Program participants must complete 100 hours of practicum activities within schools (K-12) and 600 hours of field work experience.
Practicum is the initial orientation to the work of school counselor professionals. School counseling candidates must complete four semesters of practicum, consisting of a minimum of one hundred (100) total clock hours in a practicum experience. School counselor candidates are expected to spend at least two to five hours each week in school settings in conjunction with courses and course assignments. Examples of such experiences include:
- Peer counseling related to a university or college program practicum course
- Personal and career assessments
- Personal counseling experience in either an individual or group context
- School-based programs serving parents and family members
- Community service programs serving children and families
- School-related experience such as “shadowing” a school counselor, observing classroom instruction, attending district and school-based meetings, and mapping school-based community resources
School Counseling candidates are required to complete a supervised field experience of six hundred (600) clock hours that is begun after successful completion of the practicum experience. The field experience provides an opportunity for the candidate to perform, under supervision, the functions of school counselors in school counseling domains.
Up to one hundred and fifty (150) clock hours shall be devoted to issues of diversity. This may be satisfied with up to 100 clock hours in a diversity program or with the development and implementation of a program that addresses diversity issues, AND one of the following two options: 1) at least fifty (50) clock hours shall be with at least ten (10) pupils (individually or in a group) of a racial and ethnic background different from that of the candidate; or 2) all 150 clock hours with pupils of a racial and ethnic background different from that of the candidate.
School counselors are evaluated in the following areas during the field experience:
(a) Professionalism: Conducts himself/herself in a responsible and professional manner; is punctual for meetings; completes reports in a timely manner; participates in a community of school counselors (staff meetings, workshops, seminars, etc.); collaborates effectively with educational and auxiliary staff; possesses effective communication skills; possesses effective interpersonal skills; demonstrates sensitivity toward others from different cultures and backgrounds.
(b) Intervention Skills: Plans, recommends, implements and evaluates interventions effectively; forms appropriate working relationships with students, families and staff Is knowledgeable about a range of academic interventions and/or how to monitor interventions within the classroom; is knowledgeable about a range of socio-emotional or trauma-related interventions; demonstrates knowledge about behavioral interventions; demonstrates knowledge of requirements, procedures of behavior support plans; helps plan and implement appropriate classroom management procedures with other educational staff; understands issue of student attendance and SARBs; understands issues of guidance counseling and career counseling; possesses effective counseling skills (and/or is knowledgeable about counseling services within the community).
(c) Supervision: Recognizes his/her own limitations and seeks supervision as needed; is reliable with regard to supervision appointments; takes initiative in supervision such as coming prepared, questioning, challenging, and taking an active role; is realistic about his/her own strengths and weaknesses; expectations of the supervisor are appropriate and realistic.
(d) Professional Competencies
I. Domains of School Counseling and Guidance: Skills in promoting the academic development of pupils; knowledge and skills in career development; ability to promote the personal and social development of pupils.
II. Themes of School Counselor Preparation: Possesses leadership skills; skills and attitudes for advocating for the learning and academic success of all pupils; knowledge of classroom management strategies and techniques for assisting teachers with classroom organization.
III. Functions of School Counselors Individual Counseling: Ability to help pupils cope with personal and interpersonal problems as well as skills in crisis intervention; understanding of group dynamics and skills in group work; effective in promoting collaboration and coordination among school staff, parents, family and community members; ability to understand a comprehensive school counseling and guidance program; skills in planning organizing and implementing educational programs designed to promote pupil learning and high academic achievement; skills in conducting needs assessments, program evaluations, and utilizing technology.
School Psychology and Counseling Programs Core Faculty
James Adams, PsyD, Assistant Professor, Program Director, School and Educational Psychology, San Francisco and Systemwide Program Director, School Counseling
Steven Fisher, PsyD, Associate Professor and Systemwide Program Director, School and Educational Psychology
Carlton Parks, PhD, Professor and Program Director, School and Educational Psychology, Los Angeles
Thomas Ryerson, PsyD, Lecturer and Program Coordinator, Los Angeles
Donald Wofford, PsyD, Assistant Professor and Program Director, School and Educational Psychology, Irvine
For a detailed description of program faculty background and research interests, please see the alphabetical listing of Faculty for the California School of Education.