Let Knowledge Serve the City: A Community-Based School Counseling Practicum

Let Knowledge Serve the City: A Community-Based School

Counseling Practicum

ROLLA E. LEWIS

This article describes the transformation of a school counseling specialization, the importance of school counselors focusing on helping all students tap their learning power, and how a university-community collaboration resulted in a counseling practicum that serves as a core, contextual experience for school counselors-in-training.

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Counselor educators have ongoing conversations about revitalizing professional education and practice. A special issue of The Journal of Humanistic Education and Develqment (Herring, 1998) concentrated on educational preparation and practical professional practice, and two special sections (Sexton, 1998a, 1998b) and an article (Sexton, 2000) in Counselor Education and Super- vision challenged counselor educators to reconstruct supervision, teaching, and clinical training. School counselor educators call for preparing professionals who see themselves as collaborators and social advocates working within school systems to transform the educational enterprise to serve all students (Green & Keys, 2001; Hayes, Dagley, & Home, 1996; Hayes, Paisley, Blackman, Brennan, & Lusky, 1998; House & Martin, 1998; House & Sears, 2002). The professional shift in counselor education challenges school counselors to be collaborative and to take leadership roles in education reform (Bemak, 2000; Keys, 2000).

This article spotlights school counselors as participatory leaders and depicts the initial steps taken to orient school counselors-in-training to the importance of collaboration through their participation in a university- community After-School Clinic in an urban school district. The article begins by orienting readers to the counselor education program and changes taking place within the school counseling specialization at Portland State University (PSU), followed by an explanation that underscores the importance that learning and hope have in guiding school counselors-in-traig. The article then shifts to how the university-community collaboration with a local school district embodies the university’s motto, “Let Knowledge Serve the City.” The article concludes by describing the After-School Clinic and a counselor-in-training’s case example.

Rolla E . Lewis, School of Education, Portland State University. Correspondence concerning this article should be addressed to Rolla E . Lewis, School of Education, Portland State University, P O Box 751, Portland, OR 97207 (e-mail: [email protected]).

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PROGRAM STRUCTURE AND SUPERVISION

The counselor education program at PSU is accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). PSU offers community, rehabilitation, marriage and family, and school specializations in the counseling program. The school counseling specialization is informed by the national movement to transform school counseling, the American School Counselor Association (2003) National Model, Oregon’s Comprehensive Guidance and Counseling Framework (Oregon Department of Education, 2003), and a movement in higher education that encourages universities to take actions that address local concerns and educational needs (Campbell & Dahir, 1997; Goodlad & McMannon, 1997; House & Martin, 1998; Morgan, 2001; Paisley, 1999). The course work, practicum, and internship are designed to be completed by most students within a 3-year, part-time program in which school counselors- in-training are guided to develop as reflective and intuitive professional practitioners (Atkinson & Claxton, 2000).

During the 1st year of the counselor education program at PSU, students take academic courses designed to provide them with the theoretical and professional understanding necessary to be successful in the counseling field. Throughout the program, school counselors-in-training take additional specialization course work designed to help them understand the evolving specialty and how to take leadership in the profession (Bemak, 2000; Paisley, 1999; Paisley & Borders, 1995). The six core school counseling courses are (a) Foundations of School Counseling (b) Counseling Children and Youth; (c) Youth at Risk; (d) Counseling Individuals With Diverse Needs; (e) Par- ents, Families, and Communities in the Schools; and (f) Action Research in Counseling. Elective school counseling courses include Counseling for Peace and Counseling in the Twenty-First Century, a course taught in collaboration with the Oregon School Counselor Association and the Oregon Department of Education.

During the 2nd year, students take practicum and additional academic course work that includes a one-term Interpersonal Relations course that uses Egan’s (1997) approach as a guide to train students in specific counseling skills. The Interpersonal Relations course builds on core theoretical courses, such as Theories and Interventions, Couples and Families Counseling, and Multicultural Perspectives. The year-long practicum course requires counselors-in-training to meet with clients at a counselor education community clinic located on the university campus, whereas school specialization counselors-in-training meet with K-12 students and families referred to the After-School Clinic located within school district facilities 13 miles from the university. During the 3rd year, school counselors-in-training take additional academic

courses, complete a 600-hour internship, develop a professional practice portfolio, and supervise 2nd-year students as intem-supervisors at the

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practicum clinic while being supervised themselves by a university faculty member. At the end of the program, counselors-in-training are expected to demonstrate the knowledge and know-how necessary to enter into ever- changing school communities as participatory educational leaders.

