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School Counseling Practicum II

This course is a stand-alone course and cannot be taken simultaneously with any other courses. The course involves supervised professional activities in guidance and counseling. Students will be involved in the practice of school counseling at the educational level of interest. Major emphasis is placed on the integration of theoretical and conceptual principles as well as professional and personal skill development. Legal and ethical issues related to school counseling such as confidentiality, duty to warn, informed consent, and dual relationships will also be examined. Students must complete another fifty hours in addition to the fifty hours completed in CSL6870 to meet two-thirds of the state requirement of one hundred sixty hours of field experience. Students explore research-based trauma-sensitive practices and strategies to assist students, teachers, and parents in school settings. Students demonstrate expertise in conducting individual counseling with school-age individuals during field practice. Students demonstrate competence in case conceptualization through completion of a study focused on concerns such as: cultural issues, trauma challenges, gender bias, incarcerated parents, and/or other current socio-cultural issues.

PREREQUISITE: Successful completion of CSL6870.


  • Understanding crisis, remedial, preventive, and developmental philosophies in school counseling programs.
  • Applying appropriate counseling interventions with regard to high-risk student populations.
  • Planning, developing, designing, implementing, and evaluating a counseling and guidance program that systematically empowers each learner to develop personal, social, academic, and learner competence.
  • Understanding the ethical, professional, and legal issues in school counseling and guidance.
  • Applying the theories and methods of individual and group counseling at the elementary, middle, and secondary school levels.
  • Evaluating and understanding culture specific issues including gender, race, ethnicity, socio-cultural, and physically challenged individuals in school settings.
  • Understanding human development and providing a comprehensive developmental guidance and counseling that encourages all learners to achieve their full potential.
  • Understanding the effects of environmental factors on learners’ development and design strategies to assist in the learning process.
  • Developing leadership skills to plan and evaluate a comprehensive developmental guidance and counseling program that meets the needs of all learners.
  • Developing collaborative school-home relationships that promote and facilitate learner academic, personal, social, and career growth.
  • Consulting and collaborating within and beyond the school system to develop integrated approaches and systems of support in which students can develop their full potential.
  • Defining accreditation and identifying the major accreditation bodies for public school programs and counselor education programs.
  • Describing various goals, purposes, advantages, and guidelines for development of peer helper programs.
  • Selecting and utilizing the contemporary appraisal techniques commonly used in school settings.
  • Developing trauma-sensitive skills and practices that align with the RTI and MTSS systems of support.
  • Research and collaborate with peers to continue the job portfolio digital presentation project while addressing any identified deficiencies.


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