site and at the University of Wisconsin River Falls graduate training
program. All records of counselor services are considered confidential professional information. Counseling
interns are required to demonstrate their skills in interactions with clients by providing supervisors work
samples in the form of recorded tapes (audio and video) of their counseling sessions. If you agree to be taped,
these tapes are considered to be confidential and will be protected by the intern and supervisors of the
counseling intern. The only time this confidentiality may be breached is at your request, or in instances of abuse
or harm to self or others.
Consent to tape counseling sessions:
I ___do/ ___ do not (check one) grant permission to allow these counseling sessions to be taped. I understand
that only counseling intern supervisors and counseling interns will be allowed to review these tapes, and that
these tapes will be subject to the same standards of confidentiality as all counseling records as specified by the
American Counseling Associations Code of Ethics and Standards of Practice, as well as the laws of the State of
Tennessee. I understand that I may withdraw my permission to tape at any time.

_____________________ ________________________________________________
Signature of Client
Date

_____________________ ________________________________________________
Signature of Clients Parent or Guardian Date

COUN 614 Fall 2016

Appendix B
State Training Domains Met By This Course: Wisconsin Department of Public Instruction: School
Counseling Standards.
Full domain descriptions are available in the UWRF Policies and Procedures Handbook or via the Wisconsin
DPI website at http://dpi.wi.gov/tepdl/pi34.html.
The bold-faced items reflect DPI pupil school counseling standards that are met through the requirements of
Counseling Practicum Seminar (COUN 614):
DPI COUNSELING STANDARD
Demonstrate an understanding of the psychological, theoretical, and sociological
foundations of human development, learning, and behavior.

COURSE RELATED ARTIFACT(S)

Practicum experience

Demonstrate an understanding of skills required to develop, organize,

administer, evaluate, and promote a comprehensive developmental schoolcounseling program based on the Wisconsin Developmental Guidance Model in
collaboration with educators, families and community resources.

Practicum experience

Demonstrate the skills required to work effectively with school teams to

promote a safe and healthy school climate, including prevention and
intervention strategies such as conflict resolution, peer mediation and crisis
management.
Demonstrate an understanding of the role that diversity, inclusion, gender and
equity have on students academic achievement, personal/social and career
development.
Demonstrate individual and group counseling skills, which facilitate students,
personal/social, academic, and career development throughout their Pk-12
school experience.
Demonstrate an understanding of "Pk-16" career development theories,
practices and programs, including the ability to facilitate student skill
development.
Demonstrate knowledge of developmental approaches to assist all students and
parents at points of educational transition such as, home to elementary school,
elementary to middle to high school and high school to postsecondary options.

Practicum experience

Demonstrate an understanding of relevant state and federal laws, institutional

rules, regulations and standards along with the national and ethical standards of
the American School Counselor Association.

Practicum experience

Demonstrate the ability to utilize research, student data and institutional

assessments to improve school counseling programs and recommend systematic
changes that will improve the learning environment for all students.

Practicum experience

Demonstrate an understanding of current and emerging technology in education

and school counseling to assist students, families, and educators in making
informed academic, career, and personal/social choices.

Practicum experience

Demonstrate an understanding of and how to acquire ongoing professional

development and reflection in helping to continually evaluate school-counseling
services.
Demonstrate acquired skills in understanding the role, function, and
responsibilities of a school counselor by acquiring a minimum of 600 hours of
supervised internship as a school counselor in a school setting at the appropriate
level(s).

Practicum experience

Practicum experience

Practicum experience

Practicum experience

Practicum experience

Practicum experience

COUN 614 Fall 2016

10

Wisconsin Department of Public Instruction: Pupil Services Standards.

Full domain descriptions are available in the UWRF Policies and Procedures Handbook or via the Wisconsin
DPI website at http://dpi.wi.gov/tepdl/pi34.html. The Wisconsin Department of Public Instruction (DPI) also
has standards for all Pupil Services educators.
The bold-faced items reflect DPI pupil school counseling standards that are met through the requirements of
Counseling Practicum Seminar (COUN 614):
DPI STANDARD
The pupil services professional understands the Ten Teacher
Standards (see http://dpi.state.wi.us/tepdl/stand10.html for
details)
The pupil services professional understands the complexities
of learning and knowledge of comprehensive, coordinated
practice strategies that support pupil learning, health,
safety, and development.
The pupil services professional has the ability to use
research, research methods, and knowledge about issues
and trends to improve practice in schools and classrooms.
The pupil services professional understands and represents
professional ethics and social behaviors appropriate for
school and community.
The pupil services professional understands the
organization, development, management, and content of
collaborative and mutually supportive pupil services
programs within educational settings.
The pupil services professional is able to address
comprehensively the wide range of social, emotional,
behavioral, and physical issues and circumstances which may
limit pupils abilities to achieve positive learning outcomes
through development, implementation, and evaluation of
system-wide interventions and strategies.
The pupil services professional interacts successfully with
pupils, parents, professional educators, employers, and
community support systems such as juvenile justice, public
health, human services, and adult education.

COURSE RELATED ARTIFACT(S)

Practicum experience

Practicum experience

Practicum experience

Practicum experience

Practicum experience

Practicum experience

Practicum experience