LEARNING POWERAND HOPE

We live in a dynamic culture; 60 years ago there were no televisions, and 30 years ago there were no desktop computers. Equally, 60 years ago fossil fuels seemed to be abundant, and 30 years ago we started to recognize that is not the case. People learn and adjust to an ever-changing and uncertain world. Learning becomes central in such a dynamic culture because the cultural challenge is not in meeting multiple-choice standards but in enhancing learning power-the belief individuals have in their resilience, resources, and reflectiveness when facing uncertainty and tackling new tasks (Claxton, 1999). As such, it is essential for school counselors to maintain a positive orientation and foster within each person the belief in his or her capacity to learn (Claxton, 1997, 1999; Fullan, 1993; Seligman & Csikszentmihalyi, 2000; Skolimowski, 1994). Learning is a natural capacity that exists in all individuals when they are in a positive state of mind and have a supportive learning environment (McCombs & Pope, 1994). How individuals think of themselves, heir abilities to learn, and the learning process is crucial (Benard & Marshall, 1997; Bowman, 1997; Claxton, 1997,1999; Lewis, 2004; McCombs & Pope, 1994; Mills, 1995).

For counselors-in-training, meeting the cultural challenge involves a shift in thinking that goes deeper than merely meeting requirements to demonstrate specific microcounseling skills or to pass a prescribed series of classes checked off as part of a program. The shift involves cultivat- ing a sense of discovery and a willingness to trust the ”undermind” and ”slow ways of knowing” necessary to be effective intuitive practitioners (Atkinson & Claxton, 2000; Claxton, 1997). Abundant learning occurs when individuals are not even aware of it. Claxton (1999) pointed out, “Westerners find it easier to think of learning in terms of its product rather than its process, and, traditionally, in terms of the solution to a problem, or the retention of some material” (p. 23). By treating clients as objects, and time and knowledge as commodities, professionals fail to slow down to listen to divergent ways of seeing the world or to ponder how wisdom informs professional practice (Baltes & Staudinger, 2000; Claxton, 1997, 1999; Hanna, Bemak, & Chung, 1999; Mills, 1995). Moving practicum to community settings orients counselors-in-training to participate with and within communities through indigenous actions focused on learning together.

School counselors-in-training are encouraged to take leadership in fostering the learning power inherent in all students-not with decontextualized standards or feel-good exercises but with concentrated efforts that encourage

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all students to develop the tenacity and academic competence necessary to apply both knowledge and know-how in meaningful contexts. "All students" means all students, and "learning power" points to the learning capacity in all people. In addressing special needs students, Brooks (1997) was explicit: "[Elvery person possesses at least one small 'island of competence,' one that is, or has the potential to be, a source of pride and accomplishment" (p. 391). In a world filled with uncertainty, PSU's school counseling specialization orients school counselors to connect those with whom they work (students, parents, teachers, administrators, and community members) to a deeper appreciation of themselves as learners and their ability to engage in personal and local action. Because content in the school counseling specialization and the After-School Clinic presents resilience, resources, and reflection as domains that school counselors draw on to help students tap their learning power, these concepts need to be considered.

Resilience

The resilience paradigm presents a pathway for enhancing all students' beliefs about themselves as learners (Lewis, 2004). The paradigm orients school counselors to practices that move away from short-term, individual interventions and toward long-term, comprehensive interventions that view youths as being "at promise" rather than "at risk." Students can reach higher expectations if they receive adequate care and support and are given opportunities for meaningful participation (Benard, 1999). At its heart, resilience is the process of healthy human development based on and growing out of nur- turing relationships that support social, academic, and career competence and the individual's ability to spring back despite exposure to adversity and other environmental stressors. Resilience is not a denial of circumstances and life's numerous difficulties but an assertion that hope and belief in one's capacity to learn result in positive change (McCombs & Pope, 1994; Mills, 1995). Bowman's (1997) studies regarding posttraumatic stress disorder point in this same direction:

