How Meaning ful Data Driven Supervision, Engagement, and Instructions for Field Experience (WNBC1039)

Join us to earn (1) NBCC Credit Hour:

Join us as we explore and discuss the importance of creating a healthy risk-taking culture through rapport, engagement, role-modeling, and data to support student growth in counselor and school counselor identity development at field sites. Learn tips and tricks for high student engagement through data-driven instruction, from both the supervisory role of the university and graduate student perspectives. Includes helpful hints for student data-driven engagement in the classroom, overcoming obstacles, and implications for faculty group supervision in our current technological culture.

Objectives

Attendees will discuss the theoretical perspectives and counselor discrimination supervisory model for supporting counselor and school counselor interns on campus.
Attendees will define and explore the use of measurable data-driven instruction within the confines of the remote and on-ground field experience supervision for internship as guided by profession standards and best practices.
Attendees will explore how counselor educator and faculty field instructor dynamics impact the student progress and engagement in their university coursework. 

References

American Counselor Association. (ACA; 2014). ACA code of ethics. https://www.counseling.org/docs/default-source/default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1
American School Counselor Association. (ASCA; 2019). ASCA national model. Author.
American School Counselor Association (ASCA; 2022). ASCA ethical standards for school counselors. https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf
Bernard, J. M., & Goodyear, R. K. (2013). Fundamentals of clinical supervision. Allyn & Bacn.
Carleton, H., & Carrola, P. (2022). A creative supervision approach for school counselors supervising interns. Journal of Creativity in Mental Health 17(1), p. 67-81. Doi: 1540138.2020.1842276.
Givens, J. & Black, L. (2022). Counselor educator experiences of teaching counselor presence: A philosophical and phenomenological exploration. Journal of Creativity in Mental Health, 17(1), p. 41-45. DOI: 10.1080/15401383.2020.1828215.
Test, T. & Cranmore, J. (2021, November 4). Best practices for working with school counselor interns [Breakout Session]. 65th Annual Professional Growth Conference/Galveston, TX.
Test, T., Philley, L, Anderson, L., & Thompson, J. (2023, November 3). Supervising LPC-Associates: Providing mental health counseling in schools [Breakout Session]. 67th Annual Professional Growth Conference/Houston, TX.

Accreditation Statement(s)
Walden University’s Clinical Mental Health Counseling Program has been approved by NBCC as an Approved Continuing Education Provider, ACEP No. 4546. Programs that do not qualify for NBCC credit are clearly identified. Walden University’s Clinical Mental Health Counseling Program is solely responsible for all aspects of the programs.

Successful completion of this resource provides NBCC clock hours; partial credit will not be offered.

**ACEP contact information:**
100 Washington Ave. S Suite 1210, Minneapolis MN, 55401
Email: [email protected]
Website: www.waldenu.edu

ADA Accommodation Statement
If you need accommodations to attend this webinar, please e-mail [email protected].