[Tloxic life events have different power depending on the way in which they are construed. . . . Most people traverse these events with resilience after a period of initial distress. . . . This resilience often reveals heroic moral attributes, but its normality is also an important fact of nature. (pp. 144-145)

A resilience perspective implies that school counselors have responsibility to empower others with hope and belief in their capacity to learn. Belief in one's power, or self-efficacy, is critical to success in living, learning, and working (Bowman, 1997; McCombs & Pope, 1994; Mills, 1995). In education, McCombs and Pope pointed to the primacy of thought: "Understanding the function of thought helps individuals voluntarily control their thoughts,

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emotions, motivation, and behavior” (p. 14). Understanding this principle is double-edged because belief in one’s learning power is crucial to both youths being served and counselors in service of youths. As Benard and Marshall (1997) noted, understanding the power of limiting beliefs and learning how to tap one’s own resilience are of paramount importance to those who help youths. Helpers must understand how their own self-limiting beliefs affect their work with youths, and helpers must be able to access the source of their own well-being if they are going to foster resilience in all students. Simply inviting counselors-in-training to slow down and to find their calmness helps. For instance, by merely asking the counselors- in-training to sit down, close their eyes for a minute, and find their calmness, they recognize the simple capacity that they have to calm themselves down.

Resources

Counselors-in-training are accustomed to accessing resources inherent in the university that enable professional school counselors to be more successful. Other resources include developing a professional network; counselors- in-training are encouraged to collaborate and consult with one another and with referring school counselors, members of the Oregon School Counselor As- sociation, and other groups and individuals in the community. Openness to discovery is encouraged, and the required course work in the 1st year prior to practicum serves as a core resource foundation. The use of computer resources, books, chapters, and papers and a sense of discovery are integral to counselors- in-training’s development during practicum.

Strength-based perspectives help school counselors-in- training understand that “theories have changed to undergird a new science of strength and resilience. . . . [I]ndividuals are now seen as decision makers with choices, preferences, and the possibility of becoming masterful, efficacious, or in malignant circumstances, helpless and hopeless” (Seligman & Csikszentmihalyi, 2000, p. 8). Narrative, solution-focused, and health re- alization counseling theories are presented as strength-based approaches (Benard & Marshall, 1997; Lewis, 1999, 2004; Mills, 1995; Pransky & Carpenos, 2000; Sklare, 1997; Winslade & Monk, 1999). Counselors-in-training are shown where both narrative and solution-focused approaches are in alignment and are expected to know how to use a variety of interventions, such as the miracle question, scaling, and externalizing the problem. In addition, counselors-in-training are presented with opportunities to take elective courses and workshops in conjunction with practicum. Supervi- sors at the After-School Clinic offer professional resources in terms of their own professional interests; a postdoctoral supervisor orients counselors- in-training to reality therapy, and core faculty concentrate on teaching solution-focused and narrative practice in the schools.

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Reflection

At the initial After-School Clinic meetings, counselors-in- training are oriented to go slow, listen deeply to clients, know protocols for client safety, and collaborate with referring school counselors. Counselors-in-training are taught to view clients referred from district school counselors as present- ing opportunities to learn about, to reflect on, and to undertake professional research into the helping process. Reflection permeates the counselor education program, but practicum offers counselors-in-training an opportunity to ponder their developing skills, grounded practice, service, and the change process in action. Each referral is an opportunity for counselors- in-training to implement action research and single-case experimental design to assess the effectiveness of the work being done (Lundervold & Belwood, 2000).

The practicum experience is a complex developmental process in which counselors-in-training come to terms with “learnability,” because the greater part of useful understanding is implicit and applied know-how and not explicit and basic knowledge (Claxton, 1999). Counselors-in-training are encouraged to reflect on their own learning process and to discover possibilities and strengths in themselves and their clients and to understand that practicum is not a simple linear sequence in which they follow predetermined formu- las to help clients reach goals. The challenges that counselors-in-training face in practicum become a microcosm of the very issues that educators and the culture struggle with at this moment in time. Professional development and personal understanding are enhanced by a positive orientation and a pedagogy that maintains learning is a lifelong endeavor-a process that is never completed for people fully engaged in living (Claxton, 1999; Seligman & Csikszentmihalyi, 2000).

In addition, hope is vital to helping counselors-in-training ponder how to cultivate a positive orientation as part of their day-to-day practice. In Pedu- gogy ofHope, Freire (1992) stated, “hope, as an ontological need, demands an anchoring in practice” (p. 9). Hope must be grounded in practice. Skolimowski (1994) also described hope as an ontological need:

The phenomenon of man is made of many subtle fibres. One of them is hope. Hope is part of our ontological structure. Hope is in a mode of our very being. To be alive is to live in a state of hope. Hope is a precondition of our mental health. (p. 21)

Hope is crucial to a pedagogy that incorporates a participatory epistemol- ogy and a positive developmental perspective (Freire, 1992; Lewis, 2004; Skolimowski, 1994). Hope has the power to connect individuals to something larger than themselves. Counselors-in-training are oriented to university-wide efforts that promote civic awareness and the national discourse concerning how to transform school counselor education. These efforts require hope and the willingness to work for the educational success of all students (Bemak,

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2000; Cushman, 1999; Fullan, 1993; Goodlad & McMannon, 1997; House & Martin, 1998; Larson, 2000; Morgan, 2001; Osborne et al., 1998; Paisley, 1999; Seligman & Csikszentmihalyi, 2000). Learning power and hope can be grounded in actions taken to foster a developmental process in which professional basic knowledge and applied know-how are taken into the community to serve actual students and families in need.

GROUNDED PRACTICE, SERVICE, AND COLLABORATION

Practicum’s grounded practice and service orientation emerge from a contextual teaching tradition and higher education reform efforts that integrate knowledge, know-how, and civic responsibility into the learning experience in higher education (Claxton, 1997, 1999; Cushman, 1999; Dewey, 1938; Fullan, 1993; Goodlad & McMannon, 1997; Morgan, 2001). Contextual teaching and learning have important applications in counselor education programs (Granello, 2000). Grounded practice and service learning introduce counselors-in-training to the realities of the authentic community contexts in which counseling and collaboration serve those in need and to clinical training that initiates them into practices that are set in contexts that closely resemble the settings and politi- cal realities counselors-in-training will face after graduation. Grounded practice situates learning experiences in authentic activities designed to benefit actual clients in the community, and service aligns programs with actions among higher educators nationwide to expand community-based learning experiences for students to benefit individuals or groups in need (Cushman, 1999; Morgan, 2001; Parker-Gwin & Mabry, 1998; Rhoads, 1998).

Successful collaboration means counselor educators must leave the university and enter the community. Entering the community means listening and recognizing that ”local knowledge . . . is renewed through narratives, highly contextualized face-to-face interactions, mentoring, and elder relationships’’ (Bowers, 2000, p. 12). After assessing the climate and potential for developing a practicum in three school districts, I decided on one school district for a number of reasons: The district was urban, limited to serving 7,936 students; it had school leaders who were elders in their organization and saw potential in a university-community collaboration; and it had a significant lower socioeconomic population, cultural diversity, and facilities that could accommodate an after-school counseling clinic. “Elders,” according to the definition used by Bowers (2000), are not authoritarian; they possess

local knowledge about relationships, including the relationship of the present generation to future generation . . . where elders keep the larger interests of the community in focus and carry forward the accumulated stock of moral insight about the essentials of long-term relationships. (p. 60)

Conversations with administrators and school counselors began with an assertion:

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PSU is not here to colonize. We want to learn from you and work with you in the service of children and families; we also recognize that our work within the district may influence what you do, just as your work will influence what we do.

In other words, the collaboration was presented as a co-evolutionary project (Fullan, 1993; Skolimowski, 1994). Referrals would come from district school counselors, and the counselors-in-training would be required to maintain contact with district school counselors throughout the counseling relationship about the status of the student or family being referred. Furthermore, all referrals to the After-School Clinic would be screened by a master’s- level clinic director to ensure the safety of clients and the goodness-of-fit for counselors-in-training.

Given the traditional hierarchy within the district and the questions that school counselors had about working with counselors-in-training, two important structures were created as the contract between the university and the school district evolved. First, a designated educational leader would serve as the contact person for the university-community collaboration. The administrator would work with me regarding the After-School Clinic, placing counselors-in-traig in a 200-hour state-required teaching experience and placing school counseling interns in district schools. The administrators and I were mindful that meaningful relationships are not instant; they must be given time to develop. Second, the university and the school district designated an in-district school counselor to serve as a liaison between the university and the school counselors making referrals to the clinic. The school counselor liaison was given adjunct faculty status with the university to serve as a cultural consultant between the university and the district. At the After- School Clinic, the liaison collaborated with the doctoral-level university faculty to provide supervision and to make suggestions about working effectively with district counselors.

THE AFTER-SCHOOL CLINIC

The After-School Clinic places school counselors-in-training in a practicum context that is designed to improve the educational success of all students and families referred by district school counselors. When meeting with K-12 students and their families, counselors-in-traig learn to collaborate with district-based school counselors, make contributions to an evolving after-school counseling program, and suggest ways to enhance the collaboration between the university and the district.

Referrals and Services

District school counselors refer individual students and families. To ensure greater efficiency, district counselors and administrators fax referrals to a confidential PSU Counseling Clinic office, where the clinic director calls to screen or to arrange appointments for clients during 1 of the 2 evenings that the After-School Clinic is open. Two referral forms have

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been developed: one for elementary students and one for middle and high school students.

The After-School Clinic practicum is scheduled 2 nights per week from 4:OO to 9:30 p.m.; counselors-in-training meet clients during three time slots: 5:15-6:05,6:15-7:05, and 7:15-8:05. Between September 1998 and May 2002, 24 practicum students were trained at the After-School Clinic. During 1998- 1999,40 clients were referred and attended 219 sessions; during 1999-2000, 57 clients were referred and attended 326 sessions; during 2000-2001,63 clients were referred and attended 422 sessions; and during 2001-2002,64 clients were referred and attended 430 sessions.

Most of the sessions have been with individuals, but counselors-in-training consult with and involve parents in sessions as well. At the initial meeting, clients are oriented to a five-session format; after three sessions, the client and counselor-in-training assess progress. If more counseling is agreed on, the client and counselor-in-training may agree to meet for five more sessions. In addition to individual counseling, when the counselors-in-training demonstrate sufficient skills, the After-School Clinic offers psychoeducational groups for parents and students.

Setting and Equipment

The After-School Clinic is located in an elementary school building that has been converted into a Children Services Center where the district operates a day-care facility for the community that includes child-care and parenting classes for district students who have children. The After-School Clinic is scheduled to begin as the child-care day is ending. Five different rooms are used for counseling sessions. Two rooms have one-way observation mirrors that are used for live supervision; baby monitors are used for listening to the sessions. Other rooms use video links to televisions for session supervision. All sessions are taped with video or audio recorders for supervision pur- poses; counselors are videotaped at least one session per evening.

Communication Between School Counselors and Counselors-in-Training

Counselors-in-training are required to call the referring district counselor after the intake counseling session to determine the frequency of contact the referring school counselor wants to have with him or her. The counselor-in- training has contact once per week with clients during the designated ap- pointment time, whereas school counselors continue to have regular contact at school with the child or family being referred. Emphasis is placed on the collaboration between the referring school counselor and the counselor- in-training; treatment usually addresses adjustment disorders, the learning process, assisting parents in understanding human development, and fostering positive actions for parents to take in supporting their child. To limit waiting lists and to encourage dialogue with the school counselor, if clients miss two appointments without notification, they are terminated

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with the understanding that their school counselor may refer them again. At termination, counselors-in-training are required to make telephone contact with and to write a case summary for the referring school counselor.

Supervision

Supervision occurs at two levels. Practicum students are supervised by faculty and by 3rd-year intern-supervisors. Faculty supervision for practicum students is maintained at CACREP ratios, and a 3rd-year intern-supervisor supervises each session. All 3rd-year intern-supervisors are required to complete a course in supervision as part of their program prior to beginning their supervisor roles. Supervision focuses on helping practicum students reach the basic professional skills specified on the Practicum Skills Assessment instru- ment that was developed by program faculty. In addition to the microcounseling and professional behaviors specified on the Practicum Skills Assessment in- strument, practicum students are oriented to demonstrate anunderstanding of at least one counseling model, such as narrative or solution-focused counseling. Thus, counselors-in-training receive individual supervision with faculty on a rotating basis, one-to-one supervision with an intern-supervisor during all counseling sessions, debriefing sessions with faculty and intern-supervisors, and group supervision for 1.5 hours during which specific counseling strat- egies are taught, cases are presented, and clinic issues are addressed.

The supervision model offers distinct levels of supervision and multiple perspectives regarding practice. Additionally, structured narrative assignments have been assigned to both counselors-in-training and intern-supervisors at the After-School Clinic to further deepen their reflection on their professional development (Lewis, 1999,2004). The essential goal for the structured narrative is to pose a series of questions such as, ”In what ways are you noticing yourself responding effectively to your client?” The structured narrative prompts are designed to help counselors-in- training develop their identity as professional school counselors and to offer them a specific tool for documenting and reflecting on their own growth.

LEARNING POWERAND HOPE IN ACTION

As an example, a fifth-grade male student was referred by a school counselor to the After-School Clinic because of the impact his parents’ divorce had on his school performance. The student was angry and disruptive during class, and his grades were falling. The counselor-in-training guided her work with narrative principles, externalizing the problem (anger was “pushing him around”) and finding “sparkling moments” when he did not let anger push him around (Winslade & Monk, 1999). With the student, the counselor-in-training identified a “cheerleading squad” at school who could notice the student’s hard work and accomplishments and take steps to encourage him. She wrote letters to identified teachers and

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others and invited them to become part of the cheerleading squad. As the student improved his performance, the counselor-in-training wrote letters to each parent and the school counselor summarizing the steps the student had taken to improve his school performance. The treatment plan, case notes, letters, and “Cheerleading Certificate” offered the counselor- in-training an opportunity not merely to document her work but also to engage in an active reflective process directed toward helping the client tap his learning power.

CONCLUSION

The After-School Clinic and changes in the school counselor specialization point school counselors-in-training toward helping all students learn to learn, learn to live, and learn to work. Guided by a pedagogy centered on learning power and hope, counselors-in-training draw upon Claxton’s (1999) resilience, resources, and reflection as principles that transform school counselors’ central task to facilitating successful learning throughout the school community. School counselors-in-training are taught to approach their clients with a sense of hope and to be open to listening to their own and their clients’ wisdom (Baltes & Staudinger, 2000; Claxton, 1997; Hanna et al., 1999; Lewis, 2004; Skolimowski, 1994). The resilience paradigm and the strengths perspective orient counselors- in-training to understand that youths who overcome the odds “perceive themselves as movers of their destiny rather than as pawns in a power game played by outsiders” (Werner & Smith, 1992, p. 21).

Grounded practice requires school counselor educators to ponder the time and risks necessary to participate with schools and to serve communities in need. Service learning provides counselor educators with a platform for launch- ing school counselors-in-training into a profession that is dedicated to helping all students. The pedagogy and actions described in this article highlight a specific context and location where counselors-in-training offered services in a well-supervised setting. Clearly, research is needed to assess the impact that collaborations between universities and school districts have on counselors-in-training and those being served. PSU counselor educators are in the process of refining and implementing such research by initiating a longitudi- nal assessment of counselor development. Other plans include research regarding how structured narratives and PSU’s Practicum Skills Assessment facilitate counselors-in-training in documenting their knowledge, know-how, and reflectiveness. Case studies will continue to focus on the impact the after- school services have on students being referred by the school counselors. Ad- ditionally, counselor educators will continue to assess how the professional practice portfolio assists and documents school counselor-in-training effectiveness in (a) developing comprehensive school counseling programs; (b) helping students learn to live, leam to learn, learn to work, and learn to contribute; and (c) reflecting on how they have grown as intuitive practitioners. In the meantime, the community collaboration continues as an evolutionary project

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between the university and the school district with the goal of helping all students tap into their learning power and capacity to discover the possibilities inherent in living.

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Let Knowledge Serve the City: A Community-Based School Counseling Practicum

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